Postural Control in Children with Dyslexia: Effects of Emotional Stimuli in a Dual‐Task Environment

Goulème, Nathalie; Gérard, Christophe; Bucci, Maria Pia

doi:10.1002/dys.1559

Cited by 9 publications

(7 citation statements)

References 36 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The main result of the present study showed that for both children with and without intellectual disability walking performance degraded under the DT conditions compared to the ST one. Several studies observed that DT worsened walking performance in a variety of populations like healthy children (Chauvel et al, ; Fabri et al, ), children with dyslexia (Goulème, Gerard, & Bucci, ), children with attention deficit hyperactivity disorder (Manicolo, Grob, & Hagmann‐von, ), and adolescents with down syndom (Horvat et al, ), although other studies showed no effect of DT walking on gait variability in typically developing children (Abbruzzese et al, ; Katz‐Leurer, Rotem, & Meyer, ; Leitner et al, ). For children with intellectual disability, our results are therefore the first to show that a concurrent cognitive and motor tasks affect walking performance.…”

Section: Discussionmentioning

confidence: 99%

“…Despite the apparent DT effect on walking in both groups, the DT interferences are more pronounced in children with intellectual disability. These results may be explained by the fact that individuals presenting many disorders (motor, cognitive or neurological) have difficulties to perform two tasks in the same time (Goulème et al, ; Jacobi et al, ; Theill, Martin, Schumacher, Bridenbaugh, & Kressig, ). Similarly, a previous study (Horvat et al, ) indicated significant differences in several walking parameters in individuals with DS when compared to individuals without disabilities in DT situation.…”

Section: Discussionmentioning

confidence: 99%

See 1 more Smart Citation

Using a dual‐task paradigm to investigate motor and cognitive performance in children with intellectual disability

Kachouri

Laatar

Borji

et al. 2019

Research Intellect Disabil

View full text Add to dashboard Cite

Background The purpose of the current study was to evaluate the effects of dual‐task (DT) constraints on walking performance in children with intellectual disability (ID). Methods Fifteen children with intellectual disability and fifteen age‐matched typically developed children were asked to walk at a preferred speed: along a path (baseline condition), while carrying a glass of water and while quoting animal names. Results The present study findings showed that DTs affect walking performance of both typically developed children and those with intellectual disability. In children with intellectual disability, DT walking decrements were significantly higher when performing a concurrent motor task than cognitive one. Conclusions DT constraints with a secondary motor or cognitive tasks seemed challenging for children with intellectual disability suggesting that future treatments or assessments should consider using DT constraints to manipulate the difficulty of tasks.

show abstract

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Using a dual‐task paradigm to investigate motor and cognitive performance in children with intellectual disability

Kachouri

Laatar

Borji

et al. 2019

Research Intellect Disabil

View full text Add to dashboard Cite

show abstract

“…The main component of this system is individually differentiated postural tension, and the magnitude of postural tension influences the type of antigravity activity. Along with reduced postural tension, a compensatory antigravitational system develops [21]. In the case of postural tension disorders, there is no possibility to stabilise body segments [22].…”

Section: Discussionmentioning

confidence: 99%

Canonical correlations between somatic features and postural stability in children aged 10–12 years

Wilczyński¹,

Bieniek²

2019

View full text Add to dashboard Cite

Introduction: The analysis of somatic features is an important part of health assessment. Body mass, height, and the size of the support surface are determinants of static mechanical stability Aim of the research: To analyse canonical correlations between somatic features and postural stability in children aged 10-12 years. Material and methods: The study included 301 children aged 10-12 years. Body composition was assessed using the method of bioelectrical impedance analysis, which consists of the evaluation of resistance to the flow of an electric current. Postural stability was evaluated using the Biodex Balance System platform. Postural stability testing was performed with both feet positioned on a stable surface, with open eyes. Results and conclusions: Measurements of somatic traits and body composition, which were compared to norms, showed that the majority of subjects had normal somatic features and body composition. All children during the postural stability test were in research Zone A, and most of them tended to lean to the right and left back (Quadrant III, IV). There were significant correlations between somatic variables and postural stability. On the somatic variables side, the largest share was in body height and muscle mass (%), and the highest shares in the postural stability variables were the total stability index, the percentage of time spent in Quadrant III, and the percentage of time spent in Quadrant IV. Body height and muscle mass (%) were most strongly correlated with variable postural stability. Streszczenie Wprowadzenie: Analiza cech somatycznych jest ważnym elementem oceny stanu zdrowia dzieci. Masa ciała, wysokość i wielkość powierzchni podparcia są wyznacznikami statycznej stabilności mechanicznej. Cel pracy: Analiza korelacji kanonicznych między cechami somatycznymi a stabilnością posturalną u dzieci w wieku 10-12 lat. Materiał i metody: Badaniami objęto 301 dzieci w wieku 10-12 lat. Skład ciała oceniono metodą impedancji bioelektrycznej, która polega na ocenie oporności przepływu prądu elektrycznego. Stabilność postawy badano za pomocą platformy Biodex Balance System. Wykonano test stabilności postawy z obiema stopami ustawionymi na stabilnym tle z otwartymi oczami. Wyniki i wnioski: Pomiary cech somatycznych i składu ciała, które porównywano z normami, wykazały, że większość badanych miała prawidłowe cechy somatyczne i skład ciała. Wszystkie dzieci w czasie testu stabilności posturalnej znajdowały się w strefie badawczej A i większość z nich miała tendencję do wychylania ciała w prawy i lewy tył (kwadrat III, IV). Stwierdzono istotne korelacje między zmiennymi somatycznymi a stabilnością posturalną. Po stronie zmiennych somatycznych największy udział miały wysokość ciała i masa mięśni (%), a po stronie zmiennych stabilności posturalnej-całkowity indeks stabilności, procent czasu przebywania w III kwadracie i procent czasu przebywania w IV kwadracie. Wysokość ciała i masa mięśni (%) były najsilniej skorelowane ze zmiennymi stabilności posturalnej.

show abstract

“…For example, a growing area of research suggests that emotion processing may be impaired in children with RD ( 89 ). This impairment has important implications for assessing for comorbid depression and anxiety in RD ( 44 ), since deficits in understanding emotions, depressive and anxious symptoms may go underreported.…”

Section: Comorbid Mental Disordersmentioning

confidence: 99%

Recognizing Psychiatric Comorbidity With Reading Disorders

et al. 2018

View full text Add to dashboard Cite

Reading disorder (RD), a specific learning disorder (SLD) of reading that includes impairment in word reading, reading fluency, and/or reading comprehension, is common in the general population but often is not comprehensively understood or assessed in mental health settings. In education settings, comorbid mental and associated disorders may be inadequately integrated into intervention plans. Assessment and intervention for RD may be delayed or absent in children with frequently co-occurring mental disorders not fully responding to treatment in both school and mental health settings. To address this oversight, this review summarizes current knowledge regarding RDs and common comorbid or co-occurring disorders that are important for mental health and school settings. We chose to highlight RD because it is the most common SLD, and connections to other often comorbid disorders have been more thoroughly described in the literature. Much of the literature we describe is on decoding-based RD (or developmental dyslexia) as it is the most common form of RD. In addition to risk for academic struggle and social, emotional, and behavioral problems, those with RD often show early evidence of combined or intertwined Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition childhood disorders. These include attention deficit hyperactivity disorder, anxiety and depression, disruptive, impulse-control, and conduct disorders, autism spectrum disorders, and other SLDs. The present review highlights issues and areas of controversy within these comorbidities, as well as directions for future research. An interdisciplinary, integrated approach between mental health professionals and educators can lead to comprehensive and targeted treatments encompassing both academic and mental health interventions. Such targeted treatments may contribute to improved educational and health-related outcomes in vulnerable youth. While there is a growing research literature on this association, more studies are needed of when to intervene and of the early and long-term benefits of comprehensive intervention.

show abstract

Postural Control in Children with Dyslexia: Effects of Emotional Stimuli in a Dual‐Task Environment

Cited by 9 publications

References 36 publications

Using a dual‐task paradigm to investigate motor and cognitive performance in children with intellectual disability

Using a dual‐task paradigm to investigate motor and cognitive performance in children with intellectual disability

Canonical correlations between somatic features and postural stability in children aged 10–12 years

Recognizing Psychiatric Comorbidity With Reading Disorders

Contact Info

Product

Resources

About