In order to improve motor performance, mental imagery procedures have evolved over the years with nondisabled subjects. Studies researching the concept of using mental imagery with special populations (Surburg, & Stumpner, 1987; Surburg, 1991; Surburg, Porretta, & Sutlive, 1995) are very few in number. This study examined the efficacy of using mental imagery in developing skill on a motorically oriented task (pursuit rotor) and a cognitively oriented task (peg board) on middle school students with mild mental disabilities (MMD). Thirty subjects were assigned randomly to a physical, imagery, or no-practice control group to perform either a peg board or pursuit rotor task. For each motor task, there was a pretest followed by appropriate treatment regime and a posttest session. The dependent variables were the number of pegs placed in appropriate order for the peg board task and time on target for the pursuit rotor task. Results were that imagery practice enhanced the motor performance of children with MMD on both the peg board (cognitively oriented task) and pursuit rotor (motorically oriented task).
Midline crossing refers to behavior that results in reaching, stepping, or looking, across the body's midline. Several studies have indicated that infants, young children, and individuals with disability make more errors on midline-crossing tasks than on similar tasks placed at the ipsilateral side. Until recently, assessment of midline crossing has used a spatial protocol and has been criticized for not having a temporal component. The purpose of this study was to assess midline crossing by 9 4-yr.-old children within an information processing context. Analysis indicated that contralateral tasks required more processing time than similar tasks placed ipsilaterally.
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