A Trampoline Group: Feasibility, Implementation, and Outcomes

This paper reflects two studies designed to explore feasibility and outcomes of a movement-based trampoline group for children with autism and/or sensory processing challenges. A pre experimental A- B single subject pilot study was used to examine feasibility and sensitivity of outcomes, followed by a single group pretest posttest design to examine outcomes. Each group received eight to ten, 50-minute sessions of trampoline activity. Motor outcomes were administered once a week as well as pre- post- measures of motor function. Measures from Study 1 informed Study 2. Parent report pre- post- measures of social functioning were added to Study 2. All procedures were feasible and sensitive outcome measures were identified. In Study 1, outcomes (e.g. broad jump, heel toe walking, beads in box, beads on rod and hand strength) did not consistently show change. Broad jump and one foot standing balance were suggested for future use. In Study 2 significant improvements were noted in broad jump. Social competency and participation as measured by the Social Skills Improvement System, and the Sensory Processing Three Dimensions Occupational Performance Scale showed significant change. A visual analog scale completed by parents was also sensitive to changes in both motor and social abilities. This study demonstrated the feasibility of conducting a trampoline group program for children with autism and/or sensory processing challenges. Motor gains were reported as well as gains in psychosocial functioning.

1. Arabatzi F. Adaptations in movement performance after plyometric training on mini-trampoline in children. The Journal of Sports Medicine and Physical Fitness, 2016, vol. 58, no. 1—2, pp. 66—72. doi:10.23736/S0022-4707.16.06759-1
2. Ayres A.J. Sensory integration and praxis tests (SIPT). Los Angeles: Western Psychological Services, 1989.
3. Bagby M.S., Dickie V.A., Baranek G.T. How sensory experiences of children with and without autism affect family occupations. American Journal of Occupational Therapy, 2012, vol. 66, no. 1, pp. 78—86.
4. Bal V.H., Kim S.-H., Cheong D., Lord C. Daily living skills in individuals with autism spectrum disorder from 2 to 21 years of age. Autism: the international journal of research and practice, 2015, vol. 19, no. 7, pp. 774—784. doi:10.1177/1362361315575840
5. Bhat A.N., Landa R.J., Galloway J.C. Current perspectives on motor functioning in infants, children, and adults with autism spectrum disorders. Physical Therapy, 2011, vol. 91, no. 7, pp. 1116—1129. doi:10.2522/ptj.20100294
6. Blanche E.I., Chang M.C., Gutiérrez J., Gunter J.S. Effectiveness of a sensory-enriched early intervention group program for children with developmental disabilities. American Journal of Occupational Therapy, 2016, vol. 70, no. 5, pp. 7005220010p1—7005220010p8. doi:10.5014/ajot.2016.018481
7. Bodison S.C. Developmental dyspraxia and the play skills of children with autism. American Journal of Occupational Therapy, 2015, vol. 69, no. 5, pp. 6905185060p1—6905185060p6. doi:10.5014/ ajot.2015.017954
8. Bundy A.C., Shia S., Qi L., Miller, L.J. How does sensory processing dysfunction affect play? American Journal of Occupational Therapy, 2007, vol. 61, no. 2, pp. 201—208. doi:10.5014/ajot.61.2.201
9. Burnett, R., Cornett, N., Rekart G., Donahoe-Fillmore, B., Brahler ,J., Aebker, S. & Kreill, M. Investigating the associations between core strength, postural control and fine motor performance in children. 2011, Physical Therapy Faculty Publications, vol. 46. https://ecommons.udayton.edu/dpt_fac_pub/46
10. Caçola P. Physical and mental health of children with developmental coordination disorder. Frontiers in Public Health, 2016, vol. 4, article 224, pp. 1—6. doi:10.3389/fpubh.2016.00224
11. Certificate Programs For Professionals | DIR Floortime & Play Therapy Training | Autism Resources. URL: https://profectum.org/training-programs/certificate-programs-professionals/ (Accessed 29.04.2019)
12. Charney L., Bartello F., Soulsby E., et al. Effectiveness of sensory and social group interventions to improve the participation of children with autism spectrum disorder via goal attainment scaling. American Journal of Occupational Therapy, 2017, vol. 71, p. 7111505132p1. [Web resource] URL: https://ajot. aota.org/article.aspx?articleid=2636439 (Accessed 24.04.2019) doi: 10.5014/ajot.2017.71S1-PO5018
13. Cohn E.S., Miller L.J., Tickle-Degnen L. Parental hopes for therapy outcomes: Children with sensory modulation disorders. American Journal of Occupational Therapy, 2000, vol. 54, no. 1, pp. 36—43. doi:10.5014/ajot.54.1.36
14. Cosbey J., Johnston S.S., Dunn M.L., Bauman M. Playground behaviors of children with and without sensory processing disorders. Occupational Therapy Journal of Research, 2012, vol. 32, no. 2, pp. 39—47. doi:10.3928/15394492-20110930-01
15. Coster W. J. Making the best match: Selecting outcome measures for clinical trials and outcome studies. American Journal of Occupational Therapy, 2013, vol. 67, pp162—170.
16. Cummins A., Piek J.P., Dyck M.J. Motor coordination, empathy, and social behaviour in school-aged children. Developmental Medicine and Child Neurology, 2005, vol. 47, no. 7, pp. 437—442.
17. Duncan A.W., Klinger L.G. Autism spectrum disorders: Building social skills in group, school, and community settings. Social Work with Groups, 2010, vol. 33, pp. 175—193. doi:10.1080/01609510903366244
18. Educational programs — bellicon Academy — Certification — bellicon USA. [Web resource] URL: https://www.bellicon.com/us_en/certification/bellicon-academy/educational-programs (Accessed 24.04.2019)
19. Gagnon-Roy M., Jasmin E., Camden C. Social participation of teenagers and young adults with developmental co-ordination disorder and strategies that could help them: Results from a scoping review. Child: Care, Health and Development, 2016, vol. 42, no. 6, pp. 840—851. (2016). doi:10.1111/ cch.12389
20. Gast D.L., Ledford J.R. Applied research in education and behavioral sciences. In Gast D.L., Ledford J.R. (eds.) Single case research methodology: Applications in special education and behavioral sciences (Second ed.). New York: Routledge, 2014. Pp. 1—18.
21. Gettings S., Franco F., Santosh P.J. Facilitating support groups for siblings of children with neurodevelopmental disorders using audio-conferencing: A longitudinal feasibility study. Child and Adolescent Psychiatry and Mental Health, 2015, vol. 9, no. 8. doi: 10.1186/s13034-015-0041-z
22. Giagazoglou P., Kokaridas D., Sidiropoulou M., Patsiaouras A., Karra C., Neofotistou K. Effects of a trampoline exercise intervention on motor performance and balance ability of children with intellectual disabilities. Research in Developmental Disabilities, 2013, vol. 34, no. 9, pp. 2701—2707. doi:10.1016/j. ridd.2013.05.034
23. Giagazoglou P., Sidiropoulou M., Mitsiou M., Arabatzi F., Kellis E. Can balance trampoline training promote motor coordination and balance performance in children with developmental coordination disorder? Research in Developmental Disabilities, 2015, vol. 36, pp. 13—19. doi:10.1016/j.ridd.2014.09.01
24. Goldberg L. Creative Relaxation: A yoga-based program for regular and exceptional student education. International Journal of Yoga Therapy, 2004, vol. 14, no. 1, pp. 68—78.
25. Gresham F.M., Elliott S.N. Social skills improvement system (SSIS): Rating scales manual. San Antonio: Pearson, 2008.
26. Haney M.R. After school care for children on the autism spectrum. Journal of Child and Family Studies, 2012, vol. 21, no. 3, pp. 466—473. doi:10.1007/s10826-011-9500-1
27. Harris D.B., Goodenough F.L. Goodenough-Harris drawing test manual. New York: Harcourt; Brace & World, 1963. 316 p.
28. Jansiewicz E.M., Goldberg M.C., Newschaffer C.J., Denckla M.B., Landa, R., Mostofsky S.H. Motor signs distinguish children with high functioning autism and Asperger’s syndrome from controls. Journal of Autism and Developmental Disorders, 2001, vol. 36, no. 5, pp. 613—621. doi:10.1007/s10803-006-0109-y
29. Kennedy C.H. Single-case designs for education research. Boston: Allyn and Bacon, 2005.
30. Kersten P., Küçükdeveci A.A., Tennant A. The use of the visual analogue scale (VAS) in rehabilitation outcomes. Journal of Rehabilitation Medicine, 2012, vol. 44, no. 7, pp. 609—610. doi:10.2340/16501977- 0999
31. Koenig K.P., Buckley-Reen A., Garg S. Efficacy of the Get Ready to Learn yoga program among children with autism spectrum disorders: A pretest—posttest control group design. American Journal of Occupational Therapy, 2012, vol. 66, no. 5, pp. 538—546. doi: 10.5014/ajot.2012.004390
32. Kolehmainen N., Francis J.J., Ramsay C.R., et al. Participation in physical play and leisure: Developing a theory-and evidence-based intervention for children with motor impairments. BMC Pediatrics, 2011, vol. 11, no. 100. doi:10.1186/1471-2431-11-100
33. Kos D., Raeymaekers J., Van Remoortel A., et al. Electronic visual analogue scales for pain, fatigue, anxiety and quality of life in people with multiple sclerosis using smartphone and tablet: A reliability and feasibility study. Clinical Rehabilitation, 2017, vol. 31, no. 9, pp. 1215—1225. doi:10.1177/0269215517692641
34. Lampe R., Lützow I., Blumenstein T., Turova V. and Alves- Pinto A. () Critical Analysis of Children’s Drawings as a Diagnostic Tool for Body Schema and Body Image Disorder in Cerebral Palsy. Neuroscience & Medicine, 2016, 7, 133—148. https://doi.org/10.4236/nm.2016.74014
35. Leary M.R., Hill D.A. Moving on: Autism and movement disturbance. Mental Retardation, 1996, vol. 34, no. 1, pp. 39—53.
36. Lee K., Lambert H., Wittich W., Kehayia E., Park M. The use of movement-based interventions with children diagnosed with autism for psychosocial outcomes — A scoping review. Research in Autism Spectrum Disorders, 2016, vol. 24, pp. 52—67. doi:10.1016/j.rasd.2015.12.011
37. Lopez С., Halje P., Blanke O. Body ownership and embodiment: Vestibular and multisensory mechanisms, Clinical Neurophysiology, 2008, vol. 38, no. 3 pp.149-61.
38. McCarron L. T. MAND: McCarron assessment of neuromuscular development, fine and gross motor abilities. Dallas: McCarron-Dial Systems, 1997.
39. McCullough K., Simon S.R. Feeling heard: A support group for siblings of children with developmental disabilities. Social Work with Groups, 2011, vol. 34, no. 3—4, pp. 320—329. doi:10.1080/01609513.201 1.558819
40. McLinden S.E., Miller L.M., Deprey J.M. Effects of a support group for siblings of children with special needs. Psychology in the Schools, 1991, vol. 28, no. 3, pp. 230—237. doi:10.1002/1520- 6807(199107)28:3<230: AID-PITS310280308>3.0.CO;2-D
41. McWilliams S. Developmental coordination disorder and self-esteem: Do occupational therapy groups have a positive effect? British Journal of Occupational Therapy, 2005, vol. 68, no. 9, pp. 393—400. (2005) doi:10.1177/030802260506800903
42. Miller L.J. Empirical evidence related to therapies for sensory processing impairments. NASP Communiqué, 2003, vol. 31, no. 5, pp. 34—37.
43. Miller L. J. Miller function and participation (MFUN) scales manual. San Antonio: Pearson, 2006.
44. Powell L., Gilchrist M., Stapley J. A journey of self-discovery: An intervention involving massage, yoga and relaxation for children with emotional and behavioural difficulties attending primary schools. European Journal of Special Needs Education, 2008, vol. 23, no. 4, pp. 403—412. doi:10.1080/13632750802253186
45. Rosenberg L., Maeir A., Yochman A., Dahan I., Hirsch I. Effectiveness of a Cognitive-Functional Group Intervention Among Preschoolers With Attention Deficit Hyperactivity Disorder: A Pilot Study. The American Journal of Occupational Therapy, 2015, vol. 69, no. 3, pp. 6903220040p1—6903220040p8. doi:10.5014/ajot.2015.014795
46. Rydz D., Shevell M.I., Majnemer A., Oskoui M. Topical review: developmental screening. Journal of Child Neurology, 2005, vol. 20, no. 1, pp. 4—21. doi:10.1177/08830738050200010201
47. Scruggs T.E., Mastropieri M.A., Casto G. The quantitative synthesis of single-subject research: Methodology and validation. Remedial and Special Education, 1987, vol. 8, no. 2, pp. 24—33.
48. Serwacki M., Cook-Cottone C. Yoga in the schools: A systematic review of the literature. International Journal of Yoga Therapy, 2012, vol. 22, no. 1, 101—110.
49. Smyth M.M., Anderson, H.I. Coping with clumsiness in the school playground: Social and physical play in children with coordination impairments. British Journal of Developmental Psychology, 2000, vol. 18, no. 3, pp. 389—413. doi:10.1348/026151000165760
50. Sowa M., Meulenbroek R. Effects of physical exercise on autism spectrum disorders: a meta-analysis. Research in Autism Spectrum Disorders, 2012, vol. 6, no. 1, pp. 46—57. doi:10.1016/j.rasd.2011.09.001
51. Sylvestre A., Nadeau L., Charron L., Larose N., Lepage C. Social participation by children with developmental coordination disorder compared to their peers. Disability and Rehabilitation, 2013, vol. 35, no. 21, pp. 1814—1820. doi:10.3109/09638288.2012.756943
52. Uma K., Nagendra H., Nagarathna R., Vaidehi S., Seethalakshmi R. The integrated approach of yoga: A therapeutic tool for mentally retarded children: A one-year controlled study. Journal of Intellectual Disability Research, 1989, vol. 33, no. 5, pp. 415—421.
53. Veiga G., de Leng W., Cachucho R., et al. Social competence at the playground: Preschoolers during recess. Infant and Child Development, 2017, vol. 26, no. 1, p. e1957. doi:10.1002/icd.1957
54. Waschbusch D.A., Daleiden E., Drabman R.S. Are parents accurate reporters of their child’s cognitive abilities? Journal of Psychopathology and Behavioral Assessment, 2000, vol. 22, no. 1, pp. 61—77.
55. Watts T., Stagnitti K., Brown T. Relationship between play and sensory processing: A systematic review. American Journal of Occupational Therapy, 2014, vol. 68, no. 2, pp. e37—e46. doi:10.5014/ ajot.2014.009787
56. Wrotniak B.H., Epstein L.H., Dorn J.M., Jones K.E., Kondilis V.A. The relationship between motor proficiency and physical activity in children. Pediatrics, 2006, vol. 118, no. 6, pp. e1758–e1765. doi:10.1542/peds.2006-0742