CTRI LATEST 2026 EXAMINATION SETS QUESTIONS AND
SOLUTIONS RATED A+
✔✔What are some characteristics of those with an intellectual disabilities? - ✔✔-
Decreased skills in the areas of problem solving, memory and reasoning
- Difficulty with self-care or other types of daily life skills
- Speech or language disorder
- Decreased awareness of danger
- Anxiety or depression
- Behavior problems
- Decreased muscle tone
- Decreased trunk strength
- Incoordination
✔✔What are common teaching techniques for those with attention challenges? - ✔✔-
Select horse with active movement
- tasks that challenge riders balance
- promote independence
- use several short activities
✔✔What are common teaching techniques for those with delayed processing? - ✔✔-
give time
- pre-teach skill before mounting
- use repetition
- teach to all learning preferences
✔✔What are common teaching techniques for those with communication challenges? -
✔✔- coordinate with family/speech pathologist
- develop consistent system of communicating
- establish clear communication first
- understand that negative behaviors are a sign of frustration with communication
✔✔What are common teaching techniques for those with high muscle tone? - ✔✔- allow
for longer warmup
- select mounting/dismounting techniques that do NOT increase tone
- consider a narrower horse if riders ability to maintain a proper riding position is a
concern
- select a horse with a smooth gate
✔✔What are common teaching techniques for those with low muscle tone? - ✔✔-
consider a wide-base horse with concussive gaits
- utilize change of pace both within and between gaits
- incorporate weight-bearing activities
- select equipment that provides additional support (western saddle)
,✔✔What are common teaching techniques for those who have sensory sensitivity? -
✔✔- give sensory input before requiring attention to the task
- utilize a variety of riding environments
- select equipment that places the rider as close to the movement of the horse as
possible
- pair rider with a forward moving horse
- make the trot a frequent component of lesson plans
✔✔How to deliver effective praise... - ✔✔- deliver contingently
- name specific praises
- show spontaneity and follow through
- provides information about the rider's progress
- orients the rider towards a better appreciation of their own task related behavior and
problem solving
✔✔How NOT to deliver praise... - ✔✔- don't deliver randomly/unsystematically
- don't reward for mere participation
- don't compare riders to other riders
- don't encourage the rider to expend effort on the task for external reasons ( to please
parents, etc.)
✔✔Melissa is a 40-year-old woman who has horses of her own. She is tall and
physically fit and is confident with a variety of horses. As a volunteer, Melissa is
matched with Vixen, a forward moving draft cross. Vixen is a mare and has a tendency
to test leaders by getting in their space. Melissa is leading Vixen for a rider who is a
teenager identified as at risk who spends much of her lesson off the lead line and
trotting.
Chris is a 70-year-old woman who trail rode in her younger years and is volunteering
because she wants to spend time with horses again. She has attended several leader
trainings to continue to develop her skills because she can be a bit passive with the
horses. Physically, she has a hard time with lots of fast-paced movement. Chris is
paired with Geyser, who is an aged, straightforward, 13.2 hand gelding. Geyser and
Chris work together with a rider with physical challenges who does limited trotting. -
✔✔- Melissa would also be suited to lead a horse that needs a strong leader to keep a
rider with significant challenges safe.
- Chris might be helpful as a barn assistant, making sure horses are readyon time for
their lessons and well cared for after they work.
- Maura could work with an adult with Down syndrome who needs frequent repetition to
learn riding skills.
✔✔Liz is leading Jasper in today's lesson. She is having a hard time keeping Jasper
moving and cannot get him to trot. Liz is holding the clip of the lead line and is walking
in front of the horse, turning back to look at him when he stops moving. The instructor
coaches Liz to move her hand eight inches down the lead line to give Jasper freedom to
move his head and neck. Liz is reminded to walk between the horse's ear and shoulder,
, so she is not dragging the horse in a manner that decreases the quality of Jasper's walk
and makes him hollow his back under the rider.
Continuing to look forward, increasing her energy by exaggerating her steps and
maintaining a confident body language of shoulders back and head up are other
corrections made by the instructor for Liz. The instructor gives Liz a dressage whip to
hold in her left hand to use to tap Jasper's shoulder to encourage him to trot. (Please
note: The horse should be - ✔✔Jasper is reluctant to walk forward because his horse
leader lacks confidence and is communicating with mixed signals.
✔✔Amanda, the volunteer, is leading Dan in a lesson. She is engaged in conversation
with the sidewalker during the lesson. The instructor gives a direction to turn right at the
letter "A" and Amanda turns Dan left despite the rider Brian's efforts to turn right. First,
the instructor repeats the instruction, pairing a visual with the "turn right" direction: "Let's
try again, Brian and Amanda. Turn Dan right at the letter "A" toward the blue barrel."
The horse handler turns the wrong way again. Brian and Amanda are asked to come to
the center of the arena with Dan. The instructor checks in with Amanda to make sure
she can hear the instructions and is comfortable in her role leading the horse.As they
make their way back to the rail, Dan is placed behind another horse to follow. The side
conversation continues between Amanda and the sidewalker. This time the instructor
points out that she is having ahard time hearing Bria - ✔✔Amanda might benefit from
learning more about specific disabilities and their learning preferences. Additionally,
Amanda might be better suited to the role of sidewalker rather than horse leader.
✔✔On lead with the leader controlling the horse: - ✔✔used for riders who are unable to
independently control the horse due to physical or cognitive challenges
✔✔On lead with riders controlling horse as much as possible: - ✔✔As riders progress,
the leader should allow them to practice the skills being taught to them. This may
require allowing riders to make mistakes. This is fine as long as the safety of everyone
is maintained. Riders may be off lead for the walk and steering practice, but on lead for
trot work and trail.
✔✔Off lead with rider controlling the horse: - ✔✔The leader should remain in the correct
leading position while the rider is off lead, which allows riders to make safe mistakes.
Watch for safe spacing between horses, obstacles, etc. If the horse gets too quick with
the rider off lead, do not chase the horse. Reinforce directions to the rider, such as "sit
tall, pull back, say whoa.
✔✔Off lead with the leader spotting from an instructor-designated point in arena: -
✔✔Staying on the inside of the arena (but never between the horse and the wall),
continue to have awareness of the horse's behavior and rider position. Bring any
concerns to the instructor's attention. As a spotter you may be asked to assist other
riders in class who are in close proximity.
SOLUTIONS RATED A+
✔✔What are some characteristics of those with an intellectual disabilities? - ✔✔-
Decreased skills in the areas of problem solving, memory and reasoning
- Difficulty with self-care or other types of daily life skills
- Speech or language disorder
- Decreased awareness of danger
- Anxiety or depression
- Behavior problems
- Decreased muscle tone
- Decreased trunk strength
- Incoordination
✔✔What are common teaching techniques for those with attention challenges? - ✔✔-
Select horse with active movement
- tasks that challenge riders balance
- promote independence
- use several short activities
✔✔What are common teaching techniques for those with delayed processing? - ✔✔-
give time
- pre-teach skill before mounting
- use repetition
- teach to all learning preferences
✔✔What are common teaching techniques for those with communication challenges? -
✔✔- coordinate with family/speech pathologist
- develop consistent system of communicating
- establish clear communication first
- understand that negative behaviors are a sign of frustration with communication
✔✔What are common teaching techniques for those with high muscle tone? - ✔✔- allow
for longer warmup
- select mounting/dismounting techniques that do NOT increase tone
- consider a narrower horse if riders ability to maintain a proper riding position is a
concern
- select a horse with a smooth gate
✔✔What are common teaching techniques for those with low muscle tone? - ✔✔-
consider a wide-base horse with concussive gaits
- utilize change of pace both within and between gaits
- incorporate weight-bearing activities
- select equipment that provides additional support (western saddle)
,✔✔What are common teaching techniques for those who have sensory sensitivity? -
✔✔- give sensory input before requiring attention to the task
- utilize a variety of riding environments
- select equipment that places the rider as close to the movement of the horse as
possible
- pair rider with a forward moving horse
- make the trot a frequent component of lesson plans
✔✔How to deliver effective praise... - ✔✔- deliver contingently
- name specific praises
- show spontaneity and follow through
- provides information about the rider's progress
- orients the rider towards a better appreciation of their own task related behavior and
problem solving
✔✔How NOT to deliver praise... - ✔✔- don't deliver randomly/unsystematically
- don't reward for mere participation
- don't compare riders to other riders
- don't encourage the rider to expend effort on the task for external reasons ( to please
parents, etc.)
✔✔Melissa is a 40-year-old woman who has horses of her own. She is tall and
physically fit and is confident with a variety of horses. As a volunteer, Melissa is
matched with Vixen, a forward moving draft cross. Vixen is a mare and has a tendency
to test leaders by getting in their space. Melissa is leading Vixen for a rider who is a
teenager identified as at risk who spends much of her lesson off the lead line and
trotting.
Chris is a 70-year-old woman who trail rode in her younger years and is volunteering
because she wants to spend time with horses again. She has attended several leader
trainings to continue to develop her skills because she can be a bit passive with the
horses. Physically, she has a hard time with lots of fast-paced movement. Chris is
paired with Geyser, who is an aged, straightforward, 13.2 hand gelding. Geyser and
Chris work together with a rider with physical challenges who does limited trotting. -
✔✔- Melissa would also be suited to lead a horse that needs a strong leader to keep a
rider with significant challenges safe.
- Chris might be helpful as a barn assistant, making sure horses are readyon time for
their lessons and well cared for after they work.
- Maura could work with an adult with Down syndrome who needs frequent repetition to
learn riding skills.
✔✔Liz is leading Jasper in today's lesson. She is having a hard time keeping Jasper
moving and cannot get him to trot. Liz is holding the clip of the lead line and is walking
in front of the horse, turning back to look at him when he stops moving. The instructor
coaches Liz to move her hand eight inches down the lead line to give Jasper freedom to
move his head and neck. Liz is reminded to walk between the horse's ear and shoulder,
, so she is not dragging the horse in a manner that decreases the quality of Jasper's walk
and makes him hollow his back under the rider.
Continuing to look forward, increasing her energy by exaggerating her steps and
maintaining a confident body language of shoulders back and head up are other
corrections made by the instructor for Liz. The instructor gives Liz a dressage whip to
hold in her left hand to use to tap Jasper's shoulder to encourage him to trot. (Please
note: The horse should be - ✔✔Jasper is reluctant to walk forward because his horse
leader lacks confidence and is communicating with mixed signals.
✔✔Amanda, the volunteer, is leading Dan in a lesson. She is engaged in conversation
with the sidewalker during the lesson. The instructor gives a direction to turn right at the
letter "A" and Amanda turns Dan left despite the rider Brian's efforts to turn right. First,
the instructor repeats the instruction, pairing a visual with the "turn right" direction: "Let's
try again, Brian and Amanda. Turn Dan right at the letter "A" toward the blue barrel."
The horse handler turns the wrong way again. Brian and Amanda are asked to come to
the center of the arena with Dan. The instructor checks in with Amanda to make sure
she can hear the instructions and is comfortable in her role leading the horse.As they
make their way back to the rail, Dan is placed behind another horse to follow. The side
conversation continues between Amanda and the sidewalker. This time the instructor
points out that she is having ahard time hearing Bria - ✔✔Amanda might benefit from
learning more about specific disabilities and their learning preferences. Additionally,
Amanda might be better suited to the role of sidewalker rather than horse leader.
✔✔On lead with the leader controlling the horse: - ✔✔used for riders who are unable to
independently control the horse due to physical or cognitive challenges
✔✔On lead with riders controlling horse as much as possible: - ✔✔As riders progress,
the leader should allow them to practice the skills being taught to them. This may
require allowing riders to make mistakes. This is fine as long as the safety of everyone
is maintained. Riders may be off lead for the walk and steering practice, but on lead for
trot work and trail.
✔✔Off lead with rider controlling the horse: - ✔✔The leader should remain in the correct
leading position while the rider is off lead, which allows riders to make safe mistakes.
Watch for safe spacing between horses, obstacles, etc. If the horse gets too quick with
the rider off lead, do not chase the horse. Reinforce directions to the rider, such as "sit
tall, pull back, say whoa.
✔✔Off lead with the leader spotting from an instructor-designated point in arena: -
✔✔Staying on the inside of the arena (but never between the horse and the wall),
continue to have awareness of the horse's behavior and rider position. Bring any
concerns to the instructor's attention. As a spotter you may be asked to assist other
riders in class who are in close proximity.
