POSTURAL BALANCE DISORDERS AND THEIR CORRECTION IN INDIVIDUALS WITH INTELLECTUAL DEVELOPMENTAL FEATURES

Abstract

Aim. This paper aims to identify postural balance disturbances in children with intellectual developmental features and their typically developing peers, to develop a motor intervention, and to evaluate its effectiveness. Materials and methods. This study involved 160 children aged 12–13 years, divided into 4 groups of 40 individuals each: 2 control and 2 experimental groups. Motor function was assessed via postural tests and analysis of dynamic and biomechanical disturbances in walking and running. In addition to testing, the experimental groups received physical therapy twice weekly for two months, twice yearly, over 4 years. Results. A statistically significant difference in disturbance parameters was detected between children with intellectual developmental features and their typically developing peers. Conclusion. After 4 years of the newly developed intervention, postural disturbance scores decreased in the experimental groups: from 7.5 (6; 8.5) at baseline to 5.05 (4.4; 6.075) post-intervention in children with intellectual developmental features and from 3.55 (2.7; 4.2) to 2.05 (1.5; 2.95) in their typically deve­loping peers. The control groups showed negative changes, with scores increasing from 8.1 (5.625; 9) to 8.35 (7.525; 9.475) and from 3.05 (2.1; 4.25) to 3.75 (3.1; 4.65), respectively. The analysis of dynamic and biomechanical parameters in walking and running also demonstrated a significant decrease in the experimental groups, while the control groups showed no positive changes and an increase in disturbances.