The effect of dual-task aerobic exercise training on attention, balance and quality of life in children with specific learning disorder

The aim of our study was to investigate the effect of dual-task aerobic exercise training on attention, balance and quality of life in children with Specific Learning Disorder (SLD). The study included 30 children aged 7-14 years with SLD. The participants were randomly divided into three groups as dual-task aerobic exercise training group (n=10, mean age=9.7±2.16 years), aerobic exercise training group (n=10, mean age=8.6±0.84 years) and control group (n=10, mean age=8.90±1.19 years). Participants' attention levels were assessed with the Stroop Test TBAG Form and Cancellation Test (CT); balance was assessed with the Pediatric Balance Scale (PBS), Dynamic Gait Index (DGI) and Biodex Balance System device; quality of life was assessed with the Child and Parent Form of the Pediatric Quality of Life Inventory (PedsQL); psychosocial and behavioral problems were assessed with the Strengths and Difficulties Questionnaire (SDQ), Conners Parent Rating Scale (CPRS) and Conners Teacher Rating Scale (CTRS). The dual-task-oriented aerobic exercise training group and the aerobic exercise training group received aerobic exercise training with treadmills at moderate-high intensity for 50 min three days a week for eight weeks under the supervision of a physiotherapist. In the dual-task aerobic exercise training group, the training was applied together with cognitive tasks. Participants in the control group were asked to continue their routine daily physical activities during this period. All assessments for all three groups were performed at the beginning of the training program and at the end of the 8th week. SPSS Version 28.0 statistical program was used for data analysis. At the beginning of the study, there was no statistically significant difference between the groups in terms of all other data except the scanning time score of the Cancellation Test (p>0.05). As a result of the study, significant improvements were recorded in most sub-scores of the Stroop Test and Cancellation Test; PBS and DGI total scores; most sub-parameters of Biodex Balance Assessment tests; PedsQL, SDQ, CPRS and CTRS total scores in both groups receiving exercise training compared to the pre-training period (p<0.05). A significant difference was found in favor of the dual-task focused aerobic exercise training group (p <0.05) between the two training groups in terms of the improvements obtained in the scores of section 5 correction count score of the Stroop Test TBAG Form, PDS total score, some sub-scores of the stability limits test and PedsQL Child and Parent Form scores. In conclusion, it was determined that cognitive exercises applied in addition to moderate-high intensity aerobic exercise training with treadmill may provide additional benefits on attention, balance and quality of life in children with SLD. With these results, we suggest that dual-task aerobic exercise training may be a useful approach in the treatment of children with SLD.