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

Institute of Human Movement Sciences, University of Groningen, The Netherlands

C Vlaskamp

Department of Educational Psychology, University of Groningen, The Netherlands

K Reynders

Institute of Human Movement Sciences, University of Groningen, The Netherlands

H Nakken

Department of Educational Psychology, University of Groningen, The Netherlands

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.

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