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The problem
Intervention: School-based interventions (individualised and multi-tiered, some involving teachers and parents) to improve psychosocial functioning
Who it was tested with: Primary school children with neurodevelopmental diagnoses, mainly autistic children and children with ADHD.
Children or communities are compared with a group that did not receive the intervention, or followed over years. This is the design that best separates what the intervention did from everything else that changed.
"Eligible randomised controlled trials (RCTs) needed to evaluate school‐based interventions for primary school children with neurodevelopmental or mental health diagnoses." The review pools randomised trials with comparison groups, so it is classed as experimental evidence.
Conclusions are limited to autistic children and children with ADHD. Effect sizes are described only as small. Screening was done mainly by one author. The interventions varied widely in techniques and outcome measures.
Across countries and designs
1 study · 3 countries
