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Dual-task affects postural balance performance in children with intellectual disability
Rabeb Laatar1, Hiba Kachouri1, Rihab Borji1
1Research Laboratory: Education, Motricité, Sport et Santé, EM2S, LR19JS01, High Institute of Sport and Physical Education of Sfax, University of Sfax, Sfax, Tunisia.
Somatosensory & Motor Research
|December 16, 2022
Summary
Children with intellectual disability and typically developing children experience similar challenges with postural balance during dual-task conditions. Cognitive tasks equally impact the balance performance of both groups.
Area of Science:
- Neuroscience
- Developmental Psychology
- Biomechanics
Background:
- Dual-task paradigms assess automatic vs. controlled processing in postural control.
- Understanding balance in children with intellectual disability is crucial for intervention.
Purpose of the Study:
- To investigate postural balance in children with intellectual disability under dual-task conditions.
- To compare balance performance between children with intellectual disability and typically developing children.
Main Methods:
- 15 children with intellectual disability and 15 typically developing children (ages 7-12) participated.
- Static balance was measured on a force platform in single-task and dual-task (cognitive test) conditions.
Main Results:
- Dual-task conditions significantly impacted postural performance in both groups (p < .001).
- No significant difference was found in the degree of balance compromise between the two groups during dual-tasking.
Conclusions:
- Both typically developing children and those with intellectual disability struggle with balance during concurrent cognitive tasks.
- Intellectual disability does not exacerbate balance deficits in a dual-task situation compared to typical development.
