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Conductive Education for Children With Cerebral Palsy: A Systematic Review of Outcomes, Practice Time and Motor
Nathália Nídia da Silva1, Wivianne Abreu Cavalcante1, Albert Lucas Olinto Tertuliano1
1Higher School of Physical Education, University of Pernambuco, Recife, Pernambuco, Brazil.
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.
