A systematic review and meta-analysis of educational interventions for children and adolescents with acquired brain injury.

摘要: BACKGROUND Children with brain injuries face significant challenges in their recovery. One of the greatest is transitioning from hospital/home to school where they issues such as reintegration, lack understanding and catching up missed work. Many children struggle altered circumstances require additional supports meet academic demands systems which are ill equipped teach them. OBJECTIVE To summarise best available evidence for use educational interventions improve attainment childhood survivors acquired injury (ABI). METHODS Six electronic databases (Cinahl, Embase, Medline, PsycINFO, Pubmed, & Web Science) were systematically searched randomised controlled trials published between 1980 2017. Two authors independently reviewed these studies extracted data on type intervention, characteristics participants, outcome measures, findings recommendations. The Cochrane Collaboration's Risk Bias tool was used assess systematic error included studies. RESULTS Four met inclusion criteria (n = 296 adolescents). Three (n = 287) meta-analysis primary showed no statistically difference intervention control conditions (SMD 1.31, 95% CI -0.06 2.68, p = 0.06). No differences found favoured secondary outcomes attention, internalising or externalising behavior. All effect sizes considered small. CONCLUSIONS This review suggests that currently effective exist ABI. Greater efforts required produce rigorously tested children.