Disleksili Çocuklarda Yaratıcı Dans Eğitiminin Motor Fonksiyonlar ve Yürütücü İşlevlere Etkisi: Randomize Kontrollü Çalışma

Abstract

The study was planned to investigate the effect of creative dance training on motor and executive functions in children with dyslexia. In the study completed by fifty-one dyslexic children, 26 randomly received routine literacy training, while the other 25 received creative dance training 3 times a week for 4 weeks. The motor functions of the participants were evaluated using the Bruininks-Oseretsky Test of Motor Proficiency Second Edition Brief Form, and their executive functions were evaluated with the Executive Functions and Occupational Routines Scale, and their first and last values were compared. As a result, a significant improvement was observed in the motor proficiency level and executive function and activity routines of the training group (p=0.001). In the last evaluations, it was seen that motor proficiency in the control group improved in terms of manual dexterity (p=0.019), while no significant difference was found in other motor function areas and executive functions. When the post-treatment training group and the control group were compared; improvement was observed in the motor functions of the training group. However, although an increase in scores was observed in the executive functions of the training group, no statistically significant difference was found. In light of these findings, it is thought that it would be beneficial to include creative dance training in the routine treatment of children with dyslexia, especially because of its positive effects on motor functions. Despite these, there is a need for further studies which a long-term follow-up of creative dance training.