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.