Evaluation of an early childhood programme based on principles of conductive education: The Yooralla Project

Aa, Catanese; Coleman, G.C.; Ja, King; Reddihough, DS

doi:10.1111/j.1440-1754.1995.tb00850.x

Cited by 31 publications

(31 citation statements)

References 3 publications

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“…Parents' satisfaction with treatment/training programmes are generally high with small differences between them [10][11][12]15]. An interest was raised to gain more knowledge about parents' thoughts and experiences from participation in IGT.…”

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confidence: 99%

Parents' conceptions of intensive group training. The case of cerebral palsy

Ödman

Richt

Öberg

2009

Disability and Rehabilitation

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Purpose:The aim was to explore what wants and needs intensive group training (IGT) fulfil for parents to children with CP and what problems that may arise due to participation. Methods:A phenomenograpical approach was used. Semi-structured interviews were conducted to elicit information about what participation means to parents. Results: Five overarching categories expressing positive functions of IGT were identified: IGT as knowledge promotion, as a complementary training resource, as a bracket to ordinary life, as a means to promote relations with therapists, and as a leisure-activity. One category: IGT as risk for ill-being expresses perceived problems. Each category is in turn divided into a number of subconceptions -13 conceptions of this kind were identified. Conclusions: The conceptions express positive and negative functions of IGT as perceived by parents. These functions in turn can be considered as reflections of basic wants and needs. The results demonstrate that IGT have a potential to contribute to feelings of enhanced care competence among parents, of being supported and of increased strength and vitality. All parents didn't have needs of participation in IGT for themselves. There is also a risk that IGT is experienced as an additional burden and may have negative effects on family-functioning.Key words: Cerebral Palsy, Therapeutics, Qualitative research, Conductive Education, Intensive group trainingIn family-centered child and youth habilitation it is believed that the functioning of the child is enhanced in a supportive family and in an ordinary life context [1,2]. Different functional therapy approaches, based on theories of motor control and learning, have evolved within this framework. These approaches do not rule out training in segregated settings adapted for training acitivities, but commonly advocate that habilitation should take place in the ordinary enviroment of the child [3][4][5]. Goals should be set in collaboration with the child and family and accomplishment of tasks should be reached by identifying resources and changing constraints in the child, task, or the environment [5][6][7].Within the Swedish child and youth habilitation intensive group training (IGT) is offered to children with Cerebral Palsy (CP) and their parents. IGT is pursued in segregated contexts and is considered to be a complement to interventions done in the ordinary life environment. Such training is also offered by private caregivers working with conductive education (CE).Typically, IGT help children exercise functional skills or prerequisites for functional skills over a 3-4 week period, with reiteration of movements and activities day after day. The groups are organized according to the child's level of function and age. Participation of parents, close relatives, and/or assistants is desirable or required and is seen as a means to improve their skills in supporting the child in ordinary life. An important target with interventions is to enhance parents' well-being [8] and feelings of competence in supporting...

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confidence: 99%

Parents' conceptions of intensive group training. The case of cerebral palsy

Ödman

Richt

Öberg

2009

Disability and Rehabilitation

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“…A wide range of benefits of engaging in CE programmes is reported, including improvements in: motor skills (Sutton, 2002;Catanese et al, 1995), independence (Wilson, 2001;Blank, von Kries, Hesse, & von Voss, 2008), cognitive skills (Wright et al, 2005), and social development and communication skills (Lind, 2003). In addition increased motivation, confidence and general well-being have also been reported (Sutton, 2006).…”

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confidence: 86%

“…In particular there were two common problems of matching. Firstly, although the nature and severity of the difficulties and level of disability that individuals with CP experience is known to be very variable (Bairstow, 1992), some studies did not match groups well on levels of severity (for example, Catanese et al, 1995;Liberty, 2004;Odman & Oberg, 2006). Secondly, the intensity of CE and comparison provision was often unequal.…”

Section: The Evidence Base For Cementioning

confidence: 97%

“…Overall, it can be concluded that this study provides no evidence for the effectiveness of CE. Catanese et al (1995) carried out an evaluation of a pre-school CE programme using a larger sample of children from a narrower age range. Measures used included the VAB, cognitive assessments including the Reynell Development Language Scale (RDLS), the Colombia Mental Maturity Test and the Peabody Picture Vocabulary test and also two numeracy assessments.…”

Section: Ce Improves Physical Ability: Supporting Evidencementioning

confidence: 99%

“…Traditionally, a number of methods are used to manage CP: surgery can be used to correct or prevent deformities, drugs given to reduce spasticity, along with a number of rehabilitation techniques using physiotherapy (Hur, 1997). CE is one of a small number of educationally focused interventions (Catanese, Coleman, King, & Reddihough, 1995;Sutton, 2002;Wilson, 2001;Lind, 2003).…”

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confidence: 99%

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