Children with profound intellectual and multiple disabilities: the effects of functional movement activities.

ABSTRACT

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.