Motor interventions in children with severe or profound intellectual disabilities: motor, cognitive and social effects

Background: It is generally agreed that motor activity promotes motor, cognitive, and social development, but the specific benefits in children with severe or profound intellectual disabilities (S-PID) are as yet unknown. The aim of this study was to systematically review the evidence related to motor interventions designed to improve motor, cognitive and/or social outcomes in children with S-PID. Method: A systematic review of empirical studies published between 1982 and 2012 was conducted with four databases (MEDLINE, PsycINFO, ERIC and CINAHL). Data were extracted regarding to the aim of the study, study design, sample characteristics, theoretical framework, intervention, the measurement tools utilized, and outcomes. Results: Two hundred ninety-five articles were reviewed, of which only 24 focused on children. Collectively, these studies provided information about 87 children with S-PID aged 2-11 years. Only five studies focused on young children (2-5 years) and no study was found that focused on infants. All of the studies reported improvement in motor skills. None of the articles reported negative effects due to motor interventions. Only three studies focused on the effects of motor intervention on outcomes beyond the motor domain and showed positive effects on cognitive and behavioural skills. Conclusion: Given the importance of early intervention, there is a discrepancy between clinical relevance and research into the effects of motor interventions in children with S-PID. It is striking that our search did hardly display the use of motor interventions to improve cognitive and/or social outcomes. Further research is required to determine which motor interventions are the most effective in improving motor outcomes and/or cognitive and social outcomes, and on the longer term effects of these interventions in children with S-PID