Salehe Lotfi, Mitra Khalafbeigi, Nader Matin Sadr, Seyed Hassan Saneii,
Volume 1, Issue 3 (9-2018)
Abstract
Background and Objective: Intellectual disability is a common neurological disorder that involves concomitant impairments in mental and adaptive functioning and begins during the developmental period. Percussion is a rhythmic movement activity and the art of body- slapping to produce a variety of sounds for educational, therapeutic, ethnological and social purposes. The purpose of this study was to investigate the effectiveness of percussion rhythmic exercises on motor skills of mild mentally disabled children.
Methods: This is a randomized clinical trial in which 60 children with mild intellectual disability aged 8 to 12 years were selected by convenience sampling and divided into two groups: experimental (n = 31) and control (n = 29). The experimental group received body percussion exercises as a group for 12 weeks, 2 sessions per week and 30 minutes per session and the control group received only the usual school schedule. Both groups were evaluated before and after by Bruininks-Oseretsky Test of Motor Proficiency. Paired T-test was used for intra-group comparisons and independent T-test was used to compare the two groups.
Results: Results indicated that body percussion rhythmic exercises had a significant effect on some motor items including: fine motor skills, bi-lateral coordination, upper-limb coordination, visual-motor control, speed and upper- limbs speed and dexterity.
Conclusion: Therefore, it can be stated that group body percussion rhythmic exercises is a good way to improve motor skills in children with mild intellectual disability.
Reihaneh Askary Kachoosangy, Sousan Salehi, Amir Almasi-Hashiani, Seyedeh Zeinab Beheshti,
Volume 6, Issue 1 (2-2023)
Abstract
Background and Objectives: Children with intellectual disabilities (ID) have problems in adaptive behavior and developmental areas, including cognition, language, social interactions, and motor skills. Among motor skills, fine motor skills and balance are crucial due to their role in child-environment interactions, learning, physical activity, and play. Therefore, this study aims to investigate the relationship between balance and fine motor skills in children with ID.
Methods: The present study was a descriptive-analytic cross-sectional study. Participants in the study were selected by non-random method, 80 children (4-7 years old) with ID were selected from special school and occupational therapy centers in Arak City, Iran. Data were collected through Peabody developmental motor scale edition 2 (PDMS-2) for the fine motor skills area. Bruninks-Oseretsky test of motor proficiency (BOTMP) was used for balance. The Spearman correlation coefficient was used to determine the correlation between variables. The significance level was considered to be P≤0.05.
Results: The results showed that 60% of the participants were at a low level in terms of balance skills, 60% in terms of visual motor integration (VMI), and 47.5% in terms of grasping skills. Spearman correlation coefficient was used to measure the relationship between VMI, grasp, and total score of fine motor skills with balance, which showed a significant relationship between balance and these variables (P≤0.05).
Conclusion: The results of this study showed a strong relationship between fine motor skills and balance in children with ID.
