Uncovering the theoretical underpinnings of an interprofessional preschool intervention program:: Tumbling Together
- Autores: Claire R Eamer, Pascal Lefebvre, Daphne A Ducharme
- Localización: Canadian Journal of Occupational Therapy, ISSN 0008-4174, Vol. 82, Nº. 1, 2015, págs. 24-34
- Idioma: inglés
- Títulos paralelos:
- Découvrir les fondements théoriques du programme d'intervention interprofessionnelle préscolaire :: Tumbling Together
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Resumen
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.
