The effect of adapted play training on motor development of students with intellectual disabilities

Abstract

The purpose of this research was to determine the effect of adapted play training on motor development of students with intellectual disabilities. The statistical population of this study included all students with intellectual disability in preschool and students in grades 1, 2, and 3. The sample included 80 students (40 boys and 40 girls) who were randomly selected from three special schools in Isfahan City. Then they were randomly assigned into two groups: the experimental and control groups. The instrument used in this research was, Lincoln Oseretsky Test of Motor Proficiency and Adapted Games Training. The pre-test was administered to both the experimental and control groups. Then adapted play training was employed on the experimental group for 12 sessions. A post-test was administered to both groups at the end of training. The results showed that there was a significant difference between the mean scores of Lincoln Oseretsky Test of Motor Proficiency in the experimental and the control groups in the post-test (P<0·01). Also, the results showed that there was no significant difference between girl’s and boy’s mean scores of Lincoln Oseretsky Test of Motor Proficiency. The finding showed that the adapted play training could increase motor development in students with intellectual disabilities (P<0·0001).

Keywords:

• Adapted play training
• Motor development

Additional information

Notes on contributors

Mokhtar Malekpour

Correspondence to: M Malekpour, School of Education, University of Isfahan, Isfahan, Iran; email: [email protected]