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 Togethers 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.
