Video Evaluation of Self-Regulation Skills in Preschool Aged Children with Developmental Delays: Can the impact of Tumbling Together be Measured?

OBJECTIVES This study evaluated the feasibility of video recording to evaluate an innovative, multi-disciplinary exercise medicine intervention, called Tumbling TogetherTM, on the self-regulation skills required for successful group participation. METHODS A photographer, who did not interact with participants and maintained a consistent position outside of the program area, used a digital video camera to record the program activities. Response to a stop command (attempts after the signal), ability to wait for a turn (yes/no), and ability to line up (correct/incorrect position) were the indicators of self-regulation. Video recordings were analyzed to determine each child’s baseline (first two sessions) and post-program (last two sessions) abilities. Chisquare and t-tests identified differences in performance from beginning to end of the program. RESULTS Video recordings were analyzed for 27 children (3 (11%) female, 3.1 to 4.8 years of age) with complex communication/developmental challenges. Response to a stop command improved by 38% (Pre: 2.1 ± 0.9; Post: 1.3 ± 0.4; p