Comparative Effects of Dual Task Training and Embodied Learning on Dual Task Performance in Children With Down Syndrome

Riphah International University

Status: Not yet enrolling

Conditions: Down Syndrome

Treatments: Other: Group A; Other: Group B

Study type: Interventional

Funder types: Other

Identifiers

NCT06943144

REC/RCR&AHS/24/0735

Details and patient eligibility

About

Down Syndrome is Caused by an extra copy of chromosome 21, characterized by impaired motor skills, especially difficulties with coordination, and cognitive impairment. Improving these abilities is essential to raising the affected children's quality of life and everyday functioning. Dual task learning and embodied learning stand out among other interventions as effective strategies. While embodied learning uses physical motions to support cognitive growth, dual task learning mixes motor and cognitive tasks concurrently, testing the brain's capacity for multitasking. The purpose of this study is to compare how well embodied learning and dual task training work to improve dual task performance in kids with Down syndrome.

This study contains 22 participants age 7 to12 years and excludes participants with other neurological or orthopedic disorders, is focused on individuals who match the inclusion criteria Children that are being able to follow instructions. The Participants will be Referred by Allama Iqbal School Sialkot and Children Hospital Sialkot. To test changes in motor coordination and balance, assessment tools such as the Pediatric Balance Scale (PBS), timed Up and Go Test, Single Leg Stance Test, Four Stage Balance Test, and 30-second Sit to Stand Test will be used. In order to evaluate cognitive engagement and the development of motor skills, dual task training setups (such as walking while labelling objects or balancing while solving puzzles) as well as embodied learning activities (such as Gesture-Based Learning, Physical Storytelling, Yoga, and Sensory Play Art) will be used. The purpose of this research is to offer useful knowledge about the effectiveness and practicality of various interventions in improving the everyday functioning and quality of life of children with Down syndrome.

Enrollment: 22 estimated patients

Sex: All

Ages: 7 to 12 years old

Volunteers: No Healthy Volunteers

Inclusion criteria

• Children diagnosed with Down Syndrome
• Age 7 to 12 years
• Ability to follow instructions effectively

Exclusion criteria

• Neurological conditions (cerebral palsy or epilepsy)
• Orthopedic conditions (Foot Abnormalities,s Hip Dysplasia)
• Significant sensory impairments (e.g., severe hearing or vision impairments.

Trial design

Primary purpose: Other

Allocation: Randomized

Interventional model: Parallel Assignment

Masking: Single Blind

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22 participants in 2 patient groups

Group A

Experimental group

Description:

Participants in the embodied learning group will engage in activities such as yoga, painting, sensory play, physical storytelling, gesture-based learning, and creative storytelling. These exercises aim to enhance cognitive function through full-body engagement, combining movement with learning. Activities are tailored to individual abilities and include elements like hand gestures to reinforce concepts, yoga for focus and calmness, and sensory/art tasks to encourage exploration and creativity. Sessions are held twice weekly, lasting 45 to 60 minutes.

Treatment:

Other: Group A

Group B

Active Comparator group

Description:

Participants in the embodied learning group engage twice weekly in activities such as yoga, painting, sensory play, gesture-based learning, and storytelling, each lasting 45 to 60 minutes. These activities involve the whole body to enhance cognitive function, combining movement with learning. Examples include using gestures to reinforce concepts, acting out stories, yoga for focus, art for creativity, and sensory play for tactile exploration. Activities are adjusted based on individual abilities and progress.

Treatment:

Other: Group B