Effect of rhythmic movement on executive function in children with educable intellectual disability

Executive functions involve higher-order cognitive functioning that is critical for goal directed behavior. The aim of this research was to determine the effect of rhythmic movement on executive function in children with educable intellectual disability. This study was quasi-experimental, with pretest-posttest control group. In this study, 20 children from seven to ten years from Tabriz Special schools in academic year of 2014-2015, through multistage randomized sampling were selected. They were divided into two groups based on age and IQ in the intervention (rhythmic movement) and control groups. Inclusion criteria of the research was right-handedness, lack of handicap or disability, Down syndrome and ADHA and obtaining 50-70 IQ score in (Goodenough Man Test) and "Leiter International Performance Scale". The program was held in 18 sessions, two sessions per week and each session lasted for 45 minutes. To evaluate executive function before the initial session and at the end of last session, the “Conners Neuropsychological Questionnaire” (face validity was approved by 10 experts and internal consistency reliability α= 0.73) was used. The questionnaire was completed by their parents. Obtained data was analyzed by SPSS/18. The rhythmic movement group in the executive functions (12.86±3.16) and solution problem/programing subtest (7.03±1.78) organization emotion-behavior subtest and (5.83±1.71) performed better than the control group (19.6±3.16), (9.76±1.78) and (9.82±1.71) (P≤ 0.05). According to superiority rhythmic movement group, it is suggested to use rhythmic movement in physical education program at schools and at home.