The purpose of this study was to investigate the effect of an integrated adapted
physical education setting on the motor performance of preschool children with
developmental delays. Subjects in this study participated in segregated and integrated
adapted physical education classes. During the integrated conditions, same-age peers
without delays participated in activities as "proximity peers" (Jenkins, Speltz & Odom ,
1985). Child-directed activities were presented in each class and subjects were
observed practicing locomotor and object control skills. The quality of each performance
was analyzed to determine the number of critical elements present in the performance
and the level of teacher or peer prompt required to initiate and complete each
performance.
A single subject reversal design (A-B-A-B) was used in this investigation. Four
children with developmental delays were filmed within an eight-week school schedule
while practicing two fundamental gross motor skills during segregated and integrated
conditions. The level and trend of the data was calculated to describe the quality of each
child's motor performance within each condition, between conditions, and across
segregated and integrated conditions. The results of this study provide evidence that
children with developmental delays are able to maintain their level of gross motor skill
and independence within an integrated adapted physical education setting. Although day-to-
day variability was calculated for each subject, overall skill level remained stable
and their level of independence was not compromised in the integrated setting.
Recommendations for future research are made based upon the results of this
investigation. / Graduation date: 1993
| Identifer | oai:union.ndltd.org:ORGSU/oai:ir.library.oregonstate.edu:1957/36113 |
| Date | 30 April 1993 |
| Creators | Zittel, Lauriece L. |
| Contributors | McCubbin, Jeffrey A. |
| Source Sets | Oregon State University |
| Language | en_US |
| Detected Language | English |
| Type | Thesis/Dissertation |
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