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


METHODS
Forty-four children with profound intellectual and multiple disabilities.


METHODS
Centres for special education.


METHODS
A quasi-experimental pretest-posttest with control group design.


METHODS
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.


METHODS
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.


CONCLUSIONS
Results showed that the children receiving functionally focused activities achieved the greatest improvements in independence when performing movement activities.
van der Putten
A
A
Institute of Human Movement Sciences, University of Groningen, The Netherlands. annette_van_der_putten@xs4all.nl
Vlaskamp
C
C
Reynders
K
K
Nakken
H
H
D000293:Adolescent; D002648:Child; D002675:Child, Preschool; D003479:Curriculum; D002658:Developmental Disabilities / Q000503:physiopathology / Q000534:rehabilitation*; D004185:Disability Evaluation; D005260:Female; D006801:Humans; D008607:Intellectual Disability / Q000503:physiopathology / Q000534:rehabilitation*; D008297:Male; D051346:Mobility Limitation; D009048:Motor Skills / Q000502:physiology*