MOVE International : MOVE and Other Approaches

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JUNE 2008 MOVE TRAININGS
MOVE International will hold its eleventh annual June Training sessions June 25-28, 2008 at the Kern County Supt. of Schools Office in Bakersfield, California, USA.
Download June 2008 Training Information (pdf)
NOTE: Includes both Basic Provider and Site Trainer Training information as well as Registration Form.

MOVE Clinics
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Attention
The MOVE Newsletter is on our website. Due to postage costs, fewer newsletters are mailed, especially to addresses overseas.

Basic Provider and Adult Provider Trainings and Other Events
Please check out our MOVE Trainings/Events page for Basic Provider and Adult Provider training opportunities around the United States and other MOVE events.

MOVE and Other Approaches - A Comparison

Who is most likely to benefit?

MOVE	Any person who is not able to sit, stand or walk independently. Success is dependent upon the multiplicity and degree of disability but virtually everyone improves health and skills. Exceptions are those whose medical needs supersede the need to develop motor skills.
Conductive Education	People who follow simple commands. Students need to be aware of their surroundings and work as a group. The greatest successes have been reported with students who have cerebral palsy without strong spasticity. Some work is being done with people who have spina bifida.
Traditional Programs	Any person who qualifies for services. Success is dependent upon the amount of time allotted to the individual, the multiplicity and degree of disability, and the training and experience of the professional. Services vary widely from location to location.

Is cognition an issue?

MOVE	No. MOVE is used with people who cannot demonstrate any cognitive skills as well as with people who demonstrate normal cognition. Active participation is expected on some level with all students regardless of cognitive awareness.
Conductive Education	Yes. If Peto’s original program is being used, the student must be able to function as part of a group which necessitates imitative behavior, following directions and memory. Dr. Peto’s original students were expected to compete academically with non-disabled peers.
Traditional Programs	No. Some states limit services to consultation if the student’s primary diagnosis is mental retardation. If cognition is low, therapists may place heavy emphasis on positioning and maintenance rather than active participation.

Who is involved in implementing the program?

MOVE	Everyone who works with the person with disabilities becomes part of the instructional team. Parents or primary caregivers set goals with the help of professionals but skills are practiced by everyone.
Conductive Education	Conductive Conductors are trained through the Peto Institute in Education Budapest. When children are living at home and attending day school, parents carry out the program in the evenings and on weekends.
Traditional Programs	In many situations, only the therapist and/or Adapted Physical Education teacher is involved in implementing the program. When the student attends a special education class, the teacher and aides may implement the program.

Where is it being used?

MOVE	MOVE can be taught anywhere. It is used in segregated, integrated and fully included classrooms as well as in homes, rehabilitation and other adult facilities.
Conductive Education	Most commonly, the approach is used with groups of children or adults in segregated classrooms. Most of these are in private facilities rather than public schools.
Traditional Programs	Motor improvement programs are provided in most areas of the United States through the public school system. The quality and extensiveness of services varies greatly fro area to area.

What type of equipment is used?

MOVE	Wheel chairs are used primarily for traveling long distances. Walkers, mobile standers and supportive chairs may be used until independence is developed. The support is reduced over time so dependence on equipment is minimized. Although the program can be run without any equipment, most facilities provide equipment.
Conductive Education	Typically, equipment is limited to slatted wooden tables (plinths), ladder back chairs, stools and stationary rails for walking support. Some manipulative tools such as sticks or rings may be used when the student is being trained to walk. Wheel chairs are not used.
Traditional Programs	Traditional therapy rooms include mats on the floor, padded tables, platforms or swings suspended from the ceiling, parallel bars and a variety of walkers and standers. Wedges, large balls and rocking platforms are also common. Adapted physical education is often provided in gymnasiums or on play grounds. Equipment availability varies greatly from area to area.

What does a typical day include?

MOVE	The daily routine requires students to actively participate in sitting, standing and walking while involved in activities of daily living and/or academic school work. The program is used at home, in the community and at school.
Conductive Education	The daily routine includes programs of movement when Education lying, sitting, standing and walking and lessons of academic school work. Repetitive songs and chants are also incorpo- rated into movement activities. Students who are not functioning independently require the assistance of one or more conductors to participate in activities.
Traditional Programs	Routines vary greatly from place to place. Motor activities may be included in special education classrooms as well as therapy settings. In many included settings, physical skills are only addressed during physical education or therapy sessions.

What does it cost?

MOVE	Although some places increase staff or utilize volunteers when implementing the MOVE Program, most use existing personnel. Training may add minimal costs but most places have some funds available for staff training. Some equipment may be necessary for teaching independent movement or offering support to larger students. The cost of the equipment varies according to the needs of the students.
Conductive Education	In the United States, Conductive Education classes are generally an alternative to public education rather than incorporated into the system. The cost of training and hiring conductors and support staff along with providing a facility and furniture can be prohibitive. Often parents raise funds and/or pay a fee to have their child attend the class.
Traditional Programs	Most schools do not charge parents for services provided by the school. Unfortunately these services are often limited to short sessions too widely spaced to be adequate. Parents sometimes pay for additional therapy at their own expense. In most areas, parents are responsible for providing equipment used at home. In some places, they are also required to provide the equipment used at school.

How are the students assessed for progress?

MOVE	The MOVE Curriculum includes a comprehensive top-down motor milestone test, prompt reduction plans, goal writing and task analysis. Parents are included in setting goals and measuring progress.
Conductive Education	Close, constant observational evaluation typically forms the Education basis for assessing student needs, progress and potential. Charts and checklists are not generally used or seen as appropriate.
Traditional Programs	Every district and organization has different methods for assessing and recording progress. Many programs assess tone, range of motion and reflexes rather than functional skills. These assessments are more subjective than functional tests and therefore cannot be directly compared with activity based programs.

How are the students assessed for progress?

MOVE	Equipment is expensive. In some places, formal training in using the MOVE Program is not provided for new personnel. Some educators believe it is not their job to teach motor skills. Some therapists believe only therapists should help students develop motor skills. MOVE is labor intensive. MOVE requires administrative support. Some places claim they are using the MOVE Program but are only using the equipment or partially implementing the program.
Conductive Education	Expenses can be prohibitive. Trained conductors are hard to find. It is almost impossible to incorporate true CE classes in public schools because of personnel licensing issues and because most special education classes include students with varying disabilities. A higher staff-to-student ratio is required than typical classrooms. CE is labor intensive. Parents with other responsibilities cannot devote full time attention to the child with disabilities outside school hours. Fund raising is difficult. CE is not appropriate for all people with severe motor disabilities. A true CE Program cannot be utilized when students with disabilities are included in typical classrooms.
Traditional Programs	Students do not always qualify for services even when disabilities are obvious. Limited instructional time can render programs ineffective. Different disciplines do not always agree on methods and goals. There isn't always carry over from one environment to the next. Each discipline may only address their own specialty and therefore the student does not integrate skills in functional activities. Case loads may be too large to effectively address the needs of the students. Paperwork and accountability may be designed to meet administrative needs rather than the needs of the student and parents of the student. The efficacy and quality of services is dependent upon the beliefs and training of the specialist.

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