Neuromotor intervention approaches, based on central nervous system development among nonhandicapped infants and young children, are presently the most popular motor training approaches with cerebral palsied children. Empirical data in support of neuromotor or other approaches to motor training, however, are lacking. In response to the absence of a data base, the theoretical basis and effectiveness of a neuromotor intervention was investigated across seven cerebral palsied, severely handicapped children, ages 2 1/2 to 12 years. Results suggested a training effect in the data of three children. Theoretical relationships among abnormal tonic reflexes and normal motor patterns were not supported by the data. Because results were not consistent across all children, it was suggested that future research focus on subject characteristics that may relate to the effectiveness of intervention. Additionally, recommendations were made regarding measurement systems for evaluating change, and strategies for investigating multicomponent training procedures.
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