Comparing body posture and postural control in children with intellectual disability and dyslexia to typically developing children using technology-based assessments

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dc.authorid0000-0002-5993-4153
dc.authorid0000-0001-9804-368X
dc.authorid0000-0002-6381-5982
dc.contributor.authorEmir, Ahmet
dc.contributor.authorTarakçı, Devrim
dc.contributor.authorAtılgan, Esra
dc.contributor.authorTarakçı, Ela
dc.date.accessioned2023-05-15T08:18:40Z
dc.date.available2023-05-15T08:18:40Z
dc.date.issued2023
dc.departmentİstanbul Medipol Üniversitesi, Sağlık Bilimleri Enstitüsü, Fizyoterapi ve Rehabilitasyon Ana Bilim Dalı
dc.departmentİstanbul Medipol Üniversitesi, Sağlık Bilimleri Fakültesi, Ergoterapi Bölümü
dc.departmentİstanbul Medipol Üniversitesi, Sağlık Bilimleri Fakültesi, Ortez ve Protez Bölümü
dc.description.abstractBackground/Aims Children with intellectual disability and dyslexia have poor academic and behavioural skills related to social participation, as well as poor motor skills compared to typically developing children. Most training programmes for these children focus on the academic and behavioural aspects of special education, overlooking musculoskeletal and motor development needs. The aim of this study was to investigate body posture and postural control in children with intellectual disability and dyslexia compared to typically developing children using technology.based assessments. Methods A total of 77 children (36 with dyslexia, 21 with intellectual disability and 20 typically developing children) took part in the study. The PostureScreen Mobile app was used to evaluate body posture and the Fizyosoft Balance System was used to assess postural control. Results Significant postural differences were observed in children with intellectual disability when compared to typically developing children. Head, shoulder and knee translations in the sagittal plane were significantly higher in children with intellectual disability than typically developing children. Centre of pressure velocities were significantly higher in children with dyslexia. Centre of pressure displacements showed non-significant differences in the children with dyslexia compared to the children with intellectual disability and typically developing children. Conclusions The present study found that children with dyslexia had poor postural control and children with intellectual disability had poor quality of posture compared to typically developing children. The authors believe that motor and physical assessments with objective outcome measurements should be conducted for children with dyslexia and intellectual disability to help improve their motor development.
dc.identifier.citationEmir, A., Tarakçı, D., Atılgan, E. ve Tarakçı, E. (2023). Comparing body posture and postural control in children with intellectual disability and dyslexia to typically developing children using technology-based assessments. International Journal of Therapy and Rehabilitation, 30(3). https://doi.org/10.12968/ijtr.2022.0007
dc.identifier.doi10.12968/ijtr.2022.0007
dc.identifier.issn1741-1645
dc.identifier.issn1759-779X
dc.identifier.issue3
dc.identifier.scopus2-s2.0-85153106485
dc.identifier.scopusqualityQ4
dc.identifier.urihttps://doi.org/10.12968/ijtr.2022.0007
dc.identifier.urihttps://hdl.handle.net/20.500.12511/10941
dc.identifier.volume30
dc.identifier.wos000967987100001en_US
dc.identifier.wosqualityN/A
dc.indekslendigikaynakWeb of Science
dc.indekslendigikaynakScopus
dc.institutionauthorEmir, Ahmet
dc.institutionauthorTarakçı, Devrim
dc.institutionauthorAtılgan, Esra
dc.language.isoen
dc.publisherMark Allen Group
dc.relation.ispartofInternational Journal of Therapy and Rehabilitationen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı
dc.rightsinfo:eu-repo/semantics/closedAccess
dc.subjectBody Posture
dc.subjectDyslexia
dc.subjectIntellectual Disability
dc.subjectPostural Balance
dc.subjectPostural Control
dc.titleComparing body posture and postural control in children with intellectual disability and dyslexia to typically developing children using technology-based assessments
dc.typeArticle

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