Abstract
Three groups of trainable mentally retarded children participated in three different motor programs for an eight-month period. Children receiving sensory integrative therapy showed the greatest gains on test batteries for reflex integration and gross and fine motor skills. Children in a developmental physical education program demonstrated greater improvement on the same test batteries than a third group of children who participated in a recreational, adaptive physical education program and an "arts and crafts" oriented therapy program. Results of data analysis indicate that neuromotor development may be enhanced more effectively by activities which facilitate improved postural responses rather than by practice of specific motor skills.
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