Coleman G J, King J A, Reddihough D S
School of Psychology, La Trobe University, Parkville, Victoria, Australia.
J Paediatr Child Health. 1995 Oct;31(5):412-7. doi: 10.1111/j.1440-1754.1995.tb00849.x.
To perform an objective evaluation of a programme based on conductive education (CE).
Two groups of children with cerebral palsy were studied over 6 months. Eleven children participated in a CE-based programme and nine children received traditional early intervention programmes. Videotapes of the children performing items from the Vulpe Assessment Battery (VAB) were scored by assessors blind to the treatment group. The questionnaire on resources and stress (QRS-F) was administered to the primary caregiver.
Few statistically significant results were obtained. There was a trend for the conductive education-based group to make slightly greater gains. The videotaped measures yielded high Chronbach coefficients and high interrater correlation coefficients suggesting that this is a useful method to evaluate progress.
The study was limited by small sample size, the nature of the control group and the lack of random assignment to CE and control groups. It did provide a basis for the development of further research in the area.
对基于引导式教育（CE）的项目进行客观评估。
两组脑瘫儿童接受了为期6个月的研究。11名儿童参加了基于引导式教育的项目，9名儿童接受了传统的早期干预项目。由对治疗组不知情的评估人员对儿童执行Vulpe评估量表（VAB）项目的录像进行评分。向主要照顾者发放资源与压力问卷（QRS-F）。
获得的统计学显著结果较少。基于引导式教育的组有取得稍大进步的趋势。录像测量得出了较高的克朗巴赫系数和较高的评分者间相关系数，表明这是评估进展的一种有用方法。
该研究受到样本量小、对照组性质以及缺乏将儿童随机分配至引导式教育组和对照组的限制。但它确实为该领域进一步研究的开展提供了基础。
