A systematic review of online parent-implemented interventions for children with neurodevelopmental disorders

Tan-MacNeill, Kim M.; Smith, Isabel M.; Johnson, Shannon A.; Chorney, Jill; Corkum, Penny

doi:10.1080/02739615.2021.1886934

Cited by 17 publications

(10 citation statements)

References 66 publications

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“…This is in line with previous studies that reported increased parental satisfaction when using an online format (20). However, user feedback is mixed in more recent papers (16,17). In our survey, online delivery was described as more convenient by some families, especially for those who have a child to attend to or who do not have access to easy transportation.…”

Section: Discussionsupporting

confidence: 90%

Acceptability and expected changes in parental practices after an online behavioural parent program for ADHD during the Covid-19 pandemic

Rahaly

Fongaro

Franc

et al. 2022

Preprint

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Background: Attention deficit hyperactivity disorder (ADHD) is a common neurodevelopmental disorder in children and adolescents, characterized by attention deficit, hyperactivity, and impulsivity. Treatments for this population should be multidisciplinary and must be initiated as soon as possible. Non-pharmacological interventions for ADHD include psychoeducation, parent behavioural training programs and school interventions and accommodations. In response to the COVID-19 pandemic, we developed an online version of a combined psychoeducation and behavioural training program to facilitate access to mental health treatment and ensure continuity of care. The study assessed the acceptability of this online parent training program, among parents and/or caretakers of children and adolescents with ADHD. Methods: The program consisted of 10 online sessions over the course of 2 consecutive days (5 sessions a day). Satisfaction, usefulness and general comments about the program were assessed with open-ended questions and visual-analogous scales. Parents/caretakers’ use of strategies to manage behavioural problems was assessed using the Parenting and Family Adjustment Scales. Results: A total of 206 parents participated in the online program and 175 of them completed the evaluation. Overall, participants were satisfied with the content of the program and found it beneficial for their child. The engagement was high and no major obstacles were identified to participation, except some internet connection issues. More than half of participants had already used some of the strategies included in the program. Despite this, some difficulties in implementing new strategies were observed. Conclusions: Our study contributes to the growing body of papers evaluating online behavioral training program to improve their efficacy and content. With these measures, we hope to improve engagement in online psychoeducation and behavioural therapy programs. Future research evaluating online behavioural training programs should focus on ways to make them more accessible and adaptable to families’ obstacles.

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Section: Discussionsupporting

confidence: 90%

Acceptability and expected changes in parental practices after an online behavioural parent program for ADHD during the Covid-19 pandemic

Rahaly

Fongaro

Franc

et al. 2022

Preprint

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“…The findings of the systematic reviews were similar to the findings of the meta-analyses (Bjornstad & Montgomery, 2005 ; Ghuman et al, 2008 ; McGoey et al, 2002 ; Murray et al, 2018 ; Tan-MacNeill et al, 2021 ; Vacher et al, 2020 ; Vetter, 2018 ). Of note, systematic reviews were of low to moderate quality.…”

Section: Resultssupporting

confidence: 77%

“…Three systematic reviews evaluated specific interventions, namely Parent Child Interaction Therapy (PCIT) and the Incredible Years, showing they were efficacious for reducing parent and/or teacher reported ADHD symptoms (Ghuman et al, 2008 ; Murray et al, 2018 ; Vetter, 2018 ). One review evaluating various online parenting interventions also reported improvements in parent-rated ADHD symptoms overall (Tan-MacNeill et al, 2021 ). Two reviews also found beneficial effects on other child outcomes, such as social skills, emotion regulation and peer interaction (Murray et al, 2018 ; Vacher et al, 2020 ), and two reported improved parent–child interactions and parental confidence in managing child behavior (McGoey et al, 2002 ; Tan-MacNeill et al, 2021 ).…”

Section: Resultsmentioning

confidence: 99%

“…Magnitude of effect: moderate to large. Dose response: N/A Pyle and Fabiano ( 2017 ) Very Low Risk of bias: High risk of bias given single case study design; Precision: Varied effect sizes from small to large, general similar pattern of results across studies; Intervention directly related to outcome; Publication bias: fail-safe N suggested publication bias is unlikely to distort findings; Magnitude of effect: Unclear; Dose response: N/A Reid et al, ( 2005 ) Moderate Risk of bias: lack of randomization/blinding, small sample size reduces power of study; Precision: moderate to large effect sizes observed (19/27 calculated ES were moderate to large); Consistent across studies; Intervention directly related to outcome; Publication bias: not ascertained; Magnitude of effect: strong; Dose response: results from combined effect of SRI and medication increases the GRADE Rimestad et al, ( 2019 ) High Risk of bias: low as all RCTs; Precision: moderate effect sizes observed; Consistent across studies (9/16 moderate ES, 6/16 small ES); Intervention directly related to outcome of interest; Publication bias: Egger’s test was non-significant indicating low risk of publication bias; Magnitude of effect: moderate; Dose response: N/A Storebo et al, ( 2019 ) High Risk of bias: low as all RCTs; Precision: small to moderate effect sizes; Consistent across studies; Intervention directly related to outcome/population of interest; Publication bias: Egger’s test was non-significant and funnel plot was symmetrical, suggesting no publication bias; Magnitude of effect: Moderately strong; Dose response: N/A Tan-McNeill et al, ( 2021 ) Low Risk of bias: High risk of bias as minority of included studies were RCTs (7/15). Precision: ES not ascertained.…”

Section: Methodsmentioning

confidence: 99%

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

Hudson,

Minihan,

Chen

et al. 2023

Clin Child Fam Psychol Rev

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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.

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“…Recently published systematic and scoping reviews have focused on synthesis of evidence regarding effectiveness of interventions via teletherapy for use with specific disability cohorts (Anil et al, 2021 ; de Nocker & Toolan, 2021 ; Dias et al, 2021 ; Ellison et al, 2021 ; Ferguson et al, 2019 ; Tan‐MacNeill et al, 2021 ; Unholz‐Bowden et al, 2020 ; Vandekerckhove et al, 2020 ). To achieve roll out and scalability of teletherapy into ongoing sustainable service delivery modes, the authors propose a broadening of available literature synthesis to include an assessment focusing on operational requirements and Target Participant considerations.…”

Section: Introductionmentioning

confidence: 99%

Use of Teletherapy for allied health interventions in community‐based disability services: A scoping review of user perspectives

Benz

Norman

Hendrie

et al. 2022

Health Social Care Comm

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A systematic review of online parent-implemented interventions for children with neurodevelopmental disorders

Cited by 17 publications

References 66 publications

Acceptability and expected changes in parental practices after an online behavioural parent program for ADHD during the Covid-19 pandemic

Acceptability and expected changes in parental practices after an online behavioural parent program for ADHD during the Covid-19 pandemic

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

Use of Teletherapy for allied health interventions in community‐based disability services: A scoping review of user perspectives

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