Background/Objectives: Autism Spectrum Disorder (ASD) is a complex neurodevelopmental condition requiring personalised therapeutic approaches. This study evaluated the effectiveness of Equine-Assisted Activities and Therapies (EAATs) in 86 children with varying ASD severity levels (levels 1–3). Methods: Vineland Adaptive Behaviour Scales and the Parenting Stress Index were used. Between May 2022 and October 2023, participants completed 20 weekly sessions of 45 min each, tailored to their individual needs. Results: Children with level 3 ASD demonstrated greater challenges in communication (level 1: 67.1 ± 29.0 vs. level 3: 30.0 ± 12.6; p < 0.001), daily living skills (81.0 ± 26.8 vs. 42.6 ± 18.1; p < 0.001), and socialisation (72.2 ± 23.2 vs. 37.3 ± 14.2; p < 0.001). Parental distress was higher in cases of greater ASD severity. Nevertheless, significant improvements were observed across the entire cohort in daily living skills (58.3 ± 25.5 vs. 67.8 ± 29.0; p = 0.023), with particularly notable outcomes in children with level 1 ASD (65.7 ± 26.9 vs. 81.0 ± 26.8; p = 0.010). While increases in socialisation were noted among children with level 1 ASD, these were not statistically significant (p = 0.073). Conclusions: EAAT fosters improvements in daily living skills, particularly in children with level 1 ASD, and has a positive impact on socialisation. For children with more severe ASD, targeted interventions are required.

Background/Objectives: Autism Spectrum Disorder (ASD) is a complex neurodevelopmental condition requiring personalised therapeutic approaches. This study evaluated the effectiveness of Equine-Assisted Activities and Therapies (EAAT) in 86 children with varying ASD severity levels (levels 1–3). Methods: Vineland Adaptive Behaviour Scales and the Parenting Stress Index were used. Between May 2022 and October 2023, participants completed 20 weekly sessions of 45 minutes each, tailored to their individual needs. Results: Children with level 3 ASD demonstrated greater challenges in communication (level 1: 67.1 ± 29.0 vs. level 3: 30.0 ± 12.6; p < 0.001), daily living skills (81.0 ± 26.8 vs. 42.6 ± 18.1; p < 0.001), and socialisation (72.2 ± 23.2 vs. 37.3 ± 14.2; p < 0.001). Parental distress was higher in cases of greater ASD severity. Nevertheless, significant improvements were observed across the entire cohort in daily living skills (58.3 ± 25.5 vs. 67.8 ± 29.0; p = 0.023), with particularly notable outcomes in children with level 1 ASD (65.7 ± 26.9 vs. 81.0 ± 26.8; p = 0.010). While increases in socialisation were noted among children with level 1 ASD, these were not statistically significant (p = 0.073). Conclusions: EAAT fosters improvements in daily living skills, particularly in children with level 1 ASD, and has a positive impact on socialisation. For children with more severe ASD, targeted interventions are required.

Background/Objectives: Asperger Syndrome (AS) is a neurodevelopmental disorder within the autism spectrum disorders (ASD). Difficulties in social and communication skills characterise it despite individuals typically having average intelligence and language development. Improving socialisation skills in individuals with ASD requires a tailored approach that addresses their specific needs and encompasses a range of targeted strategies. This study investigates the effectiveness of a structured social skills training programme for adolescents and young adults with AS; Methods: Patients diagnosed with AS, irrespective of gender, were consecutively recruited from an outpatient clinic. The programme consisted of activities within the Social Skills, Autonomy, and Awareness module, designed for adolescent and young adult groups, conducted fortnightly, with sessions lasting between 1.5 to 3 hours each over 17 months. The Vineland Adaptive Behaviour Scales (VABS) assessed adaptive behaviour at enrolment and upon intervention completion. Data were statistically analysed using SPSS version 22.0 for Windows (SPSS Inc., Chicago, IL). Statistical analysis included automatic clustering, employing the Bayesian Information Criterion (BIC) to determine the optimal number of clusters within the dataset. The Pearson Chi-square and Fisher's exact tests were applied to assess whether variable distributions among the clusters differed significantly; Results: Thirty-one individuals (77.4% female) with AS participated in the study, with a mean age of 20.1 years (SD 7.0). The TwoStep algorithm identified two distinct clusters. The mean age at enrolment was significantly higher in Cluster 1 (n. 8) than in Cluster 2 (n. 23; p = 0.005). Additionally, the mean enrolment score on the Vineland II socialisation scale was significantly higher in Cluster 1 (93.9; SD 5.7) compared to Cluster 2 (49.0, SD 18.2; p < 0.001). At follow-up, the mean scores for both Cluster 1 (104.6, SD 13.3) and Cluster 2 (57.8, SD 18.0) showed significant increases (p < 0.05), with over 50% of participants demonstrating improvement in social skills; Conclusions: This study highlights distinct profiles among individuals with AS, revealing a clear association between age and social skills development. The intervention effectively enhanced social skills in most participants, regardless of the age at which treatment commenced. For some individuals, alternative or enhanced treatment options may be considered to achieve optimal outcomes.

Background/Objectives: Level 1 autism spectrum disorder (ASD) is a neurodevelopmental condition characterised by challenges in social and communication skills. Despite these difficulties, individuals with level 1 ASD often exhibit average intelligence and typical language development. Improving socialisation skills in this population requires tailored approaches that address their specific needs and include targeted strategies. This study aims to evaluate the effectiveness of a structured social skills training programme for adolescents and young adults with level 1 ASD. Methods: Participants diagnosed with level 1 ASD, regardless of gender, were consecutively recruited from an outpatient clinic. The intervention involved activities from the Social Skills, Autonomy, and Awareness Module, specifically designed for adolescents and young adults. Sessions were conducted fortnightly, lasting 1.5 to 3 h each, over 17 months. Adaptive behaviour was assessed using the Vineland Adaptive Behaviour Scales (VABS) at baseline and after completing the programme. Data were analysed with SPSS version 22.0 (SPSS Inc., Chicago, IL, USA). Statistical methods included automatic clustering to identify optimal clusters and Pearson’s Chi-square and Fisher’s exact tests to evaluate variable distributions among the clusters. Results: A total of 31 participants (77.4% female) with a mean age of 20.1 years (SD = 7.0) were included in the study. Two distinct clusters emerged. Cluster 1 (n = 8) had significantly higher mean ages and baseline Vineland II socialisation scores than Cluster 2 (n = 23). Both clusters demonstrated significant improvements in social skills following the intervention. Conclusions: This study highlights distinct profiles within individuals with level 1 ASD, showing a clear link between age and social skill development. The intervention improved social skills for most participants, regardless of the age at which treatment began. For some individuals, alternative or augmented treatment strategies may be necessary to achieve optimal results.