The Effect of perceptual-motor Activity on the Neuropsychological skills of Intellectual Disability Children

Children with intellectual disabilities are at heightened risk for mental disorders, but disruptive behavior disorders appear to be the most prevalent. The present study aimed to determine the effect of a selective perceptual-motor exercise course on the neuropsychological skill of intellectual disability children. The study used pre- and posttest experimental research design with a control group. Total of 30 children with intellectual disability (7–12 years) whit 50-70 of intelligence quotient were recruited with 15 assigned for the exercise group and 15 for the control group, separately. All the participants were assessed using the Conners Teachers Rating Scale (CTRS). The exercise program consisted of selected perceptual-motor activities for 60 min, thrice per week for 8 weeks. The results showed that there is not a significant difference between the two groups in pre-test; while after the intervention significant improvements were found in the exercise group in attention, sensory-motor performance, memory, executive function, cognitive ability, visuospatial performance and andacademic performance of reading and mathematics. Results indicate that a Brailletonik exercise program can have a positive effect on the cognitive functions of persons with intellectual disability. However, this positive effect can support the role and importance of perceptual-motor activity to improve motor and cognition function of well-being among children with intellectual disability.