RESUMO
OBJECTIVE: To perform an objective evaluation of a programme based on conductive education (CE) for preschool and early school-aged children with cerebral palsy. METHODOLOGY: The progress of 17 children participating in a CE-based programme (the Yooralla programme) was compared with 17 children enrolled in traditional early childhood services. Videotapes of the children performing items from the Vulpe Assessment Battery (VAB) were scored by assessors blind to the treatment group; three standardized tests of cognitive ability were administered; and the questionnaire on resources and stress (QRS-F) was given to the primary caregiver at the beginning and conclusion of 6 months. RESULTS: The Yooralla group improved in motor performance and parental coping variables. Both groups showed improvement on the cognitive measures, with the control group demonstrating slightly greater gains. CONCLUSIONS: Conductive education may benefit the motor development of children with cerebral palsy and provide greater parental support. A randomized control study with adequate subject numbers is necessary to confirm this tentative conclusion.
Assuntos
Paralisia Cerebral/reabilitação , Intervenção Educacional Precoce/métodos , Educação Inclusiva/métodos , Atividades Cotidianas , Cuidadores , Criança , Pré-Escolar , Intervenção Educacional Precoce/normas , Educação Inclusiva/normas , Feminino , Humanos , Masculino , Destreza Motora , Variações Dependentes do Observador , Avaliação de Programas e Projetos de Saúde , Ajustamento Social , Resultado do Tratamento , Comportamento Verbal , Vitória , Gravação de VideoteipeRESUMO
This report investigates the effectiveness of biofeedback in the treatment of poor head-positioning in patients with cerebral palsy. Four patients were given feedback of head-position trainer: two were given 20 sessions, the other two were given 10 sessions followed by 10 sessions of social reinforcement. It was found that biofeedback produced significant changes in head control during therapy but that these did not transfer well to other situations, nor did it result in long-term positive improvement. The use of social reinforcement produced excellent and long-term gains. These results are discussed in terms of stimulus properties and reinforcement conditions. General implications of this study in relation to the generalisation and maintenance of behaviour change are also discussed.
