A Trampoline Exercise Group: Feasibility,Implementation,and Outcomes

Abstract

Date Presented 03/27/20

Trampoline exercise is a movement-based program that has been proposed as beneficial for children with autism or sensory-processing and integration challenges. Data is presented from a pretest–posttest study of motor and psychosocial changes in children who participated in a structured trampoline exercise group. Results suggest this is a potentially effective school- or community-based method to address both the motor and social needs of children with autism and sensory-processing challenges.

Primary Author and Speaker: Sarah Schoen

Additional Authors and Speakers: Vincentia Ferrari, Virginia Spielmann

Contributing Authors: Andrea Valdez

PURPOSE: There is increasing awareness of the need to improve physical activity, leisure skills and social interaction in children with autism and sensory processing/integration challenges. The goal of this study was to determine the feasibility of the methodology and to identify outcomes sensitive to change from participation in a trampoline exercise group.

RATIONALE: Groups are a cost-effective method of treatment that can address motor concerns while supporting peer interaction and engagement. Parents frequently express concern about locating an appropriate group experience for their child with autism or sensory processing/integration challenges or finding a movement-based group experience for a child with differing motor abilities. Trampoline exercise is a movement program proposed as beneficial in enhancing motivation and participation in movement activities in children with developmental and sensory challenges (Giagazoglou, Sidiropoulou, Mitsiou, Arabatzi, & Kellis, 2015).

DESIGN: An initial pre-experimental A-B single subject study was utilized to pilot procedures, assess feasibility of the methodology as well as identify sensitive outcome measure, followed by a quasi-experimental single group pre-test post-test design. Participants were recruited from a private clinic treating children with sensory processing and integration challenges who were recommended to the group by their occupational therapist due to difficulties in social participation.

METHOD: Three children participated in the feasibility study: two boys and one girl, ages 4 to 7 years. Twenty-eight children from seven trampoline groups participated in the pretest posttest study; 22 males and 6 females, ages 4-10, mean age of 6.19. Each group received eight to ten, 50-minute sessions of trampoline exercise. The trampoline class followed the protocol of the Bellicon JumpOnIt! Get Moving! program.

Outcome measures included Balance, duration of one-foot standing balance, eyes open and Broad Jump. Draw a Person (DAP) was included as a proxy for body awareness (Lampe, Lutzow, Blumenstein, Turova & Avles-Pinto, 2016). Parents completed the Social Skills Improvement System (SSIS; Gresham & Elliott, 2008), and the Sensory Processing Three Dimensions Occupational Performance Scale (SP3D-OPS; Miller, Schoen & Mulligan, 2018). A parent report visual analog scale (VAS) captured carryover of gains into home, school and community environments. Data were analyzed using the Wilcoxon Signed Ranks test.

RESULTS: All procedures were feasible and sensitive outcome measures were identified.

Motor outcomes showed significant improvement for Broad Jump (p = .009) but not for Balance (p =.178), although the duration of Balance changed in the expected direction. DAP scores (p = .543) remained unchanged. The SSIS reflected improvement in social skills (p = .008) and behavior problems (p = .002). The SP3D-OPS showed improvement in Relationships (p = .003) and Daily Routines (p = .026). Self-care (p = .070) and Extracurricular (p = .098) participation were not significant but changed in the expected direction. Success in school (p = .670) was unchanged. Parents reported improvement in VAS questions related to self-confidence during movement activities, ability to follow rules, participation in daily routines, interaction with peers, engagement with family, feeling good about self and ability to stay calm (all p = .001).

CONCLUSION: This study demonstrated the feasibility of conducting a trampoline group program for children with autism and/or sensory processing challenges. Motor gains as well as gains in psychosocial functioning suggest this is a beneficial for children with autism or sensory processing/integration challenges and social participation difficulties.

References

Giagazoglou, P., Sidiropoulou, M., Mitsiou, M., Arabatzi, F., & Kellis, E. (2015). Can balance trampoline training promote motor coordination and balance performance in children with developmental coordination disorder? Research in Developmental Disabilities, 36, 13-19. doi:10.1016/j.ridd.2014.09.010

Gresham, F. M., & Elliott, S. N. (2008). Social skills improvement system (SSIS): Rating scales manual. San Antonio, TX: Pearson.

Lampe, R., Lützow, I., Blumenstein, T., Turova, V., & Alves-Pinto, A. (2016). Critical analysis of children’s drawings as a diagnostic tool for body schema and body image disorder in cerebral palsy. Neuroscience & Medicine, 7, 133-148. doi:10.4235/nm.2016.74014

Miller, L. J., Schoen, S. A., & Mulligan, S. (2018). Sensory processing three dimentions scale (SP3D). unpublished manuscript.