Background: Cerebral palsy is a nonprogressive neuro-developmental disorders that are caused by damage to the developing brain and affect movement and posture. Children with cerebral palsy suffer difficulty in motor function (coordination and control).The present inquiry investigated the impact of conductive education on motor skills in children having cerebral palsy.Methods: A quasi-experimental research was done using pretest-posttest and control group design. The study subjects consisted of all children with cerebral palsy in Shiraz. A sample of 30 subjects was randomly chosen to employ convenience sampling procedure and classified to two groups of treatment (15 subjects) and control (15 subjects). The pretest was performed for both groups, and the experimental group received conductive education in 20 sessions. While the control subjects did not have this education, finally, the post-test was performed for both groups. The Lincoln-Oseretsky test was used to measure motor skills. The data were analyzed using ANCOVA and MANCOVA. Results:The results showed that conductive education had a significant effect on motor skills (P<0.001) and its subscales such as speed of movement (P<0.001), general static coordination (P<0.001), general dynamic coordination (P<0.001), dynamic manual coordination (P<0.001), synchronous-asymmetrical voluntary movements (P<0.001), and asynchronous-asymmetrical voluntary movements (P<0.001) in children with cerebral palsy. Conclusion:The findings indicated the effectiveness of conductive education on cerebral palsy children's motor skills. Therefore, it is recommended to design and implement a conductive education program to improve motor skills of cerebral palsy children.

Background & Aims of the Study: Cerebral Palsy (CP) is the most common chronic motor disability in children. CP can cause depression and anxiety in the mothers of affected children. The present study aimed to investigate the effects of Compassion-Focused Therapy (CFT) on anxiety and depression in the mothers of children with CP. Materials and Methods: This was an experimental study with a pre-test, post-test and follow-up and a control group design. The study sample consisted of 40 mothers of children with CP who were selected by convenience sampling method. We randomly divided the study participants into experimental and control groups (n=20/group). The research instruments included the Beck Anxiety Inventory (BAI) and Beck Depression Inventory (BDI). The experimental group underwent eight 60-minute sessions weekly sessions of CFT. The follow-up step was performed after 45 days. The obtained data were analyzed by descriptive and inferential statistics, such as mean, standard deviation, Analysis of Covariance (ANCOVA), and Multivariate Analysis of Covariance (MANCOVA). Data analysis was performed using SPSS v. 24. Results: The Mean±SD pre-test and post-test scores of anxiety and depression were measured as 28.80±9.24) and 16.25±7.40 in the experimental group and 38.80±10.27 and 28.00±5.01, respectively in the control group. The obtained results suggested that CFT effectively reduced anxiety and depression in the explored mothers of children with CP (P<0.01). Conclusion: According to the present study results, CFT can be used to reduce anxiety and depression in the mothers of children with CP and accordingly improve their quality of life.