From diagnosis to intervention

a neuropedagogical approach using the diagnostic-intervention programme comprehensive movement intervention

Abstract

The study examines the effectiveness of the diagnostic-intervention programme Comprehensive Movement Intervention (CMI), which is based on the principles of neuropedagogy and focuses on correct motor development as the key factor in the successful functioning of pupils with developmental disorders. The research sample comprised ten first-level elementary school pupils with developmental learning disorders and impaired communication skills. The programme lasted for six months, with participants performing individual exercises at home under the supervision of a parent with regular check-ups every four to five weeks. The research methodology combined quantitative and qualitative approaches, and a single-group experiment was used to measure effectiveness. A pretest and posttest assessed 35 areas, each scored from 0 (impaired) to 1 (mastered). The results demonstrated statistically significant improvement: the average score increased from 15.70 to 28.40 (p < 0.05, paired t-test). The greatest improvement occurred in the areas of fine motor skills, balance and attention, and all participants showed improvement in at least one of the monitored areas (100% success rate, McNemar test, p < 0.05). The findings confirm that motor interventions can significantly affect the perceptual and executive functions of pupils with developmental disabilities. The study at the same time highlights the need for longitudinal studies on a larger sample and with a control group. The CMI programme appears to be a promising tool for supporting inclusive education. The study was conducted within the framework of the VEGA project No. 1/0196/23.