Abstract

Background & Aim: Several studies have investigated the relationship between motor growth and environmental capability in children with mental disorder in the world.The purpose of this study was to determine the effect of providing (educational environment and physical activity) environment on motor improvement in children with mental disorders 6 to 9 years old.

Methods: This is an applied and experimental study (interventional). The statistical population of this study was all 175 children with mental disorder 6 to 9 years old in Babol in 2017. Based on the facilities and cooperation of teachers and principals of exceptional schools in Babol, 50 male students were selected by convenience sampling and then randomly assigned to one of the experimental or control groups (25 in each group). To assess the motor skills of the children, the U.S. Bruinstein test was used. Data were analyzed by covariance analysis.

Results: The results showed that the providers had an impact on improvement of motor skills such as upper extremity coordination, agility, balance, response rate (p <0.01). Also, the results of this study showed that the providers did not have any effect on visual acuity control and speed and agility of the upper limb (p> 0.01). Also, the results of this study showed that there is a significant difference between the estimated mean scores of post-test motor improvement between the experimental and control groups (p> 0.01.(

Conclusion: It is possible to pay attention to the environment and environmental abilities and the use of suitable methods for increasing the motor developmental abilities of children with mental disorders. By using the methods of providing and using the environment, many of the drug methods and complications arising from their use can be prevented.