The relationship of gross motor acquisition to pre-academic success in a group of pre-school students enrolled in an early intervention program


Knolan Rawlins

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This study examined the relationship of gross motor acquisition to academic success. Historical records of five students with autism and intellectual disabilities enrolled in an early childhood intervention program were reviewed. A simple correlation analysis and an exploratory multiple linear regression model predicting average rate of success on pre-academic tasks were developed. A model was also developed using average completion of gross motor tasks and average instructional efficacy on gross motor and pre-academic tasks as predictors. The data offered statistically significant evidence to suggest a strong positive correlation of gross motor acquisition to academic success. The prediction model showed gross motor instructional efficacy was significant and accounted for over 90% of the variance in pre-academic instructional efficacy. Further research should include a larger sample size to validate these findings and ensure generalizability.