1. Implement center standards/daily routines and their interpretation for equine care, maintenance, and usage
2. Implement center standards/daily routines and their interpretation regarding the use of safety equipment and adaptive equipment
3. Condition and maintain program for therapeutic riding equine, including record keeping
4. Implement center standards/daily routines and their interpretations regarding student forms
5. Verify that the student forms are complete and updated for students the apprentice teaches
6. Interpret student forms and apply the information to the riding setting
7. Write and maintain progress notes on riders
8. Complete incident report as needed
9. Comply with confidentiality requirements regarding students
10. Self-evaluate instructional capabilities, facility environment, horse and personnel to determine riders who can be accepted as students
11. Locate information regarding center and instructor certification and accreditation processes
12. Recognize signs and causes of negative equine behaviors (including/not limited to biting, kicking and crowding personal space)
13. Utilize appropriate types of rewards for equine positive behaviors (including/not limited to release of pressure, verbal praise, or pats/ rubs.)
14. Take appropriate actions to protect the safety of people and horses in dangerous situations (i.e. loose horse, misbehaving person, or horse)
15. Train to various needs of an EAS (Equine Assisted Services) program, such as: Leaders and side walkers Assistive devices (such as ambulation devices and communication devices) Mounting equipment (such as ramps, blocks, and lifts) Game equipment Mounting procedures Dismounting equipment Student behaviors
16. Utilize safe and respectful leading techniques for lessons, such as: At the walk and trot Through turns Through transitions Backing Mounting and dismounting During rider postural adjustments
17. Safely lunge a horse in a circle on a lunge line at the walk, trot and canter, including but not limited to: Selection of lunging equipment A safety check for equipment fit to equine prior to lunging Safe use of lunging equipment Safe positioning of horse handler in relation to horse during lunging Safe management of the lunge line and whip during lunging Halt of the equine on a lunge line Safe change of direction of an equine on a lunge line
18. Use horse manure handling methods for sanitary conditions of stall and turn out areas.
19. Safely turnout a horse into a stall, pen, or field
20. Take TPR (temperature, pulse, respiration) of horse
21. Recognize when a horse is unsound and how it may impact equine behavior and inform supervisor
22. Use grooming tools, such as a: Curry comb Hard/dandy brush Soft/body brush Hoof pick Mane/tail comb Shedding blade Sponge Sweat scraper
23. Use appropriate bathing treatment for skin and muscle soreness (i.e. fungicide, liniment, medicated bath)
24. Cool down a horse following a work session including the use of liniments
25. Clip bridle path and fetlocks
26. Correctly fit bell boots
27. Correctly fit split and ankle boots
28. Correctly fit hoof boots
29. Correctly fit exercise boots/wraps
30. Correctly fit safety stirrups and safety helmets to rider
31. Correctly tack a horse
32. Clean, care, and maintain tack
33. Tie safety knots
34. Select and evaluate equipment needs for rider and horse (saddle, bridle, and reins), based on how the equipment affects the horse and the rider
35. Select and evaluate equipment needs to long-line and to lunge a horse
36. Fit and adjust a saddle to maintain the safety and well-being of the horse and rider
37. Fit and adjust a surcingle to maintain the safety and well-being of the horse and rider
38. Check equipment prior to and after mounting
39. Adjust stirrup prior to and after mounting
40. Use safe and effective body mechanics during mounting and dismounting from the ground or a block/ramp
41. Ride with a secure seat including correct position, posture, and alignment
42. Ride free walk and working walk
43. Ride two-point position over poles
44. Shorten and lengthen reins.
45. Lengthen and shorten the stride
46. Ride with different degrees of contact
47. Maintain straightness of the horse
48. Effectively maintain control of the horse
49. Ride transitions of walk to halt and halt to walk
50. Effectively use rein aids
51. Effectively use legs aids
52. Effectively use seat aids
53. Effectively use weight aids
54. Effectively use voice aids
55. Effectively use crop [whip aids
56. Execute leg yield
57. Bend a horse through corners and on circles.
58. Execute half halt/check
59. Ride without stirrups
60. Ride suppling exercises for the horse
61. Ride with a secure seat with correct position, posture, and alignment
62. Ride sitting trot
63. Ride posting trot, including correct diagonal
64. Ride two-point over ground poles
65. Shorten and lengthen reins
66. Execute change of diagonals
67. Lengthen and shorten the stride
68. Ride with different degrees of contact
69. Maintain straightness of the horse
70. Effectively maintain control of the horse
71. Ride transitions from walk to trot and trot to walk
72. Ride transition from trot to halt through the walk
73. Effectively use rein aids
74. Effectively use legs aids
75. Effectively use seat aids
76. Effectively use weight aids
77. Effectively use voice aids
78. Effectively use crop/whip aids
79. Execute leg yield
80. Bend a horse through corners and on circles.
81. Execute half halt/check
82. Ride without stirrups at the sitting trot
83. Ride suppling exercises for the horse
84. Ride with a secure seat with correct position, posture, and alignment
85. Correct lead
86. Shorten and lengthen reins.
87. Ride with different degrees of contact
88. Maintain straightness of the equine
89. Effective control of the horse
90. Ride transition from canter to walk through the trot
91. Ride transition from walk to canter
92. Ride transitions from trot to canter and canter to trot
93. Effectively use rein aids
94. Effectively use legs aids
95. Effectively use seat aids
96. Effectively use weight aids
97. Effectively use voice aids
98. Effectively use crop/whip aids
99. Bend a horse through corners and on circles
100. Execute half halt/check
101. Execute simple change f lead through the trot
102. Ride suppling exercises for the horse
103. Warm up the horse prior to a work session
104. Execute ring figures, such as various changes of rein half circles circles serpentines figure eights spirals
105. Design and set up of obstacle course.
106. Properly space ground poles.

1. Assess the participant's skills, goals, and objectives
2. Develop a lesson plan to address individual riding goals and objectives
3. Prepare a group lesson plan that teaches all students as a group, but still addresses individual needs
4. Select activities and skills suitable for the objective of the lesson
5. Utilize individual planning tools such as Individual Education Plan (IEP), ISP, etc. if applicable
6. Organize the lesson sequence to progress skills in a logical sequence
7. Implement center standards and their interpretation regarding lesson area
8. Select horse for individual riders according to rider's behavior, riding skill and riding goals
9. Select horse for individual riders according to equine's movement quality, temperament, height, size
10. Orientate student to facility (i.e. stable rules and safety rules)
11. Instruct grooming and tacking
12. Instruct tying of safety knot
13. Instruct haltering and leading
14. Instruct proper riding attire
15. Instruct equipment checks prior to and after mounting
16. Instruct stirrup adjustment prior to and after mounting
17. Mount and dismount from ground or mounting block
18. Instruct a secure seat, including correct position, posture, and alignment
19. Instruct free walk and working walk
20. Instruct two-point position over poles
21. Instruct shortening and lengthening reins.
22. Instruct lengthening and shortening the stride
23. Instruct different degrees of contact
24. Instruct maintaining straightness Of the horse
25. Instruct effective control of the horse
26. Instruct transitions from walk to halt and halt to walk
27. Instruct effective use of rein aids
28. Instruct effective use of legs aids
29. Instruct effective use of seat aids
30. Instruct effective use of weight aids
31. Instruct effective use of voice aids
32. Instruct effective use of crop/whip aids
33. Instruct leg yield
34. Instruct bending a horse through corners and on circles.
35. Instruct half halt/ check
36. Instruct riding without stirrups
37. Instruct suppling exercises for the horse
38. Instruct a secure seat with correct position, and alignment
39. Instruct sitting trot
40. Instruct posting trot, including correct diagonal
41. Instruct two-point over ground poles
42. Instruct shortening and lengthening reins
43. Instruct change of diagonals
44. Instruct lengthening and shortening of the stride
45. Instruct different degrees of contact
46. Instruct maintain straightness of the horse
47. Instruct effective control of the horse
48. Instruct transitions from walk to trot and trot to walk
49. Instruct transitions from trot to halt through the walk
50. Instruct effective use of rein aids
51. Instruct effective use of legs aids
52. Instruct effective use of seat aids
53. Instruct effective use of weight aids
54. Instruct effective use of voice aids
55. Instruct effective use of crop/whip aids
56. Instruct leg yield
57. Instruct bending a horse through corners and on circles.
58. Instruct half halt/ check
59. Instruct riding without stirrups at the sitting trot
60. Instruct supplying exercises for the horse
61. Instruct a secure seat with correct position, posture, and alignment
62. Instruct correct lead
63. Instruct shortening and lengthening reins
64. Instruct different degrees of contact
65. Instruct maintaining straightness of the horse
66. Instruct effective control of the horse
67. Instruct transitions from canter to walk through the trot
68. Instruct transitions from walk to canter
69. Instruct transitions from trot to canter and canter to trot
70. Instruct effective use of rein aids
71. Instruct effective use of legs aids
72. Instruct effective use of seat aids
73. Instruct effective use of weight aids
74. Instruct effective use of voice aids
75. Instruct effective use of crop/whip aids
76. Instruct bending a horse through corners and on circles.
77. Instruct half halt/ check
78. Instruct simple change of lead through the trot
79. Instruct suppling exercises for the horse
80. Instruct warm up of a horse prior to session
81. Instruct appropriate use of spurs
82. Instruct use of leading/opening rein aids
83. Instruct use of neck rein aids
84. Instruct use of direct rein aids
85. Instruct use of indirect rein aids
86. Instruct use of pulley rein aids
87. Instruct riding ring figures, such as: various changes of rein half circles circles serpentines figure eights spirals
88. Instruct execution of obstacle course
89. Instruct rein back
90. Instruct mounted rider exercises at the walk and trot
91. Instruct appropriate games in the riding setting
92. Instruct a rider on a lunge line

1. Assess the participant's skills, goals, and objectives
2. Develop a lesson plan to address individual riding goals and objectives
3. Prepare a group lesson plan that teaches all students as a group, but still addresses individual needs
4. Select activities and skills suitable for the objective of the lesson
5. Utilize individual planning tools such as Individual Education Plan (IEP), ISP, etc. if applicable
6. Organize the lesson sequence to progress skills in a logical sequence
7. Implement center standards and their interpretation regarding lesson area
8. Select horse for individual riders according to riders behavior, riding skill and riding goals
9. Select horse for individual riders according to equine's movement quality, temperament, height, size
10. Orientate student to facility (i.e. stable rules and safety rules)
11. Instruct grooming and tacking
12. Instruct tying of safety knot
13. Instruct haltering and leading
14. Instruct proper riding attire
15. Instruct execution of tack check procedures appropriate to the lesson setting
16. Instruct lesson team on effective assistance on mounting and dismounting during the lesson
17. Instruct lesson team on equipment checks prior to and after mounting
18. Instruct lesson team on stirrup adjustment prior to and after mounting
19. Instruct rider during independent croup mounts from the mounting block and
20. Instruct rider during partially-assisted croup mounts from the mounting block and ramp
21. Instruct rider during fully-assisted croup mounts from the mounting block and ramp
22. Instruct rider during independent croup dismounts to the ground
23. Instruct rider during partially-assisted croup dismounts to the ground
24. Instruct rider during fully-assisted croup dismounts to the ground
25. Instruct rider during independent crest mounts from the mounting block and ramp
26. Instruct rider during partially-assisted crest mounts from the mounting block and ramp
27. Instruct rider during fully-assisted crest mounts from the mounting block and ramp
28. Instruct rider during independent crest dismounts to the ground and to a wheelchair
29. Instruct rider during partially-assisted crest dismounts to the ground and to a wheelchair
30. Instruct rider during fully-assisted crest dismounts to the ground and to a wheelchair
31. Instruct a secure seat, including correct position, posture, and alignment
32. Instruct free walk and working walk
33. Instruct two-point position over poles
34. Instruct shortening and lengthening reins.
35. Instruct light contact
36. Instruct maintaining straightness of the horse
37. Instruct effective control of the horse
38. Instruct transitions from walk to halt and halt to walk
39. Instruct effective use of rein aids
40. Instruct effective use of legs aids
41. Instruct effective use of seat aids
42. Instruct effective use of weight aids
43. Instruct effective use of voice aids
44. Instruct effective use of crop/whip aids
45. Instruct bending a horse through corners and on circles.
46. Instruct half halt/ check
47. Instruct riding without stirrups
48. Instruct a secure seat with correct position, posture, and alignment.
49. Instruct sitting trot
50. Instruct posting trot, including correct diagonal
51. Instruct two-point over ground poles
52. Instruct shortening and lengthening reins.
53. Instruct change of diagonals
54. Instruct light of contact
55. Instruct maintaining straightness of the horse
56. Instruct effective control of the horse
57. Instruct transitions from walk to trot and trot to walk
58. Instruct transition from trot to halt through the walk
59. Instruct effective use of rein aids
60. Instruct effective use of legs aids
61. Instruct effective use of seat aids
62. Instruct effective use of weight aids
63. Instruct effective use of voice aids
64. Instruct effective use of crop/whip aids
65. Instruct bending a horse through corners and on circles.
66. Instruct half halt/check
67. Instruct a secure seat with correct position, posture, and alignment
68. Instruct correct lead
69. Instruct shortening and lengthening reins
70. Instruct light contact
71. Instruct maintaining straightness of the horse
72. Instruct effective control of the horse
73. Instruct transition from trot to canter and canter to trot
74. Instruct effective use of rein aids
75. Instruct effective use of legs aids
76. Instruct effective use of seat aids
77. Instruct effective use of weight aids
78. Instruct effective use of voice aids
79. Instruct effective use of crop/whip aids
80. Instruct bending a horse through corners and on circles.
81. Instruct half halt/check
82. Instruct simple change of lead through the trot
83. Instruct warm up of a horse prior to a work session
84. Instruct use of leading/opening rein aids
85. Instruct use of neck rein aids
86. Instruct use of direct rein aids
87. Instruct use of pulley rein aids
88. Instruct ring figures, such as: various changes of rein half circles circles serpentines figure eights
89. Instruct execution of obstacle course.
90. Instruct rein back
91. Instruct mounted rider exercises at the walk and trot
92. Instruct appropriate games in the riding setting
93. Instruct a rider on a lunge line.
94. Instruct group lessons of two or more riders
95. Execute ground lessons (i.e. stable management, horse anatomy, simulated riding)
96. Provide effective support for the rider as a sidewalker
97. Adapt teaching strategies as needed during lesson
98. Teach to the level of students' emotional learning and physical and cognitive ability
99. Fairly and consistently apply standards of student behavior
100. Progress student towards independence
101. Effectively use volunteers during lesson
102. Create/select appropriate games and exercises
103. Provide appropriate and effective feedback to the rider
104. Adapt and correct equipment during lesson
105. Provide "what's", "how's", and "why's" to the student rider
106. Maintain control of class
107. Use safe spacing and procedures
108. Effectively use communication techniques, including clear and concise instructions
109. Address different learning styles of riders, including auditory, kinesthetic, and visual
110. Develop and manage effective instructional team, including the instructor, support professionals, horse handlers, sidewalkers, family, and the student
111. Determine rider placement, within a group lesson, according to disability, age, size, and skill/ability

1) Industry resources and services available to the instructor 2) Benefits of EAS specific to individual disabilities 3) The realms of therapeutic riding

1) The horse’s senses, how they contribute to behavior, response to stimuli, and affect the safety within the riding setting. 2) Techniques used to warm up the horse prior to an EAS session. 3) Behavioral characteristics of a lesson- ready equine. 4) Techniques used to cool down an equine following a work session. 5) Stable vices, including cribbing, weaving, wind sucking, stall walking, biting, kicking and wood chewing.

1) Feed requirements of the equine, including hay, salt and minerals, grain, feeding intervals and water. 2) Signs of poor-quality feed.

1) Appropriate protection for equines, including fly masks and bonnets, shelter, and fly repellents. 2) Appropriate bedding materials. 3) Potential stall and fencing hazards. 4) Pest concerns as well as management 5) Use of blankets, sheets, coolers, and turnout rugs

1) Signs of good health 2) Signs of a well-conditioned horse (mental and physical) 3) Signs of metabolic disorders 4) Signs of laminitis, thrush, abscess 5) Signs of ringworm, rain rot 6) Signs of colic, dehydration 7) Signs of weight gain or loss 8) Signs of heat stroke 9) Signs of stress 10)Signs of dental problems 11)Signs of illness, sickness, injury 12)Recognize the signs of parasites, intestinal worms 13)Signs of lice, ticks 14)Signs of choke 15)Typical inoculations 16)Prevention protocols for following diseases, including but not limited to, distemper (strangles), Eastern Equine Encephalitis (EEE), West Nile (WNV), Influenza, Potomac horse fever (PHF), Rabies, Tetanus, Pneumonia, Equine Protozoal Myeloencephalitis (EPM), exertional rhabdomyolysis (tying up), hyperkalemic periodic paralysis (HYPP), and anhidrosis 17)Programs and intervals for deworming, vaccination, hoof and teeth care programs to maintain equine health. 18)How to clip an equine for: Maintenance with a muzzle; Blanket clip; Hunter clip; Body clip; Trace clip; Belly and gullet clip 19)Demonstrate first-aid treatment for: Abrasions; Lacerations; Clean cuts; Bruises; Puncture wounds; Proud flesh; Sprains/strains; Shock 20)Identify types of shoes and their functions. Identify characteristics of a correctly and incorrectly shod foot

1) Purpose, use and function of bits: action of a straight and jointed snaffle, types of check pieces and function, curbs and related shanks, curb chains, gags. 2) Purpose, use and function of: Bitless bridles; Long-lines; Bridles; Martingales; English and western saddles; Saddle pads; Bareback pads; Side reins; Adaptive equipment; Breastplates and collars; Tiedowns; Draw-reins; Cruppers 3) Identify and know the purpose, use, and function of safe riding attire. 4) Know the parts of English and western saddles and bridles. 5) The proper use of spurs

1) Basic anatomic parts of the equine. 2) Conformation and the parts of the horse and how they relate to form and function 3) Characteristics of an EAS equine. 4) Identify and describe the footfalls (including identifying evenness/unevenness of gait) for: Walk; Trot; Canter 5) Develop a conditioning and maintenance program to improve/maintain performance of the therapeutic equine including: Lunging; Schooling; Suppling; Training progression 6) Identify conformation faults and how they affect the function of the therapeutic riding horse

1) Terminology related to movement and posture, including but not limited to, abduction, adduction, flexion, extension, rotation, midline, anterior, posterior 2) Muscles that are important in equine activities 3) Bones that are important in equine activities 4) Parts of the brain as they relate to learning skills and to emotions.

1) Precautions and contraindications to therapeutic riding 2) Definition, causes, characteristics and teaching management for amputation or limb differences 3) Definition, causes, characteristics and teaching management for apraxia 4) Definition, causes, characteristics and teaching management for arthritis 5) Definition, causes, characteristics and teaching management for asthma 6) Definition, causes, characteristics and teaching management for attention deficit/hyperactivity disorder 7) Definition, causes, characteristics and teaching management for autism spectrum disorder 8) Definition, causes, characteristics and teaching management for behavior disorders 9) Definition, causes, characteristics and teaching management for Cerebral Palsy 10)Definition, causes, characteristics and teaching management for cerebral vascular accident (stroke) 11)Definition, causes, characteristics and teaching management for developmental delays 12)Definition, causes, characteristics and teaching management for Down syndrome 13)Definition, causes, characteristics and teaching management for Dwarfism 14)Definition, causes, characteristics and teaching management for emotional disturbances 15)Definition, causes, characteristics and teaching management for Epilepsy 16)Definition, causes, characteristics and teaching management for Fetal Alcohol Syndrome 17)Definition, causes, characteristics and teaching management for hearing impaired 18)Definition, causes, characteristics and teaching management for Hydrocephalus 19)Definition, causes, characteristics and teaching management for intellectual disabilities 20)Definition, causes, characteristics and teaching management for learning disabilities 21)Definition, causes, characteristics and teaching management for limb deficiencies 22)Definition, causes, characteristics and teaching management for Multiple Sclerosis 23)Definition, causes, characteristics and teaching management for Muscular Dystrophy 24)Definition, causes, characteristics and teaching management for Poliomyelitis 25)Definition, causes, characteristics and teaching management for Post-Traumatic Stress Disorder 26)Definition, causes, characteristics and teaching management for scoliosis 27)Definition, causes, characteristics and teaching management for seizures 28)Definition, causes, characteristics and teaching management for Spina bifida 29)Definition, causes, characteristics and teaching management for spinal cord injury 30)Definition, causes, characteristics and teaching management for Traumatic Brain Injury 31)Definition, causes, characteristics and teaching management for visual impairment 32)Definition, causes, characteristics and teaching management for other disabilities that one may teach 33)How to locate information pertaining to all disabilities

1) Possession of instructor attributes, including but not limited to, common sense, professionalism, ethics, punctuality, organization, patience, respect for horse and rider, selfconfidence, positive attitude, and ability to self-reflect.

1) Appropriate use of the following teaching techniques: Cueing; Repetition; Modeling; Prompting; Scaffolding

1) Practice emergency procedures, including how to respond to natural disasters, how to respond to an incident, executing an emergency dismount, and locating the phone and emergency numbers/contacts.

1) Personal-social (self-concept, self- regulation, interpersonal skills, self-help skills) 2) Cognition (attention and memory, visual perception, play skills, tool use, problem solving/reasoning, concept development) 3) Communication (receptive vocabulary, expressive vocabulary, auditory processing, conversational skills) 4) Fine motor (imitation, grasp and manipulation, tool use, bilateral skills, visual-motor skills) 5) Gross motor (posture and locomotion, balance, play skills)