Different types of combined training programs to improve postural balance in single and dual tasks in children with intellectual disability.

IF 1.5 4区医学 Q2 EDUCATION, SPECIAL

Journal of Intellectual Disabilities Pub Date : 2024-03-01 Epub Date: 2022-12-26 DOI:10.1177/17446295221148585

Hiba Kachouri, Ghada Jouira, Rabeb Laatar, Rihab Borji, Haithem Rebai, Sonia Sahli

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引用次数: 0

Abstract

The study explored the effects of two combined training (Strength-Proprioceptive versus Cognitive-Balance) programs on postural balance during single-task and dual-task conditions in children with intellectual disability. The postural balance and the second cognitive-task performances were evaluated before and after 8-week of training in two groups: Strength-Proprioceptive Group (n = 12) and Cognitive-Balance Group (n = 10). Results showed that, in both groups and regardless of the training effect, the postural balance performance was significantly (p < 0.05) altered in the dual-task condition compared to the single-task one. After-training session, postural balance performance was improved significantly (p < 0.001) for all task conditions. After training session, the second cognitive-task performance was improved in the Strength-Proprioceptive Group (p < 0.001) and Cognitive-Balance Groupe (p < 0.05). In conclusion, the combined training programs, Strength-Proprioceptive and Cognitive-Balance, improved postural balance performance in single-task and dual-task conditions in children with intellectual disability.

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不同类型的综合训练计划，改善智障儿童在单一任务和双重任务中的姿势平衡。

本研究探讨了两种联合训练（力量-知觉训练和认知-平衡训练）对智障儿童在单一任务和双重任务条件下的姿势平衡的影响。在为期 8 周的训练前后，对两组儿童的姿势平衡和第二认知任务表现进行了评估：力量感觉组（12 人）和认知平衡组（10 人）。结果显示，无论训练效果如何，两组的姿势平衡能力在双任务条件下都比单任务条件下有显著改变（P < 0.05）。训练结束后，所有任务条件下的姿势平衡能力都有了明显改善（P < 0.001）。训练结束后，力量-直觉组（p < 0.001）和认知-平衡组（p < 0.05）的第二次认知任务表现均有所改善。总之，"力量-知觉 "和 "认知-平衡 "联合训练方案提高了智障儿童在单任务和双任务条件下的姿势平衡能力。

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

Journal of Intellectual Disabilities Multiple-

CiteScore

3.40

自引率

13.30%

发文量

期刊介绍： The principal aim of the journal is to provide a medium for the exchange of best practice, knowledge and research between academic and professional disciplines from education, social and health settings to bring about advancement of services for people with intellectual disabilities. The idea of a practice-led journal is both exciting and timely. This journal serves as a medium for all those involved with people with intellectual disabilities to submit and publish papers on issues relevant to promoting services for people with intellectual disabilities.