Effects of sixteen week of resistance exercises on some selected cognitive variables development in adolescents with intellectual disabilities

Abstract

Intellectual disabilities a serious problem in the entire world and its prevalence is high in school-age children. These difficulties can influence cognitive, social and emotional areas of functioning and has led their families to suffer in economic and social disadvantages than those without disabilities. The main objective of this study was to investigate the effect of sixteen week resistance exercise on cognition developments of school children with intellectual disabilities in Desse & Kombolcha, Amhara region, Ethiopia. In this Pre-test and post-test study design eighteen adolescents with intellectual disabilities were participated in the study. Paired t-test was fitted to analyze the pre-test and post-test data of the study participants. In order to measure cognitive variables digit span backward, digit span forward, vocabulary and similarity test batteries were used to measure working memory, short term memory, vocabulary knowledge and comparative reasoning respectively before and after sixteen week of the training intervention. After sixteen week of intervention, a significant mean score change was observed in working memory, short term memory, vocabulary knowledge and comparative reasoning respectively (p < 0.05) after training when compared with before training. We concluded that resistance exercise can improve the cognitive skills of adolescents with intellectual disabilities.

Prescription and Effects of Strength Training in Individuals with Intellectual Disability—A Systematic Review

“…The effects of the interventions in the various studies appear similar to those that have been reported following resistance training in the average healthy and intellectually disabled population [ 3 , 22 , 25 , 30 , 33 ]. However, some variability has also been reported in other resistance training studies and those examining other exercise modalities [ 20 , 29 , 46 , 47 , 57 ]. Inherent within any measurement are both technical error and random within-subject variation [ 63 ].…”

“…These improvements were also associated with improvements in gait speed and balance [ 46 ]. Other non-randomized controlled studies have shown interesting results through the implementation of ST programs in individuals with ID, namely, cognitive effects such as positive changes in working memory, short-term memory, vocabulary knowledge, and reasoning ability [ 57 ], and improved flexibility [ 58 ] and performance in daily life activities [ 59 ]. There is an urgent need for randomized procedures to assess the benefits of these variables and aerobic capacity.…”

“…With the implementation of ST programs, despite the different prescriptions, positive results were verified in terms of the aims defined in all studies, which shows how training variables, techniques, and methods (for example, training frequency and exercise selection volume, training load and repetitions, and others), can be manipulated to optimize training response. The different results presented in Table 4 and of the non-randomized controlled studies [ 57 , 58 , 59 ] are demonstrated due to the different aims and evaluation methods used in each study, being an added value the application of ST, since it can have this wide range of benefits. All these results are important in terms of promoting the quality of life of individuals with ID, related to the conceptual model of Schalock et al [ 60 ], a construct divided into three dimensions: (i) independence; (ii) social participation; (iii) well-being.…”