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The Effects of an Integrative, Universally Designed Motor Skill Intervention for Young Children With and Without Disabilities

Sally Taunton Miedema, Ali Brian, Adam Pennell, Lauren Lieberman, Larissa True, Collin Webster, and David Stodden

Many interventions feature a singular component approach to targeting children’s motor competency and proficiency. Yet, little is known about the use of integrative interventions to meet the complex developmental needs of children aged 3–6 years. The purpose of this study was to examine the effects of an integrative universally designed intervention on children with and without disabilities’ motor competency and proficiency. We selected children (N = 111; disability = 24; no disability = 87) to participate in either a school-based integrative motor intervention (n = 53) or a control condition (n = 58). Children in the integrative motor intervention both with and without disabilities showed significant improvement in motor competency and proficiency (p < .001) as compared with peers with and without disabilities in a control condition. Early childhood center directors (e.g., preschool and kindergarten) should consider implementing integrative universally designed interventions targeting multiple aspects of motor development to remediate delays in children with and without disabilities.