Comparison of Effectiveness of Motor-Working Memory Training and Perceptual-Motor Exercises on Digit Span and Letter–Number Sequencing in Educable Children with Intellectual Disabilities

Appropriate programs should be provided to improve the function of memory, learning, and the effects of processing efficiency in the daily life of children with intellectual disabilities. Therefore, the present study aimed to compare the effectiveness of motor-working memory training and perceptual-motor exercises on digit span and letter-number sequencing in educable children with intellectual disabilities.

The present study was quasi-experimental with a pre-test and post-test design and two experimental groups and one control group. A total of 30 students with intellectual disabilities between 8-11 years were selected as a statistical sample using the available sampling method and then randomly divided into three groups: motor-working memory training, perceptual-motor activities, and control group. The experimental groups participated in a 16-session training course for two months (two sessions per week) according to specific protocols. Subtests of digit span and letter-number sequencing of the fourth edition of Wechsler intelligence were used to measure working memory. Data were analyzed using repeated-measures ANOVA, one-way ANOVA, Kruskal–Wallis and Friedman in SPSS software (version 24).

The results indicated a significant difference in subtests of digit span of direct, total digit span, and letter-number sequencing between motor-working memory training, and perceptual-motor exercises with the control group (P>0.05). However, no significant difference was observed between perceptual-motor activities and motor-working training groups (P<0.05).

According to the results, motor-working memory training and perceptual-motor activities improve the function of memory in educable children with intellectual disabilities.