Comparative Effects of Dual Task Training and Embodied Learning on Dual Task Performance in Children With Down Syndrome

Study Results

Results pending

The study team has not published outcome measurements, participant flow, or safety data for this trial yet. Check back later for updates.

Basic Information

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Recruitment Status

COMPLETED

Clinical Phase

NA

Total Enrollment

22 participants

Study Classification

INTERVENTIONAL

Study Start Date

2025-04-16

Study Completion Date

2025-06-16

Brief Summary

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This study aims to compare the effectiveness of embodied learning and dual-task training in improving coordination and cognitive function in children with Down syndrome. It involves 22 participants aged 7-12, excluding those with other neurological or orthopedic conditions. Participants will be referred from civil hospital Sialkot. Assessments include the Pediatric Balance Scale, Timed Up and Go Test, and other balance measures. Interventions include embodied learning (e.g., yoga, storytelling, sensory play) and dual-task activities (e.g., walking while solving puzzles). The goal is to enhance daily functioning and quality of life.

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Detailed Description

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Down Syndrome is Caused by an extra copy of chromosome 21, characterized by impaired motor skills, especially difficulties with coordination, and cognitive impairment. Improving these abilities is essential to raising the affected children's quality of life and everyday functioning. Dual task learning and embodied learning stand out among other interventions as effective strategies. While embodied learning uses physical motions to support cognitive growth, dual task learning mixes motor and cognitive tasks concurrently, testing the brain's capacity for multitasking. The purpose of this study is to compare how well embodied learning and dual task training work to improve dual task performance in kids with Down syndrome.

This study contains 22 participants age 7 to12 years and excludes participants with other neurological or orthopedic disorders, is focused on individuals who match the inclusion criteria Children that are being able to follow instructions. The Participants will be Referred by Civil hospital Sialkot. To test changes in motor coordination and balance, assessment tools such as the Pediatric Balance Scale (PBS), timed Up and Go Test, Single Leg Stance Test, Four Stage Balance Test, and 30-second Sit to Stand Test will be used. In order to evaluate cognitive engagement and the development of motor skills, dual task training setups (such as walking while labelling objects or balancing while solving puzzles) as well as embodied learning activities (such as Gesture-Based Learning, Physical Storytelling, Yoga, and Sensory Play Art) will be used. The purpose of this research is to offer useful knowledge about the effectiveness and practicality of various interventions in improving the everyday functioning and quality of life of children with Down syndrome.

Conditions

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Down Syndrome

Study Design

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Allocation Method

RANDOMIZED

Intervention Model

PARALLEL

Participants will be referred by Civil Hospital Sialkot and screened for eligibility. Guardians of eligible participants will provide informed consent prior to enrollment. A total of 22 participants will be randomly assigned via computer-generated randomization into two groups: Group A (Dual Task Learning) and Group B (Embodied Learning), with 11 participants in each. This single-blinded study will ensure the outcome assessor remains unaware of group assignments. Group A will engage in dual-task training-such as walking while solving math problems or identifying objects-twice a week for 30 minutes to improve cognitive-motor coordination. Group B will participate in embodied learning activities-such as yoga, gesture-based learning, storytelling, art, and sensory play-twice a week for 45-60 minutes to promote cognitive development through full-body engagement.

Primary Study Purpose

OTHER

Blinding Strategy

SINGLE

Participants

Participants will get separate treatment protocols and possible efforts will be put to mask the both group about the treatment

Study Groups

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Dual task Training

dual-task training, participants walk while doing cognitive tasks like counting or object identification to improve coordination and focus. Sessions are 30 minutes, twice weekly, with varying task difficulty and breaks for rest.

Group Type ACTIVE_COMPARATOR

Dual task Training

Intervention Type OTHER

In dual-task training, participants walk while performing cognitive tasks such as object identification, counting backward, or solving math problems. These exercises aim to improve coordination, attentional control, and dual-task performance by simultaneously engaging cognitive and motor functions. Training sessions are held twice a week, each lasting 30 minutes with breaks for rest and reflection. Tasks vary in complexity to progressively challenge participants and enhance both cognitive processing and gait stability.

Embodied Learning

Participants attend twice-weekly 45-60 minute sessions using movement-based activities like yoga, art, and storytelling to enhance learning. Activities are tailored to individual needs.

Group Type ACTIVE_COMPARATOR

Embodied Learning

Intervention Type OTHER

Participants in the embodied learning group engage in activities such as yoga, painting, sensory play, physical storytelling, gesture-based learning, and creative storytelling. These exercises use full-body movement to support learning and cognitive development. Examples include using gestures to reinforce concepts, acting out stories to blend movement with narrative, and engaging in yoga for focus and calmness. Art and sensory activities further promote creativity and tactile exploration. Sessions are held twice a week, lasting 45 to 60 minutes, and are tailored to individual needs and progress.

Interventions

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Dual task Training

In dual-task training, participants walk while performing cognitive tasks such as object identification, counting backward, or solving math problems. These exercises aim to improve coordination, attentional control, and dual-task performance by simultaneously engaging cognitive and motor functions. Training sessions are held twice a week, each lasting 30 minutes with breaks for rest and reflection. Tasks vary in complexity to progressively challenge participants and enhance both cognitive processing and gait stability.

Intervention Type OTHER

Embodied Learning

Participants in the embodied learning group engage in activities such as yoga, painting, sensory play, physical storytelling, gesture-based learning, and creative storytelling. These exercises use full-body movement to support learning and cognitive development. Examples include using gestures to reinforce concepts, acting out stories to blend movement with narrative, and engaging in yoga for focus and calmness. Art and sensory activities further promote creativity and tactile exploration. Sessions are held twice a week, lasting 45 to 60 minutes, and are tailored to individual needs and progress.

Intervention Type OTHER

Eligibility Criteria

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Inclusion Criteria

* Children diagnosed with Down Syndrome
* Age 7 to 12 years
* Ability to follow instructions effectively

Exclusion Criteria

* Neurological conditions (cerebral palsy or epilepsy)
* Orthopedic conditions (Foot Abnormalities,s Hip Dysplasia)
* Significant sensory impairments (e.g., severe hearing or vision impairments.

Minimum Eligible Age

7 Years

Maximum Eligible Age

12 Years

Eligible Sex

ALL

Accepts Healthy Volunteers

No