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

1) Verify that the student forms are complete and updated for students the apprentice teaches 2) Interpret student forms and apply the information to the riding setting 3) Write and maintain progress notes on riders 4) Complete incident report as needed 5) Comply with confidentiality requirements regarding students 6) Self-evaluate instructional capabilities, facility environment, horse and personnel to determine riders who can be accepted as students 7) Locate information regarding center and instructor certification and accreditation processes

1) Recognize signs and causes of negative equine behaviors (including/not limited to biting, kicking, and crowding personal space) 2) Utilize appropriate types of rewards for equine positive behaviors (including/not limited to release of pressure, verbal praise, or pats/rubs.) 3) Take appropriate actions to protect the safety of people and horses in dangerous situations (i.e. loose horse, misbehaving person, or horse) 4) Train to various needs of an EAS (Equine Assisted Services) program, such as: • Leaders and sidewalkers • 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 5) 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 6) Safely lunge a horse in a circle on a lunge line at the walk, trot and canter, including but not limited to: • Selection of lungeing equipment • A safety check for equipment fit to equine prior to lungeing • Safe use of lungeing equipment • Safe positioning of horse handler in relation to horse during lungeing • Safe management of the lunge line and whip during lungeing • Halt of the equine on a lunge line • Safe change of direction of an equine on a lunge line

1) Use horse manure handling methods for sanitary conditions of stall and turn out areas. 2) Safely turnout a horse into a stall, pen, or field

1) Take TPR (temperature, pulse, respiration) of horse 2) Recognize when a horse is unsound and how it may impact equine behavior and inform supervisor

1) Use grooming tools, such as a: • Curry comb • Hard/dandy brush • Soft/body brush • Hoof pick • Mane/tail comb • Shedding blade • Sponge • Sweat scraper 2) Use appropriate bathing treatment for skin and muscle soreness (i.e. fungicide, liniment, medicated bath) 3) Cool down a horse following a work session including the use of liniments 4) Clip bridle path and fetlocks

1) Correctly fit bell boots 2) Correctly fit split and ankle boots 3) Correctly fit hoof boots 4) Correctly fit exercise boots/wraps 5) Correctly fit safety stirrups and safety helmets to rider 6) Correctly tack a horse 7) Clean, care, and maintain tack 8) Tie safety knots

1) Select and evaluate equipment needs for rider and horse (saddle, bridle, and reins), based on how the equipment affects the horse and the rider 2) Select and evaluate equipment needs to long-line and to lunge a horse 3) Fit and adjust a saddle to maintain the safety and well-being of the horse and rider 4) Fit and adjust a surcingle to maintain the safety and well-being of the horse and rider

1) Check equipment prior to and after mounting 2) Adjust stirrup prior to and after mounting 3) Use safe and effective body mechanics during mounting and dismounting from the ground or a block/ramp

1) Ride with a secure seat including correct position, posture, and alignment 2) Ride free walk and working walk 3) Ride two-point position over poles 4) Shorten and lengthen reins. 5) Lengthen and shorten the stride 6) Ride with different degrees of contact 7) Maintain straightness of the horse 8) Effectively maintain control of the horse 9) Ride transitions of walk to halt and halt to walk 10)Effectively use rein aids 11)Effectively use legs aids 12)Effectively use seat aids 13)Effectively use weight aids 14)Effectively use voice aids 15)Effectively use crop/whip aids 16)Execute leg yield 17)Bend a horse through corners and on circles. 18)Execute half halt/check 19)Ride without stirrups 20)Ride suppling exercises for the horse

1) Ride with a secure seat with correct position, posture, and alignment 2) Ride sitting trot 3) Ride posting trot, including correct diagonal 4) Ride two-point over ground poles 5) Shorten and lengthen reins 6) Execute change of diagonals 7) Lengthen and shorten the stride 8) Ride with different degrees of contact 9) Maintain straightness of the horse 10)Effectively maintain control of the horse 11)Ride transitions from walk to trot and trot to walk 12)Ride transition from trot to halt through the walk 13)Effectively use rein aids 14)Effectively use legs aids 15)Effectively use seat aids 16)Effectively use weight aids 17)Effectively use voice aids 18)Effectively use crop/whip aids 19)Execute leg yield 20)Bend a horse through corners and on circles. 21)Execute half halt/check 22)Ride without stirrups at the sitting trot 23)Ride suppling exercises for the horse

1) Ride with a secure seat with correct position, posture, and alignment 2) Correct lead 3) Shorten and lengthen reins. 4) Ride with different degrees of contact 5) Maintain straightness of the equine 6) Effective control of the horse 7) Ride transition from canter to walk through the trot 8) Ride transition from walk to canter 9) Ride transitions from trot to canter and canter to trot 10)Effectively use rein aids 11)Effectively use legs aids 12)Effectively use seat aids 13)Effectively use weight aids 14)Effectively use voice aids 15)Effectively use crop/whip aids 16)Bend a horse through corners and on circles 17)Execute half halt/check 18)Execute simple change of lead through the trot 19)Ride suppling exercises for the horse

1) Warm up the horse prior to a work session 2) Execute ring figures, such as • various changes of rein • half circles • circles • serpentines • figure eights • spirals 3) Design and set up of obstacle course. 4) 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

1) Orientate student to facility (i.e. stable rules and safety rules) 2) Instruct grooming and tacking 3) Instruct tying of safety knot 4) Instruct haltering and leading 5) Instruct proper riding attire

1) Instruct equipment checks prior to and after mounting 2) Instruct stirrup adjustment prior to and after mounting 3) Mount and dismount from ground or mounting block

1) Instruct a secure seat, including correct position, posture, and alignment 2) Instruct free walk and working walk 3) Instruct two-point position over poles 4) Instruct shortening and lengthening reins. 5) Instruct lengthening and shortening the stride 6) Instruct different degrees of contact 7) Instruct maintaining straightness of the horse 8) Instruct effective control of the horse 9) Instruct transitions from walk to halt and halt to walk 10)Instruct effective use of rein aids 11)Instruct effective use of legs aids 12)Instruct effective use of seat aids 13)Instruct effective use of weight aids 14)Instruct effective use of voice aids 15)Instruct effective use of crop/whip aids 16)Instruct leg yield 17)Instruct bending a horse through corners and on circles. 18)Instruct half halt/check 19)Instruct riding without stirrups 20)Instruct suppling exercises for the horse

1) Instruct a secure seat with correct position, posture, and alignment 2) Instruct sitting trot 3) Instruct posting trot, including correct diagonal 4) Instruct two-point over ground poles 5) Instruct shortening and lengthening reins 6) Instruct change of diagonals 7) Instruct lengthening and shortening of the stride 8) Instruct different degrees of contact 9) Instruct maintain straightness of the horse 10)Instruct effective control of the horse 11)Instruct transitions from walk to trot and trot to walk 12)Instruct transitions from trot to halt through the walk 13)Instruct effective use of rein aids 14)Instruct effective use of legs aids 15)Instruct effective use of seat aids 16)Instruct effective use of weight aids 17)Instruct effective use of voice aids 18)Instruct effective use of crop/whip aids 19)Instruct leg yield 20)Instruct bending a horse through corners and on circles. 21)Instruct half halt/check 22)Instruct riding without stirrups at the sitting trot 23)Instruct supplying exercises for the horse

1) Instruct a secure seat with correct position, posture, and alignment 2) Instruct correct lead 3) Instruct shortening and lengthening reins 4) Instruct different degrees of contact 5) Instruct maintaining straightness of the horse 6) Instruct effective control of the horse 7) Instruct transitions from canter to walk through the trot 8) Instruct transitions from walk to canter 9) Instruct transitions from trot to canter and canter to trot 10)Instruct effective use of rein aids 11)Instruct effective use of legs aids 12)Instruct effective use of seat aids 13)Instruct effective use of weight aids 14)Instruct effective use of voice aids 15)Instruct effective use of crop/whip aids 16)Instruct bending a horse through corners and on circles. 17)Instruct half halt/check 18)Instruct simple change of lead through the trot 19)Instruct suppling exercises for the horse

1) Instruct warm up of a horse prior to session 2) Instruct appropriate use of spurs 3) Instruct use of leading/opening rein aids 4) Instruct use of neck rein aids 5) Instruct use of direct rein aids 6) Instruct use of indirect rein aids 7) Instruct use of pulley rein aids 8) Instruct riding ring figures, such as • various changes of rein • half circles • circles • serpentines • figure eights • spirals 9) Instruct execution of obstacle course 10)Instruct rein back 11)Instruct mounted rider exercises at the walk and trot 12)Instruct appropriate games in the riding setting 13)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 rider’s behavior, riding skill and riding goals 9) Select horse for individual riders according to equine’s movement quality, temperament, height, size

1) Orientate student to facility (i.e. stable rules and safety rules) 2) Instruct grooming and tacking 3) Instruct tying of safety knot 4) Instruct haltering and leading 5) Instruct proper riding attire

1) Instruct execution of tack check procedures appropriate to the lesson setting 2) Instruct lesson team on effective assistance on mounting and dismounting during the lesson 3) Instruct lesson team on equipment checks prior to and after mounting 4) Instruct lesson team on stirrup adjustment prior to and after mounting 5) Instruct rider during independent croup mounts from the mounting block and ramp 6) Instruct rider during partially-assisted croup mounts from the mounting block and ramp 7) Instruct rider during fully-assisted croup mounts from the mounting block and ramp 8) Instruct rider during independent croup dismounts to the ground 9) Instruct rider during partially-assisted croup dismounts to the ground 10)Instruct rider during fully-assisted croup dismounts to the ground 11)Instruct rider during independent crest mounts from the mounting block and ramp 12)Instruct rider during partially-assisted crest mounts from the mounting block and ramp 13)Instruct rider during fully-assisted crest mounts from the mounting block and ramp 14)Instruct rider during independent crest dismounts to the ground and to a wheelchair 15)Instruct rider during partially-assisted crest dismounts to the ground and to a wheelchair 16)Instruct rider during fully-assisted crest dismounts to the ground and to a wheelchair

1) Instruct a secure seat, including correct position, posture, and alignment 2) Instruct free walk and working walk 3) Instruct two-point position over poles 4) Instruct shortening and lengthening reins. 5) Instruct light contact 6) Instruct maintaining straightness of the horse 7) Instruct effective control of the horse 8) Instruct transitions from walk to halt and halt to walk 9) Instruct effective use of rein aids 10)Instruct effective use of legs aids 11)Instruct effective use of seat aids 12)Instruct effective use of weight aids 13)Instruct effective use of voice aids 14)Instruct effective use of crop/whip aids 15)Instruct bending a horse through corners and on circles. 16)Instruct half halt/check 17)Instruct riding without stirrups

1) Instruct a secure seat with correct position, posture, and alignment. 2) Instruct sitting trot 3) Instruct posting trot, including correct diagonal 4) Instruct two-point over ground poles 5) Instruct shortening and lengthening reins. 6) Instruct change of diagonals 7) Instruct light of contact 8) Instruct maintaining straightness of the horse 9) Instruct effective control of the horse 10)Instruct transitions from walk to trot and trot to walk 11)Instruct transition from trot to halt through the walk 12)Instruct effective use of rein aids 13)Instruct effective use of legs aids 14)Instruct effective use of seat aids 15)Instruct effective use of weight aids 16)Instruct effective use of voice aids 17)Instruct effective use of crop/whip aids 18)Instruct bending a horse through corners and on circles. 19)Instruct half halt/check

1) Instruct a secure seat with correct position, posture, and alignment 2) Instruct correct lead 3) Instruct shortening and lengthening reins 4) Instruct light contact 5) Instruct maintaining straightness of the horse 6) Instruct effective control of the horse 7) Instruct transition from trot to canter and canter to trot 8) Instruct effective use of rein aids 9) Instruct effective use of legs aids 10)Instruct effective use of seat aids 11)Instruct effective use of weight aids 12)Instruct effective use of voice aids 13)Instruct effective use of crop/whip aids 14)Instruct bending a horse through corners and on circles. 15)Instruct half halt/check 16)Instruct simple change of lead through the trot

1) Instruct warm up of a horse prior to a work session 2) Instruct use of leading/opening rein aids 3) Instruct use of neck rein aids 4) Instruct use of direct rein aids 5) Instruct use of pulley rein aids 6) Instruct ring figures, such as • various changes of rein • half circles • circles • serpentines • figure eights 7) Instruct execution of obstacle course. 8) Instruct rein back 9) Instruct mounted rider exercises at the walk and trot 10)Instruct appropriate games in the riding setting 11)Instruct a rider on a lunge line. 12)Instruct group lessons of two or more riders 13)Execute ground lessons (i.e. stable management, horse anatomy, simulated riding) 14)Provide effective support for the rider as a sidewalker

1) Adapt teaching strategies as needed during lesson 2) Teach to the level of students’ emotional learning and physical and cognitive ability 3) Fairly and consistently apply standards of student behavior 4) Progress student towards independence 5) Effectively use volunteers during lesson 6) Create/select appropriate games and exercises 7) Provide appropriate and effective feedback to the rider 8) Adapt and correct equipment during lesson 9) Provide “what’s”, “how’s”, and “why’s” to the student rider 10)Maintain control of class 11)Use safe spacing and procedures 12)Effectively use communication techniques, including clear and concise instructions 13)Address different learning styles of riders, including auditory, kinesthetic, and visual 14)Develop and manage effective instructional team, including the instructor, support professionals, horse handlers, sidewalkers, family, and the student. 15)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)