5,087
Views
1
CrossRef citations to date
0
Altmetric
Perspective on Rehabilitation

School-based allied health interventions for children and young people affected by neurodisability: a systematic evidence map

ORCID Icon, ORCID Icon, ORCID Icon, , ORCID Icon, & ORCID Icon show all
Pages 1239-1257 | Received 18 Oct 2021, Accepted 24 Mar 2022, Published online: 21 Apr 2022

References

  • Department for Work and Pensions. National statistics. Family resources survey: financial year 2019 to 2020. United Kingdom; 2021.
  • Department of Health. Annual report of the chief medical officer 2012, our children deserve better: Prevention pays. United Kingdom; 2013.
  • Morris C, Janssens A, Tomlinson R, et al. Towards a definition of neurodisability: a delphi survey. Dev Med Child Neurol. 2013;55(12):1103–1108.
  • Blackburn C, Spencer N, Read J. Prevalence of childhood disability and the characteristics and circumstances of disabled children in the UK: secondary analysis of the family resources survey. BMC Pediatr. 2010;10(1):21.
  • Spencer NJ, Blackburn CM, Read JM. Disabling chronic conditions in childhood and socioeconomic disadvantage: a systematic review and meta-analyses of observational studies. BMJ Open. 2015;5(9):e007062.
  • Colver A, Rapp M, Eisemann N, et al. Self-reported quality of life of adolescents with cerebral palsy: a cross-sectional and longitudinal analysis. The Lancet. 2015;385(9969):705–716.
  • Chatzitheochari S, Parsons S, Platt L. Doubly disadvantaged? bullying experiences among disabled children and young people in England. Sociology. 2016;50(4):695–713.
  • Jones L, Bellis MA, Wood S, et al. Prevalence and risk of violence against children with disabilities: a systematic review and meta-analysis of observational studies. Lancet. 2012;380(9845):899–907.
  • Chatzitheochari S, Platt L. Disability differentials in educational attainment in England: primary and secondary effects. Br J Sociol. 2019;70(2):502–525.
  • Office for National Statistics. Outcomes for disabled people in the UK: 2020. 2021.
  • World Health Organization & World Bank. World report on disabiliity. Geneva: World Health Organization & World Bank; 2011.
  • Beresford B, Clarke S, Maddison J. Therapy interventions for children with neurodisabilities: a qualitative scoping study. Health Technol Assess. 2018;22(3):1–150.
  • Anaby DR, Campbell WN, Missiuna C, GOLDs (Group for Optimizing Leadership and Delivering Services), et al. Recommended practices to organize and deliver school-based services for children with disabilities: a scoping review. Child Care Health Dev. 2019;45(1):15–27.
  • Maciver D, Rutherford M, Arakelyan S, et al. Participation of children with disabilities in school: a realist systematic review of psychosocial and environmental factors. PLOS One. 2019;14(1):e0210511.
  • Ford J, et al. Rapid review of the impact of allied health professionals on health inequalities. 2021. Cambridge: University of Cambridge.
  • World Federation of Occupational Therapists, Position statement on occupational therapy services in school-based practice for children and youth. 2016.
  • Children and Families Act. United Kingdom; 2014.
  • Office for Standards in Education Children's Services and Skills (Ofsted). SEND: old issues, new issues, next steps. United Kingdom: Ofsted; 2021.
  • Morris C, Simkiss D, Busk M, et al. Setting research priorities to improve the health of children and young people with neurodisability: a British academy of childhood disability-James lind alliance research priority setting partnership. BMJ Open. 2015;5(1):e006233–e006233.
  • Lim AK, Rhodes S, Cowan K, et al. Joint production of research priorities to improve the lives of those with childhood onset conditions that impair learning: the james lind alliance priority setting partnership for ‘learning difficulties. BMJ Open. 2019;9(10):e028780.
  • Autistica. Your questions: shaping future autism research. United Kingdom: Autistica; 2016.
  • McPin Foundation. Research priorities for children and young peoples mental health - interventions and services. United Kingdom: McPin Foundation; 2018.
  • Boyle JM, McCartney E, O'Hare A, et al. Direct versus indirect and individual versus group modes of language therapy for children with primary language impairment: principal outcomes from a randomized controlled trial and economic evaluation. Int J Lang Commun Disord. 2009;44(6):826–846.
  • Adams C, Lockton E, Freed J, et al. The social communication intervention project: a randomized controlled trial of the effectiveness of speech and language therapy for school-age children who have pragmatic and social communication problems with or without autism spectrum disorder. Int J Lang Commun Disord. 2012;47(3):233–244.
  • Zwicker JG. and A.F. Hadwin. Cognitive versus multisensory approaches to handwriting intervention: a randomized controlled trial. OTJR: Occupation, Participation and Health. 2009;29(1):40–48.
  • Verschuren O, Ketelaar M, Gorter JW, et al. Exercise training program in children and adolescents with cerebral palsy: a randomized controlled trial. Arch Pediatr Adolesc Med. 2007;161(11):1075–1081.
  • Missiuna CA, Pollock NA, Levac DE, et al. Partnering for change: an innovative School-Based occupational therapy service delivery model for children with developmental coordination disorder. Can J Occup Ther. 2012;79(1):41–50.
  • Miake-Lye IM, Hempel S, Shanman R, et al. What is an evidence map? a systematic review of published evidence maps and their definitions, methods, and products. Syst Rev. 2016;5(1):28.
  • Saran A, White H. Evidence and gap maps: a comparison of different approaches. Campbell Syst Rev. 2018;14(1):1–38.
  • Craig P, Dieppe P, Macintyre S, Medical Research Council Guidance, et al. Developing and evaluating complex interventions: the new medical research council guidance. BMJ. 2008;337:a1655.
  • Seo H-J, Kim SY, Lee YJ, et al. A newly developed tool for classifying study designs in systematic reviews of interventions and exposures showed substantial reliability and validity. J Clin Epidemiol. 2016;70:200–205.
  • Chu S. Supporting children with special educational needs (SEN): an introduction to a 3-tiered school-based occupational therapy model of service delivery in the United Kingdom. World Federation Occup Ther Bull. 2017;73(2):107–116.
  • Hutton E, Tuppeny S, Hasselbusch A. Making a case for universal and targeted children’s occupational therapy in the United Kingdom. British J Occup Ther. 2016;79(7):450–453.
  • World Health Organization. International classification of functioning, disability and health: ICF. Geneva: World Health Organization; 2001.
  • Allard A, Fellowes A, Shilling V, et al. Key health outcomes for children and young people with neurodisability: qualitative research with young people and parents. BMJ Open. 2014;4(4):e004611.
  • Lind Alliance J. The James Lind Alliance. Available from: https://www.jla.nihr.ac.uk/
  • Webster R, et al. Maximising the impact of teaching assistants in primary schools: a practical guide for school leaders. Oxon: Routledge; 2021.
  • Cullen M, et al. Special educational needs in mainstream schools: Evidence review. London: Education Endowment Foundation; 2020.
  • Ebbels SH, McCartney E, Slonims V, et al. Evidence-based pathways to intervention for children with language disorders. Int J Lang Commun Disord. 2019;54(1):3–19.
  • Maciver D, Hunter C, Johnston L, et al. Using stakeholder involvement, expert knowledge and naturalistic implementation to Co-Design a complex intervention to support children’s inclusion and participation in schools: the CIRCLE framework. Children. 2021;8(3):217.
  • Lind Alliance J. Priority Setting Partnerships. Funded research. 2020. Available from: https://www.jla.nihr.ac.uk/making-a-difference/funded-research.htm
  • Parr J. Ten years of the BACD strategic research group: maximizing opportunities for paediatric neurodisability research. Dev Med Child Neurol. 2018;60(6):531–531.
  • Webster R, De Boer AA. Where next for research on teaching assistants: the case for an international response. Eur J Special Needs Education. 2021;36(2):294–305.