Skills Intervention Research Articles

A Pilot Randomized Controlled Trial of Motivation-Based Social Skills Group Treatment with Parent Training.

Despite the popularity of social skills groups, there remains a need for empirical investigation of treatment effects, especially when targeting pivotal aspects of social functioning such as initiations to peers. The goal of the present study was to conduct a randomized controlled trial of a 12-week social intervention (SUCCESS), which combined an inclusive social group with a parent education program. Twenty-five 4- to 6-year-olds with Autism Spectrum Disorder (ASD) were randomized to SUCCESS (N = 11) or to treatment as usual (N = 14). Combining a peer group model with a parent training program, the SUCCESS intervention used naturalistic behavioral techniques (e.g., environmental arrangement, natural reinforcement) to increase social initiations to peers. After 12 weeks, children participating in the SUCCESS program made more frequent initiations to peers than children in the treatment-as-usual group, including more prompted and unprompted initiations to request. Additional gains in clinician-rated social functioning were observed in children randomized to SUCCESS, while differential treatment effects were not detected in parent-rated measures. However, lower baseline social motivation was associated with greater parent-reported initiation improvement. This study provides preliminary support for the efficacy of a naturalistic, behavioral social skills intervention to improve peer initiations for children with ASD. The findings suggest that using a motivation-based social skills group was effective in increasing both prompted and spontaneous initiations to peers, and highlights the need for further research into the role of baseline social motivation in predicting social skills treatment response.

The Culturally Infused Curricular Framework (CICF) for Suicide Prevention Trainings.

Although suicide prevention trainings (SPT) have been a standard approach for suicide prevention for years, researchers have noted a need for more clarity in the definition of core competencies for SPTs, particularly in the areas of diversity and culture. Recent research has identified key theoretically- and empirically-based cultural considerations for suicide prevention, but translation is needed to infuse these standards for culture-related competencies into SPTs. This study performed a systematic literature review with a thematic synthesis analytic approach to establish a set of curricular guidelines for infusion of cultural considerations into SPTs. The study also examined the extent to which existing community trainings already incorporate cultural components. Based on the thematic synthesis of 39 SPT studies from 2010 to 2020 and seminal reviews of the cultural and suicide literature, results identified three overarching categories of cultural curricular competencies (suicide knowledge and awareness, suicide intervention skills, and curriculum delivery) and 14 core cultural curricular subthemes for community trainings (e.g., culturally informed risk factors and warning signs, systemic inequities, etc.). These three categories with 14 core cultural curricular competencies comprise the Culturally Infused Curricular Framework (CICF) for Suicide Prevention Trainings. The majority of trainings (62%) included five or less out of 14 total possible core cultural competencies in their training curricula, pointing to insufficient integration of cultural components in existing community trainings. This study's research-based guideline establishes a culture-inclusive framework to strengthen content and approach of community trainings and suicide prevention across cultural groups.

The effect of phonics skills intervention on early reading comprehension in an adolescent with autism: A longitudinal study

AbstractReading comprehension requires phonics skills, described as “blending phonemes in a word”. Adolescents diagnosed with Autism Spectrum Disorder (ASD) often experience poor reading comprehension. The aim of the present study was to explore if it is possible for an adolescent with ASD and intellectual disability to learn reading comprehension skills even without direct teaching, when the focus of the intervention is on teaching phonics skills. An adolescent with ASD, profound intellectual disability and limited behavioral repertoire participated in the study. The participant received intensive ABA‐based interventions according to University of California at Los Angeles‐Young Autism Project (UCLA‐YAP) model and intensive phonics training. Intervention data show emergence of early reading comprehension skills in terms of words/pictures matching and responding to written instructions. It is suggested that implementation of similar interventions could change the opportunities for people with autism who have limited behavioral repertoire and who did not begin an ABA‐based interventions until their adolescence.

Exploring AI Robots-based Visual Strategy in Training Children with Autism Disorder

Children with autism spectrum disorder (ASD) exhibit deficiencies in the socio-communicative domain and commonly struggle with emotion perception and expression. Robots are becoming increasingly prevalent in our lives, notably in the medical field. Some therapists at therapeutic centers are beginning to experiment with techniques such as computer games, Online exchanges that are available and robot-assisted therapy. Robot-assisted therapy has been widely proven to provide a reliable and effective intervention for enhancing communication and social skills in children having ASD. The humanoid robot may grab the attention of young children and later draw the interest of researchers. This study is accomplished through the use of a revolutionary technique based on deep learning algorithms that comprises essential data and understanding about patients, diagnostic procedures, and medicines. A robot therapist can transmit the results responsibly using this paradigm. Here parameter tunned CNN based model are used and the model is achieved with an accuracy rate of 96% in ASD detection.

A systematic review of the efficacy of group social skills interventions on social functioning and social participation in children with acquired brain injury or cerebral palsy.

The aim of this study was to evaluate the efficacy of Group social skills interventions (GSSIs) versus any comparator on social functioning in children aged 5-12 years with acquired brain injury or cerebral palsy. GSSIs are an evidence-based approach to foster social skills development in children with autism spectrum disorder. Currently, limited literature exploring GSSIs in children with acquired brain injury and cerebral palsy is available. MEDLINE, SCOPUS, Embase, CINAHL, Cochrane Library, PsycINFO, clinicaltrials.gov, ICTRP and ProQuest Dissertations and Theses were systematically searched. Study screening, risk-of-bias, Grading of Recommendations Assessment, Development and Evaluation and data extraction were performed in duplicate. Six studies were included in the narrative synthesis (one randomised controlled trial and five nonrandomised studies). Results indicate that GSSIs may increase children's social skills as measured on the Social Skills Rating System and Social Skills Questionnaire. Very low certainty evidence was found for improvements in social functioning and competence. There is low certainty evidence that participation in GSSI may lead to gains in social functioning for children with acquired brain injury or cerebral palsy. Given the certainty of the evidence, these results must be interpreted with caution. Only one randomised controlled trial of GSSIs for children with acquired brain injury was identified, underscoring the need for additional high-quality studies.

Social-emotional learning intervention effects: the role of universal versus indicated implementation settings

We assessed the role of implementation setting (universal or indicated) on the effects of social-emotional skill (SEL) intervention, focusing on school climate and psychosocial adjustment. Taking Topper Training as a case intervention, we used pretest-posttest data from 444 eight to twelve-year-old children across three conditions: universal implementation, indicated implementation, and no-intervention control. School climate improved in the universal implementation setting and psychosocial adjustment improved in both implementation settings. There were no significant differences between the implementation settings, however, larger effect sizes on psychosocial adjustment were found in the indicated implementation setting. Universal implementation of SEL interventions seems most effective when targeting the broader school environment (i.e., school climate), but also has small effects on psychosocial adjustment. Indicated implementation seems to yield larger effects on psychosocial adjustment. This suggests that practitioners should carefully align implementation settings with the behavior they aim to change when selecting interventions.

The effects of a manipulative skills intervention programme on the motor proficiency of adolescents with intellectual disabilities

With this study we aimed to investigate the impact of a 12-week manipulative skills exercise programme on the motor proficiency of young individuals with intellectual disabilities. A total of 32 learners diagnosed with mild intellectual disabilities, with an average age of 17.81 ± 1.44 years, were divided into 2 equal-sized groups: a control group and an experimental group engaged in a manipulative skills intervention programme. Motor proficiency was assessed using the short form of the Bruininks-Oseretsky Test of Motor Proficiency Second Edition (BOT™-2), while the participants’ coordination level was evaluated using the Body Coordination composite of the BOT™-2. Results show that the manipulative skills intervention programme led to significant improvements in the experimental group’s total motor proficiency score on the short form BOT™-2 (45.31 ± 12.01 vs. 37.12 ± 7.00, ANCOVA: F = 48.65, p = 0.00) as well as the Body Coordination composite (42.69 ± 11.31 vs. 39.84 ± 11.75, ANCOVA: F = 44.35, p = 0.00). These findings suggest that the experimental exercise programme had a positive effect on enhancing the motor proficiency of young individuals with mild intellectual disabilities.

O pensamento computacional, como suporte ao pensamento matemático, na Instituição Educacional Santo Domingo Sávio de Chinchiná (Caldas – Colômbia)

The present research evaluated the improvement of mathematical thinking, from a computational skills intervention in eighth grade adolescent students of the Santo Domingo Savio Educational Institution of Chinchiná (Caldas-Colombia), of socio-economic stratum 1, 2 and 3, with ages between 12 and 17 years old. The work was prepared in the years 2020 and 2021, it was conceptually based on Computational Thinking proposed by Jeannette Marie Wing, for the process it was considered as the independent study variable and the Theory of Cognitive Development of Jean William Fritz Piaget was referenced, specifically on mathematical thinking, which in the study is the dependent variable. The research developed is of a quasi-experimental type, with an intentional nonprobabilistic sampling, we worked with experimental groups, one group for each year, to whom the “intervention program” was applied for four months; Before and after the intervention program, pretest and posttest tests were applied, using international tests called the “Binet-Simón and Wechsler mathematical intelligence test,” for the purposes of comparing evidence. Finally, through hypothesis tests, using the normal and Student’s t distributions, it is concluded that computational thinking (independent variable) has a statistically significant effect on the improvement of mathematical thinking (dependent variable).

Three-dimensional simulation for interventional cardiology procedures: Face and content validity

Introduction and objectivesThree-dimensional (3D) model simulation provides the opportunity to manipulate real devices and learn intervention skills in a realistic, controlled, and safe environment. To ensure that simulators provide a realistic surrogate to real procedures they must undergo scientific validation. We aimed to evaluate the 3D-printed simulator SimulHeart® for face and content validity to demonstrate its value as a training tool in interventional cardiology (IC). MethodsHealth professionals were recruited from sixteen Portuguese IC units. All participants received a 30-minute theoretical introduction, 10-minute demonstration of each task and then performed the intervention on a 3D-printed simulator (SimulHeart®). Finally, a post-training questionnaire focusing on the appearance of the simulation, simulation content, and satisfaction/self-efficacy was administered. ResultsWe included 56 participants: 16 “experts” (general and interventional cardiologists), 26 “novices” (cardiology residents), and 14 nurses and allied professionals. On a five-point Likert scale, the overall mean score of face validity was 4.38±0.35 and the overall mean score of content validity was 4.69±0.32. There was no statistically significant difference in the scores provided by “experts” and “novices”. Participants reported a high level of satisfaction/self-efficacy with 60.7% considering it strongly improved their skills. The majority (82.1%) “agreed” or “strongly agreed” that after the simulation they felt confident to perform the procedure on a patient. ConclusionThe 3D-printed simulator (SimulHeart®) showed excellent face and content validity. 3D simulation may play an important role in future IC training programs. Further research is required to correlate simulator performance with clinical performance in real patients.

Implementation of a lifestyle and life‐skills intervention to prevent weight‐gain and cardiometabolic abnormalities in young people with first‐episode psychosis as part of routine care: The Keeping the Body in Mind program

AbstractObjectivesIn 2013, a cluster‐controlled pilot study found the 12‐week Keeping the Body in Mind (KBIM) lifestyle and life skills intervention was able to prevent weight gain in a small sample of youth experiencing first‐episode psychosis (FEP) with fewer than 4 weeks of antipsychotic exposure. This study aims to evaluate the effectiveness of KBIM as routine care on anthropometry and metabolic biochemistry in a larger sample of youth with FEP across three community mental health services.MethodThis retrospective chart audit was conducted on youth with FEP, prescribed a therapeutic dose of antipsychotic medication, and who engaged with KBIM between 2015 and 2019. Primary outcomes were weight and waist circumference. Secondary outcomes were blood pressure, blood glucose, and blood lipids. Outcomes were collected in at baseline and at 12 weeks. Data on program engagement were obtained from the participant's medical file.ResultsOne‐hundred and eighty‐two people met inclusion criteria, and up to 134 people had baseline and 12‐week data on one or more outcome. Mean number of sessions attended was 11.1 (SD = 7.3). Increases in weight and waist circumference were limited to 1.5 kg (SD = 5.3, t(133) = 3.2, p = .002) and 0.7 cm (SD = 5.8, t(109) = 1.2, p = .23) respectively. Eighty‐one percent of participants did not experience clinically significant weight gain (>7% of baseline weight). There were no significant changes in blood pressure or metabolic biochemistry.ConclusionThe prevention of substantial gains in weight and waist circumference observed in the initial pilot study was maintained with implementation of KBIM as part of routine clinical care for youth with FEP.

Enhancing pastoralist women's knowledge of danger signs through home-based life-saving skills intervention in Northern Kenya: A quasi experimental study

BackgroundMaternal recognition of obstetric danger signs is crucial for reducing maternal mortality and delays in seeking emergency care. However, there is insufficient knowledge about obstetric danger signs among women in rural Kenya, especially in the hard-to-reach pastoralist communities. This study aimed to determine whether home-based life-saving skills intervention improves knowledge about obstetric danger signs among women in Marsabit County, Kenya. MethodsWe conducted a quasi-experimental study with pre-posttests among 256 pregnant women, allocated to intervention and control groups. We implemented sensitization of pregnant women on obstetric danger signs and basic life-saving actions as components of home-based life-saving skills intervention. While the control group continued with routine services. Descriptive statistics was used to analyze demographic data. The chi-square test and Difference-in-Difference analysis were used to compare the intervention's proportion differences and net effect. ResultsAt baseline, no significant differences in the knowledge level existed. Proportions of women who were knowledgeable of >3 danger signs increased significantly during pregnancy [(89.7%) vs. (62.5%), p < .0001], birth [(86.5%) vs. (75.0%), p = .022], postpartum [(92.1%) vs. (74.2%), p < .000] and neonatal period [(96.8%) vs. (66.7%), p < .0001] in the intervention group than the control group at end-line. ConclusionThese results imply that it is possible to improve knowledge of obstetric danger signs among women from hard-to-reach pastoralist communities as part of home-based life-saving skills interventions. Our work contributes to the United Nation's sustainable development goal 3, which focuses on equity and commitment to reaching people needing health services regardless of where they live and their circumstances.

Examining the Impact of Group-Based Social Skills Intervention in Autistic Children Aged Eight to 15 Years.

Introduction Autism spectrum disorder (ASD) is a neurological and developmental disorder, which poses challenges to social communication and behavior, particularly affecting social functioning. Individuals with ASD face significant social challenges, including difficulty understanding social cues and body language, limited ability to engage in reciprocal social interactions, and challenges with establishing empathy. A preference for routines and repetitive behaviors limits their ability to adapt to new or unexpected social situations. These problems tend to escalate during adolescence. These often cause distress to the individual as well as the caregivers. Group-based social skills interventions (GSSIs) are a widely used and effective modality for addressing core social impairments in children with autism. This study aims to assess the impact of GSSI on the broad age group of eight to 15 years, involving parents to enhance the transferability of children's social skills. Methods This was a single-arm interventional studywhere 30 verbal autistic children, aged eight to 15 years, withintelligence quotient (IQ) > 70 were enrolled after utilizing theBinet Kamat Test of Intelligence (BKT) to assess IQand the Indian Scale for Assessment of Autism (ISAA) tograde severity of autism. The children received GSSI frominterdisciplinary therapists for 12 sessions, on a weekly basis, lasting 90 minutes each for a period of three months. After each therapy session, parents received summaries of each session and were delegated reinforcing homework assignments to enable generalization and maintenance of the skills taught. Outcome measures were taken at three points in time by utilizing the Social Communication Questionnaire (SCQ) and the parent-rated Social Responsiveness Scale 2 (p-SRS-2):T1: pre-therapy at the time of enrolment; T2: immediately post-therapy at the end of three months of training; and T3: long-term follow-up, three months after the end of training. Results Mean SCQ scores were as follows: T1 = 21.87, T2 = 18.57, and T3 = 18.57 (p = 0.000). This progressive decline at T1, T2, and T3indicated a decreasing trend in the severity of difficulties in the social communication domain. Mean p-SRS-2 scores were as follows: T1 = 73.00, T2 = 64.57, and T3 =64.30 (p < 0.0001). This declining trend at T1, T2, and T3suggested a statistically significant decrease in the severity of difficulties faced in various social aspects tested by the p-SRS-2, i.e., social awareness, social cognition, social communication, and social motivation, along with a reduction in restricted interests and repetitive behaviors (RRBs). Very strong correlation coefficients were obtained for SCQ scores (T1-T2 = 0.921, T1-T3 = 0.921, and T2-T3 = 1.000), as well as for p-SRS-2 scores (T1-T2 = 0.743, T1-T3 = 0.746, and T2-T3 = 0.989), which reinforced the statistical significance of the data. Conclusion GSSI is an effective parent-assisted intervention foradolescents with ASD, with effects lasting up to three months post-intervention.

Empowered Relief, cognitive behavioral therapy, and health education for people with chronic pain: a comparison of outcomes at 6-month Follow-up for a randomized controlled trial.

We previously conducted a 3-arm randomized trial (263 adults with chronic low back pain) which compared group-based (1) single-session pain relief skills intervention (Empowered Relief; ER); (2) 8-session cognitive behavioral therapy (CBT) for chronic back pain; and (3) single-session health and back pain education class (HE). Results suggested non-inferiority of ER vs. CBT at 3 months post-treatment on an array of outcomes. Here, we tested the durability of treatment effects at 6 months post-treatment. We examined group differences in primary and secondary outcomes at 6 months and the degree to which outcomes eroded or improved from 3-month to 6-month within each treatment group. Empowered Relief remained non-inferior to CBT on most outcomes, whereas both ER and CBT remained superior to HE on most outcomes. Outcome improvements within ER did not decrease significantly from 3-month to 6-month, and indeed ER showed additional 3- to 6-month improvements on pain catastrophizing, pain bothersomeness, and anxiety. Effects of ER at 6 months post-treatment (moderate term outcomes) kept pace with effects reported by participants who underwent 8-session CBT. The maintenance of these absolute levels implies strong stability of ER effects. Results extend to 6 months post-treatment previous findings documenting that ER and CBT exhibit similarly potent effects on outcomes.

Striving Towards Independent Living: The Trials and Tribulations of Institutionalised Adolescents in Malaysia

This phenomenological study explores how five institutionalised Malay adolescents used adaptive strategies towards independent living upon being released from welfare institutions. Five 17-year-old Malay Muslim adolescents, three males and two females, were recruited via purposive sampling for a focus group discussion to gather insights into their plans and strategies to cope with life challenges after being released from their respective welfare institutions. Thematic analysis of the FGD data extracted six themes that portrayed the adolescents’ adaptive strategies for facing challenges in life. The themes include making personal preparations, acquiring personal strengths, setting a career direction, exploring the support of friends and outsiders, feeling of being complete, searching for personal necessities and having a sense of responsibility. The findings highlight the need for developing a comprehensive life skills intervention for institutionalised adolescents and psychoeducation counselling modules to alleviate the adolescents’ uncertainties in going through the adjustment phase outside welfare institutions.

Empowering and Equipping Parents with the Basic Intervention Skills in Handling their Children with Special Learning Needs

Parents of children with special learning needs face challenges balancing family needs without sacrificing care. For remote communities, difficulty accessing support compounds struggles. This qualitative phenomenological study explored an extension intervention program's effectiveness empowering parents of children with special needs. Through interviews with participating parents, thematic analysis revealed the program helped in three key empowerment dimensions. Firstly, parents transitioned from limited disability understanding to increased knowledge through educational resources. Secondly, feelings of isolation changed to supportive social networks via connections. Finally, the program equipped parents with resilience skills/mindsets moving from hopelessness towards effective coping. The multidimensional model addressed interrelated cognitive, social and emotional issues impacting parenting. Findings provide valuable insights how holistic, community programs successfully empower/support these families. Further research understands long term impacts and relationships to child outcomes. Keywords: Coping skills, Disability intervention, Family-centered care, Parental empowerment, Resilience, Special needs children.

Associated Factors that Supporting Toilet Training for Children with Intellectual Disabilities: A Systematic Review

The basic aspect that must be mastered by children with intellectual disabilities before mastering other self-development skills is doing toilet training independently. Learning for children with intellectual disabilities in carrying out toilet training activities requires a separate technique and needs to pay attention to the factors that support the success of the program. This study aims to describe the associated factors that support toilet training for children with intellectual disabilities. This study uses a qualitative approach with a type of literature review research that seeks to describe the related factors that support toilet training for children with intellectual disabilities. This literature review was conducted from August to December 2022 using PRISMA. The authors conducted searches in online databases with large repositories of academic studies and fully accessible by the authors. The results showed that: (1) the toilet training program was made based on the results of an assessment containing the abilities, needs, and potential of children with intellectual disabilities, (2) knowledge and intervention skills possessed by parents provide a great opportunity for successful toilet training for children , and (3) there is collaboration between parents and teachers regarding the implementation of toilet training. The success of toilet training for children with intellectual disabilities is influenced by many factors so that the toilet training process requires intensive assistance, especially for parents.

Secondary Transition Interventions in Rural Communities: A Systematic Literature Review

Nearly 1 million students with individualized education programs (IEPs) live in rural communities in the United States and, to date, no reviews have examined the transition literature related to supporting students in rural settings. The purpose of this review was to examine transition-related functional skill interventions conducted in rural settings. We conducted a systematic review of the experimental literature and identified 19 articles. Interventions reviewed included transition curricula, skill-based interventions, or other interventions (e.g., occupational therapy, interagency collaboration). Few articles included substantive reporting on rurality or the effects of community context on intervention design and implementation. We discuss the paucity of rural transition research and provide recommendations for conducting and reporting future research. Understanding best practice for conducting transition interventions in rural settings requires a framework that considers how the multidimensional elements of a given community influence postsecondary needs and outcomes.

Development and validation of a new tool for assessment of trainees' interventional musculoskeletal ultrasound skills.

Interventional musculoskeletal ultrasound (MSUS) procedures are routinely performed in rheumatology practice. However, the efficacy and safety of the procedures rely on the competence of the physician, and assessment of skills is crucial. Thus, this study aimed to develop and establish validity evidence for a tool assessing trainees' interventional MSUS skills. An expert panel of rheumatologists modified an existing tool for assessing competences in invasive abdominal and thoracic ultrasound procedures. The new tool (the Assessment of Interventional Musculoskeletal Ultrasound Skills (AIMUS) tool) reflects the essential steps in interventional MSUS. To establish validity evidence, physicians with different levels of interventional MSUS experience were enrolled and performed two procedures on a rubber fantom, simulating real patient cases. All performances were video recorded, anonymized, and assessed in random order by two blinded raters using the AIMUS tool. Sixty-five physicians from 21 different countries were included and categorized into groups based on their experience, resulting in 130 videos for analysis. The internal consistency of the tool was excellent, with a Cronbach's alpha of 0.96. The inter-case reliability was good with a Pearson's correlation coefficient (PCC) of 0.74 and the inter-rater reliability was moderate to good (PCC 0.58). The ability to discriminate between different levels of experience was highly significant (p< 0.001). We have developed and established validity evidence for a new interventional MSUS assessment tool. The tool can be applied in future competency-based educational programs, provide structured feedback to trainees in daily clinical practice, and ensure end-of-training competence.

Research on the Influence of Competency on the Job Performance of College Counsellors

Introduction: This study aims to explore the impact of counselor competencies on work performance, specifically focusing on the provision of academic and personal development support to college students. The research process involved a systematic review of academic databases, including ERIC, JSTOR, and ProQuest, using search terms such as competency, job performance, college counselors, and education management. Theoretical Framework: The study emphasizes the importance of counselor competencies in determining job performance. Counselors excelling in crisis intervention, career counseling, active listening, and interpersonal skills tend to perform better, effectively addressing students' needs and guiding them in academic and personal development. Methodology: Academic databases and publications were systematically reviewed to ensure the retrieval of relevant and recent material. Strict selection criteria were applied to guarantee the caliber and applicability of chosen sources. Results: The findings underscore the significance of counselor competencies in enhancing job performance. Counselors proficient in key areas exhibit effective interaction with students, catering to their needs, and fostering academic and personal development. Conclusion: The study highlights the need to prioritize the evaluation and improvement of counselor competencies. Tailoring counselor training programs to enhance critical abilities can benefit educational institutions, ensuring better support for students' academic and personal growth.

Improving Motor Proficiency in Children with Developmental Delays: A Meta-Analysis Evaluating the Impact of Motor Skills Interventions

This study investigated the impact of motor skill interventions in improving motor proficiency among children with developmental delays following Preferred Reporting Items for Systematic Reviews and Meta-analysis “PRISMA” recommendations. The included studies were searched on four databases: Google Scholar, PEDro, MEDLINE, and Cochrane Library. Studies published during the year 2012 to 2022 were selected. The data was extracted by defining the publication year, type of study design, targeted population, and type of physical therapy intervention. The outcome measures included four components of motor proficiency: bilateral coordination, balance, speed and agility, and strength. The results revealed statistically significant findings and a large effect size for bilateral coordination (SMD=1.003, CI=95%) and speed and agility (SMD=0.854, CI=95%). However, a smaller effect size with significant findings was observed in the balance domains (SMD=0.333, CI=95%) and strength (SMD=0.337, CI=95%). Despite the promising results of the analyzed interventions, some of the included studies observed a high risk of bias. However, it is evident from the analysis that protocols directed toward advanced approaches have shown more promising results than traditional physical exercise regimens.