Stiller Christine, Marcoux Beth C, Olson Ronald E
Program in Physical Therapy, School of Health Sciences, Oakland University, Rochester, MI 48309, USA.
Phys Occup Ther Pediatr. 2003;23(3):31-50.
The purpose of this study was to compare the effects of intensive therapy, conductive education, and special education on function in 19 children with cerebral palsy.
Subjects participated in a five-week program of conductive education, intensive therapy, or special education. Professionals, blinded to group assignment, administered the Pediatric Evaluation of Disability Inventory (PEDI), the Gross Motor Function Measure (GMFM), and the Fine Motor Scale of the Peabody Developmental Motor Scales before and after intervention. Professionals providing treatment and parents completed a survey about their perceptions of change in the children.
ANOVA showed no statistically significant differences between groups before or after treatment. Using t-tests, statistically significant within group changes were found only for the intensive therapy group on the PEDI Self-care and Social Function scales and the Crawling and Kneeling scale of the GMFM. Individual changes from pre- to post-test were also examined and are discussed. Surveys revealed that both parents and professionals perceived improvement in all children.
Greatest improvements were noted in the group receiving intensive therapy, with children in all groups showing some improvement in function.
本研究旨在比较强化治疗、引导式教育和特殊教育对19名脑瘫患儿功能的影响。
受试者参与了为期五周的引导式教育、强化治疗或特殊教育项目。对分组情况不知情的专业人员在干预前后分别实施了儿童残疾评定量表（PEDI）、粗大运动功能测量（GMFM）和皮博迪发育运动量表精细运动量表。提供治疗的专业人员和家长完成了一项关于他们对儿童变化看法的调查。
方差分析显示治疗前后各组之间无统计学显著差异。使用t检验，仅在强化治疗组的PEDI自我护理和社会功能量表以及GMFM的爬行和跪量表上发现了组内具有统计学显著性的变化。还检查并讨论了从测试前到测试后的个体变化。调查显示，家长和专业人员都认为所有儿童均有改善。
接受强化治疗的组改善最为明显，所有组的儿童在功能上均有一定改善。
