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Kachouri H, Jouira G, Laatar R, Borji R, Rebai H, Sahli S. Different types of combined training programs to improve postural balance in single and dual tasks in children with intellectual disability. JOURNAL OF INTELLECTUAL DISABILITIES : JOID 2024; 28:225-239. [PMID: 36571852 DOI: 10.1177/17446295221148585] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 02/17/2024]
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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Affiliation(s)
- Hiba Kachouri
- Research Laboratory Education, Motricité, Sport et Santé (EM2S) LR19JS01, High Institute of Sport and Physical Education of Sfax, University of Sfax, Tunisia
| | - Ghada Jouira
- Research Laboratory Education, Motricité, Sport et Santé (EM2S) LR19JS01, High Institute of Sport and Physical Education of Sfax, University of Sfax, Tunisia
| | - Rabeb Laatar
- Research Laboratory Education, Motricité, Sport et Santé (EM2S) LR19JS01, High Institute of Sport and Physical Education of Sfax, University of Sfax, Tunisia
| | - Rihab Borji
- Research Laboratory Education, Motricité, Sport et Santé (EM2S) LR19JS01, High Institute of Sport and Physical Education of Sfax, University of Sfax, Tunisia
| | - Haithem Rebai
- Research Laboratory Education, Motricité, Sport et Santé (EM2S) LR19JS01, High Institute of Sport and Physical Education of Sfax, University of Sfax, Tunisia
| | - Sonia Sahli
- Research Laboratory Education, Motricité, Sport et Santé (EM2S) LR19JS01, High Institute of Sport and Physical Education of Sfax, University of Sfax, Tunisia
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Baulina M, Kosonogov V. "Calculating faces": can face perception paradigms enrich dyscalculia research? Front Psychol 2024; 14:1218124. [PMID: 38235284 PMCID: PMC10791763 DOI: 10.3389/fpsyg.2023.1218124] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/06/2023] [Accepted: 11/03/2023] [Indexed: 01/19/2024] Open
Abstract
Developmental dyscalculia (DD) is a subtype of learning disabilities, which is characterized by lower mathematical skills despite average intelligence and average or satisfactory performance in other academic areas. It is not fully understood how such deficits emerge in the course of brain development. When considering the mechanisms of dyscalculia, two domain-specific systems are distinguished. The Approximate Number System (ANS) is related to the approximate estimation of large sets, and the Object Tracking System (OTS) is responsible for subitizing, that is, the exact quantification of small sets. In recent years, the multiple-deficit framework has become increasingly popular. On the one hand, it explains the impairment of certain general cognitive functions in children with DD, such as executive functions, attention, visual-perceptual discrimination, processing speed, and rapid scanning of visual information. On the other hand, it provides a theoretical basis for explaining the simultaneous occurrence of the different types of other comorbid conditions (such as dyslexia and ADHD) and the relationship between them. We suggest that the face recognition could be considered as another, probably impaired function in dyscalculic individuals. We highlight several brain areas involved both in numerical and facial processing: intraparietal sulcus (IPS), fusiform gyrus (FFG), and hippocampus (HC). We consider the possibility of expanding the scope of dyscalculia research by application of face perception paradigms.
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Affiliation(s)
- Maria Baulina
- Laboratory of Counseling Psychology and Psychotherapy, Federal Scientific Center of Psychological and Multidisciplinary Research, Moscow, Russia
- International Laboratory of Social Neurobiology, HSE University, Moscow, Russia
| | - Vladimir Kosonogov
- International Laboratory of Social Neurobiology, HSE University, Moscow, Russia
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Emir A, Tarakci D, Atilgan E, Tarakci E. Comparing body posture and postural control in children with intellectual disability and dyslexia to typically developing children using technology‑based assessments. INTERNATIONAL JOURNAL OF THERAPY AND REHABILITATION 2023. [DOI: 10.12968/ijtr.2022.0007] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 04/08/2023]
Abstract
Background/Aims Children with intellectual disability and dyslexia have poor academic and behavioural skills related to social participation, as well as poor motor skills compared to typically developing children. Most training programmes for these children focus on the academic and behavioural aspects of special education, overlooking musculoskeletal and motor development needs. The aim of this study was to investigate body posture and postural control in children with intellectual disability and dyslexia compared to typically developing children using technology-based assessments. Methods A total of 77 children (36 with dyslexia, 21 with intellectual disability and 20 typically developing children) took part in the study. The PostureScreen Mobile app was used to evaluate body posture and the Fizyosoft Balance System was used to assess postural control. Results Significant postural differences were observed in children with intellectual disability when compared to typically developing children. Head, shoulder and knee translations in the sagittal plane were significantly higher in children with intellectual disability than typically developing children. Centre of pressure velocities were significantly higher in children with dyslexia. Centre of pressure displacements showed non-significant differences in the children with dyslexia compared to the children with intellectual disability and typically developing children. Conclusions The present study found that children with dyslexia had poor postural control and children with intellectual disability had poor quality of posture compared to typically developing children. The authors believe that motor and physical assessments with objective outcome measurements should be conducted for children with dyslexia and intellectual disability to help improve their motor development.
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Affiliation(s)
- Ahmet Emir
- Department of Physiotherapy and Rehabilitation, Graduate School of Health Sciences, Istanbul Medipol University, Istanbul, Turkey
| | - Devrim Tarakci
- Department of Ergotherapy, School of Health Sciences, Istanbul Medipol University, Istanbul, Turkey
| | - Esra Atilgan
- Department of Orthotics and Prostetics, School of Health Sciences, Istanbul Medipol University, Istanbul, Turkey
| | - Ela Tarakci
- Department of Physiotherapy and Rehabilitation, Faculty of Health Sciences, Istanbul University - Cerrahpasa, Istanbul, Turkey
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Laatar R, Kachouri H, Borji R, Ben Waer F, Rebai H, Sahli S. Dual-task affects postural balance performance in children with intellectual disability. Somatosens Mot Res 2023; 40:33-38. [PMID: 36524595 DOI: 10.1080/08990220.2022.2157389] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/23/2022]
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.
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Affiliation(s)
- Rabeb Laatar
- Research Laboratory: Education, Motricité, Sport et Santé, EM2S, LR19JS01, High Institute of Sport and Physical Education of Sfax, University of Sfax, Sfax, Tunisia
| | - Hiba Kachouri
- Research Laboratory: Education, Motricité, Sport et Santé, EM2S, LR19JS01, High Institute of Sport and Physical Education of Sfax, University of Sfax, Sfax, Tunisia
| | - Rihab Borji
- Research Laboratory: Education, Motricité, Sport et Santé, EM2S, LR19JS01, High Institute of Sport and Physical Education of Sfax, University of Sfax, Sfax, Tunisia
| | - Fatma Ben Waer
- Research Laboratory: Education, Motricité, Sport et Santé, EM2S, LR19JS01, High Institute of Sport and Physical Education of Sfax, University of Sfax, Sfax, Tunisia
| | - Haithem Rebai
- Research Laboratory: Education, Motricité, Sport et Santé, EM2S, LR19JS01, High Institute of Sport and Physical Education of Sfax, University of Sfax, Sfax, Tunisia
| | - Sonia Sahli
- Research Laboratory: Education, Motricité, Sport et Santé, EM2S, LR19JS01, High Institute of Sport and Physical Education of Sfax, University of Sfax, Sfax, Tunisia
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Wilmot A, Hasking P, Leitão S, Hill E, Boyes M. Understanding Mental Health in Developmental Dyslexia: A Scoping Review. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2023; 20:1653. [PMID: 36674408 PMCID: PMC9864451 DOI: 10.3390/ijerph20021653] [Citation(s) in RCA: 4] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 11/09/2022] [Revised: 01/09/2023] [Accepted: 01/11/2023] [Indexed: 06/17/2023]
Abstract
Children with dyslexia are at elevated risk of internalising and externalising mental health concerns. Our aim was to scope the extent and nature of the literature investigating factors which may influence this association. We systematically searched the peer-reviewed and grey literature with no restrictions on the date. We included both qualitative and quantitative studies. Inclusion criteria included: (1) a focus on childhood (≤18 years) reading/learning difficulties; (2) internalising and/or externalising symptoms; and (3) a potentially modifiable third factor (e.g., self-esteem). Ninety-eight studies met the inclusion criteria. We organised the studies according to individual, family, and community-level third factors. Whilst a range of third factors were identified, relatively few researchers tested associations between the third factor and mental health in the context of dyslexia. Furthermore, there was a focus on primary rather than secondary school experience and a reliance, in many cases, on teacher/parent perspectives on children's mental health. Future researchers are encouraged to explore links between socio-emotional skills, coping strategies, school connectedness, and mental health in the context of dyslexia. Research of this nature is important to assist with the identification of children who are more (or less) at risk of mental health concerns and to inform tailored mental health programs for children with dyslexia.
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Affiliation(s)
- Adrienne Wilmot
- Faculty of Health Sciences, Curtin School of Population Health, Curtin University, Perth, WA 6845, Australia
| | - Penelope Hasking
- Faculty of Health Sciences, Curtin School of Population Health, Curtin University, Perth, WA 6845, Australia
- Faculty of Health Sciences, Curtin enAble Institute, Curtin University, Perth, WA 6845, Australia
| | - Suze Leitão
- Faculty of Health Sciences, Curtin enAble Institute, Curtin University, Perth, WA 6845, Australia
- Faculty of Health Sciences, Curtin School of Allied Health, Curtin University, Perth, WA 6845, Australia
| | - Elizabeth Hill
- Faculty of Health Sciences, Curtin enAble Institute, Curtin University, Perth, WA 6845, Australia
- Faculty of Health Sciences, Curtin School of Allied Health, Curtin University, Perth, WA 6845, Australia
| | - Mark Boyes
- Faculty of Health Sciences, Curtin School of Population Health, Curtin University, Perth, WA 6845, Australia
- Faculty of Health Sciences, Curtin enAble Institute, Curtin University, Perth, WA 6845, Australia
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Kachouri H, Laatar R, Borji R, Rebai H, Sahli S. Using a dual-task paradigm to investigate motor and cognitive performance in children with intellectual disability. JOURNAL OF APPLIED RESEARCH IN INTELLECTUAL DISABILITIES 2019; 33:172-179. [PMID: 31441573 DOI: 10.1111/jar.12655] [Citation(s) in RCA: 13] [Impact Index Per Article: 2.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/08/2018] [Revised: 06/27/2019] [Accepted: 07/31/2019] [Indexed: 11/28/2022]
Abstract
BACKGROUND The purpose of the current study was to evaluate the effects of dual-task (DT) constraints on walking performance in children with intellectual disability (ID). METHODS Fifteen children with intellectual disability and fifteen age-matched typically developed children were asked to walk at a preferred speed: along a path (baseline condition), while carrying a glass of water and while quoting animal names. RESULTS The present study findings showed that DTs affect walking performance of both typically developed children and those with intellectual disability. In children with intellectual disability, DT walking decrements were significantly higher when performing a concurrent motor task than cognitive one. CONCLUSIONS DT constraints with a secondary motor or cognitive tasks seemed challenging for children with intellectual disability suggesting that future treatments or assessments should consider using DT constraints to manipulate the difficulty of tasks.
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Affiliation(s)
- Hiba Kachouri
- Research Unit of Education, Motor skills, Sports and Health, High Institute of Sport and Physical Education of Sfax, University of Sfax, Sfax, Tunisia
| | - Rabeb Laatar
- Research Unit of Education, Motor skills, Sports and Health, High Institute of Sport and Physical Education of Sfax, University of Sfax, Sfax, Tunisia
| | - Rihab Borji
- Research Unit of Education, Motor skills, Sports and Health, High Institute of Sport and Physical Education of Sfax, University of Sfax, Sfax, Tunisia
| | - Haithem Rebai
- Research Unit of Education, Motor skills, Sports and Health, High Institute of Sport and Physical Education of Sfax, University of Sfax, Sfax, Tunisia
| | - Sonia Sahli
- Research Unit of Education, Motor skills, Sports and Health, High Institute of Sport and Physical Education of Sfax, University of Sfax, Sfax, Tunisia
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Hendren RL, Haft SL, Black JM, White NC, Hoeft F. Recognizing Psychiatric Comorbidity With Reading Disorders. Front Psychiatry 2018; 9:101. [PMID: 29636707 PMCID: PMC5880915 DOI: 10.3389/fpsyt.2018.00101] [Citation(s) in RCA: 74] [Impact Index Per Article: 12.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 10/18/2017] [Accepted: 03/13/2018] [Indexed: 01/06/2023] Open
Abstract
Reading disorder (RD), a specific learning disorder (SLD) of reading that includes impairment in word reading, reading fluency, and/or reading comprehension, is common in the general population but often is not comprehensively understood or assessed in mental health settings. In education settings, comorbid mental and associated disorders may be inadequately integrated into intervention plans. Assessment and intervention for RD may be delayed or absent in children with frequently co-occurring mental disorders not fully responding to treatment in both school and mental health settings. To address this oversight, this review summarizes current knowledge regarding RDs and common comorbid or co-occurring disorders that are important for mental health and school settings. We chose to highlight RD because it is the most common SLD, and connections to other often comorbid disorders have been more thoroughly described in the literature. Much of the literature we describe is on decoding-based RD (or developmental dyslexia) as it is the most common form of RD. In addition to risk for academic struggle and social, emotional, and behavioral problems, those with RD often show early evidence of combined or intertwined Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition childhood disorders. These include attention deficit hyperactivity disorder, anxiety and depression, disruptive, impulse-control, and conduct disorders, autism spectrum disorders, and other SLDs. The present review highlights issues and areas of controversy within these comorbidities, as well as directions for future research. An interdisciplinary, integrated approach between mental health professionals and educators can lead to comprehensive and targeted treatments encompassing both academic and mental health interventions. Such targeted treatments may contribute to improved educational and health-related outcomes in vulnerable youth. While there is a growing research literature on this association, more studies are needed of when to intervene and of the early and long-term benefits of comprehensive intervention.
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Affiliation(s)
- Robert L Hendren
- Division of Child and Adolescent Psychiatry, Department of Psychiatry, Weill Institute for Neurosciences, University of California San Francisco, San Francisco, CA, United States.,Dyslexia Center, University of California San Francisco, San Francisco, CA, United States
| | - Stephanie L Haft
- Division of Child and Adolescent Psychiatry, Department of Psychiatry, Weill Institute for Neurosciences, University of California San Francisco, San Francisco, CA, United States
| | - Jessica M Black
- School of Social Work, Boston College, Chestnut Hill, MA, United States
| | - Nancy Cushen White
- Dyslexia Center, University of California San Francisco, San Francisco, CA, United States.,Department of Pediatrics, University of California San Francisco, San Francisco, CA, United States
| | - Fumiko Hoeft
- Division of Child and Adolescent Psychiatry, Department of Psychiatry, Weill Institute for Neurosciences, University of California San Francisco, San Francisco, CA, United States.,Dyslexia Center, University of California San Francisco, San Francisco, CA, United States.,University of California Multi-Campus Precision Learning Center (PrecL), San Francisco, CA, United States.,Haskins Laboratories, New Haven, CT, United States.,Department of Neuropsychiatry, Keio University School of Medicine, Tokyo, Japan
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Gouleme N, Scheid I, Peyre H, Seassau M, Maruani A, Clarke J, Delorme R, Bucci MP. Postural Control and Emotion in Children with Autism Spectrum Disorders. Transl Neurosci 2017; 8:158-166. [PMID: 29177103 PMCID: PMC5700205 DOI: 10.1515/tnsci-2017-0022] [Citation(s) in RCA: 12] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/27/2017] [Accepted: 10/25/2017] [Indexed: 01/22/2023] Open
Abstract
Autism Spectrum Disorders subjects (ASD) are well known to have deficits in social interaction. We recorded simultaneously eye movements and postural sway during exploration of emotional faces in children with ASD and typically developing children (TD). We analyzed several postural and ocular parameters. The results showed that all postural parameters were significantly greater in children with ASD; ASD made significantly fewer saccades and had shorter fixation time than TD, particularly in the eyes, and especially for unpleasant emotions. These results suggest that poor postural control of ASD and their impaired visual strategies could be due to a lack of interest in social cognition, causing a delay in the development of the cortical areas, and thus could have an effect on their postural control.
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Affiliation(s)
- Nathalie Gouleme
- UMR 1141 Inserm - Université Paris Diderot., Robert Debré Hospital, 48 Boulevard Sérurier, 75019, Paris, France
| | - Isabelle Scheid
- Child and Adolescent Psychiatry Department, Robert Debré Hospital, Paris, France.,High Functioning Autism Expert Centre, Fondamental Foundation, Paris, France
| | - Hugo Peyre
- Child and Adolescent Psychiatry Department, Robert Debré Hospital, Paris, France.,High Functioning Autism Expert Centre, Fondamental Foundation, Paris, France
| | - Magali Seassau
- e(ye)BRAIN, 1 bis rue Jean le Galleu, 94200, Ivry-sur-Seine, France
| | - Anna Maruani
- Child and Adolescent Psychiatry Department, Robert Debré Hospital, Paris, France.,High Functioning Autism Expert Centre, Fondamental Foundation, Paris, France
| | - Julia Clarke
- Child and Adolescent Psychiatry Department, Robert Debré Hospital, Paris, France.,High Functioning Autism Expert Centre, Fondamental Foundation, Paris, France
| | - Richard Delorme
- Child and Adolescent Psychiatry Department, Robert Debré Hospital, Paris, France.,High Functioning Autism Expert Centre, Fondamental Foundation, Paris, France
| | - Maria Pia Bucci
- UMR 1141 Inserm - Université Paris Diderot., Robert Debré Hospital, 48 Boulevard Sérurier, 75019, Paris, France
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