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Objectives The aim was to investigate the effects of perceptual-motor exercises on executive functions and motor skills in children with intellectual disabilitiesMethods A cluster randomized trial was used. An experienced statistician who was not part of the research team used a computer-generated algorithm to randomise matched schools, 1:1 into treatment and control. All students require formal cognitive assessment with an IQ score below 70 and deficits in adaptive functioning. Thirty eight students were selected and randomisely assigned to two groups: experimental (n = 19 students), and control (n = 19 students). Participants were controlled for age, gender and intelligence quotient. An independent t-test was used to compare groups, and a dependent t-test was used to compare pre-and post-test results within groups. Effect sizes were calculated using Cohen’s d-test when significance was found in the between-group pre-test and post-test comparisons.Results The results of the study showed that the selected perceptual-motor training had an effect on improving executive functions in children with intellectual disabilities (ID), and the difference in scores between the experimental group and the control group was significant in the components of executive functions: working memory, inhibitory control, and cognitive flexibility.Conclusions In general, the findings of the study showed that the implementation of selected perceptual-motor exercises can improve executive functions and develop motor skills in children with intellectual disabilities.
Mohammed Alhwaiti (Thu,) studied this question.