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Direct linkvan der Putten, Annette A. J.; Bossink, Leontien W. M.; Frans, Niek; Houwen, Suzanne; Vlaskamp, Carla – Journal of Intellectual & Developmental Disability, 2017
Background: People with profound intellectual and multiple disabilities (PIMD) are at risk of being motorically inactive. This study investigated the degree and type of motor activation in daily practice and its relationship to personal and contextual factors. Method: A total of 58 participants with PIMD participated in the study. Data concerning…
Descriptors: Physical Activities, Exercise, Motor Development, Severe Disabilities
Peer reviewedLiberti, Gina – Journal of Visual Impairment and Blindness, 1984
The article describes a group motor-route activity to help mulitply handicapped blind students develop a complete understanding of spatial-movement concepts and to increase their cognitive motor skills. (Author/CL)
Descriptors: Blindness, Motor Development, Multiple Disabilities, Perceptual Motor Coordination
Download full textThomas, Bill – Practical Pointers, 1979
The use of trampoline activities with multiple handicapped students is discussed. Management considerations in safety are noted, and developmental trampoline skills are listed beginning with bouncing for stimulation. Progression to limited independence and finally independent jumping is described. The position statement of the American Alliance…
Descriptors: Adapted Physical Education, Elementary Secondary Education, Motor Development, Multiple Disabilities
Peer reviewedMira, Mary – Mental Retardation, 1977
Descriptors: Evaluation Methods, Infants, Intervention, Motor Development
Tulloch, Deborah – 1984
It is suggested that curricula for young multiply handicapped children should be based on well articulated child development models which specify milestones to be demonstrated as well as contexts in which they will be demonstrated. It is further suggested that the criterion of ultimate functioning should also be considered in choosing one design…
Descriptors: Curriculum Development, Motor Development, Multiple Disabilities, Sensory Integration
Buttram, Beverly; Brown, Glenna – 1977
The manual was designed to provide an overview of the Developmental Physical Management program used at the University of Alabama in classes for infants and children with multiple disabilities. The multidisabled child may be affected by one or more of the following problems: slow development, lack of normal integration of basic reflexes, abnormal…
Descriptors: Children, Developmental Programs, Equipment, Infants
Peer reviewedBall, Thomas S.; And Others – Mental Retardation, 1977
An automated procedure for range of motion training was tried with two cerebral palsied retarded young men. (Author/CL)
Descriptors: Cerebral Palsy, Electromechanical Aids, Mental Retardation, Motion
Peer reviewedNakken, Han; den Ouden, Wouter J. – International Journal of Rehabilitation Research, 1985
Three studies on B. Le Gay Brereton's approach with severely motorically or multiply disabled preschool children are reported. The program focuses on play and suggests that development should be repeated from the point at which it went wrong. Results included small but statistical changes in cognitive skills. (CL)
Descriptors: Motor Development, Multiple Disabilities, Physical Disabilities, Play
Rues, Jane; And Others – 1986
This final report details the outcomes of a 3-year project involving children with severe disabilities (ages birth-6) designed to: (1) determine the effectiveness of specific therapeutic intervention techniques on the development of basic motor skills in young children with severe and multiple disabilities; (2) explore the relationship between…
Descriptors: Intervention, Motor Development, Motor Reactions, Multiple Disabilities
Merbler, John B.; Wood, Thomas A. – Education and Training of the Mentally Retarded, 1984
The relationship between chronological age, social age, motor, sensory and concept skills, and the orientation and mobility skills of 37 mentally retarded visually impaired children was examined. Results revealed a strong relationship between developmental level in the areas of motor, sensory, and concept skills, and mobility proficiency.…
Descriptors: Cognitive Development, Elementary Secondary Education, Mental Retardation, Motor Development
Peer reviewedCameron, Thomas H.; Kelly, Desmond P. – Journal of Speech and Hearing Disorders, 1988
The subject of this case report is a two-year, seven-month-old girl with de Lange syndrome, normal intelligence, and age-appropriate language skills. She demonstrated initial delays in gross motor skills and in receptive and expressive language but responded well to intensive speech and language intervention, as well as to physical therapy.…
Descriptors: Early Identification, Expressive Language, Intelligence, Intervention
Guess, Doug; And Others – 1981
The second of a three volume report on a University of Kansas approach to developing quantitative measures of motor and perceptual motor functioning in nonhandicapped and severely/multiply handicapped infants and young children presents interobserver reliability results from the measures described in volume 1. Some studies also include a limited…
Descriptors: Developmental Stages, Evaluation Methods, Infants, Motor Development
Peer reviewedMori, Allen A.; Olive, Jane E. – Journal of Visual Impairment and Blindness, 1978
Presented is a rationale for implementing early transdisciplinary intervention in behalf of blind and visually handicapped, mentally retarded infants. (Author/BD)
Descriptors: Infants, Intervention, Language Acquisition, Mental Retardation
Johnson, Janis L. – AAESPH Review, 1978
Available from: American Association for the Education of the Severely/Profoundly Handicapped, 1600 West Armory Way, Seattle, Washington 98119 The article presents classroom activities and techniques for facilitating the acquisition of basic motor responses by profoundly retarded and multiply handicapped students. (CL)
Descriptors: Class Activities, Elementary Secondary Education, Motor Development, Motor Reactions
Guess, Doug; And Others – 1980
The first of a three volume report on a project to develop and apply quantitative procedures to measure motor and sensory/motor growth in nonhandicapped and severely/multiply handicapped children presents 17 papers delineating ways to measure motor function. The following motoric functions are considered: visual fixation, visual tracking, visual…
Descriptors: Developmental Stages, Early Childhood Education, Evaluation Methods, Motion
