The effect of motor and cognitive DUAL task on walking and balance in children with diparetic cerebral palsy

The aim of this study is to investigate the effects of motor and cognitive dual task on walking and balance in children with diparetic cerebral palsy. Twenty-four children (girls: 10, boys: 14) aged 8-12 years, diagnosed with diparetic cerebral palsy and level 1 or 2 according to Gross Motor Function Classification System (GMFCS) and Manual Abilitys Classification System (MACS) were included in the study. Demographic characteristics of the children were evaluated with the demographic data form, walking speed 10 meters walking test, cadence calculation, balance evaluations with Timed Up and Go Test (TUG) and Four Step Square Test (FSST). The children were asked to perform the motor dual task by carrying the tray with a empty plastic box on it, and to perform the cognitive dual task by counting the animal names starting with the letter K. As a result of this study, it was found that the single-task performance of children with diparetic cerebral palsy was better than the dual-task in all parameters. A significant difference was found between the mean walking speeds of children during single task-motor dual-task, single task-cognitive dual-task and motor dual-task-cognitive dual-tasks (p<0.05). A significant difference was found between the mean cadences of children during single task-motor dual-task, single task-cognitive dual-task and motor dual-task-cognitive dual-tasks (p<0.05). A significant difference was found between the mean time for completing TUG and FSST during single task-motor dual-task, single task-cognitive dual-task, and motor dual-task-cognitive dual tasks (p<0.05). Motor and cognitive dual tasks affect walking and balance in children with diparetic cerebral palsy.