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Children with profound intellectual and multiple disabilities: the effects of functional movement activities
A van der Putten1, C Vlaskamp, K Reynders
1Institute of Human Movement Sciences, University of Groningen, The Netherlands. annette_van_der_putten@xs4all.nl
Objective:
To determine the effect of functional movement activities within the MOVE (Mobility Opportunities Via Education) curriculum on the independence of children with profound intellectual and multiple disabilities.
Subjects:
Forty-four children with profound intellectual and multiple disabilities.
Setting:
Centres for special education.
Design:
A quasi-experimental pretest-posttest with control group design.
Intervention:
The children in the control group (n=12) participated in the regular programme at the centre of special education. The children within the experimental group (n=32) were additionally supported by the MOVE curriculum.
Method:
Both group comparisons and individual analyses were conducted.
Results:
The level of independence of the experimental group increased significantly in performing movement skills; the control group did not increase significantly. At an individual level, 20 children (63%) of the experimental group improved in comparison with the control group, in which four children (33%) improved.
Conclusion:
Results showed that the children receiving functionally focused activities achieved the greatest improvements in independence when performing movement activities.
