Psychosocial‐behavioural interventions for school‐aged children with intellectual disabilities: A systematic review of randomised control trials

Author:

Windsor Catriona1ORCID,Zhang Tingwei1ORCID,Wilson Nathan J.2ORCID,Blyth Katrina3ORCID,Ballentine Natalie4ORCID,Speyer Renée156ORCID

Affiliation:

1. Department Special Needs Education University of Oslo Oslo Norway

2. School of Nursing and Midwifery Western Sydney University Sydney New South Wales Australia

3. Faculty of Medicine and Health, Discipline of Speech Pathology University of Sydney Sydney New South Wales Australia

4. Rehabilitation and Physical Medicine (Medicina Física y Rehabilitación) Clinica Alemana Santiago Vitacura Chile

5. Department of Otorhinolaryngology and Head and Neck Surgery Leiden University Medical Centre Leiden The Netherlands

6. Curtin School of Allied Health, Faculty of Health Sciences Curtin University Perth Western Australia Australia

Abstract

AbstractBackgroundEvidence‐based interventions are essential for school‐aged children with intellectual disabilities to facilitate development and promote future independence.MethodsUsing a PRISMA approach, systematic screening of five databases was undertaken. Original randomised controlled studies with psychosocial‐behavioural interventions were included where participants were school aged (5‐18 yrs) with documented intellectual disability. Study methodology was assessed using the Cochrane RoB 2 tool.ResultsTwo thousand three hundred and three records were screened with 27 studies included. Studies mainly included primary school participants with mild intellectual disabilities. Most interventions focused on intellectual skills (e.g., memory, attention, literacy and mathematics) followed by adaptive skills (e.g., daily living, communication, social and education/vocation) and some focused on a combination of these.ConclusionThis review highlights the gap in evidence‐base for social, communication and education/vocation interventions with school‐aged children with moderate and severe intellectual disability. Future RCTs that bridge this knowledge gap across ages and ability are required for best practice.

Publisher

Wiley

Subject

Developmental and Educational Psychology,Education

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