Effect of Rhythmic and Simple Auditory Stimulations on Learning the Relative and Absolute Timing of Sequential Motor Task in Children with Developmental Coordination Disorder

Document Type : Research Paper

Authors

1 A

2 B

Abstract

The present study assessed rhythmic(RAS)and simple auditory stimulations to facilitate the learning of timing in sequential motor task and recorded the results of Children and adolescents with developmental coordination disorder(DCD).To this aim, 56 male students aged 9-12 years with DCD in Neyshabur city were selected by diagnosing with"Teacher Motor Inventory","Parental Developmental Coordination Disorder Questionnaire", MABC 2 motor test, spatial visual memory assessment, intelligence assessment,RT test, and physical and mental health.Then, they were divided into rhythmic auditory stimulation,simple auditory stimulation,control group 1(visual)and control group 2, and pre-test was performed.In the next step, the training protocol was presented in 10 blocks of five attempts and the acquisition test was performed. Finally,the retention and transfer tests were performed after 48 hours and 10 minutes,respectively. Based on the results, a significant difference was observed between visual stimulation group and the rhythmic and simple auditory stimulation groups in relative and absolute timing variables (P≤0.05). However,no significant difference was reported between the rhythmic, simple, and visual auditory stimulation groups in relative and absolute timing variables (P ˃0.05). Finally,no significant difference was observed between the rhythmic and simple stimulations although the graphs displayed the effect of the first stimulation more than that of the second one.

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