Applying Grey Relational Analysis in the Evaluation of the Balance of Children with Intellectual Disability

Abstract

In addition to intellectual performance, children with intellectual disability also seem to have lower performance than children without intellectual disability in terms of balance. Therefore, they often experience walking instability or fall due to imbalance, causing injuries. With regard to balance training courses provided by medical or special education personnel for children with intellectual disability, although there are subjective observation scales that describe their balance in a qualitative way, there are still few direct measurement methods that can provide personnel with the ability to evaluate the training results of an intervention program. The purpose of this study was to provide a method for evaluating the balance of children with intellectual disability to facilitate a general inspection or evaluation of balance before and after the implementation of various intervention programs that help movement development. In recent years, the force platform system has been widely used in the research of the elderly balance, yet the research on balance assessment tools applied to children is rare. This study used the objective, fast, and accurate characteristics of the force platform system to analyze the key points of the sit-to-stand movement and the movement balance parameters of children with intellectual disability and children without intellectual disability. Using the grey relational analysis (GRA) method, the time factors and weight factors from the average performance of children without intellectual disabilities was used as the analysis data. After analyzing the relevance between each participant and the target, a norm for evaluating the balance of children with intellectual disability was established. Hence, this valuable result can provide researchers, special education teachers, and related professionals with an effective and time-saving evaluation of the balance of children with intellectual disability.