Dual-task and single-task training for postural balance enhancement in children with intellectual disabilities

Abstract

This study aimed to compare the effectiveness of dual-task and single-task training on postural balance enhancement in children with intellectual disabilities (ID). A total of 40 children, aged 8-12 years, with mild to moderate ID were randomly assigned to either the dual-task or single-task training group. Both groups underwent a 12-week intervention focusing on improving postural balance. Postural balance was assessed using the Pediatric Balance Scale (PBS) and a force platform system to measure sway. The results indicated that while both groups showed significant improvements in postural balance, the dual-task training group demonstrated greater improvements, suggesting that dual-task exercises may offer superior benefits in enhancing postural control in children with ID.