The Relationship between Executive Functions and Postural Control in Children with Mild Intellectual Disability and Comparison with Typically Developing Peers

 Children with intellectual disability (ID) experience significant impairments in both cognitive and motor functions, which impact their balance and postural control. This study aimed to explore the relationship between executive functions and postural control in children with ID and compare these findings to children with typical intelligence.

This causal-comparative and correlational study included 15 students with ID and 15 individuals with a normal range of intelligence. Static balance was assessed using a force plate in two conditions: stable and unstable support surfaces. Executive functions were measured using simple reaction time and response inhibition (Go/No Go) tests. The Shapiro-Wilk test results indicated that the balance data followed a normal distribution, while the cognitive data did not. Therefore, a three-way ANOVA was used for between-group comparisons of balance variables, and the Mann-Whitney U test was employed for cognitive variables. Additionally, Spearman's correlation coefficient was used to examine the relationship between balance performance (center of pressure sway) and cognitive performance (reaction time and response inhibition). 

Children with ID showed slower reaction times and a higher number of incorrect responses compared to the control group in the cognitive tests (p < 0.05). Significant differences were also found between the two groups in all balance variables (p < 0.05). A strong to moderate significant correlation was observed between cognitive test performance and balance measures (r = 0.51 to 0.82).

The results indicate that intellectual disability has a considerable effect on both cognitive processing and postural control. The increased variability and speed of center of pressure (CoP) in children with ID may suggest the use of less effective compensatory strategies, leading to increased fatigue and a higher risk of falls. Developing comprehensive interventions that target both executive functions and postural control may help reduce instability and improve the quality of life for these children.