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The purpose of this investigation was to determine which of three least restrictive classroom environments would provide the greatest opportunity for mentally retarded students to practice on-task motor behavior. The experimental design used in this investigation consisted of three intact groups, each containing 10 moderately mentally retarded subjects ranging in age from 5 to 12 years. Static and dynamic balance measures were taken to evaluate the acquisition of overall balance performance while controls were placed on intelligence quotients and ability. Academic Learning Time (ALT) was also recorded in order to determine differences in content motor behavior. A significant relationship occurred between static balance and ALT. In addition, the peer tutors significantly increased the time moderately mentally retarded students practiced content motor behavior, which established the peer-tutor classroom setting as the least restrictive environment for enhancing motor performance.
James DePaepe (Tue,) studied this question.