Effectiveness Of Interventions For Children Research Articles

Parent-Child Interaction Therapy with Separated Parents of a 3-Year-Old Child with Conduct Problems and Callous-Unemotional Traits

Callous and unemotional (CU) traits are associated with an earlier onset of conduct problems in children. The presence of CU traits typically predicts a severe, stable, and aggressive pattern of behavior, especially when the onset of such behaviors begins in childhood. Children with conduct problems and CU continue to exhibit challenging behavior despite implementation of behavior management strategies compared to children with conduct problems alone. An emerging body of research suggests that Parent-Child Interaction Therapy (PCIT) specifically tailored to address the characteristics unique to CU traits (PCIT-CU) may be an effective intervention for children with conduct problems + CU. This case study presents the treatment of a 3-year-old boy using PCIT-CU who presents with oppositional defiant disorder (ODD), attention-deficit/hyperactivity disorder—combined presentation (ADHD-C), and CU traits. Both caregivers participated but were separated. Following the completion of treatment, conduct problems improved, parent ratings of CU traits decreased, and positive parenting practices increased. This case study adds to the growing literature in support of tailoring behavioral management training interventions for children with conduct problems + CU.

UK research priority setting for childhood neurological conditions.

To identify research priorities regarding the effectiveness of interventions for children and young people (CYP) with childhood neurological conditions (CNCs). These include common conditions such as epilepsies and cerebral palsy, as well as many rare conditions. The National Institute for Health and Care Research (NIHR) and the James Lind Alliance (JLA) champion and facilitate priority setting partnerships (PSPs) between patients, caregivers, and clinicians (stakeholders) to identify the most important unanswered questions for research (uncertainties). A NIHR-JLA and British Paediatric Neurology Association collaboration used the JLA PSP methodology. This consisted of two surveys to stakeholders: survey 1 (to identify uncertainties) and survey 2 (a prioritization survey). The final top 10 priorities were agreed by consensus in a stakeholder workshop. One hundred and thirty-two charities and partner organizations were invited to participate. In survey 1, 701 participants (70% non-clinicians, including CYP and parent and caregivers) submitted 1800 uncertainties from which 44 uncertainties were identified for prioritization in survey 2; from these, 1451 participants (83% non-clinicians) selected their top 10 priorities. An unweighted amalgamated score across participant roles was used to select 26. In the final workshop, 14 health care professionals, 11 parent and caregivers, and two CYP ranked the 26 questions to finalize the top 10 priorities. Ten top priority questions were identified regarding interventions to treat CYP with CNCs and their associated comorbidities, for example, sleep, emotional well-being, and distressing symptoms. The results of this study will inform research into the effectiveness of interventions for children with neurological conditions.

The clinical effects of Orff music therapy on children with autism spectrum disorder: a comprehensive evaluation.

This study aimed to investigate the clinical effects of Orff music therapy on children with Autism Spectrum Disorder (ASD) from the perspectives of parents, evaluators, and therapists. 93 children with ASD aged 3-6 years participated in the study. They were divided into an observation group (n = 48) receiving comprehensive rehabilitation intervention including Orff music therapy, and a control group (n = 45) receiving only comprehensive rehabilitation intervention. The Autism Behavior Checklist (ABC), Childhood Autism Rating Scale (CARS), and Psycho-educational Profile-3rd edition (PEP-3) were used for assessments before and after the intervention. There were no significant demographic differences between the two groups. Both groups showed significant improvements in Sensory, Relating, Language, CVP, EL, RL, VMI, AE, SR, and CARS scores at T1, T2, and T3 (T1 vs. T2, T2 vs. T3, T1 vs. T3) (all p < 0.05). The observation group demonstrated significant changes in Body and Object use and FM, while the control group showed some changes in these domains. Social and self-help, GM, CMB, and CVB also significantly improved in both groups after 6 months of intervention (all p < 0.05). In terms of different time intervals, the observation group showed greater improvements in Sensory, Relating, Language, CARS scores, EL, RL, and SR compared to the control group (all p < 0.05). The improvement levels in Body and Object use, CVP, FM, VMI, and AE did not differ significantly between the two groups in the T1-T2 interval, but were significantly higher in the observation group in the T2-T3 and T1-T3 intervals (all p < 0.05). The magnitude of changes in Social and self-help, GM, CMB, and CVB did not differ significantly between the groups. Orff music therapy showed significant improvements in language expression, language comprehension, social skills, cognitive abilities, imitation abilities, emotional expression and fine motor in children with ASD. These findings provide support for the use of Orff music therapy as an effective intervention for children with ASD.

Guidelines for reporting pediatric and child health clinical trial protocols and reports: study protocol for SPIRIT-Children and CONSORT-Children

BackgroundDespite the critical importance of clinical trials to provide evidence about the effects of intervention for children and youth, a paucity of published high-quality pediatric clinical trials persists. Sub-optimal reporting of key trial elements necessary to critically appraise and synthesize findings is prevalent. To harmonize and provide guidance for reporting in pediatric controlled clinical trial protocols and reports, reporting guideline extensions to the Standard Protocol Items: Recommendations for Interventional Trials (SPIRIT) and Consolidated Standards of Reporting Trials (CONSORT) guidelines specific to pediatrics are being developed: SPIRIT-Children (SPIRIT-C) and CONSORT-Children (CONSORT-C).MethodsThe development of SPIRIT-C/CONSORT-C will be informed by the Enhancing the Quality and Transparency of Health Research Quality (EQUATOR) method for reporting guideline development in the following stages: (1) generation of a preliminary list of candidate items, informed by (a) items developed during initial development efforts and child relevant items from recent published SPIRIT and CONSORT extensions; (b) two systematic reviews and environmental scan of the literature; (c) workshops with young people; (2) an international Delphi study, where a wide range of panelists will vote on the inclusion or exclusion of candidate items on a nine-point Likert scale; (3) a consensus meeting to discuss items that have not reached consensus in the Delphi study and to “lock” the checklist items; (4) pilot testing of items and definitions to ensure that they are understandable, useful, and applicable; and (5) a final project meeting to discuss each item in the context of pilot test results. Key partners, including young people (ages 12–24 years) and family caregivers (e.g., parents) with lived experiences with pediatric clinical trials, and individuals with expertise and involvement in pediatric trials will be involved throughout the project. SPIRIT-C/CONSORT-C will be disseminated through publications, academic conferences, and endorsement by pediatric journals and relevant research networks and organizations.DiscussionSPIRIT/CONSORT-C may serve as resources to facilitate comprehensive reporting needed to understand pediatric clinical trial protocols and reports, which may improve transparency within pediatric clinical trials and reduce research waste.Trial RegistrationThe development of these reporting guidelines is registered with the EQUATOR Network: SPIRIT-Children (https://www.equator-network.org/library/reporting-guidelines-under-development/reporting-guidelines-under-development-for-clinical-trials-protocols/#35) and CONSORT-Children (https://www.equator-network.org/library/reporting-guidelines-under-development/reporting-guidelines-under-development-for-clinical-trials/#CHILD).

Making oral comprehension interventions TIDieR: A narrative synthesis of interventions improving comprehension in children from 1 to 5 years with language difficulties.

Oral comprehension difficulties are prevalent in preschool children with language difficulties and are frequently the target of speech and language therapy (SLT) intervention. To support the implementation of research to practice, there is a need to identify effective interventions for this population and to describe their components. To date, reviews of oral comprehension intervention have not used inclusion criteria aligned with common clinical practice, particularly in the United Kingdom. No studies have previously used the Template for Intervention Description and Replication (TIDieR) checklist to describe developmental SLT interventions. To identify intervention studies effective for oral comprehension in preschool children with language difficulties, using the UK definition of 'preschool' as children under 5 years; to describe the components of these interventions. This followed two phases: (1) an International Prospective Register of Systematic Reviews registered search, which identified 20 systematic reviews; and (2) an exploration of individual studies within these reviews. Seventeen individual studies described effective intervention for children from 1 to 5 years old with language difficulties. Data were extracted from each study against headings from the TIDieR checklist. Findings were analysed and reported using narrative synthesis. A wide variety of rationales, techniques, procedures, settings and intensities were associated with effective intervention. The TIDieR checklist highlighted components that were unreported or under-described. Studies show that intervention can be effective for improving oral comprehension in preschool children with language difficulties. Analysis of intervention components has relevance to clinical practice and research, and highlights the importance of naturally occurring interactions, cross-over between oral comprehension and expressive language and the variety in delivery models and dosage. What is already known on this subject There is a reported lack of research into interventions developing oral comprehension in children with language difficulties. Intervention checklists such as the Template for Intervention Description and Replication are valuable tools for understanding interventions and supporting the application of research to practice, but none have been used to describe interventions for children with language difficulties. What this study adds There is evidence that intervention developing oral comprehension in preschool children (using UK definition, those under 5 years) with language difficulties can be effective. Analysing intervention components reveals key points for consideration by clinicians. What are the clinical implications of this work? Intervention components identified by this study support the implementation of research to practice by highlighting particular areas for consideration by clinicians. For researchers, gaps in reporting demonstrate the need to describe all aspects of intervention to support replication and implementation.

Effect of music therapy on language skills in children with specific language impairment: A systematic review

Background: Specific language impairment (SLI) delays language development without any neurological damage or disease. This impairment extends to nonlinguistic tasks, such as music perception skills. In recent years, speech-language pathologists (SLPs) and music therapists (MTs) have collaborated to develop and improve approaches for children with communication disorders (CDs), including global developmental delay (GDD), SLI, mild developmental delay (DD), and the risk of developing reading difficulties, by integrating music therapy (MT) and speech therapy (ST). MT could be considered as one of the alternative methods offered to children with SLI to enhance their language skills. Objectives: The purpose of this study was to investigate the effectiveness of MT interventions on language skills in children with SLI and to investigate the characteristics of other intervention features in these studies, such as interventionists, intervention, settings, session type, and music methods. Materials and methods: The study was a systematic review conducted within the framework of the Preferred Reporting Items for Systematic Reviews and MetaAnalyses (PRISMA). The quality of the research results was assessed using the critical appraisal tools provided by the Joanna Briggs Institute (JBI). Results: Two studies met the inclusion criteria and were included in this systematic review. The two main types of MT employed were song cues and creative music therapy based on the Nordoff-Robbins approach. Current evidence suggests that music therapy improves components of language, including phonology, syntax, morphology, and other aspects of speech development, such as understanding sentences and memory for sentences, in children with SLI. Conclusion: MT can be a valuable and effective intervention for children with SLI. The introduction of transdisciplinary programs that integrate MT and ST could be recommended. However, MT training courses are required for SLPs.

Effectiveness of DIR/Floor Time Play Therapy in Social Skills and Emotion Regulation of Children with Autism Spectrum Disorder

Background: Children with autism spectrum disorder (ASD) and their families need to use rehabilitation services to improve their functions in social interactions and communication skills. Objectives: The present study aimed to investigate the effectiveness of DIR/floor time play therapy in the social skills and emotion regulation of children with ASD. Methods: The present study was a quasi-experimental with a pretest/posttest design. The statistical population included all the autistic children visiting Golhay-e Behesht Autism Center in Qom, Qom Province, Iran. The convenience sampling method was employed to select 30 participants, who were randomly assigned to an experimental group (n = 15) and a control group (n = 15). The experimental group received the DIR/floor time play therapy intervention for 23 twenty-minute sessions. The research instrument included Bellini’s Social Skills Profile Questionnaire and Emotion Regulation Checklist. Descriptive statistics and the repeated measures ANOVA were adopted for data analysis in SPSS 22. Results: According to the results, the DIR/floor time play therapy method improved emotion regulation components (i.e., instability/negativity and emotion regulation) and the indices of social skills (i.e., social interaction, social participation, and detrimental behavior). The results lasted until the follow-up step (P &lt; 0.001). Conclusions: The DIR/floor time play therapy method caused positive changes to emotion regulation and social skills in autistic children. Therefore, it can be an effective intervention in children with ASD.

Effect of aquatic therapy on motor skill and executive function in children with Autism Spectrum Disorder

Research has demonstrated the positive effects of different types of physical activity, especially aquatic therapy for children with autism spectrum disorder (ASD). As such, this study aimed to examine the effect of a response-oriented approach using aquatic exercise for children with ASD on motor skills and executive function. In this quasi-experimental design, 40 children aged 7–10 years were randomly assigned to one of two groups: a response-oriented aquatic exercise (ROA) group (n=20) or a control (CON) group (n=20). The Bruininks-Oseretsky Test of Motor Proficiency second edition – Short Form (BOTMP-2) and the Wisconsin Card Sorting Test (WCST) were used to assess motor skill and executive function, respectively. Significant (p≤0.05) differences were found between the ROA and CON groups in receiving (F=38.94, p=0.001) and throwing (F=33.05, p=0.001), static balance (F=44.89, p=0.002), dynamic balance (F=48.51, p=0.010), correct responses (F=3.60, p=0.010), conceptual responses (F=0.34, p=0.010) and perseverative errors (F=1.57, p=0.040). Aquatic exercise was found to be an effective intervention for children with ASD in that it decreases motor deficits and improves executive function. This study provides families, teachers and other specialists with exercise optionality that may be exciting and motivational to children with ASD due to its response-oriented approach.

Effectiveness of psychoeducation for children, adolescents and caregivers in the treatment of eating disorders: Asystematic review.

Eating disorders in childhood and adolescence negatively affect many areas of development and functioning of children, adolescents, and their families. Psychoeducation has an important role in management and treatment of eating disorders. A systematic literature review was performed using multiple databases (PsycInfo, PubMed, and Web of Science). The inclusion criteria comprised empirical studies of psychoeducation for patients with eating disorders or their caregivers. The study reporting quality was assessed with the revised Cochrane Collaboration's risk of bias tool and the Standard Quality Assessment Criteria for Evaluating Primary Research Papers from a Variety of Fields for non-randomized studies. Ten studies met the inclusion criteria, in three of which the interventions were patient-centred and in seven of which the interventions were caregiver-centred. The studies differed in terms of methodology, outcome measures, and quality. The results suggest that psychoeducation is an effective intervention for children, adolescents and caregivers in the treatment of eating disorders. It may lead to weight gain, a decrease in eating disorder symptoms, and a reduction in caregiver burden. There is a need for more randomized controlled trials to determine the effectiveness of psychoeducation for children, adolescents and caregivers in treatment of eating disorders.

The effects of hypothetical behavioral interventions on the 13-year incidence of overweight/obesity in children and adolescents

BackgroundIn view of the high burden of childhood overweight/obesity (OW/OB), it is important to identify targets for interventions that may have the greatest effects on preventing OW/OB in early life. Using methods of causal inference, we studied the effects of sustained behavioral interventions on the long-term risk of developing OW/OB based on a large European cohort.MethodsOur sample comprised 10 877 children aged 2 to < 10 years at baseline who participated in the well-phenotyped IDEFICS/I.Family cohort. Children were followed from 2007/08 to 2020/21. Applying the parametric g-formula, the 13-year risk of developing OW/OB was estimated under various sustained hypothetical interventions on physical activity, screen time, dietary intake and sleep duration. Interventions imposing adherence to recommendations (e.g. maximum 2 h/day screen time) as well as interventions ‘shifting’ the behavior by a specified amount (e.g. decreasing screen time by 30 min/day) were compared to ‘no intervention’ (i.e. maintaining the usual or so-called natural behavior). Separately, the effectiveness of these interventions in vulnerable groups was assessed.ResultsThe 13-year risk of developing OW/OB was 30.7% under no intervention and 25.4% when multiple interventions were imposed jointly. Meeting screen time and moderate-to-vigorous physical activity (MVPA) recommendations were found to be most effective, reducing the incidence of OW/OB by -2.2 [-4.4;-0.7] and -2.1 [-3.7;-0.8] percentage points (risk difference [95% confidence interval]), respectively. Meeting sleep recommendations (-0.6 [-1.1;-0.3]) had a similar effect as increasing sleep duration by 30 min/day (-0.6 [-0.9;-0.3]). The most effective intervention in children of parents with low/medium educational level was being member in a sports club; for children of mothers with OW/OB, meeting screen time recommendations and membership in a sports club had the largest effects.ConclusionsWhile the effects of single behavioral interventions sustained over 13 years were rather small, a joint intervention on multiple behaviors resulted in a relative reduction of the 13-year OW/OB risk by between 10 to 26%. Individually, meeting MVPA and screen time recommendations were most effective. Nevertheless, even under the joint intervention the absolute OW/OB risk remained at a high level of 25.4% suggesting that further strategies to better prevent OW/OB are required.

Supporting adjective learning by children with Developmental Language Disorder: Enhancing metalinguistic approaches.

Adjectives are essential for communication, conceptual development and academic success. However, they are semantically and syntactically complex and can be particularly challenging for children with Developmental Language Disorder (DLD). Surprisingly, language interventions have not typically focused on this important word class. (1) To provide a supportive and accessible primer on adjectives for practitioners; (2) to explore how the SHAPE CODINGTM system can be adapted to support adjective learning in DLD; and (3) to provide practical recommendations on how to support adjective learning in clinical practice and education. We synthesise linguistic and psychological research on adjective semantics, clinical insights into DLD and pedagogical practice supporting this population. We address the lack of specific training in the nature and acquisition of adjectives for speech and language therapists (SLTs) by providing an accessible primer. We also provide an innovative guide detailing how an established metalinguistic intervention might be adapted to support adjective learning. Without targeted support for adjective learning, the communicative potential of children with DLD is compromised. Our recommendations can be used across a range of therapeutic and educational contexts to guide SLTs and teaching staff in developing practice in this area. What is already known on the subject Adjectives are an essential word class needed for effective communication. They are also vital to successfully achieve academic objectives across all curriculum areas. For example, most subjects require children to be able to describe, evaluate, compare and discriminate different events, objects or techniques. Children with Developmental Language Disorder (DLD) have deficits in various domains of language that can affect adjective learning and use. What this paper adds to existing knowledge Despite the importance of adjectives, speech and language therapists (SLTs) and other professionals supporting language development rarely receive specific training regarding their structure and meanings, and how to teach and support their use. This article provides an accessible primer on the many subtypes of adjectives and how these behave syntactically and semantically. It explores how adjective teaching could be enhanced for children with DLD by adapting an established metalinguistic technique and provides practical recommendations for implementing this approach. What are the potential or actual clinical implications of this work? By raising awareness of the complexities of adjectives and providing strategies to support their acquisition by children with DLD, this article will enable SLTs and teaching staff to improve their understanding and practice in this area and, with further research, to develop robust, effective interventions for children with DLD. This will contribute to enhancing the long-term academic, social and employment success of children with DLD.

Is Physical Activity Good Medicine for Children and Youth with Attention-Deficit Hyperactivity Disorder? Which Aspects Could Influence Outcomes? an Umbrella Review

ABSTRACT This umbrella review addresses the relation between physical activity (PA) for children and youth with Attention Deficit Hyperactivity Disorder (ADHD) and positive outcomes. A systematic literature search in Medline, PsychInfo, and ERIC revealed 338 records, and 20 review articles were included in the analysis. The review articles referred to 130 different and mainly small empirical studies. Overall, the reviews suggest that PA can function as an effective intervention for children and youth with ADHD on: 1) cognition, 2) social-emotion and behavioural regulation, 3) fitness and motor control, and 4) neural function. However, results are mixed and the quality of the intervention (intensity, duration, frequency, length and type of exercise), participant and environmental characteristics, and relational aspects are discussed here as aspects that could affect the outcome.

Views of reproductive genetic carrier screening participants regarding screening for genes associated with non-syndromic hearing loss.

Reproductive genetic carrier screening (RGCS) panels often include genes associated with non-syndromic hearing loss (NSHL) despite a lack of evidence of acceptability. Although some couples take steps to avoid having a child who is deaf, there are effective interventions for children who are deaf. There is no consensus whether deafness is considered a disabling condition. This study explored views of people who had RGCS, without genes for NSHL, about this topic. Online surveys were sent to 2186 people who had a low chance RGCS result and 655 completed the survey (participation rate 30%). Sixty-three percent (N=412) think deafness is a serious health condition. The majority agreed (60%, N=391) that with support (i.e. hearing aids/cochlear implants) deafness is a minor condition in children. Most (84%, N=545) agreed genes for NSHL should be included in RGCS. Thirty-five percent (N=231) indicated they would make different reproductive decisions if they had an increased chance of having a child born deaf; 31% would not change their reproductive plans and 34% were unsure what they would do. While the majority support inclusion of genes associated with NSHL in RGCS, there was uncertainty about the severity of deafness as a health condition and there was no consensus on whether it is a health condition that warrants changing reproductive decisions.

External treatment of traditional Chinese medicine for functional dyspepsia in children: Protocol for a systematic review and network meta-analysis.

Functional dyspepsia (FD) is a common digestive system disease in pediatrics, usually affects normal growth and increases health care expenditure. Many investigations have demonstrated that external treatment of traditional Chinese medicine (TCM) has certain advantages in the treatment of FD children, but the effectiveness, safety, and advantages of various methods have not been confirmed by high-quality meta-analyses. This study will conduct a systematic review and network meta-analysis to evaluate the differences and effectiveness in external treatments of TCM, in order to provide a reference for further clinical treatment for FD in children. Nine electronic databases, including PubMed, Medline, Embase, Web of Science, Cochrane Central Register of Controlled Trials, China National Knowledge Infrastructure, Chinese Biomedical Literature Database, Chinese Scientific Journal Database, Wan-Fang Database and one clinical trial register platforms: ClinicalTrials.gov (www.ClinicalTrials.gov/) will be searched using English and Chinese search strategies. All eligible studies are randomized controlled trials of TCM external treatment for FD in children, published on or before July 20, 2022. The screening process will be developed by 2 independent authors, and network meta-analysis will be performed with RevMan (V5.3) software. This study will provide a high-quality synthesis to assess the effectiveness and safety on the external treatment of TCM for children with FD. The results of this study will provide evidence to judge whether the external treatment of TCM are effective interventions for children with FD. The results of this meta-analysis and meta-regression will be disseminated through publication in a peer-reviewed journal and presented at a relevant conference. The information used in the network meta-analysis does not contain individual patient data. Therefore, ethical approval was not required. CRD42022360429.

Collaborative Practices in Early Childhood Intervention: the case for explicitly striving for maximal participation of families

Early Childhood Intervention aims to empower parents and children to become confident and competent in independently finding solutions to everyday life challenges. Therapists have only the best intentions in their practice; however, in their eagerness to help, they may be unknowingly disempowering parents when taking ownership of the intervention. The purpose of this opinion paper is to encourage and inspire therapists to pause, reflect, and reconsider the significance of parent-therapist partnerships and the use of a coach approach for implementing Family-Centred Best Practice. Based on clinical and research experiences in Early Childhood Intervention, the authors believe that therapists need to further develop communication and interpersonal skills so that they can empower parents in the same way they empower children. When therapists are trained to implement collaborative practices, they may feel less pressure to have all the answers and be primarily responsible for supporting children's development and functioning. Collaborative practices such as coaching can help therapists establish a respectful, equitable, and complementary partnership with parents, transforming “power over” relationships into “power with” relationships. This change can be more rewarding and satisfying for everyone involved. Providing best practice interventions often requires therapists to constantly focus on their therapeutic expertise. Yet, the effectiveness of interventions for children and their families can also be significantly improved if therapists refine how they deliver their services. Parents play a key role in the successful intervention of their children; therefore, to achieve sustainable long-term therapy goals, it is necessary to understand how to communicate with, relate to, and coach parents effectively.

Effectiveness of Life Skills Intervention for Children From Disadvantaged Backgrounds: Insights Form 4-year Longitudinal Study

The present study examines the effectiveness of an After-School Life Skills (ASLS) intervention to improve the life skills of 110 students from socially disadvantaged backgrounds at public schools of urban Bangalore in south India. These students completed ASLS intervention from 2014 to 2018 during which the life skills were assessed on a yearly interval and the data were analyzed using repeated measure ANOVA. The results show that ASLS intervention significantly improved the students’ life skills. Post hoc comparisons at time 1 shows that young students who participated in ASLS intervention significantly improved their life skills over the 4 years’ time, although no significant variances were observed between measurement periods. The overall effect was found to be significant in improving the life skills, which shows that integrating life skills education in the school curriculum is critical and a timely need.

Psychometric Properties of Tools Used for Children and Adolescents With Visual Impairments: A systematic Review Study

Objectives: The use of standard tools can show the exact effects of interventions in children and adolescents with visual impairment (CYP-VI). However, to date, no comprehensive review study has evaluated the general characteristics and psychometrics of the instruments used in CYP-VI. Therefore, the present study investigated the psychometric properties of the tools used for CYP-VI. Methods: Databases of Cochrane, Scopus, PubMed, Web of Science, Iran Medex, Magiran, National Library of Iran (INL) and Google Scholar were searched using Persian and English keywords until 2021. The studies and tools used in CYP-VI were reviewed by two people in terms of inclusion criteria. Relevant information and quality assessment of the tools were checked with the adapted Casmin checklist (COSMIN) and Critical Review Form – Quantitative Studies. Psychometric properties of the studied instruments in the narrative categories were analyzed with face, content, criterion-dependent and reliability with internal and external reliability subgroups. Results: Out of 1738 articles found, 39 studies were analyzed. Out of 39 articles, 26 were of high quality and others were of medium level. Study design included tool development / cultural adaptation, experimental, longitudinal or cross-sectional studies. Assessments were categorized into developmental (general skills, cognitive and social skills), Activities of Daily Living (ADL), Quality of Life (QoL) and Functional Vision (FV). Among the developmental tools; Only Decker intelligence test, vision related quality of life, Cardiff visual acuity questionnaire for children, first and second versions of LV Prasad functional vision questionnaire and functional vision questionnaire for children and young people with desirable psychometric properties have been reported. In relation to adaptive instruments, the changes made included the use of auditory, tactile, olfactory and motor aids, vocabulary changes, instrumental methods and the use of assistive devices, only a few of which reported psychometric properties. Conclusion: This review study shows that limited tools have been designed for CYP-VI whose validity and reliability have not been fully evaluated and reported. However, to improve the quality of studies and control systematic errors, we need standard tools.

Effectiveness of a Mastery Climate Cognitive-Motor Skills School-based Intervention in children living in poverty: Motor and Academic performance, self-perceptions, and BMI

ABSTRACT Background: Children living in poverty often are exposed to situations that negatively affect various aspects of their development. So, it is important to propose interventional programs that minimize the negative effects of living in poverty on these children. Objective: To verify the impact of a mastery climate cognitive-motor skills school-based intervention on academic and motor performance, body mass index, and perceptions of competence and self-worth in children living in poverty. Method: 280 children (50% girls), 7- to10-years-old, from Ceará state – Brazil, participated in this study. Intervention (IG, N = 140) and comparison (N = 140) groups were composed. The Test of Gross Motor Development – 2, the Self-Perception Profile for Children, the School Performance Test (reading, writing, math), and the Body Mass Index (BMI) were used. Children in the IG participated in a mastery climate intervention and children in the CG in a recreational sports program for 12 weeks (36 sessions /140 min each session/ three times a week) with 60 min of academic activities, 20 min recess and snacks, and 60 min of motor practices. Results: The intervention group showed significant improvement from pre- to post-test, and higher motor, academic (reading, math), perceived competence, social acceptance, and self-worth scores than the comparison group at pos-test (p from 0.031 to <0.001). Conclusion: Mastery climate cognitive-motor intervention positively impacts the motor and academic performance and the self-perceptions of the children living in poverty, reinforcing the need for these interventions to helping children become more proficient and assured about their competences.

Family involvement in psychotherapy for depression in children and adolescents: Systematic review and meta-analysis.

Depressive disorders in children and adolescents have an enormous impact on their general quality of life. There is a clear need to effectively treat depression in this age group. Effects of psychotherapy can be enhanced by involving caregivers. In our systematic review and meta-analysis, we examine for the first time the effects of caregiver involvement in depression-specific interventions for children and adolescents. We included randomized controlled trials examining the effects of interventions for children and adolescents with depression involving their caregivers or families compared to interventions without including caregivers. Primary outcome was the severity of childhood and adolescent depression. Overall, 19 randomized controlled trials could be included (N=1553) that were highly heterogeneous regarding outcome measures or the extent of caregiver integration. We were able to include k = 17 studies in our meta-analysis and find a small but significant effect for family-involved interventions against active control conditions without family-involvement at post intervention (α = 0.05, d = 0.34; [0.07; 0.60]; p = .01). We detected an overall significant but small effect of family/caregivers' involvement compared to control groups without it. Structured, guideline-based research is urgently needed to identify for which children/adolescents with depression, under what circumstances, and in what form the family should be effectively involved in their psychotherapy.

Effectiveness of Specific Techniques in Behavioral Teacher Training for Childhood ADHD Behaviors: Secondary Analyses of a Randomized Controlled Microtrial

Behavioral teacher training is an effective intervention for children with attention-deficit/hyperactivity disorder (ADHD). Intervention effectiveness may be enhanced by including intervention components that carry the strongest evidence for their effectiveness. A previous article of this group showed that both antecedent- (i.e., stimulus-control) and consequent-based (i.e., contingency management) techniques were highly effective in reducing daily teacher-rated, individually selected problem behaviors in a specific situation of the child. Effects were observed up to three months post intervention. Here, we tested whether effects were also present in teacher-rated and masked DSM-based assessments that comprise the full range of ADHD and oppositional defiant disorder (ODD) symptoms, as well as on teacher-rated impairment. Teachers of 90 children with (subthreshold) ADHD (6–12 years) were randomly assigned to one of three conditions: a short (two sessions), individualized intervention consisting of either a) antecedent-based techniques or b) consequent-based techniques; or c) waitlist. Multilevel analyses showed that both sets of techniques were effective in reducing teacher-rated ADHD symptoms and impairment immediately after the intervention and up to three months later, as compared to waitlist. Masked observations of ADHD behavior were in line with teacher ratings, with effects being most pronounced for inattention. No effects on teacher-rated or masked ODD behavior were found. This study showed that antecedent- and consequent-based techniques were effective in improving classroom ADHD symptoms and impairment. Long-term changes in teacher-rated ADHD are promising. These results extend previous findings and show the potential of short individually tailored interventions in classroom settings as treatment of ADHD symptoms.