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PATH INTL CTRI STUDY GUIDE PRACTICE
QUESTIONS WITH SIMPLIFIED SOLUTION
1. While preparing a horse that has been in a therapeutic riding program for
many years, the instructor observes that the animal's bursa and deep digital flexor tendon areas are inflamed. The horse does not shoe any signs of lameness. What is MOST LIKELY the cause?
A. Carpitis
B. Capped Elbow
C. Dorsal metacarpal disease
D. Windpuffs: Windputts
2. From the picture below, what is the proper foot falls for an equine at the trot?:
3. While warming up an equine at the trot, the instructor observes the horse's head
pop up and then drop down dramatically and uncharacteristically and with the rhythm of the trot. What is happening?
A. When a lame foot strikes the ground, the horse's head pops up. When a sound
foot strikes the ground, the horses head drops.
B. When a sound foot strikes the ground, the horses head pops up. When a lame
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C. When a horse has an energetic trot, the head movement is much more
pronounced.
D. When a horse has an energetic trot, the horses head will drop when the rider's
outside leg is too far behind the girth: When a lame foot strikes the ground, the horse's head pops up. When a sound foot strikes the ground, the horses head drops
4. A horse leader is taking an equine in the ring for a warm-up. The instructor
notices the equine is walking behind the horse leader and is taking narrow, shortened steps. What is MOST LIKELY the issue to address?
A. Abcess
B. Sidebone
C. Navicular Syndrom
D. Arthritis: Arthritis
5. During a lesson, the instructor observes that an equine is swishing its tail,
nipping at people, and pinning its ears. These behaviors could likely indicate any of the following EXCEPT:
A. Unbalanced Rider
B. Incorrect Handling by Leader
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b. ankle hold
c. thigh and ankle hold
d. thigh and hip hold: Thigh and Hip hold
9. An instructor is teaching a horse leader proper procedures for an emer-gency
dismount. What does the horse leader do during this event?
a. Stay with the equine.
b. Stay with rider.
c. Unclip from the horse.
d. Tie off from the horse.: Stay with the Equine
10. All of the following responsibilities can be conducted by trained volunteers
EXCEPT:
a. physical warm-up of equines
b. mounting and dismounting
c. soundness check
d. cooling off of equines: Soundness Check
11. What is the BEST strategy an instructor can use to ensure they are teaching
each component of a new skill?
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A. State clear and detailed verbal instructions.
B. Perform task analysis of the skill.
C. Use knowledgeable coaches to provide prompting when needed.
D. Videotape a lesson and have a peer provide feedback.: Perform Task Analysis of the skill
12. What is hypertonia?
a. Decreased muscle tone
b. Increased muscle tone
c. Decreased bone mass
d. Increased bone mass: Increased Muscle Tone
13. A rider with autism spectrum disorder has newly joined the class. When
selecting an equine, what is typically a consideration?
a. Finding a narrow- to medium-based equine to minimize stress on joints.
b. Finding an equine that readily responds to neck reining and voice aids.
c. Finding an equine that is larger with a smooth gate.
d. Finding a non-responsive equine that is calm with movements.: Finding a non-
responsive equine that is calm with movements
14. For a rider struggling to grasp and shorten the reins, what would be a
suitably adaptive rein choice?
a. Ladder reins
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17. How many safety checks must be completed throughout an EAAT mounted
lesson?
a. 1 - just before the riders mount
b. 2 - before the riders mount and immediately after mounting
c. 3 - before the riders mount, immediately after mounting and before any
increased balanced challenge such as trot, trail ride or sharp turns
d. 4 - before the riders mount, immediately after mounting, five minutes into the
lesson and prior to dismount: 3
18. All of the following are considered a good, balanced position for a rider
EXCEPT:
a. sitting in middle of seat bones
b. feet/legs under body
c. arms beside ribs
d. round back: Round Back
19. What is the best way to evaluate a participant's posture?
a. Front
b. Back
c. Sided.
d. All angles: All Angles
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20. You have a student who is short in stature coming to ride with you at a
specific time when the only available saddle is clearly going to be too big for the student. What position will they likely present?
a. Anterior Position
b. Balanced/Neutral Position
c. Posterior Position
d. Chair Seat: Chair Seat
21. Dudley, a 16-year-old quarter horse, has arrived in the arena a few minutes
before his assigned lesson with his horse leader, Maggie.As the instructor is completing the set-up of arena equipment, she observes as Maggie warms Dudley up at walk and trot in hand.Dudley appears to be stiffer than usual in the hind end at the trot.The instructor coaches Maggie to walk and trot Dudley more forward, which will allow him to loosen up before his rider mounts. The lesson plan for the day includes four trot poles. However, based on how Dudley is presenting in his warm-up, the instructor modifies her set-up to reduce the demands on the horse's hind end. After the lesson, the instructor shares her observations of Dudley's stiffness with the barn manager for further evaluation. What are two other choices that the instructor could have made regarding Dudley's
10 / 41 opportunity for some trail riding fun with skilled riders to maintain his mental and physical well-being as a therapeutic riding mount as well as to further develop his topline muscles. Identify at least one other reason Jack could be displaying mouthy behavior: - benefit from a variety of interventions to prevent burnout: exercise by a skilled rider outside of the arena, an evaluation of equipment fit, chiropractic/acupuncture/massage treatment, a week ott from therapeutic riding lessons.
23. An instructor and equine manager are searching for an equine to carry
adult riders. They are considering a 16-hand draft cross mare who is 20 years old. She has been an event horse and is retiring from that career due to a tendon injury in her right front leg. The injuryhas been rehabbed and the horse is back to work doing light trail riding. When evaluating the mare's conformation, the instructor notes that the horse has three balanced parts (neck and shoulder, back and barrel, hindquarters) and a wide spring of ribs. Her hind legs are placed close together and she is cow hocked, which is typical of most work horse breeds. She has windpuffs on both hind legs, likely due to her conformation in relation to jumping. The mare's front legs are square under her chest and straight. Her feet are of good quality and she is only shod up front; however, she is clubfooted on the right, which may have caused her tendon injury. All three gaits are smooth with obedient transitions. She is easy to lead and has a kind, interactive personality. The instructor and equine manager decided not to accept this mare into the
11 / 41 program. Her previous tendon injury paired with her clubfoot on the right side affected the evenness of her gaits and would put her at risk for re-injury when being asked to carry larger, unbalanced riders. What are the reasons this equine mare would have been a good fit for a therapeutic riding program?: The mare described has three balanced parts with a wide spring of her rib, which is indicative of a strong back. Additionally, at 16 hands this mare is not too tall for use of sidewalkers should they be required for those riding her.
24. Joe is an 11-year-old boy with the diagnosis of attention-deficit/ hyperactiv-
ity disorder (ADHD). His characteristics include difficulty processing auditory input, decreased self-esteem and low frustration tolerance, which result in use of inappropriate language and non- compliance with requests. To set Joe up for success in his lesson, he rides Vixen, a forward moving, 16.1 hand draft cross mare that is safe and cooperative for independent riders. Vixen's forward movement helps hold Joe's attention by giving him constant balance challenges. The mare's size earns Joe's respect and builds his confi-dence when he can ride such a large horse effectively. Joe rides in a close-con-tact English saddle, which encourages him to constantly engage his core to maintain his position in the saddle. He uses a regular English bridle with leather reins to give him safe control over a forward moving horse when working off the lead line. Using regular equipment also
13 / 41 instructor a token; once all three tokens have been used, he must dismount his horse and the lesson is concluded for the day. This technique gives him a visual way to regulate his own behavior. Another teaching technique used frequently with Joe is allowing him as much choice as possible. For example, if posting trot and steering a pattern off the lead line are part of the lesson plan, Joe may be allowed to choose which activity to do first. What other disabilities might display characteristics that are similar to Joe?: In-dividuals with learning disabilities, intellectual disabilities or Asperger's syndrome may require the CTRI to implement similar behavioral techniques as described in this scenario
25. Molly is a 13-year-old girl with cerebral palsy. She is a typical pre-teen in
many ways, including a strong desire to be independent and not be "different" from her peers. She has been riding for two years, and as she gets older and taller, she has started to have difficulty mounting and dismounting. Until recently, Molly has been mounting over the croup from a mounting block with her foot in the stirrup, and then dismounting over the croup of her horse to the ground. During both the mount and dismount, her muscle tone increases significantly, and she and the instructor have great difficulty getting her right leg over the horse. To honor Molly's desire to be independent and "normal," a minor modification was made to her mount.By using a mounting block with a higher platform,
14 / 41 Molly simply swings her right leg over the croup of the horse without putting her foot in the stirrup and with minimal assistance from the instructor. The larger, stable surface area (top of mounting block versus the stirrup iron) gives Molly the balance she needs and does not increase her muscle tone, making the mount much more successful. With some convincing, Molly transitions to doing a crest dismount to the ground to the off side of the horse, allowing her to complete the larger movement with her left (stronger) leg. Her reduced range of motion in her right upper extremity limits her ability to be indepen-dent with this dismount. Molly rides in an integrated group of peers. All the riders in the group have been taught how to dismount over the crest of the horse, creating a "new normal" to support Molly's adaptations. Equipment choices for Molly are another key component to her indepen-dence. She rides in an all-purpose English saddle to accommodate the width of her horse and also because this type of saddle does not have a horn or significant knee roles, which would pose a logistical and safety concern for mounting. Due to Molly's increased muscle tone and some contracture on her right side, holding traditional reins effectively to allow for work at trot and canter independently is not possible. A set of loop reins that have a larger diameter and rubber grips allows Molly to manage her reins well.
16 / 41 focus and address his challenges with sitting still, he rides a forward moving horse with a concussive trot and narrow base to challenge his balance. A bareback pad is used to keep John as challenged and close to the movement of the horse as possible. Given John's horse and equipment choices, two sidewalkers (and a horse leader) are assigned to John to provide spotting for safety. One sidewalker is designated as the "talking" volunteer to reduce the auditory input John receives. Both sidewalkers do not touch John unless it is a requirement for safety. The beginning of John's lesson provides him with uninterrupted movement of the horse to prepare him to focus during the skillwork portion of the lesson. The instructor has noticed that whenJohn appears fidgety, continuing or increasing intensity of the horse's movement helps him re-engage in his lesson. During the lesson, when John becomes distracted or upset, these increased opportunities for movement are repeated to give him a sensory break before asking him to work on the next task planned for the lesson. Describe two additional activities that would help John's Focus: benefit from abrupt walk/halt transitions and lengthening and shortening of the horse's gait at the walk and trot.
27. A group of three riders—Sarah, Kim and Sean—is working on learning the
posting trot. The various disabilities of the riders in this group are attention deficit disorder, intellectual disability and autism spectrum disorder. During the lesson, each rider benefits from the instructor using three unique learning modalities for teaching: auditory, visual and kinesthetic.
17 / 41 The CTRI is aware that use of a variety of methods to allow the riders to prac-tice the skill in many ways encourages mastery. Even though one technique may work for Sarah, a different technique may have to be used to support Kim and Sean to learn the same skill. The instructor has prepared for the lesson by outlining possible teaching techniques to employ for each learning modality Name two teaching techniques in each of the three learning modalities to improve the skill of direct rein steering: Riding Skill• Direct Rein Steering
19 / 41 Continue to stand and sit in a 1-2 rhythm For the riders to progress in their skill development, the instructor must provide postural corrections during the lesson. Postural corrections are most effective when they include a "why" explanation. "Sarah, continue to look forward while you post; it will help with your bal-ance." "Kim, sit gently in the saddle so your horse is comfortable when you trot." "Sean, bend your elbows to help you keep your hands off the saddle." "Riders, keep your heel under your hip when you rise out of the saddle to keep you balanced more easily." "Riders, bring your shoulders back when you stand up, so it is easier to get out of the saddle." The instructor makes sure the riders know what is going well in the lesson by using specific praise, which is important to build their confidence in and mastery of the skill. "Riders, I like how you are keeping safe spacing between your horses while we are trotting together." "Kim, I like how you are keeping your posting rhythm all the way down the long side of the arena." "Sean, nice work keeping your hands off the saddle." "Sarah, you are sitting up so
20 / 41 tall when you post!""Riders, thank you for sitting so gently on your horse's back." What are the What, How, and Why components to develop the skill of walk/halt transitions?: What = Walk/Halt Transition How = Eyes up Sit tall Say "whoa" Pull reins back to hips Horse stops Move hands and reins forward Why = Riders can stop their horses if they get too close to one another.
29. For Sarah, Kim and Sean, learning to post the trot in rhythm is one
step in their skill progression toward their shared goal of becoming independent riders at the walk and trot. All three riders started the current session of lessons being able to walk and halt their horses without the help of a horse leader. Each rider works with one sidewalker who is there to help focus attention and increase understanding of instructions within the group. Here is the progression of riding skills that Sarah, Kim and Sean are working on: Î Direct rein steering at the walk with a horse leader and a sidewalker.I ̂Direct rein steering at the walk with the lead line unclipped and a sidewalker.Î Direct
