- 期刊
Preliminary study on Balance Ability Assessment of Intellectual Disability Children via Grey Relational Grade
摘要
The purpose of this study is to provide a method for evaluating the balance ability of intellectual disability children. Through the force platform system measurement, the key points and the ground reaction force parameters of sit-to-stand of normal children and intellectual disability children were compared and analyzed. The average performance of ground reaction force parameters of normal children as the standard, using the grey relational analysis to investigate the correlation between the ground reaction force parameters of each intellectual disability children measured and the average ground reaction force parameters performance of normal children. The balance ability of intellectual disability children's grey relational coefficient grade which falls within the normal range of children's coefficient (0.809 ~ 1) can be regarded equally to the balance ability of normal children. If the grey relational coefficient grade falls below the normal children's minimum, it can be regarded as poor balance ability, which needs further balance training. Through the force platform system, combining the grey relational analysis which can generally cut down the half-an-hour objective assessment within a few minutes and improve the quality and efficiency of the balance assessment. The originality of this research lies in that intellectual disability children are tested and grey relational analysis with the force platform system was used to evaluate the balance ability of the subjects. In addition to the grey relational ranking for the ground reaction force parameters performance, objectively distinguish the balance ability between intellectual disability children whose performance is similar to normal children and the intellectual disability children who needed intervention program to enhance the balance ability.
延伸閱讀
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