Postural Control Among Children with and Without Dyslexia

NCT05072418 | Completed

• 1 other identifier: A-BR-109-041
• Study Type: observational
• Target: 80
• Locations: 1 country
• Sites: 1

Brief Summary

As Chinese-speaking children with dyslexia typically have different cerebellar sign behavior from non-Chinese-speaking counterparts, this study compared the effect of visual occlusion on the static balance between dyslexic and non-dyslexic children using the Chinese language.

Conditions

Child Development Disorder

Keywords

child with dyslexia, postural sway; visual perception

Outcome Measures

Primary Outcomes (1)

• Postural sway analysis

  Root mean squared sway amplitude and sample entropy along the AP and ML axes

  through study completion, an average of 1 year

Secondary Outcomes (1)

• Stabilogram diffusion analysis of central of pressure

  through study completion, an average of 1 year

Study Arms (2)

Children with dyslexia

Behavioral: Eye-opened and Eye-closed

Non-dyslexic children

Behavioral: Eye-opened and Eye-closed

Interventions

Eye-opened and Eye-closed BEHAVIORAL

The participants were instructed to perform six 60-second trials (2 conditions × 3 trials) of maintaining an upright stance on a force plate (Kistler Type 9260A, Switzerland) under the eyes open (EO) and eyes closed (EC) conditions. The order of EO and EC was alternated for each participant, and half of the subjects began with the EO (or EC) condition. For both conditions, the participants stood with their feet 1 cm apart on a force plate and their arms relaxed comfortably at their sides.

Children with dyslexia; Non-dyslexic children

Eligibility Criteria

• Age: 8 Years - 13 Years
• Sex: all
• Healthy Volunteers: Yes
• Age Groups: Child (0-17)
• Sampling Method: Non-Probability Sample

Study Population

The participants will be 80 Chinese-speaking children between 8 and 12 years of age recruited from elementary schools in Taiwan. Half of the participants will be formally identified as dyslexia by specialists in the field of special education (Table 1), based on formal psycho-educational assessments (Chinese Character Recognition Test (Huang, 2001), Chinese reading diagnostic evaluation, and Wechsler Intelligence Scale for Children 4th Edition-Chinese version.

You may qualify if:

• Normal IQ(\>85, WISC-III)
• Children with dyslexia assessed by standard tools, performed by psychological-teachers of special education

You may not qualify if:

• Attention deficit hyperactivity disorder(ADHD)
• Neurological or psychiatric abnormalities
• Developmental coordination disorder(DCD)

Sponsors & Collaborators

• National Cheng-Kung University Hospital: lead

Study Sites (1)

National Chen Kong University Hospital

Tainan, Taiwan

Location

MeSH Terms

Conditions

Developmental Disabilities

Condition Hierarchy (Ancestors)

Neurodevelopmental Disorders; Mental Disorders

Study Design

• Study Type: observational
• Observational Model: CASE CONTROL
• Time Perspective: RETROSPECTIVE
• Sponsor Type: OTHER
• Responsible Party: SPONSOR

Study Record Dates

• First Submitted: September 28, 2021
• First Posted: October 11, 2021
• Study Start: December 26, 2020
• Primary Completion: July 31, 2022
• Study Completion: July 31, 2022
• Last Updated: September 19, 2024

Record last verified: 2024-09

Locations

TW (1)