Occurrence of gross motor behaviors in integrated and segregated preschool classrooms

The purpose of this pilot study was to determine incidences per hour of stability, mobility, and transfer behaviors of children with physical disabilities in segregated and integrated preschool classrooms. Ten children performing these behaviors in physical therapy participated in this study. Each child's gross motor and school activities were observed for an entire school day and recorded in 30-second intervals. The incidences per hour of gross motor behaviors did not differ significantly between the two types of preschools; however, incidences per hour differed significantly among the types of motor behaviors and the types of school activities. Stability behaviors consistently occurred at substantially higher rates than mobility and transfer behaviors. Nearly one third of the transfers and mobility behaviors did not involve the child's active participation. Mobility behaviors occurred at highest rates during transition and gross motor activity times. The children's limited active movement is a serious concern. For motor skill learning to occur, children must participate actively. Stability activities occur more often during the preschool routine, whereas mobility and transfers occur significantly less often and likely will require additional practice.