【原创】脑瘫治疗 其他方法大观系列之三：Mobility Opportunities Via Education介绍
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Mobility Opportunities Via Education (M.O.V.E.)
• Developed by D. Linda Bidabe, a special education teacher, in the 1980s for children with severe and multiple disabilities
• MOVE is an activity-based program designed to improve sitting, standing, and walking. This is done during naturally occurring opportunities for movement so that increased motor independence can be achieved.
• Original research, implementing MOVE curriculum, consisted of a pilot study using 15 children who were non-ambulatory. An improvement was found in gait and sit to stand transfers.
• Current research is limited. Few studies have been completed and Cerebral Palsy is only one condition that has been tested with the MOVE curriculum. The studies did show that there has been an improvement performing movement skills in children with multiple and severe disabilities.
• MOVE Curriculum (6 steps):
1. Testing
Examples include: maintaining sitting position, transfers from sitting to standing, moving while sitting, walking forward, etc.
Completed using Top-Down Motor Milestone Test (TDMMT)
2. Setting Goals
Goals are not strictly based on the child’s developmental level but rather are based on what child needs to do as well as the family wishes.
An example of a functional goal used could be an increase in the independence of a child to wash their hands.
3. Task Analysis
Consists of breaking down a functional goal into basic movements needed to accomplish task
4. Measuring Prompts
This is defined as physical support or assistance provided by another person or equipment.
5. Reducing Prompts
To increase independence of child to achieve their goal and to provide a system for clear documentation of improvement
6. Teaching the Skills
Taught in context of meaningful activity instead using repetition of the movement only
• MOVE is provided by educators, therapists, parents, or other individuals who work with children with disabilities. Training is formal and arranged through MOVE International.
• This program can be implemented in school, the community, at home, or in a facility. Wheelchairs are only used for bus or van transportation. Otherwise, the equipment used to engage children in the MOVE program are: regular classroom chairs, adapted chairs, standers that individuals can push and forward leaning walkers.
reference
http://www.move-international.org/ http://www.rifton.com/
Thomson, G. Children with Severe Disabilities and the MOVE Curriculum: Foundations of a Task-Oriented Approach. Chester, NY: East River Press; 2005.
Van der Putten A, Vlaskamp C, Reynders K, Nakken H. Children with profound intellectual and multiple disabilities: the effects of functional movement activities. Clinical Rehabilitation. 2005;19:613-620.
Whinnery K, Whinnery S. MOVE Systematic Programming for Early Motor Intervention. Infants and Young Children. 2007; 20(2):102-108.
Whinnery K. Mobility Training Using the MOVE Curriculum: A Parent’s View. Teaching Exceptional Children. 2002;34:44-50.
• Developed by D. Linda Bidabe, a special education teacher, in the 1980s for children with severe and multiple disabilities
• MOVE is an activity-based program designed to improve sitting, standing, and walking. This is done during naturally occurring opportunities for movement so that increased motor independence can be achieved.
• Original research, implementing MOVE curriculum, consisted of a pilot study using 15 children who were non-ambulatory. An improvement was found in gait and sit to stand transfers.
• Current research is limited. Few studies have been completed and Cerebral Palsy is only one condition that has been tested with the MOVE curriculum. The studies did show that there has been an improvement performing movement skills in children with multiple and severe disabilities.
• MOVE Curriculum (6 steps):
1. Testing
Examples include: maintaining sitting position, transfers from sitting to standing, moving while sitting, walking forward, etc.
Completed using Top-Down Motor Milestone Test (TDMMT)
2. Setting Goals
Goals are not strictly based on the child’s developmental level but rather are based on what child needs to do as well as the family wishes.
An example of a functional goal used could be an increase in the independence of a child to wash their hands.
3. Task Analysis
Consists of breaking down a functional goal into basic movements needed to accomplish task
4. Measuring Prompts
This is defined as physical support or assistance provided by another person or equipment.
5. Reducing Prompts
To increase independence of child to achieve their goal and to provide a system for clear documentation of improvement
6. Teaching the Skills
Taught in context of meaningful activity instead using repetition of the movement only
• MOVE is provided by educators, therapists, parents, or other individuals who work with children with disabilities. Training is formal and arranged through MOVE International.
• This program can be implemented in school, the community, at home, or in a facility. Wheelchairs are only used for bus or van transportation. Otherwise, the equipment used to engage children in the MOVE program are: regular classroom chairs, adapted chairs, standers that individuals can push and forward leaning walkers.
reference
http://www.move-international.org/ http://www.rifton.com/
Thomson, G. Children with Severe Disabilities and the MOVE Curriculum: Foundations of a Task-Oriented Approach. Chester, NY: East River Press; 2005.
Van der Putten A, Vlaskamp C, Reynders K, Nakken H. Children with profound intellectual and multiple disabilities: the effects of functional movement activities. Clinical Rehabilitation. 2005;19:613-620.
Whinnery K, Whinnery S. MOVE Systematic Programming for Early Motor Intervention. Infants and Young Children. 2007; 20(2):102-108.
Whinnery K. Mobility Training Using the MOVE Curriculum: A Parent’s View. Teaching Exceptional Children. 2002;34:44-50.
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