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The effectiveness of conductive education principles with profoundly retarded multiply handicapped children
Cottam P, McCartney E, Cullen C
The British Journal of Disorders of Communication 1985 Apr;20(1):45-60
clinical trial
2/10 [Eligibility criteria: Yes; Random allocation: Yes; Concealed allocation: No; Baseline comparability: No; Blind subjects: No; Blind therapists: No; Blind assessors: No; Adequate follow-up: Yes; Intention-to-treat analysis: No; Between-group comparisons: No; Point estimates and variability: No. Note: Eligibility criteria item does not contribute to total score] *This score has been confirmed*

The effectiveness of two teaching programmes based on Conductive Education principles was examined. It was hypothesised that if the teaching programmes based on Conductive Education were more effective with this group of children than the traditional teaching approaches then the experimental group should show higher post-test scores than the control group. It was concluded that the teaching programmes based on Conductive Education principles were no more effective with profoundly retarded multiply handicapped children than more traditional, individual classroom teaching.

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