Journal
JOURNAL OF INTELLECTUAL DISABILITY RESEARCH
Volume 65, Issue 5, Pages 464-488Publisher
WILEY
DOI: 10.1111/jir.12826
Keywords
executive functions; inhibition; physical activity intervention; sedentary behaviour; special schools; working memory
Funding
- Department of Education and Training, State Government of Victoria
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A 5-week active breaks intervention was found to improve working memory in children with intellectual disability, while other cognitive functions and on-task behavior did not show significant effects. However, stepping time and bouts of sitting were positively affected by the intervention. Further research is needed to clarify the effects on cognition and explore other potential benefits in this population.
Background Classroom-based active breaks can help typically developing children reduce sitting, increase physical activity and improve cognitive functions and on-task behaviour. Yet, this strategy has not been tested in children with intellectual disability (ID) - a population who are insufficiently active. This study aimed to investigate the effects of a 5-week active breaks intervention on cognitive functions and on-task behaviour in schoolchildren with ID. Methods Twenty-four children, aged between 8 and 12 years (37.5% girls), were recruited. Children's cognitive functions (response inhibition, lapses of attention, interference and working memory) were measured at baseline and end of trial using computer-based tests. Sitting, standing and movement patterns were assessed with inclinometers, and on-task behaviour was directly observed in the classroom before and after active breaks, at baseline, mid-trial and end of trial. Linear mixed models were used to investigate the intervention effects on cognitive functions and sedentary patterns; generalised linear mixed models were used to analyse on-task behaviour data. Results A significant time x group interaction was found for working memory favouring the intervention (B = 11.56, 95% confidence interval [1.92, 21.21]). No significant effects were found in relation to the other measures of children's cognition or on-task behaviour. Stepping time and bouts of sitting were positively affected. Conclusions Classroom-based active breaks can increase physical activity and reduce sedentary behaviour in children with ID and might also benefit their working memory. Further research is required to clarify the effects on cognition and to investigate whether this strategy has other benefits in this population.
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