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

A van der Putten*, C Vlaskamp, K Reynders, H Nakken

*Corresponding author for this work

Research output: Contribution to journalArticleAcademicpeer-review

25 Citations (Scopus)

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.

Original languageEnglish
Pages (from-to)613-620
Number of pages8
JournalClinical Rehabilitation
Volume19
Issue number6
DOIs
Publication statusPublished - Sep-2005

Keywords

  • RANDOMIZED CONTROLLED TRIAL
  • CEREBRAL-PALSY
  • PHYSIOTHERAPY

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