Research & News

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

Abstract

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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Tumbling Together: An innovative approach to interprofessional paediatric therapy Wintle, J., Loiselle, C., Chamberlain, J., Occupational Therapy Now (2013) Vol: 15(2), p.27

Abstract

The article focuses on the structure, content, and therapeutic approaches of a unique interprofessional pediatric program called Tumbling Together. It discusses the aim of the Tumbling Together program to deliver therapy to children with an assortment of developmental and physical challenges using movement, social interaction. It mentions that Tumbling Together addresses participants by engaging them in physical activity and social interactions while building self regulation capacity.