Logan, Dawn Arlla2016-03-012016-03-011982-08http://hdl.handle.net/11274/7649This investigation was an attempt to determine if participation in the Chronologically Controlled Developmental Education (CCDE) Sensory-Motor Program proposed by Snapp, could facilitate the motor performance and sensory integration of academically handicapped and normal first-grade children. Two experimental and two control groups participated in the sensory-motor or regular physical education programs, 30 minutes a day, 5 days a week, for 15 weeks. The four groups, each comprised of 15 children, were selected randomly from students enrolled at Crockett Elementary School, San Marcos, Texas. Quantitative measures of motor performance and sensory integration were attained from pre-, mid-, and posttest scores on the Bruininks-Oseretsky Test Short Form (BOT-SF) and Southern California Perceptual Motor Test (SCPMT). Two-way analysis of variance with repeated measures indicated a significant difference (p < .001) between groups on the BOT-SF, favoring the normal groups. Only one significant difference (p < .01) was found between the normal and experimental and control groups on the standing balance (eyes closed) subtest of the SCPMT. Conclusion. The investigator concluded that participation in the CCDE Sensory-Motor Program and regular physical education program were equally effective in the enhancement of motor performance; however, neither program seemed to enhance sensory integration with one exception. The CCDE Sensory-Motor Program was better than regular physical education in the improvement of standing balance (eyes closed) for normal children.en-USChildrenChildren with disabilitiesPhysical education for childrenSensory-motorMotor PerformanceLearning DisabilitiesDissertation