CHEO Research Institute
Dr. Patricia Longmuir - The Tumbling Together Program for Preschool-Aged Children: Impact on Self-Regulation and Communication Skills
Uncovering the theoretical underpinnings of an interprofessional preschool intervention program: Tumbling Together Eamer, C., Lefebvre, P., Ducharme, D.A., Canadian Journal of Occupational Therapy (2015) Vol: 82(1) p.24-34
Background: Intervention programs are rarely tailored for children with self-regulation and communication challenges.Therefore, clinicians develop their own programs as is the case with the preschool program Tumbling Together. This program combines occupational therapy, speech-language therapy, and gymnastics. Purpose: The aim of this study was to take an in-depth look at the program to answer the following questions: (a) What are the fundamental concepts of the program? and (b) What is the underlying theoretical model that illustrates the relationships between concepts? Method: The qualitative research method of grounded theorizing using situational analysis was employed. Findings: Fourteen main concepts of the program were identified and informed the development of a theoretical model. Implications: A theoretical model incorporating Tumbling Together’s concepts is a first step in evaluating its efficacy. Although the concepts involved are not novel, their unique combination forms a promising intervention approach for this population.
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