Conductive Education for Children With Cerebral Palsy: A Systematic Review of Outcomes, Practice Time and Motor Performance Assessment.

AIM

To investigate Conductive Education (CE) interventions in children with cerebral palsy (CP), examining how practice time, assessment methods, and CP characteristics influence treatment outcomes.

METHOD

A systematic review (PROSPERO-CRD42024578760) searched seven databases using 'Conductive Education'.

INCLUSION CRITERIA

interventional studies in young people with CP receiving CE treatment. The PRISMA strategy guided study selection, aided by Rayyan software. Study quality was assessed using ROBINS-I.

RESULTS

Eighteen studies were included. Seven studies showed low risk of bias; considering low and moderate risk studies, 67% demonstrated positive CE effects. Practice duration appeared crucial: Studies reporting positive outcomes averaged 25.2 h/week compared to 17.7 h/week in studies showing no effect. The Gross Motor Function Measure was the most used assessment tool, followed by the Paediatric Evaluation of Disability Inventory. CE showed better outcomes in spastic CP, particularly in cases with diplegic presentation, compared to athetoid or ataxic types.

INTERPRETATION

CE demonstrates promise for improving motor performance in children with CP, particularly with adequate practice time (≈25 h/week). Treatment success appears influenced by CP type and assessment methods. Future research should prioritize standardized protocols and consistent outcome measures to strengthen evidence quality.