Fahimeh Adibsaber; Soleyman Ansari Kolachahi; Akbar Allahyari Karnagh; Rajab Ali Ahmadi; Babak Barkadehi
Abstract
.Introduction: This study aimed to compare motor skills in four groups of intellectual disability, Down syndrome, autism spectrum, and normal children.Methods: The research method was descriptive and causal-comparative. The statistical population of this study included children aged 7 to 12 from centers ...
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.Introduction: This study aimed to compare motor skills in four groups of intellectual disability, Down syndrome, autism spectrum, and normal children.Methods: The research method was descriptive and causal-comparative. The statistical population of this study included children aged 7 to 12 from centers for special needs in Rasht City in 2022. One hundred people (25 participants for each group) were considered as statistical samples. Eight sub-tests of the shortened form of Bruininks-Oseretsky Test of Motor Proficiency - Second Edition (BOT-2) were used to collect data. Analysis of variance test was used to analyze the research data at the significance level of 0.05.Results: The results showed that in the sub-tests of movement speed and agility, balance, strength, reaction time, upper limb dexterity, and the total score of motor proficiency, the performance of children with autism spectrum and Down syndrome was weaker than the other two groups (P=0.001). There was no significant difference between the two groups of normal and intellectually disabled children in the balance and strength subtests (P>0.05). Also, in bilateral coordination and visual-motor control subtests, children with autism had a weaker performance than the other three groups (P=0.001), and no significant difference was observed between the other three groups (P>0.05).Conclusion: Considering the poor motor skills of children with autism spectrum and Down syndrome, and the effect of motor skills on social, academic, and learning skills, it seems necessary to include motor skills training and exercises for children with special needs at younger ages in educational programs of special schools and occupational therapy centers.
Mahboobeh Emami; Alireza Bahramy; Vali Shiri
Abstract
Children with intellectual disability experience many problems in theireveryday lives and educational issues. One of these important issues exists invisual perception. Therefore, the aim of the present study was to examine theeffect of sport vision training on visual perception of children withintellectual ...
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Children with intellectual disability experience many problems in theireveryday lives and educational issues. One of these important issues exists invisual perception. Therefore, the aim of the present study was to examine theeffect of sport vision training on visual perception of children withintellectual disability in Isfahan city. 30 children were selected fromeducable students with intellectual disability (7-11 years old) as the sampleand were randomly assigned to two groups (each group 15 subjects):experimental and control. Before the training, children with intellectualdisability underwent Wechsler IQ test and educable children entered thestudy. Also, before the training, the TVPS - II visual perception pretest wasadministered. Then, experimental group had their training for 8 weeks, 3sessions per week and 45 minutes each session. In the final stage, TVPS - IIvisual perception pretest was conducted. Based on the results of theMANCOVA analysis (with the control of pretest scores) sport visiontraining had an effect on the mean of all visual perception componentsexcept for form constancy test in the posttest (P<0.05). The results of thisstudy showed that sport vision training can improve the visual perception ofchildren with intellectual disability. Therefore, it is suggested that sportvision training is also used to treat and rehabilitate these children in thetreatment process.