Abstract
The purpose of this investigation was to determine which of three least restrictive classroom environments would provide the greatest opportunity for mentally retarded students to practice on-task motor behavior. The experimental design used in this investigation consisted of three intact groups, each containing 10 moderately mentally retarded subjects ranging in age from 5 to 12 years. Static and dynamic balance measures were taken to evaluate the acquisition of overall balance performance while controls were placed on intelligence quotients and ability. Academic Learning Time (ALT) was also recorded in order to determine differences in content motor behavior. A significant relationship occurred between static balance and ALT. In addition, the peer tutors significantly increased the time moderately mentally retarded students practiced content motor behavior, which established the peer-tutor classroom setting as the least restrictive environment for enhancing motor performance.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
