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Different forms of physical, mental, and psychosocial therapy approaches with the involvement of horses were established historically and include various subdisciplines of therapeutic practice on the horse. In the international discourse, subdisciplines are not clearly distinguished when describing therapy content, processes and goals, which could lead to a lack of clarity in understanding for the professional and public community. Disciplines are united by the holistic, resource-orientated view, considering biopsychosocial aspects for an improvement of the performance of activities and participation. Therapeutic objectives focus on function-orientated physiological or psychosocial approaches depending on underlying therapeutic schools and therapeutic orientations, which should be distinguished more clearly in the international discourse. This explorative study aims to contribute to the development of theory in the scientific discourse, based on a German perspective. For this purpose, commonalities, and differences between Therapeutic Riding and subdisciplines have been elaborated based on four focus groups with experts and therapists using qualitative content analysis (in total 17 participants). The results stress that therapy processes are based on common movement-specific principles such as the movement dialogue and relational triangle between the client, the therapist and the horse, from which the different approaches focus on differentiated targets in mental, motor and psychosocial areas. Common clear-cut terminology and standardization in therapy could differentiate targets and intended effects of therapeutic riding more precisely. This could contribute to clarifying effect factors for certain target groups and increase evidence-based assessment of therapy outcomes.

(1) Background: Indoor climbing has different effects at various levels, including physical, psychological, and social ones. It is of high interest to assess whether social skills developed through climbing can be transferred to another environment, such as the working environment. This study investigates the effects of indoor climbing on employability and occupational self-efficacy of people with intellectual disability, who possess lower levels of social competences in general. (2) Methods: A randomised controlled study (RCT) experimental study design with three groups was formed—one intervention (IG) and two control groups (CGI&II). For 10 months, the IG went climbing (two times per week), whereas the first CG followed a sports programme and the second CG served as controls. (3) Results: IG participants showed significant improvement in mental and somatic health over time. Regarding occupational self-efficacy, females had a significantly lower mean. Nevertheless, only the IG’s female participants mean increased significantly over time. (4) Conclusions: Indoor climbing can be effective for improving occupational health and can be beneficial for specific groups; however, additional research is needed to further specify the influence of indoor climbing on a wider variety of aspects of the life of people with intellectual disability.

BACKGROUND: Scientific investigation and documentation of equine-assisted therapy has increased over the past several years. Yet there are no standardized and validated tools for evidence-based measurement of processes and outcomes to assess equine-assisted interventions. AIM: The objective of this cross-sectional survey study was to develop a standardized assessment tool for the effective measurement of equine-assisted therapy based on the common language of the International Classification of Functioning, Disability and Health (ICF) framework of the World Health Organization (WHO). DESIGN: Cross-sectional study. SETTING: Six equine-assisted therapy rehabilitation centers in Germany. POPULATION: Persons with indications for equine-assisted therapy. METHODS: In a qualitative conceptual portion of the study, four semi-structured focus group interviews were conducted and analyzed with a total of 17 experts and therapists according to the aims, content, and sphere of influence of equine-assisted therapy via structured content analysis. Based on these findings and a linkage to the classification system of ICF, a standardized assessment tool (a general module and three specialized submodules) for equine-assisted therapy was developed. It was field-tested with 116 participants at six locations in a multicenter practical field approach and statistically analyzed via explorative factor analyses and reliability tests. RESULTS: Explorative factor analysis provided support for a three-factor structure for the general module, including psychosocial, motor, and mental functioning scales. For both submodules, i.e., the individual and group settings, a two-factor structure was indicated. Reliability was in the good to excellent range for all modules. CONCLUSIONS: A global 80-item assessment tool, divided into a general and three submodules, provides a first step toward a standardized ICF-based assessment of the effects of equine-assisted therapy. A common language in measuring therapy outcomes could increase synchronization and integration of equine-assisted therapy interventions into the international healthcare system. By applying the ICF in multidisciplinary services in rehabilitation management, improved coordination and networking of all necessary services can be provided. CLINICAL REHABILITATION IMPACT: The developed assessment tool contributes to evidence-based outcome-measurement and therapy monitoring of equine-assisted interventions. Prospectively, it could enable cost-effectiveness analyses and comparability with other health system interventions.

Sport und Bewegung haben auf physischer, psychischer und sozialer Ebene nachweislich positive Auswirkungen auf die Gesundheit. Das Teilhabepotenzial im Sport und damit auch die Zugangsmoglichkeit zu den gesundheitsforderlichen Effekten von Sport und Bewegung sind dabei vielfaltig.

Public bus drivers are a relevant part of the social network supporting people with intellectual disability (ID) in the independent use of public transport as their support can increase self-determination and social inclusion. A study was undertaken that focused on (1) bus drivers' experiences with people with ID; (2) their knowledge about ID in general; and (3) their attitudes toward people with ID. Assessment of experiences, knowledge, and attitudes are important for the detection of potential psychological and social barriers for community inclusion. Experiences, knowledge, and attitudes were evaluated with a standardized questionnaire for a representative sample of 139 local bus drivers. The survey was conducted in a town in Germany with rural surroundings as part of the Nordhorn Public Transportation Intervention Study aiming to increase the independent use of public buses for people with ID. The authors found that some 19% of the bus drivers had experiences with people with ID in their private lives. Also, that knowledge about ID was rather moderate, differing widely according to specific items. Some drivers saw people with disabilities as passengers who are difficult and who needed more attention. Authors concluded that bus drivers are an essential part of the social support system of persons with ID and that assessment of bus drivers' attitudes, experiences, and knowledge is necessary to develop specific training programs. Valid information, communication, and social interaction skills training should be integrated in the regular training of bus drivers. Assessment and training of bus drivers could enhance the chances of persons with ID significantly to be mobile citizens in an inclusive society.

In addition to individual mobility needs, today's society requires spatial mobility within the expected social role of a pedestrian and bus passenger. A social-ecological model helps to identify opportunities to promote participation in traffic wayfinding by recognizing the multiple factors that influence an individual's behavior. The Nordhorn Public Transportation Intervention Study project in Germany had the aim of increasing the independent use of public transportation by students with intellectual disabilities (ID) through interventions in the social and physical environment. Success of the project was measured by the number of students who were able to independently go from home to school at the end compared with the start of the project and by the skills students evidenced with coping with barriers on their way to school at the end of the project compared with their baseline skills. This multicenter study included various types of interventions: assessment of mobility/traffic competency, mobility integrated individual educational plans, mobility and traffic curriculum, information for teachers and parents, training for bus drivers, real-life traffic training, support by mobility trainers and trip coaches, adaptations to streets and buses, and incident management including the use of communication devices (e.g., mobile phones with Global Positioning System). At the start of the project

This article describes the aims, development, and testing of the Mobility Assessment Schedule (MAS), an instrument assessing the ability of students with intellectual disability (ID), to function effectively as pedestrians in normal traffic. The MAS provides information about individual mobility skills of school-age children with ID and measures the child's traffic skills congruent with safely and independently functioning in traffic situations. Mobility skills are measured in eight areas: visual perception, auditory perception, reaction, memory, attention, motor skills, social skills, and communication. The MAS was tested with 128 students at one school for children with ID in Germany. The internal consistencies of the scale and subscales were reasonable to good. Baseline results showed that the students already possessed—even before mobility training—many skills that are necessary for participation in traffic situations. The MAS is applicable and valid to assess traffic functioning skills of children with ID and can be an important tool for mobility training because it delivers information on various skills, which are necessary to function independently in traffic situations. This inventory can be part of the school's individual educational plans.

Das komplexe Thema des psychologisch-therapeutischen Einsatzes von Pferden hat in der heilpadagogischen Praxis eine langjahrige Tradition, die fachlich-wissenschaftliche Fundierung dieser Masnahme befindet sich allerdings noch in den Anfangen. Eine Aussage uber die Wirksamkeit der Heilpadagogischen Forderung mit dem Pferd (HFP) im Bereich des Voltigierens als Gruppensetting ist bisher nicht moglich. Ausgehend von der Annahme, dass die HFP im Gruppensetting Voltigieren zu einer Verbesserung der psychosozialen Kompetenzen von Kindern und Jugendlichen mit sozial- emotionalem Forderbedarf beitragt, wurde in der vorliegenden Studie die Wirksamkeit der HFP mittels eines standardisierten Erhebungsbogens zu ausgewahlten psycho­sozialen Aspekten bei einer Stichprobe von 53 Kindern und Jugendlichen mit sozial-emotionalem Forderbedarf untersucht.

Die Teilnahme am Strasenverkehr ist essenziell fur soziale Interaktionen, Wirtschaftlichkeit oder die Gestaltung des alltaglichen Lebens. Um Freunde oder Verwandte zu besuchen, die Arbeits- oder Bildungsstatte zu erreichen oder sich mit (notwendigen) Konsumgutern zu versorgen, wird Mobilitat vorausgesetzt. „Je mobiler und unabhangiger der Mensch ist, desto mehr Bedurfnisse kann er an verschiedenen Orten befriedigen und desto mehr Wahlfreiheit hat er“ (Stoppler 2002: 19). Wahrend die Fortbewegung von A nach B zunachst trivial erscheint, sind bei diesem Prozess vielfaltige Entscheidungs- und Handlungskompetenzen notwendig: Ausgehend vom Standort mussen das Ziel bestimmt und das Verkehrsmittel ausgewahlt werden sowie adaquates Verkehrshandeln moglich sein.

Ausgehend vom dualen Mobilitatsbegriff mit den Komponenten des technischorganisatorischen Verkehrssystems sowie den mobilitatsleitenden Sozialfunktionen lassen sich Anknupfungspunkte zur Freizeitgestaltung identifizieren. Im Folgenden werden diese mit dem Fokus auf junge Menschen mit geistiger Behinderung naher differenziert, wobei die Lebensqualitat als stetiger Referenzwert mitbetrachtet wird.

Zur Beantwortung der zentralen Fragestellungen in Bezug auf die Erfassung des Mobilitats- und Freizeitverhaltens junger Menschen mit geistiger Behinderung sind in der vorliegenden Untersuchung zwei zentrale Erhebungen durchgefuhrt worden. Diese beinhalten zum einen die Erfassung der Auswirkungen selbstandiger Mobilitat auf die Freizeitgestaltung und zum anderen die Identifizierung und Reflektion mobilitatsbeeinflussender Faktoren.

Freizeit stellt einen Lebensbereich dar, der von einem hohen Mas an Selbstbestimmung, Freiheit und Wahlmoglichkeiten gepragt sein kann. In der Freizeit konnen personliche Interessen in einem Rahmen verfolgt werden, der moglichst frei von Determinationen und existenziellen Motivationen wie z.B. finanzieller Absicherung ist (vgl. Opaschowski 2008: 35). Freizeitaktivitaten dienen u.a. der Rekreation, Enkulturation oder Teilhabe am gesellschaftlichen Leben. Die Freizeitbedurfnisse sind dabei „voneinander abhangig und in ihrer Gewichtung aufgrund von gesellschaftlichen, sozialen und individuellen Faktoren unterschiedlich“ (Tillmann 2010: 26).

Aus den vorherigen Kapiteln wird ersichtlich, dass Freizeit einen Lebensbereich mit hohem Mobilitatsbedarf darstellt und auch nur in Kombination mit Fortbewegungsoptionen das eigentliche Potenzial der Freizeit als Raum der individuellen Bedurfnisbefriedigung, verwirklicht werden kann. Virtuell zur Verfugung stehende Handlungsspielraume konnen nur in Verbindung mit deren raumlicher Erreichbarkeit als realistische Wahlmoglichkeiten bezeichnet werden.