Myrhaug Hilde Tinderholt, Odgaard-Jensen Jan, Jahnsen Reidun
a Division of Health Services , Norwegian Institute of Public Health , Oslo , Norway.
b Medicine Council Secretariat , Danish Medicines Council , Copenhagen , Denmark.
Dev Neurorehabil. 2019 Feb;22(2):111-119. doi: 10.1080/17518423.2018.1460771. Epub 2018 Apr 12.
To assess the additional long-term effects of multiple conductive education (CE) courses followed by conventional practice on functional skills and quality of life in children with cerebral palsy (CP) compared to a 4-month CE-course delay including conventional practice.
Twenty-one children with CP, 3-6 years and varied functional levels, were randomized to 3-week CE course(s) followed by conventional practice or 4 months on a waiting list, including conventional practice and followed by CE-courses. Outcomes were measured 8 and 12 months after baseline. A web-based log collected data on conventional practice.
We found no interaction between group assignment and time on functional skills and quality of life in children with CP at 8 and 12 months. Two thirds of the children in both groups performed a large amount of conventional practice.
No added long-term effects of CE courses were found. Larger controlled CE studies are needed.
评估与4个月的常规训练延迟（包括常规训练，随后进行引导式教育课程）相比，多期引导式教育课程（CE）后再进行常规训练对脑瘫（CP）儿童功能技能和生活质量的额外长期影响。
21名3至6岁、功能水平各异的脑瘫儿童被随机分为接受为期3周的引导式教育课程（随后进行常规训练）或在等待名单上等待4个月（包括常规训练，随后进行引导式教育课程）。在基线后8个月和12个月测量结果。一个基于网络的日志收集了关于常规训练的数据。
我们发现在8个月和12个月时，分组与时间对脑瘫儿童的功能技能和生活质量没有交互作用。两组中三分之二的儿童进行了大量的常规训练。
未发现引导式教育课程有额外的长期影响。需要开展更大规模的对照引导式教育研究。
