The impact of a developmental movement programme on the performance of rural hearing-impaired children on the Griffiths Scales of Mental Development

Abstract

Being hearing impaired does not only affect a child’s academic performance, but can also influence his or her overall development and ability to succeed academically. Neurodevelopmental movement programmes are generally not accepted as evidenced-based practice, and their effect on academic performance is often underrated. Movement, however, is regarded by many as being essential to learning, and there seems to be a positive interchange between the brain and the body. This article reports on research conducted on the impact of a neurodevelopmental movement programme on the development of 4- to 8-year-old hearing-impaired children. Children were selected from a special needs school in QwaQwa, a rural area in the Free State province of South Africa. Two groups of children (one an experimental and the other a comparison group) were used in this research, with both groups undergoing a pre-test and post-test phase using the Griffiths Mental Development Scales–Extended Revised. The experimental group was subjected to a 14-week neurodevelopmental movement programme. The comparison group underwent a placebo intervention. The results indicate that the children in the experimental group showed an improvement in some aspects of specific development following the intervention (locomotor functioning, performance-related abilities, and practical reasoning skills). General developmental age showed significant improvement in both the experimental group and the comparison group. This result may support the critique against movement programmes, where the placebo effect is offered as the reason for change in children participating in movement programmes. The results of this empirical investigation aid in understanding the impact of movement programmes on a hearing-impaired child’s general development.