Therapeutic PrograDlDling for Students with Severe Handicaps

Therapeutic methods that use Jacilitation and inhibition to alter dysJunctional patterns oj movement were implemented in children with multiple handicaps within educational settings. Desired movement patterns such as reach and manipulation skilts were pel/ormed by students throughout the classroom day and across a variety oj contextual uses. Data collected on several students indicated that more nm'mal patterns oj movement were attained at more rapid rates where students WfTe provided the opportunity to practIce the desired movement more Jrequently. SuccessJul contextual programming depends on accurate and consistent implementation oj therapeutic methods by all individuals who come in contact with a student. The therapist must identify the targeted movement pattern, determine appropriate intervention procedures, and train others to implement the procedures accumtely. While such an approach shows promise as a means oj developing Junction movement patterns with severely handicapped children, the increased opportunities to practice appropriate movement enhance the effectiveness oj direct therapy but do not necessarily replace required individual intervention. William F. McInerney