(Kirby & Holborn 1986) Gross-Motor Skills Training Study

Overview of Gross-Motor Skills Training Study

This study, conducted by Kimberly C. Kirby and Stephen W. Holborn, involved three preschool children who participated in a behavioral training program aimed at enhancing their gross-motor skills. The training was measured using ten target behaviors within the training setting to assess direct effectiveness. The study also included generalization probes across different settings to evaluate the transfer of skills beyond the training environment.

Measurement of Behavior Changes

Target Behaviors and Settings

The study focused on measuring improvements in various gross-motor behaviors through designated training sessions. The children were assessed on both trained gross-motor skills and collateral behaviors—specifically, one fine-motor skill and two social behaviors.

  1. Gross-Motor Skills Trained: The training involved tasks like balancing, dribbling, catching, crawling, and running. Specific measures included hopping and forward rolls assessed during physical education classes.

  2. Fine-Motor and Social Skills Assessed: Two social behaviors (play and compliance) and one fine-motor skill (maze-drawing) were evaluated for generalization effects.

Data Collection and Procedures

Data collection involved predisciplined recording of behaviors:

  • Initial Assessments: Baseline assessments were performed without any significant upward trends, ensuring that changes observed can be attributed to the training interventions.

  • Interventions: Training was conducted in school facilities, employing equipment like mats and balance beams, over a session duration of 0.5 to 1.5 hours.

  • Generalization Probes: Assessments outside the training area were conducted to see if the learned gross-motor skills transferred to different environments.

Results

Effectiveness of Training Program

The primary results indicated significant improvements in gross-motor skills that were directly trained. All three subjects showed increased total behavior checklist scores after training, with average increments ranging from 8.1 to 11.0 points. Notably:

  • Two subjects showed generalization of forward rolls to a new setting, while none exhibited improvements in hopping, indicating a limitation in skill transfer.

  • No improvements were noted in fine-motor skills or social behaviors, contrasting with the predictions noted in existing educational literature.

  1. Generalization Outcomes: The lack of significant advancements in untrained skills suggested that training for gross-motor skills might not lead to automatically improved fine-motor or social skills as often proposed.

  2. Statistical Reliability: Reliability measures for student performances were high, lending credibility to the observed data, particularly for gross-motor behaviors.

Implications for Educators

The study led to several practical implications for educators and applied behavior analysts:

  1. Targeting Specific Needs: Training should be directed specifically at children with identified gross-motor deficits, particularly since generalizations to social skills or fine-motor capabilities cannot be assumed.

  2. Curriculum Development: Educators must develop targeted curricula that involve direct training for essential motor skills relevant to students’ future activities.

  3. Variety in Training Situations: Incorporating various contexts into training may enhance generalization potential, emphasizing the need for strategic planning in behavioral interventions.

Limitations and Future Directions

The findings highlighted current limitations in the technology of generalization within educational practice. The study suggested that even when verbal mediators and exemplars were utilized, meaningful generalizations did not occur.

  • Future Research Needs: There is a call for systematic analysis of generalization processes, indicating that further research is necessary to refine training programs and enhance their effectiveness in diverse situations.

Reference Citations

Key literature cited includes significant works focusing on perceptual-motor training and its implications within educational settings. This reinforces the need for further exploration into behavioral interventions, generalization strategies, and their impact on skill acquisition in young children.