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.
Get full access to this article
View all access options for this article.
References
1.
1 Nakken H, Vlaskamp C. Joining forces: supporting individuals with profound multiple learning disabilities. Tizard Learning Disabil Rev2002; 7: 10–16.
2.
2 Inspectie voor de Gezondheidszorg. Ernstig meervoudig gehandicapt en dán?Een onderzoek naar de kwaliteit van zorg voor mensen met meervoudige complexe handicaps. Den Haag, 2000.
3.
3 Bidabe L, Lollar JM. MOVE (Mobility Opportunities Via Education), third edition. Bakersfield: Kern Country Superintendent of Schools, 1995.
4.
4 Lancioni GE, Singh NN, O'Reilly MF et al. Microswitch clusters to support responding and appropriate posture of students with multiple disabilities: three case evaluations. Disabil Rehabil2004; 626: 501–505.
5.
5 Saunders MD, Questad KA, Kedziorski TL, Boase BC, Patterson EA, Cullinan TB. Unprompted mechanical switch use in individuals with severe multiple disabilities: an evaluation of the effects of body position. JDev Phys Disabil2001; 13:27–39.
6.
6 Saunders MD, Saunders RR, Mulugeta A et al. A novel method for testing learning and preferences in people with minimal motor movement. Res Dev Disabil2005; 26: 255–266.
7.
7 Nakken H. The education of individuals with profound multiple disabilities. Eur J Mental Disabil1997; 4:19–26.
8.
8 Barnes SB, Whinnery KW. Effects of functional mobility skills training for young students with physical disabilities. Exceptional Children2002; 68: 313–324.
9.
9 Elkins KM. A comparison between the achievement of students with severe multiple disabilities using a functional mobility curriculum versus traditional programs. Unpublished dissertation. University of la Verne, California, 1994.
10.
10 Schomerus R. ‘MOVE’ als Bewegungsorientierte Fö rdermaßnahme bei geistigbehinderten Kindern mit zerebraler Bewegungsstörungeine praxisorientierte Studie. Staatspru Universität Dortmund, 1996.
11.
11 Willems ACB. Het dagcentrum voor kinderen met een verstandelijke of meervoudige handicap. In: van Gemert GH, Minderaa RB eds, Zorg voor mensen met een verstandelijke handicap. Assen: Van Gorcum & Gomp, 1997.
12.
12 Putten van der A, Vlaskamp C, Reynders K, Nakken H. Movement skill assessment in children with profound multiple disabilities: a psychometric analysis of the ‘Top Down Motor Milestone Test’. Clin Rehabil2005; 19: 635–643.
13.
13 Middel B, Sonderen van E. How to interpret the magnitude of change in health-related quality of life? A study on the use of Cohen's thresholds for effect size estimates. In: Assessment of change in clinical evaluation. Thesis University of Groningen, Stichting Drukkerij C Regenboog, 2001.
14.
14 Cohen J. Statistical power analysis for the behavioural sciences, revised edition. New York: Academic Press, 1977.
15.
15 Oosten J. To MOVE or not to MOVE. PhD thesis, Instituut voor Bewegingswetenschappen, University of Groningen, 2002.
16.
16 Cook TD, Campbell DT. Quasi-experimentation: design and analysis issues for field setting. Chicago: Rand McNally College Publishing, 1979.
17.
17 Bower E, McLellan DL. Effect of increased exposure to physiotherapy on skill acquisition of children with cerebral palsy. Dev Med Child Neurol1992; 34:25–39.
18.
18 Bower E, McLellan DL, Arney J, Campbell MJ. A randomized controlled trial of different intensities of physiotherapy and different goal-setting procedures in 44 children with cerebral palsy. Dev Med Child Neurol1996; 38: 226–237.
19.
19 Bower E, Michell D, Burnett M, Campbell MJ, McLellan DL. Randomized controlled trial of physiotherapy in 56 children with cerebral palsy followed for 18 months. Dev Med Child Neurol2001; 43:4–15.
20.
20 Ketelaar M, Vermeer A, Hart H, van Petegem-van Beek E, Helders PJ. Effects of a functional therapy program on motor abilities of children with cerebral palsy. Phys Ther2001; 81: 1534–1545.
