Liberty K
Department of Education, University of Canterbury, Christchurch, New Zealand.
Int J Rehabil Res. 2004 Mar;27(1):17-25. doi: 10.1097/00004356-200403000-00003.
The purpose of the study was to evaluate the developmental gains of 26 young children with cerebral palsy and three children with other disorders attending early intervention based on the principles of conductive education (NZCE) or community-based (CB). Conductive education was implemented by parents supervised by a conductor an average of 7.4 hours per week. Developmental skills were objectively measured in functional contexts at home and school before the child entered the programme and after 12 months. Skill gains by children with spastic quadriplegia, cerebral palsy and severe developmental delay who were not able to sit independently (n = 6) who participated in NZCE were significantly greater (p < 0.001) than skill gains by children with similar disabilities who participated in CB (n = 6). Children with quadriplegic cerebral palsy, severe developmental delay, epilepsy and sensory disabilities (n = 7) also achieved significant gains in functional skills in NZCE (p < 0.005). Conductive education may benefit young children with motor dysfunction as well as concomitant disorders and severe developmental delay. Gains were not related to intensity, age, or a product of maturation, but may be related to changed patterns of maternal-child interactions.
该研究的目的是评估26名脑瘫幼儿和3名患有其他疾病的儿童在基于引导式教育原则（新西兰引导式教育）或社区基础上接受早期干预后的发育进展。引导式教育由一名指导者监督家长实施，平均每周7.4小时。在孩子进入项目前以及12个月后，在家中和学校的功能环境中对发育技能进行客观测量。参与新西兰引导式教育的痉挛性四肢瘫痪、脑瘫和严重发育迟缓且无法独立坐立的儿童（n = 6）的技能提升显著大于（p < 0.001）参与社区基础干预的类似残疾儿童（n = 6）。四肢瘫痪型脑瘫、严重发育迟缓、癫痫和感觉障碍的儿童（n = 7）在新西兰引导式教育中功能技能也有显著提升（p < 0.005）。引导式教育可能有益于患有运动功能障碍以及伴随疾病和严重发育迟缓的幼儿。提升与强度、年龄或成熟产物无关，但可能与母婴互动模式的改变有关。
