Attention, Control, Mental Retardation, Stimulation, Training
Fotiadou, Eleni G.
Neofotistou, Konstantina H.
Giagazoglou, Paraskevi F.
Children with Intellectual Disability (ID) demonstrate cognitive and behavior difficulties which affect their school performance and limits their function level. Motor and exercise programs have been associated with improvement in cognitive function and behaviour control. Psychomotor education comprises a holistic movement approach that uses play as basic method to support children’s development. The aim of this study was to assess the effect of a psychomotor education program on school behavior of school aged children with intellectual disability (ID). Twenty children with ID, 8-12 years old, participated in the present study. The participants were divided into an intervention group and a control group. The intervention group attended a 16-week psychomotor education program at a frequency of 2 lessons per week, for 45 minutes. School behaviour was assessed with a classroom rating scale appropriate for use with ID children. The specific scale comprises of 16 items which describe two distinct factors. The fist factor is the attention-distraction (AD) and the second one inhibition-excitation (IE). According to the results, children who participated in the intervention program, improved their performance in school activities requiring concentration of attention and control behavior. In conclusion, this study provides evidence that psychomotor education program can be used as an effective intervention for improving school behavior of children with ID.