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A comparative study of dynamic and static balance status in childern with specific learning diability and normal childern
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Massomeh Rasoulzadeh   , Karim Ayoubi Avaz , Mohammad Amouzadeh Khalili , Raheb Ghorbani , Fatemeh Motaharinezhad , Zahra Ahmadizadeh , Mina Sadat Mirshoja |
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Abstract: (23475 Views) |
| Introduction: Balance is one of the important principles of learning in children, and impaired balance can affect learning. This study was conducted to compare the balance status of children with specific learning disability with that of the normal children. The results are to be used to help rehabilitate such children properly.
Materials and Methods: In this cross-sectional study, all students with specific learning disorder who were qualified for our study in Semnan (58 students) and the same number of students without a specific learning disorder were examined as control group. In order to choose the children in control group, three schools of children without learning disorders were selected by convenience method and 58 students were selected by simple random sampling. The balance test was administered using Biodex balance system (D3) and observing the test requirements.
Results: In open-eye state, dynamic balance index, a significant difference was observed between students with learning disorder and normal students in their total balance (p=0.015), posterior-anterior (p=0.025) and lateral (p=0.026). However, these parameters were not significantly different in both groups (p>0.05) in close-eye state and also the static balance index in open-eye and close-eye states.
Conclusion: The research results indicated that dynamic balance was impaired in students with specific learning disability with the eyes opened. It is necessary that therapists and parents take the matter into account. It is also necessary to perform interventions to improve the dynamic balance |
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| Keywords: Specific Learning Disorder, Balance, Students |
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Full-Text [PDF 484 kb]
(1439 Downloads)
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Type of Study: Research |
Subject:
General
Received: 2016/05/17 | Accepted: 2017/07/16 | Published: 2018/01/1
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