Abstract

Background

Dual-task designs have been used to study the degree of automatic and controlled processing involved in postural balance. The aim of the present study was to explore postural balance performance during dual-task condition in children with intellectual disability compared to those with typical development.

Methods

Fifteen children with intellectual disability aged from 7 to 12 years old and fifteen age-matched children with typical development participated in this study. Participants were asked to maintain static balance on a force platform during a baseline condition (single task) and while performing the Picture Recognition Memory Test (dual-task condition).

Results

The results showed that dual-task similarly affects postural performance of both typically developing children and those with intellectual disability (p < .001).

Conclusions

Children with intellectual disability and children with typical development have difficulties in maintaining their balance when carrying out a concurrent cognitive task. Intellectual disability did not lead to a more strongly compromised balance performance in dual-task situation.

中文翻译：

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双重任务影响智力障碍儿童的姿势平衡表现

摘要

背景

双任务设计已被用于研究姿势平衡中涉及的自动和受控处理的程度。本研究的目的是探索智力障碍儿童与正常发育儿童在双重任务条件下的姿势平衡表现。

方法

15 名 7 至 12 岁的智障儿童和 15 名具有典型发育的同龄儿童参与了这项研究。参与者被要求在基线条件（单任务）和执行图片识别记忆测试（双任务条件）期间在力平台上保持静态平衡。

结果

结果表明，双重任务同样影响正常发育儿童和智力障碍儿童的姿势表现 ( p  < .001)。

结论

智力障碍儿童和正常发育儿童在执行并发认知任务时难以保持平衡。智力障碍并没有导致双重任务情况下的平衡表现更严重。