P3.L235: Can Adaptive Gymnastics Supplement Traditional Therapies for Children with Neurodevelopmental Disabilities?

Background: Neurodivergent children are at greater risk of obesity and resultant physical sequelae than their neurotypical peers, though they are often excluded from traditional group-based exercise or athletic programs. Stress levels in parents of neurodivergent children tends to be greater than parental stress in neurotypical children households, further limiting accessibility to exercise or athletic activities. Therapeutic goals for neurodivergent children can include strength building, motor coordination, social skills, and response to sensory input. Physical, occupational, and ABA therapies remain standard treatment for neurodivergent children, though newer therapies, such as equine or aquatic therapy, continue to emerge. Unfortunately, the demand for traditional therapies is high and newer therapies are expensive, limiting access for families in need. The development of more accessible, cost-effective programs, such as adaptive gymnastics (AG), is key to better supporting neurodivergent children.

Project Description: AG is a weekly gymnastics class for neurodivergent children, where gymnastics is used as a platform to promote physical activity and positive social behaviors. AG addresses several traditional ABA, occupational, and physical therapy goals in a group-based setting at a fraction of the cost. Students are barefoot and encounter several textures, colors, and sounds as they navigate different gymnastics events intrinsically building strength and gross motor coordination. Many students have successfully continued to an advanced AG class or joined a recreational class of mostly neurotypical children. Our team’s early research utilizing parent surveys suggests that AG can decrease negative behaviors and parental stress.

Discussion: AG provides parents a 45-minute break to relax, run errands, or spend time with their other children, while the participating child is in a safe and fun environment. The consistent schedule also allows for sustained relationships for families, which is a chance for connection, support, and relatability that traditional therapy does not typically provide. Many children have built friendships in the program and look forward to seeing each other each week. When asked why families were participating in the AG program, many expressed a desire for their child to build social skills, listening skills, and as one parent stated, “most importantly, to do something fun!” As previously mentioned, cost can be an inhibitory factor in accessing therapy for some families. For instance, the self-pay cost for one hour of physical or occupational therapy in Norfolk, VA, is $133.96, compared to $5.13 for a 45-minute AG class. The combination of community building, accessible cost, and consistency set programs like AG apart and further enables them to impact the lives of families with neurodivergent children.

Conclusion: AG is meant to complement, not replace vital therapeutic interventions. AG provides a unique, cost-effective supplement for neurodivergent children with the potential to decrease negative neurodivergent behaviors and reduce parental stress levels.