Select Page

The Use of TAG Teaching in Therapeutic Riding with Children with Specific Learning Disabilities Research Project

Research Project Abstract – The Use of TAG Teaching in Therapeutic Riding with Children with Specific Learning Disabilities

The value of therapeutic riding for children with disabilities is increasingly being shown through the growing number of research studies with benefits spanning across the physical, psychological and psychosocial domains.

TAG teaching – teaching with acoustical guidance is a method of learning which promotes autonomy, learning at the pace of the learner only, responsibility for learning and is always based on success.

It has proven to be particularly successful for children with special needs, children who are non-verbal and children with autism.  This study shows how TAG teaching is used for both therapeutic riding sessions and for recreational riding for children with special needs and how it encourages concentration and motivation amongst the children.

The study also shows how tagging can help the Therapeutic Riding Coach in the planning and delivery of sessions.  The presentation will include feedback from the children, their parents and the coaches and will include video footage of tagging as part of sessions.


Alston, A, J., Rusty-Miller, J, H., Therapeutic Riding: An Educational Tool for Children with Disabilities as viewed by Parents: North Carolina A&T State University Journal of Southern Agricultural Education Research 113

Volume 54, Number 1, 2004

Baltruschat, L., Hasselhorn, M., Tarbox, J., Dison, D.R., Najdowski, A, D., Mullins, R. D., Gould, E, R.,  Further analysis of the effects of positive reinforcement on working memory in children with autism.  Original Research Article Research in Autism Spectrum Disorders, Volume 5, Issue 2, April – June 2011, Pages 855-

Bass, M, M., Llabre, M.,Therapeutic Riding: An Educational Tool for Children with Disabilities as The Effects of Equine Assisted Activities on the Social Functioning of Children with Autism

Beetz A., Julius H., Kotrschal K., Uvnäs-Moberg K. Basic neurobiological and psychological mechanisms underlying therapeutic effects of Equine Assisted Activities (EAA/T)

Cockerill, H., Supporting communication in the child with a learning disability, Specialist Speech and Language Therapist, Newcomen Centre, Guy’s Hospital, St Thomas Street, London, SE1 9RT, UK

Cockerill, H., and L Carroll-Few. Communicating without Speech: Practical Augmentative and Alternative Communication, MacKeith Press, London (2001).

Fogel V., B.S., C.A.B.A. TAG Teacing with Childrne diagnosed with Autism. Applied Behaviour Consultants, Inc.

Grant, P, A., Educating Children with Specific Learning Disabilities, Slippery Rock university of Pennsylvania, PA, USA

Leitenberg, H., Is time-out from positive reinforcement an aversive event ?  A review of the experimental evidence

Nader-Grosbois, N., Lefevre, N., Catholic University of Louvain, Institute of Psychological Scieneces, 10 Place Cardinal Mercier, 1348 Louvain-la-Neuve, Belgium

Book Now