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

• Published in: Clinical rehabilitation 2005-09, Vol.19 (6), p.613-620
• Main Authors: van der Putten, A, Vlaskamp, C, Reynders, K, Nakken, H
• Format: Article
• Language: English
• Subjects: Adolescent; Child; Child, Preschool; Curriculum; Developmental Disabilities - physiopathology; Developmental Disabilities - rehabilitation; Disability Evaluation; Disabled children; Female; Functional impairment; Humans; Independence; Intellectual Disability - physiopathology; Intellectual Disability - rehabilitation; Male; Mobility Limitation; Motor Skills - physiology; Movement therapy; Physiotherapy; Rehabilitation
• ISSN: 0269-2155; 1477-0873
• DOI: 10.1191/0269215505cr899oa

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.