An investigation of the effects of dual-task balance exercises on balance, functional status and dual-task performance in children with Down syndrome.

IF 1.1 4区医学 Q4 CLINICAL NEUROLOGY

Developmental Neurorehabilitation Pub Date : 2023-07-01 DOI:10.1080/17518423.2023.2233031

Neslinur Merve Büyükçelik, Sedat Yiğit, Begümhan Turhan

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引用次数: 0

Abstract

Purpose: To investigate the effects of dual task (DT) balance exercises on functional status, balance, and DT performance in children with Down Syndrome (DS).

Methods: Participants were divided into two groups: intervention group (IG; n = 13) and control group (CG;n = 14). WeeFIM was used to measure the functional independence level and balance was evaluated using the Pediatric Balance Scale. DT performance was assessed using Timed Up and Go, Single Leg Stance, Tandem-Stance and 30 s Sit to Stand tests without concomitant task, with motor task or cognitive task. The IG received 16 sessions of DT training twice a week for 8 weeks.

Results: Functional level, balance, and DT performance improved significantly in the IG, whereas only balance improved in the CG. Significantly better results were achieved in the IG, as demonstrated by greater pre/post-treatment changes.

Conclusion: DT balance exercises improved functional level, balance and DT performance of children with DS.

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双任务平衡训练对唐氏综合症儿童平衡、功能状态和双任务表现影响的研究。

目的:探讨双重任务平衡练习对唐氏综合征(DS)儿童功能状态、平衡和DT表现的影响。方法:将参与者分为两组:干预组(IG;n = 13)和对照组(CG;n = 14)。使用WeeFIM测量功能独立性水平，使用小儿平衡量表评估平衡性。在无伴随任务、运动任务或认知任务的情况下，采用计时起走、单腿站立、串联站立和30秒坐立测试来评估DT的表现。IG接受16次DT训练，每周2次，共8周。结果:IG大鼠的功能水平、平衡性和DT表现显著改善，而CG大鼠只有平衡性改善。在IG中取得了明显更好的结果，正如更大的治疗前后变化所证明的那样。结论:DT平衡练习可提高退行性椎体滑移患儿的功能水平、平衡能力和DT成绩。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Developmental Neurorehabilitation CLINICAL NEUROLOGY-PEDIATRICS

CiteScore

3.10

自引率

0.00%

发文量

审稿时长

6-12 weeks

期刊介绍： Developmental Neurorehabilitation aims to enhance recovery, rehabilitation and education of people with brain injury, neurological disorders, and other developmental, physical and intellectual disabilities. Although there is an emphasis on childhood, developmental disability can be considered from a lifespan perspective. This perspective acknowledges that development occurs throughout a person’s life and thus a range of impairments or diseases can cause a disability that can affect development at any stage of life.