Conductive Education Research Articles

Exploring the quality of life of adolescents with Cerebral Palsy participating in conductive education around the Pannonian Basin.

Quality of life (QoL) is a concept that includes physical, psychological, social, spiritual, and other domains of functioning. Good QoL is a fundamental goal of treatment for Cerebral Palsy (CP), therefore it is an outstanding goal of Conductive Education (CE) as well. CE is a Hungarian method that combines special education and rehabilitation for people living with CP. We aimed to compare the opinions and views about the life of teenagers from the perspective of adolescents and their caregivers from different socio-cultural backgrounds. It was a descriptive, cross-sectional study. We used the Cerebral Palsy Quality of Life for the adolescent questionnaire (CP QoL -Teen) to measure QoL, which was translated into Hungarian and validated by Semmelweis University in 2017. Our study included 20 young adolescents (mean age 16) with CP and their caregivers living in Hungary (n1 = 40) and 20 Hungarian-speaking families (n2 = 40) from surrounding countries: Slovakia, Romania, and Ukraine (mean age 14.5). All the families are participating in CE. There was no significant divergence in the whole QoL score between the groups. Nonetheless, we found an outstanding difference in the Hungarian groups' 'Feelings about functioning' domain between teens and caregivers. A significant proportion of Hungarian teens-although living with greater pain-are less concerned about their illness (R = -0.754). 85% of responders study at segregated schools offering CE. The study shed new light on the importance of a personalized form of education and on the weight of the positive effects of segregated education. Personalized education can develop the patients' QoL.

A conductor’s standpoint: an institutional ethnography of a conductive education centre in Birmingham, UK

ABSTRACT Conductive Education (CE) is a means of ‘bringing together’ and involves a unified, integrated approach to educating children with disabilities to maximise the effects of teaching and learning. Conductive pedagogues (‘conductors’) are educators trained and socialised to work according to this holistic philosophy. First developed in Hungary by Andras Peto CE is now an internationally recognised pedagogical approach with 200 CE centres in 24 countries across the world. Despite the focus on education, the majority of published research on CE compares CE to health based rehabilitation or intervention approaches where learners are referred to as patients creating issues of identity for Conductors. By contrast this study is the first to explore the professional working practices in the children’s services provision of a CE Centre in Birmingham, UK drawing on Institutional Ethnography (IE) as a novel way to think otherwise about methodology and research creatively across disciplines. In a small scale study using interviews, observations and document analysis, the findings highlight the ‘relations of ruling’ that shape local experiences. The empirical linkages in the everyday life, organisation and translocal processes of administration and Governance within the centre have emerged and revealed the complex field of co-ordination and control arising from special educational needs and disabilities regulatory practice that influence Conductors’ working lives. The findings of the study suggest that Conductors work creatively with other disciplines to foreground children’s strengths and competencies, challenging orthodoxies of (dis)ability and deficit and position their own professional practice in education as complimentary and family-centred. The study adds a unique insight to the professional lives of Conductors.

Examining Conductive Education: Linking Science, Theory, and Intervention

Recognized in many European countries and Canada as a valid form of therapeutic and educational rehabilitation, conductive education (CE) emphasizes cognitive and motor learning principles for movement reeducation. This article illustrates how CE incorporates motor control and motor learning theories in conjunction with unique facilitation concepts, including rhythmic intention, task series, tailored low-tech equipment, and traditional facilitation concepts such as developmental sequence, manual facilitations, and multimodal interventions.Uniquely, CE brings together task series practice and learning, including a lying program, sitting program, standing program, and walking program, along with activities of daily living within a group treatment model. The conductor uses cadence and rhythmic intention to encourage movement exploration in a scripted plan of care. The participants are active learners and use CE slatted equipment to help support movements. Full participation, to the best of the learners’ ability, is realized with activity modifications made by the conductor.Increased motor control arises through repetition, practice, functional context, and sensory feedback that provide guidance for intention and voluntary movement. Motor control and motor learning theories are foundational principles of CE. Individuals with neurologic injuries, including cerebral palsy, stroke syndrome, Parkinson disease, and traumatic brain injury, can benefit from CE. To date, although research studies cannot objectively compare one person’s movement skills with another’s, new research surrounding motor control and motor learning illustrates and supports the principles and practice of CE. CE is an educational therapy model for teaching and developing new movement skills for individuals with neurologic impairments. This article connects the current science of movement and describes the unique principles involved with CE delivery as an intervention for individuals with neurologic impairments.

Efficacy of Physiotherapy and Conductive Education in Improving Motor Skills and Mental Function in Children with Cerebral Palsy

Background: Children with Cerebral Palsy (CP) often receive physiotherapy to achieve maximum motor potential and prevent secondary conditions. Conductive Education (CE) is an education programme that combines special education and rehabilitation. Purpose: Study the effect of physiotherapy and conductive education in development of fine, gross motor skills and mental function in the children with CP. Subjects and Methods: This is a prospective case study that was carried out on 105 children with CP less than 4 years old selected from outpatient clinic in National Institute for Neuro Motor System. Cases were taken consecutively from February 2019 to September 2019. A written informed consent was taken from all participants after proper explanation of the study. They were classified into three groups (group I, group II and group III) according to their age. All children are subjected to complete history taking, clinical examination, use of developmental quotient (DQ) sheet before and after 6 months of regular physiotherapy and conductive education program. Results: There was statistically significant improvement in fine motor, cognation and gross motor in 3 groups after 6 months of regular physiotherapy and conductive education program. The maximum improvement was in group I, so children with cerebral palsy were achieved maximum improvement when physiotherapy and conductive education started as early as possible. Conclusion: Significant improvement has in fine motor, cognation and gross motor in 3 groups after 6 months of regular physiotherapy and conductive education program. Early start physiotherapy and conductive education program gave us better outcome.

The long-term effects of conductive education courses in young children with cerebral palsy: a randomized controlled trial

ABSTRACTPurpose: 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.Methods: 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.Results: 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.Conclusions: No added long-term effects of CE courses were found. Larger controlled CE studies are needed.

Effectiveness of the conductive educational approach added to conventional physiotherapy in the improvement of gait parameters of poststroke patients: randomized-controlled pilot study.

Our objective was to assess the benefits of the conductive education (CE) approach added to conventional physiotherapy in gait functions of poststroke, hemiparetic patients. A randomized-controlled trial was designed in a rehabilitation clinic. Late and chronic poststroke patients with gait disturbances (n=17, median age: 55 years, range: 41-72 years) were enrolled in the study. All patients received conventional physiotherapy. However, patients of only one group took part in therapy on the basis of the CE approach. The gait parameters, semiobjective outcome measures, functional independence measure, and International Classification of Functioning, Disability and Health domains were collected. The effectiveness of the CE approach was underlined by those outcome measures that were only significant (P≤0.05) in the conductive group: functional independence measure motor subscale; maintaining body position and walking long distances; and muscle strength in some muscle groups. The results suggest that CE could have an additive effect on gait improvement of stroke patients.

Effects of a conductive education course in young children with cerebral palsy:A randomized controlled trial

ABSTRACTPurpose: To evaluate the effects of a conductive education (CE) course followed by conventional practice, on gross motor function, other functional skills, quality of life, and parents’ experiences of family-centered services in young children with cerebral palsy (CP). Methods: Twenty-one children with CP, 3–6 years old, were randomized to one 3-week CE course followed by conventional practice or conventional practice on a waiting list. Outcomes were measured 4 months after baseline. A web-based log collected data on the conventional practice. Results: No additional improvements in the children’s outcome were found. However, parents in the CE group reported that they received more information than parents in the waiting list group (p = 0.01). Children in both groups performed high amount of conventional practice at home. Conclusions: A 3-week CE course did not add any improvements in the children’s functioning, possibly explained by the large amount of conventional practice reported of both groups.

The Replication of the System of Conductive Education in the United States

Abstract During the 1980s, the methodology of Hungarian-created conductive education began its innovation in becoming an international model for working with individuals with physical disabilities. Its prevalence has increased around the world ever since. These international interests stimulated efforts to develop ways in which the discipline of conductive education (CE) could occur abroad and as a result, develop a worldwide network of practice. In the United States the first establishment of this international model of conductive education occurred in Grand Rapids, Michigan. Under the professional supervision of the András Pető Institute of Conductive Education and College for Conductor Training, (MPANNI in Hungarian), the Conductive Learning Center (CLC) was established in 1999, enrolling students to participate in the conductive education model and also serving as the laboratory school for the Aquinas College (AQ) teacher preparation program for earning the endorsement to teach the Physically and Otherwise Health Impaired (POHI). Currently, this collaborative program at AQ provided with MPANNI is unique in North America.

The conductive environment enhances gross motor function of girls with Rett syndrome. A pilot study

Introduction: Rett syndrome (RTT) is a neurological disorder usually associated with a mutation in the MECP2 gene. Conductive Education (CE) is an educational approach that has not yet been explored with regard to children with RTT.Objective: Assessing functional abilities of individuals with RTT due to CE intervention.Design: A single subject, AB design.Method: This study assessed the functional skills of three girls with RTT aged 3–5 years before and during participation in a CE programme.Results: Gross motor function improvements were observed at the end of the intervention period. Gross motor skills declined slightly in all participants over the summer holidays but improved again a few months after recommencement of the educational year.Conclusion: Replication of this study with more subjects is justified as is comparison with other educational methods. A home intervention programme should be constructed to prevent decline of skills over the summer vacation.

Conductive education: appraising the evidence

Conductive education (CE) is widely reported as having a range of benefits. In the last two decades, it has expanded internationally. Educational psychologists may well encounter parents requesting this specialist intervention which is not normally offered within Local Authority special needs provision, for children with cerebral palsy and other motor difficulties. This paper reviews the empirical research to investigate the specific claims that CE improves motor skills, thinking skills and independence and the counter claim that it may cause harm. Implications for practice are discussed.

Occurrence of gross motor behaviors and attainment of motor objectives in children with cerebral palsy participating in conductive education

ABSTRACTThis exploratory study investigated the frequency of occurrence of gross motor behaviors by nine children with cerebral palsy (CP) participating in an 11 -month conductive education (CE) program and the attainment of their gross motor objectives. The intervention team determined gross motor objectives for each child. Activities to achieve those objectives were fully integrated into the child's daily routines. Interval by interval recording was used to observe eight stability, seven mobility, and six transfer behaviors during four school days for each child. The interrater reliability using a kappa statistic was 0.73–0.93 for the observed behaviors. An independent evaluator determined that the children achieved 83% of their gross motor objectives for the first term and 89% for the second term of the year. Of the objectives initially not achieved, three related to stair climbing, an activity not observed being practiced. Stability behaviors, mainly sitting, occurred at substantially higher rates than all mobility and transfer behaviors. All stability and transfer objectives that were practiced were achieved. The children spent the majority of their day in sitting. While the children achieved the majority of their motor objectives, the limited active mobility seen in this and other preschools warrants further investigation.

Effect of the Bobath Technique, Conductive Education and Education to Parents in Activities of Daily Living in Children with Cerebral Palsy in Iran

Objective: In children with cerebral palsy, one of the most important roles of occupational therapists is to promote the children’s independence in functional performance. The goal of this study was to compare the effect of the Bobath technique, conductive education (CE), and education to parents in activities of daily living (ADLs) in children with cerebral palsy aged 4–8 years in Iran. Methods: This study was a quasi-experimental clinical trial with pre/post design. Forty-five children with cerebral palsy were selected by convenience sampling in a rehabilitation centre and allocated to three groups by matching closely their sex, age, and IQ; 15 children were in the Bobath group, 15 were in the CE group, and 15 were in the education-to-parents group. Outcome measures were the Goodenough test and the Client Development Evaluation Report. Results: There were no significant differences in mean age (p = .261) and IQ (p = .449) at baseline among the three groups. There were significant differences in ADLs after treatment within each group (p = .001). Significant differences were also found in the average total ADLs scores between the three groups after treatment (p < .0001). We found that the most effective approach was CE, followed by education to parents and the Bobath technique. There were significant differences between 12 sub-skills out of 16 in ADLs in the three groups, and children in the CE group achieved higher scores in comparison with other groups. Conclusion: The Bobath technique, CE, and education to parents improved ADL skills in children with cerebral palsy. In the CE approach, group education promoted better social communication and more mobility in familiar environments. On the other hand, practical education and treatment programmes improved ADLs skills.

Effect of the Bobath Technique, Conductive Education and Education to Parents in Activities of Daily Living in Children with Cerebral Palsy in Iran

Objective In children with cerebral palsy, one of the most important roles of occupational therapists is to promote the children's independence in functional performance. The goal of this study was to compare the effect of the Bobath technique, conductive education (CE), and education to parents in activities of daily living (ADLs) in children with cerebral palsy aged 4–8 years in Iran. Methods This study was a quasi-experimental clinical trial with pre/post design. Forty-five children with cerebral palsy were selected by convenience sampling in a rehabilitation centre and allocated to three groups by matching closely their sex, age, and IQ; 15 children were in the Bobath group, 15 were in the CE group, and 15 were in the education-to-parents group. Outcome measures were the Goodenough test and the Client Development Evaluation Report. Results There were no significant differences in mean age (p =.261) and IQ (p=.449) at baseline among the three groups. There were significant differences in ADLs after treatment within each group (p =.001). Significant differences were also found in the average total ADLs scores between the three groups after treatment (p &lt;.0001). We found that the most effective approach was CE, followed by education to parents and the Bobath technique. There were significant differences between 12 sub-skills out of 16 in ADLs in the three groups, and children in the CE group achieved higher scores in comparison with other groups. Conclusion The Bobath technique, CE, and education to parents improved ADL skills in children with cerebral palsy. In the CE approach, group education promoted better social communication and more mobility in familiar environments. On the other hand, practical education and treatment programmes improved ADLs skills.

Conductive Education

Conductive education (CE) is an educational approach for children with cerebral palsy. This paper describes the history of conductive education, and the characteristics of current programs that exist in many countries. The underlying principles and the unique techniques used in CE programs are described. These include the role of the conductor or class leader; facilitations (teaching strategies) known as rhythmic intention, task series, and described equipment; and the structured program. The importance of the group setting and the impact on motivation, and the development of self-efficacy within each child are described. The perspective of children and families who pursue CE is discussed. Existing evidence evaluating CE is summarized and recommendations for expanding the evidence base are made.

Conductive Education

Conductive education (CE)is an educational approach for children with cerebral palsy. This paper describes the history of conductive education, and the characteristics of current programs that exist in many countries. The underlying principles and the unique techniques used in CE programs are described. These include the role of the conductor or class leader; facilitations (teaching strategies)known as rhythmic intention, task series, and described equipment; and the structured program. The importance of the group setting and the impact on motivation, and the development of self-efficacy within each child are described. The perspective of children and families who pursue CE is discussed. Existing evidence evaluating CE is summarized and recommendations for expanding the evidence base are made.

Exploring the comparative responsiveness of a core set of outcome measures in a school‐based conductive education programme

Conductive education (CE) is a holistic educational system that uses an active cognitive approach to teach individuals with motor disorders to become more functional participants in daily activities. While CE's popularity continues to grow in North America and Europe, its effectiveness has not been established. The lack of definition of responsive outcome measures for evaluation of CE programmes has limited the interpretability of conclusions from earlier studies evaluating effectiveness. To determine which measures from a core set were most responsive to physical, functional and psychosocial changes associated with a school-based CE programme. This was a one-group before and after data collection design using an 8-month follow-up period. We enrolled a referral sample of nine children with cerebral palsy in Kindergarten or Grade 1 (Gross Motor Function Classification System levels 3, 4 or 5). The study took place within a school-based CE programme at a Canadian children's rehabilitation centre. Children participated in a CE full-day class for an entire school year. Physical, functional, psychosocial and participation measures included: Gross Motor Function Measure (GMFM), Quality of Upper Extremity Skills Test (QUEST), Peabody Developmental Motor Scales, Paediatric Evaluation of Disability Inventory (PEDI), Pictorial Scale of Perceived Competence and Social Acceptance for Young Children, Individualized Educational Plan, and Goal Attainment Scaling (GAS). Four children from the study's second year were also evaluated on the Impact on Family Scale (IFS), GAS and School Function Assessment. The Gross Motor Function Measure, QUEST, PEDI (Caregiver Assistance) and IFS were most responsive to change. GAS was useful in documenting and quantifying goals. Problems were encountered in evaluating self-esteem and school participation. Several strong measures of outcome were identified. Further work is needed to find valid and sensitive psychosocial and school participation measures for these young children.

Correspondence

Thank you for initiating this dialogue on conductive education (CE) and its effectiveness for people with multiple sclerosis (MS) in Conductive Education: Offering Hope for Peope with Multiple Sclerosis? (vol 11(2), 2004, p.48). Ontario March of Dimes is one of the largest not-for-profit agencies in Canada providing rehabilitation services to people with a broad range of physical disabilities. Each year, we serve over 25 000 people through a range of services, all sharing the common goal of helping people to live as independently as possible. One of our newest services is CE.

Conductive Education - A Critical Appraisal

Conductive education (CE) in the treatment of children with cerebral palsy (CP), it is claimed, promotes independent motor functioning as well as having a positive effect on the development of a number of other skills. Such claims have excited the media, parents and professionals alike to campaign for the introduction of CE into the healthcare system. An appraisal of the (few) available studies evaluating CE, however, failed to produce empirical support for such claims. Conductive education would not seem to be any more effective than traditional methods. Where advantageous results in favour of CE have been reported, they can probably be attributed to the very intensive training involved and the strict criteria used for selecting particular CP children for this method. Furthermore, given that CE is also very expensive when compared with traditional methods, it would seem much more logical (and more economical) to invest money and resources into improving existing intervention methods.

Conductive education: respect and suspect

The recent conductive education (CE) research symposium held in June 1999 in Birmingham brought together a diverse group of interested parties from around the world including CE practitioners (conductors), professors of international standing and students.

Conductive Education: towards an ‘educational model’

Caroline Coles, Headteacher of Horton Lodge School in Staffordshire, and Liz Zsargo, Lecturer in Conductive Education at Keele University, consider the development of Conductive Education (CE) in the UK, and place it in the context of some of the sociological analyses of disability. They argue that CE can provide the basis for an educational model of disability (in which disability is seen as a result of a complex interaction between the environment and the individual), that all children have the right to an education suitable for their needs, and that a lack of access to an appropriate education can be a disabling factor.