25 juillet 2023

Interventions pour la santé mentale des jeunes enfants : une revue de revues

 Aperçu: G.M.

Interventions for Young Children's Mental Health: A Review of Reviews

Affiliations

Résumé

Afin de déterminer l'efficacité des programmes d'intervention pour les jeunes enfants (4-9 ans) ayant des besoins émergents en matière de santé mentale, nous avons effectué une revue des revues méta-analytiques et systématiques de la littérature sur les interventions.
Sur les 41 061 résumés identifiés et les 15 076 sélectionnés, 152 articles de synthèse répondaient aux critères d'inclusion. Nous avons examiné les interventions dans plusieurs disciplines ciblant : 

  1. les problèmes généraux de santé mentale ; 
  2. les symptômes d'intériorisatio;
  3. les symptômes d'extériorisation ; 
  4. l'anxiété ; 
  5. la dépression ; 
  6. les traumatismes ; 
  7. les symptômes du trouble déficitaire de l'attention/hyperactivité ; et 
  8. les problèmes de santé mentale associés au trouble du spectre de l'autisme. 

Des preuves substantielles ont été trouvées pour l'efficacité des interventions comportementales et cognitivo-comportementales pour les problèmes généraux de santé mentale, les symptômes d'extériorisation (en général, ainsi que le TDAH, la conduite et d'autres symptômes comportementaux) et les symptômes d'intériorisation (en général, ainsi que l'anxiété) chez les enfants âgés de 4 à 9 ans. 

Des données émergentes ont été identifiées pour les interventions ciblant les symptômes de traumatisme, les symptômes de dépression et les symptômes sociaux, émotionnels et comportementaux des troubles du spectre de l'autisme chez les enfants âgés de 4 à 9 ans. 

À l'heure actuelle, il n'existe que peu de preuves émergentes concernant les interventions non comportementales ou non cognitives pour les programmes ciblant les enfants âgés de 4 à 9 ans et dont l'objectif est d'offrir un programme fondé sur des preuves pour améliorer le fonctionnement social, émotionnel et/ou comportemental de l'enfant. 

Compte tenu de l'augmentation récente des besoins en matière de santé mentale chez les enfants, les interventions ciblées basées sur la thérapie comportementale et/ou cognitive devraient être largement accessibles aux enfants (et à leurs familles) qui présentent des symptômes élevés.

Abstract

To determine the efficacy of intervention programs for young children (4-9 years) with emerging mental health needs, we conducted a review of meta-analytic and systematic reviews of the intervention literature. Of 41,061 abstracts identified and 15,076 screened, 152 review articles met the inclusion criteria. We reviewed interventions across multiple disciplines targeting: (1) general mental health concerns; (2) internalizing symptoms; (3) externalizing symptoms; (4) anxiety; (5) depression; (6) trauma; (7) symptoms of attention-deficit/hyperactivity disorder; and (8) mental health concerns associated with autism spectrum disorder. Substantial evidence was found for the efficacy of behavioral and cognitive behavioral interventions for general mental health concerns, externalizing symptoms (generally, as well as ADHD, conduct, and other behavioral symptoms) and internalizing symptoms (generally, as well as anxiety) aged 4-9 years. Emerging evidence was identified for interventions targeting trauma symptoms, depression symptoms, and social, emotional and behavioral symptoms in autism spectrum disorder in children aged 4-9 years. Currently there is only limited emerging evidence regarding non-behavioral or non-cognitive behavioral interventions for programs targeting children ages 4-9 years where the aim is to deliver an evidence-based program to improve child social, emotional and/or behavioral functioning. Given the recent rises in mental health needs reported in children, targeted behavioral-and/or cognitive behavior therapy-based interventions should be made widely available to children (and their families) who experience elevated symptoms.

Keywords: Behavioral problems; Childhood; Emotional problems; Intervention; Mental health; Social problems.

References

    1. Aldabas, R. (2019). Effectiveness of social stories for children with autism: A comprehensive review. Technology & Disability, 31(1/2), 1–13. https://doi.org/10.3233/TAD-180218 - DOI
    1. Ale, C. M., McCarthy, D. M., Rothschild, L. M., & Whiteside, S. P. H. (2015). Components of cognitive behavioral therapy related to outcome in childhood anxiety disorders. Clinical Child & Family Psychology Review, 18(3), 240–251. https://doi.org/10.1007/s10567-015-0184-8 - DOI
    1. Arnold, L. E., Hodgkins, P., Caci, H., Kahle, J., & Young, S. (2015). Effect of treatment modality on long-term outcomes in attention-deficit/hyperactivity disorder: A systematic review. PLoS ONE, 10(2), e0116407. https://doi.org/10.1371/journal.pone.0116407 - DOI - PMC
    1. Bakker, M. J., Greven, C. U., Buitelaar, J. K., & Glennon, J. C. (2017). Practitioner review: Psychological treatments for children and adolescents with conduct disorder problems—A systematic review and meta-analysis. Journal of Child Psychology & Psychiatry, 58(1), 4–18. https://doi.org/10.1111/jcpp.12590 - DOI
    1. Barlow, J., & Stewart-Brown, S. (2000). Behavior problems and group-based parent education programs. Journal of Developmental and Behavioral Pediatrics, 21(5), 356–370. - DOI
    1. Battagliese, G., Caccetta, M., Luppino, O. I., Baglioni, C., Cardi, V., Mancini, F., & Buonanno, C. (2015). Cognitive-behavioral therapy for externalizing disorders: A meta-analysis of treatment effectiveness. Behavior Research & Therapy, 75, 60–71. https://doi.org/10.1016/j.brat.2015.10.008 - DOI
    1. Bauer, A., Stevens, M., Purtscheller, D., Knapp, M., Fonagy, P., Evans-Lacko, S., & Paul, J. (2021). Mobilising social support to improve mental health for children and adolescents: A systematic review using principles of realist synthesis. PLoS ONE, 16(5), e0251750. https://doi.org/10.1371/journal.pone.0251750 - DOI - PMC
    1. Baumel, A., Pawar, A., Kane, J. M., & Correll, C. U. (2016). Digital parent training for children with disruptive behaviors: Systematic review and meta-analysis of randomized trials. Journal of Child and Adolescent Psychopharmacology, 26(8), 740–749. https://doi.org/10.1089/cap.2016.0048 - DOI
    1. Baumel, A., Pawar, A., Mathur, N., Kane, J. M., & Correll, C. U. (2017). Technology-assisted parent training programs for children and adolescents with disruptive behaviors: A systematic review. Journal of Clinical Psychiatry, 78(8), e957–e969. https://doi.org/10.4088/JCP.16r11063 - DOI
    1. Bayer, J., Hiscock, H., Scalzo, K., Mathers, M., McDonald, M., Morris, A., Birdseye, J., & Wake, M. (2009). Systematic review of preventive interventions for children’s mental health: What would work in Australian contexts? Australian & New Zealand Journal of Psychiatry, 43(8), 695–710. https://doi.org/10.1080/00048670903001893 - DOI
    1. Beames, J. R., Kikas, K., O’Gradey-Lee, M., Gale, N., Werner-Seidler, A., Boydell, K. M., & Hudson, J. L. (2021). A new normal: Integrating lived experience into scientific data syntheses. Frontiers in Psychiatry. https://doi.org/10.3389/fpsyt.2021.763005 - DOI - PMC
    1. Benarous, X., Consoli, A., Guilé, J.-M., Garny Rivière, S., Cohen, D., & Olliac, B. (2017). Evidence-based treatments for youths with severely dysregulated mood: A qualitative systematic review of trials for SMD and DMDD. European Child & Adolescent Psychiatry, 26(1), 5–23. https://doi.org/10.1007/s00787-016-0907-5 - DOI
    1. Bennett, K., Manassis, K., Walter, S. D., Cheung, A., Wilansky-Traynor, P., Diaz-Granados, N., Duda, S., Rice, M., Baer, S., Barrett, P., Bodden, D., Cobham, V. E., Dadds, M. R., Flannery-Schroeder, E., Ginsburg, G., Heyne, D., Hudson, J. L., Kendall, P. C., Liber, J., & Wood, J. J. (2013). Cognitive behavioral therapy age effects in child and adolescent anxiety: An individual patient data metaanalysis. Depression and Anxiety, 30(9), 829–841. https://doi.org/10.1002/da.22099 - DOI - PMC
    1. Benoit, V., & Gabola, P. (2021). Effects of positive psychology interventions on the well-being of young children: A systematic literature review. International Journal of Environmental Research and Public Health, 18(22), 12065. - DOI - PMC
    1. Bjornstad, G. J., & Montgomery, P. (2005). Family therapy for attention-deficit disorder or attention-deficit/hyperactivity disorder in children and adolescents. Cochrane Database of Systematic Reviews. https://doi.org/10.1002/14651858.CD005042.pub2 - DOI
    1. Blewitt, C., O’Connor, A., Morris, H., May, T., Mousa, A., Bergmeier, H., & Skouteris, H. (2021). A systematic review of targeted social and emotional learning interventions in early childhood education and care settings. Early Child Development and Care, 191(14), 2159–2187. https://doi.org/10.1080/03004430.2019.1702037 - DOI
    1. Bratton, S. C., Ray, D., Rhine, T., & Jones, L. (2005). The efficacy of play therapy with children: A meta-analytic review of treatment outcomes. Professional Psychology: Research and Practice, 36(4), 376–390. - DOI
    1. Brooks, R., & Bannigan, K. (2021). Occupational therapy interventions in child and adolescent mental health to increase participation: A mixed methods systematic review. British Journal of Occupational Therapy, 84(8), 474–487. https://doi.org/10.1177/03080226211008718 - DOI
    1. Buchanan-Pascall, S., Gray, K. M., Gordon, M., & Melvin, G. A. (2018). Systematic review and meta-analysis of parent group interventions for primary school children aged 4–12 years with externalizing and/or internalizing problems. Child Psychiatry & Human Development, 49(2), 244–267. https://doi.org/10.1007/s10578-017-0745-9 - DOI
    1. Burkey, M. D., Hosein, M., Morton, I., Purgato, M., Adi, A., Kurzrok, M., Kohrt, B. A., & Tol, W. A. (2018). Psychosocial interventions for disruptive behavior problems in children in low- and middle-income countries: A systematic review and meta-analysis. Journal of Child Psychology & Psychiatry, 59(9), 982–993. https://doi.org/10.1111/jcpp.12894 - DOI
    1. Cai, Q., Chan, A. C., Lee, S. K., Marsalis, S., & Gewirtz, A. H. (2022). Effectiveness of generation PMTO to promote parenting and child adjustment: A meta-analytic review. Clinical Child and Family Psychology Review. https://doi.org/10.1007/s10567-022-00400-9 - DOI
    1. Caldwell, D. M., Davies, S. R., Hetrick, S. E., Palmer, J. C., Caro, P., López-López, J. A., Gunnell, D., Kidger, J., Thomas, J., French, C., Stockings, E., Campbell, R., & Welton, N. J. (2019). School-based interventions to prevent anxiety and depression in children and young people: A systematic review and network meta-analysis. Lancet Psychiatry, 6(12), 1011–1020. https://doi.org/10.1016/s2215-0366(19)30403-1 - DOI - PMC
    1. Camargo, S. P. H., Rispoli, M., Ganz, J., Hong, E. R., Davis, H., & Mason, R. (2014). A review of the quality of behaviorally-based intervention research to improve social interaction skills of children with ASD in inclusive settings. Journal of Autism and Developmental Disorders, 44, 2096–2116. https://doi.org/10.1007/s10803-014-2060-7 - DOI
    1. Camargo, S. P. H., Rispoli, M., Ganz, J., Hong, E. R., Davis, H., & Mason, R. (2016). Behaviorally based interventions for teaching social interaction skills to children with ASD in inclusive settings: A meta-analysis. Journal of Behavioral Education, 25(2), 223–248. https://doi.org/10.1007/s10864-015-9240-1 - DOI
    1. Carr, A., Hartnett, D., Brosnan, E., & Sharry, J. (2017). Parents plus systemic, solution-focused parent training programs: Description, review of the evidence base, and meta-analysis. Family Process, 56(3), 652–668. https://doi.org/10.1111/famp.12225 - DOI
    1. Coates, J., Taylor, J. A., & Sayal, K. (2015). Parenting interventions for ADHD: A systematic literature review and meta-analysis. Journal of Attention Disorders, 19(10), 831–843. https://doi.org/10.1177/1087054714535952 - DOI
    1. Comer, J. S., Chow, C., Chan, P. T., Cooper-Vince, C., Wilson, L. A., Comer, J. S., Chow, C., Chan, P. T., Cooper-Vince, C., & Wilson, L. A. S. (2013). Psychosocial treatment efficacy for disruptive behavior problems in very young children: A meta-analytic examination. Journal of the American Academy of Child & Adolescent Psychiatry, 52(1), 26–36. https://doi.org/10.1016/j.jaac.2012.10.001 - DOI
    1. Comer, J. S., Hong, N., Poznanski, B., Silva, K., & Wilson, M. (2019). Evidence base update on the treatment of early childhood anxiety and related problems. Journal of Clinical Child & Adolescent Psychology, 48(1), 1–15. https://doi.org/10.1080/15374416.2018.1534208 - DOI
    1. Connor, D. F., Carlson, G. A., Chang, K. D., Daniolos, P. T., Ferziger, R., Findling, R. L., Hutchinson, J. G., Malone, R. P., Halperin, J. M., Plattner, B., Post, R. M., Reynolds, D. L., Rogers, K. M., Saxena, K., & Steiner, H. (2006). Juvenile maladaptive aggression: A review of prevention, treatment, and service configuration and a proposed research agenda. Journal of Clinical Psychiatry, 67(5), 808–820. - DOI
    1. Corcoran, J., & Dattalo, P. (2006). Parent involvement in treatment for ADHD: A meta-analysis of the published studies. Research on Social Work Practice, 16(6), 561–570. https://doi.org/10.1177/1049731506289127 - DOI
    1. Cornell, H. R., Lin, T. T., & Anderson, J. A. (2018). A systematic review of play-based interventions for students with ADHD: Implications for school-based occupational therapists. Journal of Occupational Therapy, Schools & Early Intervention, 11(2), 192–211. https://doi.org/10.1080/19411243.2018.1432446 - DOI
    1. Cuijpers, P., Karyotaki, E., Ciharova, M., Miguel, C., Noma, H., Stikkelbroek, Y., & Furukawa, T. A. (2023). The effects of psychological treatments of depression in children and adolescents on response, reliable change, and deterioration: A systematic review and meta-analysis. European Child & Adolescent Psychiatry, 32(1), 177–192. https://doi.org/10.1007/s00787-021-01884-6 - DOI
    1. Dalgaard, N. T., Filges, T., Viinholt, B. C., & Pontoppidan, M. (2022). Parenting interventions to support parent/child attachment and psychosocial adjustment in foster and adoptive parents and children: A systematic review. Campbell Systematic Reviews, 18(1), e1209. https://doi.org/10.1002/cl2.1209 - DOI - PMC
    1. de Graaf, I., Speetjens, P., Smit, F., de Wolff, M., & Tavecchio, L. (2008). Effectiveness of the triple P positive parenting program on behavioral problems in children: A meta-analysis. Behavior Modification, 32(5), 714–735. https://doi.org/10.1177/0145445508317134 - DOI
    1. Dedousis-Wallace, A., Drysdale, S. A., McAloon, J., & Ollendick, T. H. (2021). Parental and familial predictors and moderators of parent management treatment programs for conduct problems in youth. Clinical Child & Family Psychology Review, 24(1), 92–119. https://doi.org/10.1007/s10567-020-00330-4 - DOI
    1. Dretzke, J., Davenport, C., Frew, E., Barlow, J., Stewart-Brown, S., Bayliss, S., Taylor, R. S., Sandercock, J., & Hyde, C. (2009). The clinical effectiveness of different parenting programmes for children with conduct problems: A systematic review of randomised controlled trials. Child & Adolescent Psychiatry & Mental Health, 3, 1–10. https://doi.org/10.1186/1753-2000-3-7 - DOI
    1. Dretzke, J., Frew, E., Davenport, C., Barlow, J., Stewart-Brown, S., Sandercock, J., Bayliss, S., Raftery, J., Hyde, C., & Taylor, R. (2005). The effectiveness and cost-effectiveness of parent training/education programmes for the treatment of conduct disorder, including oppositional defiant disorder, in children. Health Technology Assessment [winchester, England], 9(50), iii.
    1. England-Mason, G., Andrews, K., Atkinson, L., & Gonzalez, A. (2023). Emotion socialization parenting interventions targeting emotional competence in young children: A systematic review and meta-analysis of randomized controlled trials. Clinical Psychology Review. https://doi.org/10.1016/j.cpr.2023.102252 - DOI
    1. Everett, Y., Martin, C. G., & Zalewski, M. (2021). A systematic review focusing on psychotherapeutic interventions that impact parental psychopathology, child psychopathology and parenting behavior. Clinical Child and Family Psychology Review, 24, 579–598. https://doi.org/10.1007/s10567-021-00355-3 - DOI - PMC
    1. Fabiano, G. A., Pelham, W. E., Coles, E. K., Gnagy, E. M., Chronis-Tuscano, A., & O’Connor, B. C. (2009). A meta-analysis of behavioral treatments for attention-deficit/hyperactivity disorder. Clinical Psychology Review, 29(2), 129–140. https://doi.org/10.1016/j.cpr.2008.11.001 - DOI
    1. Fisak, B. J., Jr., Richard, D., & Mann, A. (2011). The prevention of child and adolescent anxiety: A meta-analytic review. Prevention Science, 12(3), 255–268. https://doi.org/10.1007/s11121-011-0210-0 - DOI
    1. Florean, I. S., Dobrean, A., Păsărelu, C. R., Georgescu, R. D., & Milea, I. (2020). The efficacy of internet-based parenting programs for children and adolescents with behavior problems: A meta-analysis of randomized clinical trials. Clinical Child & Family Psychology Review, 23(4), 510–528. https://doi.org/10.1007/s10567-020-00326-0 - DOI
    1. Forster, M., Kling, Å., & Sundell, K. (2012). Clinical significance of parent training for children with conduct problems. International Journal of Conflict & Violence, 6(2), 188–200.
    1. Forti-Buratti, M., Saikia, R., Wilkinson, E., & Ramchandani, P. (2016). Psychological treatments for depression in pre-adolescent children (12 years and younger): Systematic review and meta-analysis of randomised controlled trials. European Child & Adolescent Psychiatry, 25(10), 1045–1054. https://doi.org/10.1007/s00787-016-0834-5 - DOI
    1. Fossum, S., Handegård, B., Adolfsen, F., Vis, S., & Wynn, R. (2016). A meta-analysis of long-term outpatient treatment effects for children and adolescents with conduct problems. Journal of Child & Family Studies, 25(1), 15–29. https://doi.org/10.1007/s10826-015-0221-8 - DOI
    1. Fossum, S., Handegård, B. H., Martinussen, M., & Mørch, W. T. (2008). Psychosocial interventions for disruptive and aggressive behavior in children and adolescents: A meta-analysis. European Child & Adolescent Psychiatry, 17(7), 438–451. https://doi.org/10.1007/s00787-008-0686-8 - DOI
    1. Fox, A., Dishman, S., Valicek, M., Ratcliff, K., & Hilton, C. (2020). Effectiveness of social skills interventions incorporating peer interactions for children with attention deficit hyperactivity disorder: A systematic review. American Journal of Occupational Therapy, 74(2), 1–19. https://doi.org/10.5014/ajot.2020.040212 - DOI
    1. Furlong, M., McGilloway, S., Bywater, T., Hutchings, J., Smith, S. M., & Donnelly, M. (2012). behavioral and cognitive-behavioral group-based parenting programmes for early-onset conduct problems in children aged 3 to 12 years. Cochrane Database of Systematic Reviews. https://doi.org/10.1002/14651858.CD008225.pub2 - DOI
    1. Gaastra, G. F., Groen, Y., Tucha, L., & Tucha, O. (2016). The effects of classroom interventions on off-task and disruptive classroom behavior in children with symptoms of attention-deficit/hyperactivity disorder: A meta-analytic review. PLoS ONE, 11(2), e0148841. https://doi.org/10.1371/journal.pone.0148841 - DOI - PMC
    1. Gardner, F., Leijten, P., Harris, V., Mann, J., Hutchings, J., Beecham, J., Bonin, E. M., Berry, V., McGilloway, S., Gaspar, M., João Seabra-Santos, M., Orobio de Castro, B., Menting, A., Williams, M., Axberg, U., Morch, W. T., Scott, S., & Landau, S. (2019a). Equity effects of parenting interventions for child conduct problems: A pan-European individual participant data meta-analysis. Lancet Psychiatry, 6(6), 518–527. https://doi.org/10.1016/s2215-0366(19)30162-2 - DOI
    1. Gardner, F., Leijten, P., Melendez-Torres, G. J., Landau, S., Harris, V., Mann, J., Beecham, J., Hutchings, J., Scott, S., & Melendez-Torres, G. J. (2019b). The earlier the better? Individual participant data and traditional meta-analysis of age effects of parenting interventions. Child Development, 90(1), 7–19. https://doi.org/10.1111/cdev.13138 - DOI
    1. Ghuman, J. K., Arnold, L. E., & Anthony, B. J. (2008). Psychopharmacological and other treatments in preschool children with attention-deficit/hyperactivity disorder: Current evidence and practice. Journal of Child and Adolescent Psychopharmacology, 18(5), 413–447. - DOI - PMC
    1. Grist, R., Stallard, P., Croker, A., & Denne, M. (2019). Technology delivered interventions for depression and anxiety in children and adolescents: A systematic review and meta-analysis. Clinical Child & Family Psychology Review, 22(2), 147–171. https://doi.org/10.1007/s10567-018-0271-8 - DOI
    1. Groenman, A. P., Hornstra, R., Hoekstra, P. J., Steenhuis, L., Aghebati, A., Boyer, B. E., & van den Hoofdakker, B. J. (2022). An individual participant data meta-analysis: behavioral treatments for children and adolescents with attention-deficit/hyperactivity disorder. Journal of the American Academy of Child & Adolescent Psychiatry, 61(2), 144–158. https://doi.org/10.1016/j.jaac.2021.02.024 - DOI
    1. Gunning, C., Holloway, J., Fee, B., Breathnach, Ó., Bergin, C. M., Greene, I., & Ní Bheoláin, R. (2019). A systematic review of generalization and maintenance outcomes of social skills intervention for preschool children with autism spectrum disorder. Review Journal of Autism and Developmental Disorders, 6(2), 172–199. https://doi.org/10.1007/s40489-019-00162-1 - DOI
    1. Guthold, R., Johansson, E. W., Mathers, C. D., & Ross, D. A. (2021). Global and regional levels and trends of child and adolescent morbidity from 2000 to 2016: An analysis of years lost due to disability (YLDs). BMJ Global Health, 6(3), e004996. https://doi.org/10.1136/bmjgh-2021-004996 - DOI - PMC
    1. Guyatt, G., Oxman, A. D., Akl, E. A., Kunz, R., Vist, G., Brozek, J., & Schünemann, H. J. (2011). GRADE guidelines: 1. Introduction—GRADE evidence profiles and summary of findings tables. Journal of Clinical Epidemiology, 64(4), 383–394. - DOI
    1. Guyatt, G. H., Oxman, A. D., Vist, G. E., Kunz, R., Falck-Ytter, Y., Alonso-Coello, P., & Schünemann, H. J. (2008). GRADE: An emerging consensus on rating quality of evidence and strength of recommendations. BMJ, 336(7650), 924–926. - DOI - PMC
    1. Hambrick, E. P., & Oppenheim-Weller, S. (2016). Mental health interventions for children in foster care: A systematic review. Children & Youth Services Review, 70, 65–77. https://doi.org/10.1016/j.childyouth.2016.09.002 - DOI
    1. Harrison, J. R., Soares, D. A., Rudzinski, S., & Johnson, R. (2019). Attention deficit hyperactivity disorders and classroom-based interventions: Evidence-based status, effectiveness, and moderators of effects in single-case design research. Review of Educational Research, 89(4), 569–611. https://doi.org/10.3102/0034654319857038 - DOI
    1. Hodgson, K., Hutchinson, A. D., & Denson, L. (2014). Nonpharmacological treatments for ADHD: A meta-analytic review. Journal of Attention Disorders, 18(4), 275–282. https://doi.org/10.1177/1087054712444732 - DOI
    1. Hornstra, R., Groenman, A. P., van der Oord, S., Luman, M., Dekkers, T. J., van der Veen-Mulders, L., & van den Hoofdakker, B. J. (2023). Which components of behavioral parent and teacher training work for children with ADHD?—A metaregression analysis on child behavioral outcomes. Child and Adolescent Mental Health, 28(2), 258–268. https://doi.org/10.1111/camh.12561 - DOI
    1. Howes Vallis, E., Zwicker, A., Uher, R., & Pavlova, B. (2020). Cognitive-behavioral interventions for prevention and treatment of anxiety in young children: A systematic review and meta-analysis. Clinical Psychology Review. https://doi.org/10.1016/j.cpr.2020.101904 - DOI
    1. Humble, J. J., Summers, N. L., Villarreal, V., Styck, K. M., Sullivan, J. R., Hechler, J. M., & Warren, B. S. (2019). Child-centered play therapy for youths who have experienced trauma: A systematic literature review. Journal of Child & Adolescent Trauma, 12(3), 365–375. https://doi.org/10.1007/s40653-018-0235-7 - DOI
    1. Iznardo, M., Rogers, M. A., Volpe, R. J., Labelle, P. R., & Robaey, P. (2020). The effectiveness of daily behavior report cards for children with ADHD: A meta-analysis. Journal of Attention Disorders, 24(12), 1623–1636. https://doi.org/10.1177/1087054717734646 - DOI
    1. John-Baptiste Bastien, R., Jongsma, H. E., Kabadayi, M., & Billings, J. (2020). The effectiveness of psychological interventions for post-traumatic stress disorder in children, adolescents and young adults: A systematic review and meta-analysis. Psychological Medicine, 50(10), 1598–1612. https://doi.org/10.1017/S0033291720002007 - DOI
    1. Jugovac, S., O’Kearney, R., Hawes, D. J., & Pasalich, D. S. (2022). Attachment-and emotion-focused parenting interventions for child and adolescent externalizing and internalizing behaviors: A meta-analysis. Clinical Child and Family Psychology Review. https://doi.org/10.1007/s10567-022-00401-8 - DOI - PMC
    1. Kokina, A., & Kern, L. (2010). Social story interventions for students with autism spectrum disorders: A meta-analysis. Journal of Autism & Developmental Disorders, 40(7), 812–826. https://doi.org/10.1007/s10803-009-0931-0 - DOI
    1. Krebs, G., Pile, V., Grant, S., Degli Esposti, M., Montgomery, P., & Lau, J. Y. F. (2018). Research review: Cognitive bias modification of interpretations in youth and its effect on anxiety: A meta-analysis. Journal of Child Psychology and Psychiatry, 59(8), 831–844. https://doi.org/10.1111/jcpp.12809 - DOI
    1. Krisanaprakornkit, T., Ngamjarus, C., Witoonchart, C., & Piyavhatkul, N. (2010). Meditation therapies for attention-deficit/hyperactivity disorder (ADHD). Cochrane Database of Systematic Reviews. https://doi.org/10.1002/14651858.CD006507.pub2 - DOI - PMC
    1. Lane, C., Hogg, E., Karwatowska, L. A., French, L., Ranieri, V. F., Jesnick, L. G., & Kennedy, E. M. (2023). Personalised interventions for subgroups of children with conduct problems. Cochrane Database of Systematic Reviews. https://doi.org/10.1002/14651858.CD012746.pub2 - DOI
    1. Laurens, K. R., Graham, L. J., Dix, K. L., Harris, F., Tzoumakis, S., Williams, K. E., & Green, M. J. (2022). School-based mental health promotion and early intervention programs in new south wales, Australia: mapping practice to policy and evidence. School Mental Health, 14(3), 582–597. https://doi.org/10.1007/s12310-021-09482-2 - DOI
    1. Law, J., Plunkett, C. C., & Stringer, H. (2012). Communication interventions and their impact on behaviour in the young child: A systematic review. Child Language Teaching and Therapy, 28(1), 7–23. https://doi.org/10.1177/0265659011414214 - DOI
    1. Lawrence, D., Hafekost, J., Johnson, S. E., Saw, S., Buckingham, W. J., Sawyer, M. G., Ainley, J., & Zubrick, S. R. (2016). Key findings from the second Australian child and adolescent survey of mental health and wellbeing. Australian & New Zealand Journal of Psychiatry, 50(9), 876–886. https://doi.org/10.1177/0004867415617836 - DOI
    1. Ledford, J. R., & Pustejovsky, J. E. (2023). Systematic review and meta-analysis of stay-play-talk interventions for improving social behaviors of young children. Journal of Positive Behavior Interventions, 25(1), 65–77. https://doi.org/10.1177/1098300720983521 - DOI
    1. Lee, P., Niew, W., Yang, H., Chen, V. C., & Lin, K. (2012). A meta-analysis of behavioral parent training for children with attention deficit hyperactivity disorder. Research in Developmental Disabilities: A Multidisciplinary Journal, 33(6), 2040–2049. https://doi.org/10.1016/j.ridd.2012.05.011 - DOI
    1. Leijten, P., Melendez-Torres, G. J., Gardner, F., van Aar, J., Schulz, S., & Overbeek, G. (2018). Are relationship enhancement and behavior management “the golden couple” for disruptive child behavior? Two Meta-Analyses. Child Development, 89(6), 1970–1982. https://doi.org/10.1111/cdev.13051 - DOI
    1. Leijten, P., Melendez-Torres, G. J., Knerr, W., & Gardner, F. (2016). Transported versus homegrown parenting interventions for reducing disruptive child behavior: A multilevel meta-regression study. Journal of the American Academy of Child & Adolescent Psychiatry, 55(7), 610–617. https://doi.org/10.1016/j.jaac.2016.05.003 - DOI
    1. Leijten, P., Raaijmakers, M. A. J., de Castro, B. O., & Matthys, W. (2013). Does socioeconomic status matter? A meta-analysis on parent training effectiveness for disruptive child behavior. Journal of Clinical Child and Adolescent Psychology, 42(3), 384–392. https://doi.org/10.1080/15374416.2013.769169 - DOI
    1. Leijten, P., Scott, S., Landau, S., Harris, V., Mann, J., Hutchings, J., Beecham, J., & Gardner, F. (2020). Individual participant data meta-analysis: Impact of conduct problem severity, comorbid attention-deficit/hyperactivity disorder and emotional problems, and maternal depression on parenting program effects. Journal of the American Academy of Child & Adolescent Psychiatry, 59(8), 933–943. https://doi.org/10.1016/j.jaac.2020.01.023 - DOI
    1. Lindstrom Johnson, S., Elam, K., Rogers, A. A., & Hilley, C. (2018). A meta-analysis of parenting practices and child psychosocial outcomes in trauma-informed parenting interventions after violence exposure. Prevention Science, 19(7), 927–938. https://doi.org/10.1007/s11121-018-0943-0 - DOI
    1. Lösel, F., & Beelmann, A. (2003). Effects of child skills training in preventing antisocial behavior: A systematic review of randomized evaluations. Annals of the American Academy of Political and Social Science, 587, 84–109. https://doi.org/10.1177/0002716202250793 - DOI
    1. Maughan, D. R., Christiansen, E., Jenson, W. R., Olympia, D., & Clark, E. (2005). behavioral parent training as a treatment for externalizing behaviors and disruptive behavior disorders: A meta-analysis. School Psychology Review, 34(3), 267–286. - DOI
    1. McDonald, A., & Drey, N. S. (2018). Primary-school-based art therapy: A review of controlled studies. International Journal of Art Therapy: Inscape, 23(1), 33–44. https://doi.org/10.1080/17454832.2017.1338741 - DOI
    1. McGoey, K. E., Eckert, T. L., & DuPaul, G. J. (2002). Early intervention for preschool-age children with ADHD: A literature review. Journal of Emotional & Behavioral Disorders, 10(1), 14–28. https://doi.org/10.1177/106342660201000103 - DOI
    1. McGuire, A., Steele, R. G., & Singh, M. N. (2021). Systematic review on the application of trauma-focused cognitive behavioral therapy (TF-CBT) for preschool-aged children. Clinical Child & Family Psychology Review, 24(1), 20–37. https://doi.org/10.1007/s10567-020-00334-0 - DOI
    1. McGuire, J. F., Piacentini, J., Lew, A. B., Brennan, E. A., Murphy, T. K., & Storch, E. A. (2015). A meta-analysis of cognitive behavior therapy and medication for child obsessive-compulsive disorder: Moderators of treatment efficacy, response, and remission. Depression and Anxiety, 32(8), 580–593. https://doi.org/10.1002/da.22389 - DOI - PMC
    1. Menting, A. T. A., de Castro, B. O., & Matthys, W. (2013). Effectiveness of the incredible years parent training to modify disruptive and prosocial child behavior: A meta-analytic review. Clinical Psychology Review, 33(8), 901–913. https://doi.org/10.1016/j.cpr.2013.07.006 - DOI
    1. Michael, K. D., & Crowley, S. L. (2002). How effective are treatments for child and adolescent depression? A Meta-Analytic Review. Clin Psychol Rev, 22(2), 247–269. https://doi.org/10.1016/s0272-7358(01)00089-7 - DOI
    1. Mingebach, T., Kamp-Becker, I., Christiansen, H., & Weber, L. (2018). Meta-meta-analysis on the effectiveness of parent-based interventions for the treatment of child externalizing behavior problems. PLoS ONE, 13(9), e0202855. https://doi.org/10.1371/journal.pone.0202855 - DOI - PMC
    1. Money, R., Wilde, S., & Dawson, D. (2021). The effectiveness of theraplay for children under 12–a systematic literature review. Child and Adolescent Mental Health, 26(3), 238–251. https://doi.org/10.1111/camh.12416 - DOI
    1. Moula, Z. (2020). A systematic review of the effectiveness of art therapy delivered in school-based settings to children aged 5–12 years. International Journal of Art Therapy: Inscape, 25(2), 88–99. https://doi.org/10.1080/17454832.2020.1751219 - DOI
    1. Moula, Z., Aithal, S., Karkou, V., & Powell, J. (2020). A systematic review of child-focused outcomes and assessments of arts therapies delivered in primary mainstream schools. Children & Youth Services Review. https://doi.org/10.1016/j.childyouth.2020.104928 - DOI
    1. Mulqueen, J. M., Bartley, C. A., & Bloch, M. H. (2015). Meta-analysis: Parental interventions for preschool ADHD. Journal of Attention Disorders, 19(2), 118–124. https://doi.org/10.1177/1087054713504135 - DOI
    1. Murray, D. W., Lawrence, J. R., & LaForett, D. R. (2018). The incredible years® programs for ADHD in young children: A critical review of the evidence. Journal of Emotional & Behavioral Disorders, 26(4), 195–208. https://doi.org/10.1177/1063426617717740 - DOI
    1. Nogueira, S., Canário, A. C., Abreu-Lima, I., Teixeira, P., & Cruz, O. (2022). Group triple P intervention effects on children and parents: A systematic review and meta-analysis. International Journal of Environmental Research and Public Health, 19(4), 2113. https://doi.org/10.3390/ijerph19042113 - DOI - PMC
    1. Nye, E., Melendez-Torres, G. J., & Gardner, F. (2019). Mixed methods systematic review on effectiveness and experiences of the incredible years teacher classroom management programme. Review of Education, 7(3), 631–669. https://doi.org/10.1002/rev3.3145 - DOI
    1. Odgers, K., Dargue, N., Creswell, C., Jones, M. P., & Hudson, J. L. (2020). The limited effect of mindfulness-based interventions on anxiety in children and adolescents: A meta-analysis. Clinical Child & Family Psychology Review, 23(3), 407–426. https://doi.org/10.1007/s10567-020-00319-z - DOI
    1. Østergaard, K. R. (2018). Treatment of selective mutism based on cognitive behavioral therapy, psychopharmacology and combination therapy—A systematic review. Nordic Journal of Psychiatry, 72(4), 240–250. https://doi.org/10.1080/08039488.2018.1439530 - DOI
    1. Parker, M. M., Hergenrather, K., Smelser, Q., & Kelly, C. T. (2021a). Exploring child-centered play therapy and trauma: A systematic review of literature. International Journal of Play Therapy, 30(1), 2–13. https://doi.org/10.1037/pla0000136 - DOI
    1. Parker, M. M., Hunnicutt Hollenbaugh, K. M., & Kelly, C. T. (2021b). Exploring the impact of child-centered play therapy for children exhibiting behavioral problems: A meta-analysis. International Journal of Play Therapy, 30(4), 259. https://doi.org/10.1037/pla0000128 - DOI
    1. Pauli-Pott, U., Mann, C., & Becker, K. (2021). Do cognitive interventions for preschoolers improve executive functions and reduce ADHD and externalizing symptoms? A meta-analysis of randomized controlled trials. European Child & Adolescent Psychiatry, 30, 1503–1521. https://doi.org/10.1007/s00787-020-01627-z - DOI
    1. Pester, D., Lenz, A. S., & Dell’Aquila, J. (2019). Meta-analysis of single-case evaluations of child-centered play therapy for treating mental health symptoms. International Journal of Play Therapy, 28(3), 144–156. https://doi.org/10.1037/pla0000098 - DOI
    1. Phillips, S., & Mychailyszyn, M. (2021). A review of parent-child interaction therapy (PCIT): Applications for youth anxiety. Children and Youth Services Review, 125, 105986. https://doi.org/10.1016/j.childyouth.2021.105986 - DOI
    1. Pilling, S., Fonagy, P., Allison, E., Barnett, P., Campbell, C., Constantinou, M., Gardner, T., Lorenzini, N., Matthews, H., Ryan, A., Sacchetti, S., Truscott, A., Ventura, T., Watchorn, K., Whittington, C., & Kendall, T. (2020). Long-term outcomes of psychological interventions on children and young people’s mental health: A systematic review and meta-analysis. PLoS ONE, 15(11), 28. https://doi.org/10.1371/journal.pone.0236525 - DOI
    1. Purgato, M., Gross, A. L., Betancourt, T., Bolton, P., Bonetto, C., Gastaldon, C., Gordon, J., O’Callaghan, P., Papola, D., Peltonen, K., Punamaki, R. L., Richards, J., Staples, J. K., Unterhitzenberger, J., van Ommeren, M., de Jong, J., Jordans, M. J. D., Tol, W. A., & Barbui, C. (2018). Focused psychosocial interventions for children in low-resource humanitarian settings: A systematic review and individual participant data meta-analysis. The Lancet Global Health, 6(4), e390–e400. https://doi.org/10.1016/s2214-109x(18)30046-9 - DOI
    1. Pyle, K., & Fabiano, G. A. (2017). Daily report card intervention and attention deficit hyperactivity disorder: A meta-analysis of single-case studies. Exceptional Children, 83(4), 378–395. https://doi.org/10.1177/0014402917706370 - DOI
    1. Reichow, B., Steiner, A. M., & Volkmar, F. (2013). Cochrane review: Social skills groups for people aged 6 to 21 with autism spectrum disorders (ASD). Evidence-Based Child Health: A Cochrane Review Journal, 8, 266–315. https://doi.org/10.1002/ebch.1903 - DOI
    1. Reid, R., Trout, A. L., & Schartz, M. (2005). Self-regulation interventions for children with attention deficit/hyperactivity disorder. Exceptional Children, 71(4), 17–361.
    1. Reynolds, S., Wilson, C., Austin, J., & Hooper, L. (2012). Effects of psychotherapy for anxiety in children and adolescents: A meta-analytic review. Clinical Psychology Review, 32(4), 251–262. https://doi.org/10.1016/j.cpr.2012.01.005 - DOI
    1. Riise, E. N., Wergeland, G. J. H., Njardvik, U., & Öst, L.-G. (2021). Cognitive behavior therapy for externalizing disorders in children and adolescents in routine clinical care: A systematic review and meta-analysis. Clinical Psychology Review. https://doi.org/10.1016/j.cpr.2020.101954 - DOI
    1. Rimestad, M. L., Lambek, R., Zacher Christiansen, H., & Hougaard, E. (2019). Short- and long-term effects of parent training for preschool children with or at risk of ADHD: A systematic review and meta-analysis. Journal of Attention Disorders, 23(5), 423–434. https://doi.org/10.1177/1087054716648775 - DOI
    1. Rosner, R., Kruse, J., & Hagl, M. (2010). A meta-analysis of interventions for bereaved children and adolescents. Death Studies, 34(2), 99–136. https://doi.org/10.1080/07481180903492422 - DOI
    1. Sanchez, A. L., Cornacchio, D., Poznanski, B., Golik, A. M., Chou, T., & Comer, J. S. (2018). The effectiveness of school-based mental health services for elementary-aged children: A meta-analysis. Journal of the American Academy of Child & Adolescent Psychiatry, 57(3), 153–165. https://doi.org/10.1016/j.jaac.2017.11.022 - DOI
    1. Savaglio, M., Yap, M. B., O’Donnell, R., & Skouteris, H. (2023). Targeted community-based programmes for children’s mental health: A systematic review and meta-analysis of the Australian literature. Australian & New Zealand Journal of Psychiatry, 57(2), 197–212. https://doi.org/10.1177/00048674221124506 - DOI
    1. Sawyer, M. G., Reece, C. E., Sawyer, A. C. P., Johnson, S. E., & Lawrence, D. (2018). Has the prevalence of child and adolescent mental disorders in Australia changed between 1998 and 2013 to 2014? Journal of the American Academy of Child & Adolescent Psychiatry, 57(5), 343-350.e5. https://doi.org/10.1016/j.jaac.2018.02.012 - DOI
    1. Schleider, J. L., & Weisz, J. R. (2017). Little treatments, promising effects? Meta-analysis of single-session interventions for youth psychiatric problems. Journal of the American Academy of Child & Adolescent Psychiatry, 56(2), 107–115. https://doi.org/10.1016/j.jaac.2016.11.007 - DOI
    1. Sheridan, S. M., Smith, T. E., Moorman Kim, E., Beretvas, S. N., & Park, S. (2019). A meta-analysis of family-school interventions and children’s social-emotional functioning: Moderators and components of efficacy. Review of Educational Research, 89(2), 296–332. https://doi.org/10.3102/0034654318825437 - DOI
    1. Shucksmith, J., Jones, S., & Summerbell, C. (2010). The role of parental involvement in school-based mental health interventions at primary (elementary) school level. Advances in School Mental Health Promotion, 3(1), 18–29. https://doi.org/10.1080/1754730X.2010.9715671 - DOI
    1. Slaughter, A. M., McNeel, M. M., Storch, E. A., & Mire, S. S. (2020). Where should we go from here? Identified gaps in the literature in psychosocial interventions for youth with autism spectrum disorder and comorbid anxiety. Children’s Health Care, 49(4), 435–471. https://doi.org/10.1080/02739615.2020.1756818 - DOI
    1. Smith, S., Barajas, K., Ellis, B., Moore, C., McCauley, S., & Reichow, B. (2021). A meta-analytic review of randomized controlled trials of the good behavior game. Behavior Modification, 45(4), 641–666. https://doi.org/10.1177/0145445519878670 - DOI
    1. Solomon, D. T., Niec, L. N., & Schoonover, C. E. (2017). The impact of foster parent training on parenting skills and child disruptive behavior: A meta-analysis. Child Maltreatment, 22(1), 3–13. https://doi.org/10.1177/1077559516679514 - DOI
    1. Sprung, M., Münch, H. M., Harris, P. L., Ebesutani, C., & Hofmann, S. G. (2015). Children’s emotion understanding: A meta-analysis of training studies. Developmental Review, 37, 41–65. https://doi.org/10.1016/j.dr.2015.05.001 - DOI
    1. Steains, S. Y., Malouff, J. M., & Schutte, N. S. (2021). Efficacy of psychological interventions for selective mutism in children: A meta-analysis of randomized controlled trials. Child: Care, Health and Development, 47(6), 771–781. https://doi.org/10.1111/cch.12895 - DOI
    1. Stoltz, S., van Londen, M., Dekovic, M., de Castro, B. O., & Prinzie, P. (2012). Effectiveness of individually delivered indicated school-based interventions on externalizing behavior. International Journal of Behavioral Development, 36(5), 381–388. https://doi.org/10.1177/0165025412450525 - DOI
    1. Storebø, O. J., Elmose Andersen, M., Skoog, M., Joost Hansen, S., Simonsen, E., Pedersen, N., Tendal, B., Callesen, H. E., Faltinsen, E., & Gluud, C. (2019). Social skills training for attention deficit hyperactivity disorder (ADHD) in children aged 5 to 18 years. Cochrane Database of Systematic Reviews. https://doi.org/10.1002/14651858.CD008223.pub3 - DOI - PMC
    1. Sun, M., Rith-Najarian, L. R., Williamson, T. J., & Chorpita, B. F. (2019). Treatment features associated with youth cognitive behavioral therapy follow-up effects for internalizing disorders: A meta-analysis. Journal of Clinical Child & Adolescent Psychology, 48, S269–S283. https://doi.org/10.1080/15374416.2018.1443459 - DOI
    1. Sun, Y., Lamoreau, R., O’Connell, S., Horlick, R., & Bazzano, A. N. (2021). Yoga and mindfulness interventions for preschool-aged children in educational settings: A systematic review. International Journal of Environmental Research and Public Health, 18(11), 6091. https://doi.org/10.3390/ijerph18116091 - DOI - PMC
    1. Tan-MacNeill, K. M., Smith, I. M., Johnson, S. A., Chorney, J., & Corkum, P. (2021). A systematic review of online parent-implemented interventions for children with neurodevelopmental disorders. Children’s Health Care, 50(3), 239–277. https://doi.org/10.1080/02739615.2021.1886934 - DOI
    1. Tarver, J., Daley, D., Lockwood, J., & Sayal, K. (2014). Are self-directed parenting interventions sufficient for Externalizing behavior problems in childhood? A systematic review and meta-analysis. European Child & Adolescent Psychiatry, 23(12), 1123–1137. https://doi.org/10.1007/s00787-014-0556-5 - DOI
    1. Tarver, J., Palmer, M., Webb, S., Scott, S., Slonims, V., Simonoff, E., & Charman, T. (2019). Child and parent outcomes following parent interventions for child emotional and behavioral problems in autism spectrum disorders: A systematic review and meta-analysis. Autism the International Journal of Research and Practice, 23(7), 1630–1644. https://doi.org/10.1177/1362361319830042 - DOI
    1. Thongseiratch, T., Leijten, P., & Melendez-Torres, G. J. (2020). Online parent programs for children’s behavioral problems: A meta-analytic review. European Child and Adolescent Psychiatry, 29(11), 1555–1568. https://doi.org/10.1007/s00787-020-01472-0 - DOI
    1. Tse, J. (2006). Research on day treatment programs for preschoolers with disruptive behavior disorders. Psychiatric Services, 57(4), 477–486. https://doi.org/10.1176/ps.2006.57.4.477 - DOI
    1. Tully, L., & Hunt, C. (2016). Brief parenting interventions for children at risk of externalizing behavior problems: A systematic review. Journal of Child & Family Studies, 25(3), 705–719. https://doi.org/10.1007/s10826-015-0284-6 - DOI
    1. Türk, S., Korfmacher, A. K., Gerger, H., van der Oord, S., & Christiansen, H. (2023). Interventions for ADHD in childhood and adolescence: A systematic umbrella review and meta-meta-analysis. Clinical Psychology Review, 102, 102271. - DOI
    1. Uretsky, M. C., & Hoffman, J. A. (2017). Evidence for group-based foster parent training programs in reducing externalizing child behaviors: A systematic review and meta-analysis. Journal of Public Child Welfare, 11(4/5), 464–486. https://doi.org/10.1080/15548732.2017.1326360 - DOI
    1. Vacher, C., Goujon, A., Romo, L., & Purper-Ouakil, D. (2020). Efficacy of psychosocial interventions for children with ADHD and emotion dysregulation: A systematic review. Psychiatry Research. https://doi.org/10.1016/j.psychres.2020.113151 - DOI
    1. van der Oord, S., Prins, P. J. M., Oosterlaan, J., & Emmelkamp, P. M. G. (2008). Efficacy of methylphenidate, psychosocial treatments and their combination in school-aged children with ADHD: A meta-analysis. Clinical Psychology Review, 28(5), 783–800. - DOI
    1. Veenman, B., Luman, M., & Oosterlaan, J. (2018). Efficacy of behavioral classroom programs in primary school. A meta-analysis focusing on randomized controlled trials. PLoS ONE, 13(10), e0201779. https://doi.org/10.1371/journal.pone.0201779 - DOI - PMC
    1. Vekety, B., Logemann, H. A., & Takacs, Z. K. (2021). The effect of mindfulness-based interventions on inattentive and hyperactive–impulsive behavior in childhood: A meta-analysis. International Journal of Behavioral Development, 45(2), 133–145. https://doi.org/10.1177/0165025420958192 - DOI
    1. Vetter, J. A. (2018). Parent-child interaction therapy for autism spectrum and attention-deficit/hyperactivity disorders: A review of the literature. Child & Family Behavior Therapy, 40(3), 204–232. https://doi.org/10.1080/07317107.2018.1487740 - DOI
    1. Viswanathan, M., Wallace, I. F., Middleton, J. C., Kennedy, S. M., McKeeman, J., Hudson, K., & Kahwati, L. (2022). Screening for anxiety in children and adolescents: Evidence report and systematic review for the US preventive services task force. JAMA, 328(14), 1445–1455. https://doi.org/10.1007/s00787-020-01627-z - DOI
    1. Wahman, C. L., Pustejovsky, J. E., Ostrosky, M. M., & Santos, R. M. (2022). Examining the effects of social stories™ on challenging behavior and prosocial skills in young children: A systematic review and meta-analysis. Topics in Early Childhood Special Education, 41(4), 267–279. - DOI
    1. Wang, P., & Spillane, A. (2009). Evidence-based social skills interventions for children with autism: A meta-analysis. Education and Training in Developmental Disabilities, 44, 318–342.
    1. Wang, S.-Y., Cui, Y., & Parrila, R. (2011). Examining the effectiveness of peer-mediated and video-modeling social skills interventions for children with autism spectrum disorders: A meta-analysis in single-case research using HLM. Research in Autism Spectrum Disorders, 5(1), 562–569. https://doi.org/10.1016/j.rasd.2010.06.023 - DOI
    1. Wang, S.-Y., Parrila, R., & Cui, Y. (2013). Meta-analysis of social skills interventions of single-case research for individuals with autism spectrum disorders: Results from three-level HLM. Journal of Autism & Developmental Disorders, 43(7), 1701–1716. https://doi.org/10.1007/s10803-012-1726-2 - DOI
    1. Ward, M., Theule, J., & Cheung, K. (2016). Parent-child interaction therapy for child disruptive behavior disorders: A meta-analysis. Child & Youth Care Forum, 45(5), 675–690. https://doi.org/10.1007/s10566-016-9350-5 - DOI
    1. Weitlauf, A. S., Sathe, N., McPheeters, M. L., & Warren, Z. E. (2017). Interventions targeting sensory challenges in autism spectrum disorder: A systematic review. Pediatrics, 139(6), 1–22. https://doi.org/10.1542/peds.2017-0347 - DOI
    1. Werner-Seidler, A., Perry, Y., Calear, A. L., Newby, J. M., & Christensen, H. (2017). School-based depression and anxiety prevention programs for young people: A systematic review and meta-analysis. Clinical Psychology Review, 51, 30–47. https://doi.org/10.1016/j.cpr.2016.10.005 - DOI
    1. Werner-Seidler, A., Spanos, S., Calear, A. L., Perry, Y., Torok, M., O’Dea, B., Christensen, H., & Newby, J. M. (2021). School-based depression and anxiety prevention programs: An updated systematic review and meta-analysis. Clinical Psychology Review, 89, 102079. - DOI
    1. Whalon, K., Conroy, M., Martinez, J., & Werch, B. (2015). School-based peer-related social competence interventions for children with autism spectrum disorder: A meta-analysis and descriptive review of single case research design studies. Journal of Autism & Developmental Disorders, 45(6), 1513–1531. https://doi.org/10.1007/s10803-015-2373-1 - DOI
    1. Wilkes-Gillan, S., Cordier, R., Chen, Y. W., Swanton, R., Mahoney, N., Trimboli, C., & Tam, E. (2021). A systematic review of video-modelling interventions for children and adolescents with attention-deficit hyperactivity disorder. Australian Occupational Therapy Journal, 68(5), 454–471. https://doi.org/10.1111/1440-1630.12747 - DOI
    1. Willis, D., Siceloff, E. R., Morse, M., Neger, E., & Flory, K. (2019). Stand-alone social skills training for youth with ADHD: A systematic review. Clinical Child & Family Psychology Review, 22(3), 348–366. https://doi.org/10.1007/s10567-019-00291-3 - DOI
    1. Wright, B., Marshall, D., Adamson, J., Ainsworth, H., Ali, S., Allgar, V., & Williams, C. (2016). Social Stories™ to alleviate challenging behaviour and social difficulties exhibited by children with autism spectrum disorder in mainstream schools: Design of a manualised training toolkit and feasibility study for a cluster randomised controlled trial with nested qualitative and cost-effectiveness components. Health Technology Assessment (winchester, England), 20(6), 1. - DOI - PMC
    1. Yap, M. B. H., Morgan, A. J., Cairns, K., Jorm, A. F., Hetrick, S. E., & Merry, S. (2016). Parents in prevention: A meta-analysis of randomized controlled trials of parenting interventions to prevent internalizing problems in children from birth to age 18. Clinical Psychology Review, 50, 138–158. https://doi.org/10.1016/j.cpr.2016.10.003 - DOI
    1. Ye, P., Huang, Z., Zhou, H., & Tang, Q. (2021). Music-based intervention to reduce aggressive behavior in children and adolescents: A meta-analysis. Medicine (baltimore), 100(4), e23894. https://doi.org/10.1097/md.0000000000023894 - DOI
    1. Yin, B., Teng, T., Tong, L., Li, X., Fan, L., Zhou, X., & Xie, P. (2021). Efficacy and acceptability of parent-only group cognitive behavioral intervention for treatment of anxiety disorder in children and adolescents: A meta-analysis of randomized controlled trials. BMC Psychiatry, 21(1), 29. https://doi.org/10.1186/s12888-020-03021-0 - DOI - PMC
    1. Zarakoviti, E., Shafran, R., Papadimitriou, D., & Bennett, S. D. (2021). The efficacy of parent training interventions for disruptive behavior disorders in treating untargeted comorbid internalizing symptoms in children and adolescents: A systematic review. Clinical Child and Family Psychology Review, 24(3), 542–552. https://doi.org/10.1007/s10567-021-00349-1 - DOI - PMC
    1. Zwi, M., Jones, H., Thorgaard, C., York, A., & Dennis, J. A. (2011). Parent training interventions for attention deficit hyperactivity disorder (ADHD) in children aged 5 to 18 years. Cochrane Database of Systematic Reviews. https://doi.org/10.1002/14651858.CD003018.pub - DOI - PMC

Aucun commentaire: