Dual-task affects postural balance performance in children with intellectual disability.

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.