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people" /></a></div><div class="bkr_bib"><h1 id="_NBK575880_"><span itemprop="name">Interventions to support readiness for school in looked-after children and young people</span></h1><div class="subtitle">Looked-After Children and Young People</div><p><b>Evidence review H</b></p><p><i>NICE Guideline, No. 205</i></p><div class="half_rhythm">London: <a href="https://www.nice.org.uk" ref="pagearea=meta&targetsite=external&targetcat=link&targettype=publisher"><span itemprop="publisher">National Institute for Health and Care Excellence (NICE)</span></a>; <span itemprop="datePublished">2021 Oct</span>.<div class="small">ISBN-13: <span itemprop="isbn">978-1-4731-4291-6</span></div></div><div><a href="/books/about/copyright/">Copyright</a> © NICE 2021.</div></div><div class="bkr_clear"></div></div><div id="niceng205er8.s1"><h2 id="_niceng205er8_s1_">Interventions to support readiness for school for looked-after children and young people</h2><div id="niceng205er8.s1.1"><h3>Review questions</h3><dl class="temp-labeled-list"><dl class="bkr_refwrap"><dt>a)</dt><dd><p class="no_top_margin">What is the effectiveness of interventions to support readiness for school?</p></dd></dl><dl class="bkr_refwrap"><dt>b)</dt><dd><p class="no_top_margin">Are interventions to support readiness for school acceptable and accessible to looked-after children and young people and their care providers? What are the barriers to, and facilitators for the effectiveness of these interventions to support readiness for school?</p></dd></dl></dl><div id="niceng205er8.s1.1.1"><h4>Introduction</h4><p>Looked-after children are at a greater risk of poor educational outcomes. In 2017, 56.3% of looked-after children had a special educational need, compared with 45.9% of children in need and 14.4% of all children. At key stage 2, 32% of looked-after children and young people reached the expected standard in reading, writing and maths (compared with 61% of those who were not looked after). In 2016, 0.10% of looked-after children were permanently excluded from school, compared to 0.08% of all children. Pre-emptive interventions that support readiness for school prior to a looked-after child’s entry into preschool, primary, or secondary education could help to improve educational outcomes while the child is at school,</p><p>Looked after children and young people are currently entitled to a pupil premium to support their education, however there is uncertainty about which specific educational interventions work. The (2010) NICE guideline for looked-after children and young people did not include recommendations on specific educational interventions. A NICE surveillance review found new evidence that indicated recommendations on school readiness might be needed. This review was conducted to consider the effectiveness of this and other readiness for school interventions among looked-after children and young people.</p></div><div id="niceng205er8.s1.1.2"><h4>Summary of protocol</h4><div id="niceng205er8.s1.1.2.1"><h5>PICO table</h5><div class="iconblock whole_rhythm clearfix ten_col table-wrap" id="figniceng205er8tab1"><a href="/books/NBK575880/table/niceng205er8.tab1/?report=objectonly" target="object" title="Table 1" class="img_link icnblk_img figpopup" rid-figpopup="figniceng205er8tab1" rid-ob="figobniceng205er8tab1"><img class="small-thumb" src="/books/NBK575880/table/niceng205er8.tab1/?report=thumb" src-large="/books/NBK575880/table/niceng205er8.tab1/?report=previmg" alt="Table 1. PICO for review on interventions to support readiness for school in looked-after children and young people." /></a><div class="icnblk_cntnt"><h4 id="niceng205er8.tab1"><a href="/books/NBK575880/table/niceng205er8.tab1/?report=objectonly" target="object" rid-ob="figobniceng205er8tab1">Table 1</a></h4><p class="float-caption no_bottom_margin">PICO for review on interventions to support readiness for school in looked-after children and young people. </p></div></div></div><div id="niceng205er8.s1.1.2.2"><h5>SPIDER table</h5><div class="iconblock whole_rhythm clearfix ten_col table-wrap" id="figniceng205er8tab2"><a href="/books/NBK575880/table/niceng205er8.tab2/?report=objectonly" target="object" title="Table 2" class="img_link icnblk_img figpopup" rid-figpopup="figniceng205er8tab2" rid-ob="figobniceng205er8tab2"><img class="small-thumb" src="/books/NBK575880/table/niceng205er8.tab2/?report=thumb" src-large="/books/NBK575880/table/niceng205er8.tab2/?report=previmg" alt="Table 2. SPIDER table for review on interventions to support care placement stability in looked-after children and young people." /></a><div class="icnblk_cntnt"><h4 id="niceng205er8.tab2"><a href="/books/NBK575880/table/niceng205er8.tab2/?report=objectonly" target="object" rid-ob="figobniceng205er8tab2">Table 2</a></h4><p class="float-caption no_bottom_margin">SPIDER table for review on interventions to support care placement stability in looked-after children and young people. </p></div></div></div></div><div id="niceng205er8.s1.1.3"><h4>Methods and process</h4><p>This evidence review was developed using the methods and process described in <a href="https://www.nice.org.uk/process/pmg20/chapter/introduction" ref="pagearea=body&targetsite=external&targetcat=link&targettype=uri">Developing NICE guidelines: the manual</a>. For further details of the methods used see <a href="/books/NBK575880/bin/niceng205er8_bm1.pdf">Appendix N</a>. Methods specific to this review question are described in this section and in the review protocol in <a href="#niceng205er8.appa">Appendix A</a>.</p><p>The search strategies for this review (and across the entire guideline) are detailed in <a href="#niceng205er8.appb">Appendix B</a>.</p><p>Declarations of interest were recorded according to <a href="https://www.nice.org.uk/Media/Default/About/Who-we-are/Policies-and-procedures/declaration-of-interests-policy.pdf" ref="pagearea=body&targetsite=external&targetcat=link&targettype=uri">NICE’s 2018 conflicts of interest policy</a>.</p></div><div id="niceng205er8.s1.1.4"><h4>Effectiveness evidence</h4><div id="niceng205er8.s1.1.4.1"><h5>Included studies</h5><p>The search for this review was part of a broader search for the whole guideline. After removing duplicates, a total of 36,866 studies were identified from the search. After screening these references based on their titles and abstracts, 151 studies were obtained and reviewed against the inclusion criteria as described in the review protocol for interventions to support readiness for school (<a href="#niceng205er8.appa">Appendix A</a>). Overall, 15 studies were included, reporting on nine original studies.</p><p>The evidence consisted of nine original randomised controlled trials, no qualitative evidence was identified for this review question. See the table below for a summary of included studies. For the full evidence tables please see <a href="#niceng205er8.appd">Appendix D</a>. The full references of included studies are given in the reference section of this chapter. These articles considered 7 different readiness-for-school or developmental catch-up interventions.</p></div><div id="niceng205er8.s1.1.4.2"><h5>Excluded studies</h5><p>In total, 136 references were excluded because they did not meet the eligibility criteria. See <a href="#niceng205er8.appj">Appendix J</a> for a list of references for excluded studies, with reasons for exclusion.</p></div></div><div id="niceng205er8.s1.1.5"><h4>Summary of studies included in the evidence</h4><div id="niceng205er8.s1.1.5.1"><h5>Quantitative evidence</h5><div class="iconblock whole_rhythm clearfix ten_col table-wrap" id="figniceng205er8tab3"><a href="/books/NBK575880/table/niceng205er8.tab3/?report=objectonly" target="object" title="Table" class="img_link icnblk_img figpopup" rid-figpopup="figniceng205er8tab3" rid-ob="figobniceng205er8tab3"><img class="small-thumb" src="/books/NBK575880/table/niceng205er8.tab3/?report=thumb" src-large="/books/NBK575880/table/niceng205er8.tab3/?report=previmg" alt="Image " /></a><div class="icnblk_cntnt"><h4 id="niceng205er8.tab3"><a href="/books/NBK575880/table/niceng205er8.tab3/?report=objectonly" target="object" rid-ob="figobniceng205er8tab3">Table</a></h4><p class="float-caption no_bottom_margin">ABC-I: 24 DEF: 28</p></div></div><p>See <a href="#niceng205er8.appd">Appendix D</a> for full evidence tables</p></div><div id="niceng205er8.s1.1.5.2"><h5>Qualitative evidence</h5><p>No qualitative evidence was identified for this review question</p></div></div><div id="niceng205er8.s1.1.6"><h4>Summary of the effectiveness evidence</h4><div id="niceng205er8.s1.1.6.1"><h5>Pre-school</h5><div class="iconblock whole_rhythm clearfix ten_col table-wrap" id="figniceng205er8tab4"><a href="/books/NBK575880/table/niceng205er8.tab4/?report=objectonly" target="object" title="Table 3" class="img_link icnblk_img figpopup" rid-figpopup="figniceng205er8tab4" rid-ob="figobniceng205er8tab4"><img class="small-thumb" src="/books/NBK575880/table/niceng205er8.tab4/?report=thumb" src-large="/books/NBK575880/table/niceng205er8.tab4/?report=previmg" alt="Table 3. Summary GRADE table (Attachment and biobehavioural catch-up for infants (ABC-I) vs Developmental Education for Families (DEF))." /></a><div class="icnblk_cntnt"><h4 id="niceng205er8.tab4"><a href="/books/NBK575880/table/niceng205er8.tab4/?report=objectonly" target="object" rid-ob="figobniceng205er8tab4">Table 3</a></h4><p class="float-caption no_bottom_margin">Summary GRADE table (Attachment and biobehavioural catch-up for infants (ABC-I) vs Developmental Education for Families (DEF)). </p></div></div><div class="iconblock whole_rhythm clearfix ten_col table-wrap" id="figniceng205er8tab5"><a href="/books/NBK575880/table/niceng205er8.tab5/?report=objectonly" target="object" title="Table 4" class="img_link icnblk_img figpopup" rid-figpopup="figniceng205er8tab5" rid-ob="figobniceng205er8tab5"><img class="small-thumb" src="/books/NBK575880/table/niceng205er8.tab5/?report=thumb" src-large="/books/NBK575880/table/niceng205er8.tab5/?report=previmg" alt="Table 4. Summary GRADE table (Attachment and biobehavioural catch-up for toddlers (ABC-T) vs Developmental Education for Families (DEF))." /></a><div class="icnblk_cntnt"><h4 id="niceng205er8.tab5"><a href="/books/NBK575880/table/niceng205er8.tab5/?report=objectonly" target="object" rid-ob="figobniceng205er8tab5">Table 4</a></h4><p class="float-caption no_bottom_margin">Summary GRADE table (Attachment and biobehavioural catch-up for toddlers (ABC-T) vs Developmental Education for Families (DEF)). </p></div></div><div class="iconblock whole_rhythm clearfix ten_col table-wrap" id="figniceng205er8tab6"><a href="/books/NBK575880/table/niceng205er8.tab6/?report=objectonly" target="object" title="Table 5" class="img_link icnblk_img figpopup" rid-figpopup="figniceng205er8tab6" rid-ob="figobniceng205er8tab6"><img class="small-thumb" src="/books/NBK575880/table/niceng205er8.tab6/?report=thumb" src-large="/books/NBK575880/table/niceng205er8.tab6/?report=previmg" alt="Table 5. Summary GRADE table (Attachment and biobehavioural catch-up for infants and toddlers (ABC-I/T) vs Developmental Education for Families (DEF))." /></a><div class="icnblk_cntnt"><h4 id="niceng205er8.tab6"><a href="/books/NBK575880/table/niceng205er8.tab6/?report=objectonly" target="object" rid-ob="figobniceng205er8tab6">Table 5</a></h4><p class="float-caption no_bottom_margin">Summary GRADE table (Attachment and biobehavioural catch-up for infants and toddlers (ABC-I/T) vs Developmental Education for Families (DEF)). </p></div></div><div class="iconblock whole_rhythm clearfix ten_col table-wrap" id="figniceng205er8tab7"><a href="/books/NBK575880/table/niceng205er8.tab7/?report=objectonly" target="object" title="Table 6" class="img_link icnblk_img figpopup" rid-figpopup="figniceng205er8tab7" rid-ob="figobniceng205er8tab7"><img class="small-thumb" src="/books/NBK575880/table/niceng205er8.tab7/?report=thumb" src-large="/books/NBK575880/table/niceng205er8.tab7/?report=previmg" alt="Table 6. Summary GRADE table (Head start programme vs care as usual)." /></a><div class="icnblk_cntnt"><h4 id="niceng205er8.tab7"><a href="/books/NBK575880/table/niceng205er8.tab7/?report=objectonly" target="object" rid-ob="figobniceng205er8tab7">Table 6</a></h4><p class="float-caption no_bottom_margin">Summary GRADE table (Head start programme vs care as usual). </p></div></div></div><div id="niceng205er8.s1.1.6.2"><h5>Entering primary school-age education</h5><div class="iconblock whole_rhythm clearfix ten_col table-wrap" id="figniceng205er8tab8"><a href="/books/NBK575880/table/niceng205er8.tab8/?report=objectonly" target="object" title="Table 7" class="img_link icnblk_img figpopup" rid-figpopup="figniceng205er8tab8" rid-ob="figobniceng205er8tab8"><img class="small-thumb" src="/books/NBK575880/table/niceng205er8.tab8/?report=thumb" src-large="/books/NBK575880/table/niceng205er8.tab8/?report=previmg" alt="Table 7. Summary GRADE table (Therapeutic playgroups vs care as usual)." /></a><div class="icnblk_cntnt"><h4 id="niceng205er8.tab8"><a href="/books/NBK575880/table/niceng205er8.tab8/?report=objectonly" target="object" rid-ob="figobniceng205er8tab8">Table 7</a></h4><p class="float-caption no_bottom_margin">Summary GRADE table (Therapeutic playgroups vs care as usual). </p></div></div><div class="iconblock whole_rhythm clearfix ten_col table-wrap" id="figniceng205er8tab9"><a href="/books/NBK575880/table/niceng205er8.tab9/?report=objectonly" target="object" title="Table 8" class="img_link icnblk_img figpopup" rid-figpopup="figniceng205er8tab9" rid-ob="figobniceng205er8tab9"><img class="small-thumb" src="/books/NBK575880/table/niceng205er8.tab9/?report=thumb" src-large="/books/NBK575880/table/niceng205er8.tab9/?report=previmg" alt="Table 8. Summary GRADE table (Kids in Transition to School (KITS) programme vs care as usual)." /></a><div class="icnblk_cntnt"><h4 id="niceng205er8.tab9"><a href="/books/NBK575880/table/niceng205er8.tab9/?report=objectonly" target="object" rid-ob="figobniceng205er8tab9">Table 8</a></h4><p class="float-caption no_bottom_margin">Summary GRADE table (Kids in Transition to School (KITS) programme vs care as usual). </p></div></div></div><div id="niceng205er8.s1.1.6.3"><h5>Entering secondary school-age education</h5><div class="iconblock whole_rhythm clearfix ten_col table-wrap" id="figniceng205er8tab10"><a href="/books/NBK575880/table/niceng205er8.tab10/?report=objectonly" target="object" title="Table 9" class="img_link icnblk_img figpopup" rid-figpopup="figniceng205er8tab10" rid-ob="figobniceng205er8tab10"><img class="small-thumb" src="/books/NBK575880/table/niceng205er8.tab10/?report=thumb" src-large="/books/NBK575880/table/niceng205er8.tab10/?report=previmg" alt="Table 9. Summary GRADE table (Middle School Success vs care as usual)." /></a><div class="icnblk_cntnt"><h4 id="niceng205er8.tab10"><a href="/books/NBK575880/table/niceng205er8.tab10/?report=objectonly" target="object" rid-ob="figobniceng205er8tab10">Table 9</a></h4><p class="float-caption no_bottom_margin">Summary GRADE table (Middle School Success vs care as usual). </p></div></div><p>See <a href="#niceng205er8.appf">appendix F</a> for full GRADE tables.</p></div></div><div id="niceng205er8.s1.1.7"><h4>Economic evidence</h4><div id="niceng205er8.s1.1.7.1"><h5>Included studies</h5><p>A systematic review was conducted to cover all questions within this guideline update. The study selection diagram is available in <a href="#niceng205er8.appg">Appendix G</a>. The search returned 3,197 publications since 2000. Additionally, 29 publications were identified through reference tracking. Of these records, 3,225 were excluded on basis of title and abstract for this review question. One publication was inspected in full and found to be relevant for inclusion. An updated search was conducted in November 2020 to identify any newly published papers. The search returned 584 publications. After screening titles and abstracts five publications were considered for full text inspection but did not meet the inclusion criteria and were excluded from the evidence report.</p></div></div><div id="niceng205er8.s1.1.8"><h4>Summary of included cost effectiveness evidence</h4><div class="iconblock whole_rhythm clearfix ten_col table-wrap" id="figniceng205er8tab11"><a href="/books/NBK575880/table/niceng205er8.tab11/?report=objectonly" target="object" title="Table" class="img_link icnblk_img figpopup" rid-figpopup="figniceng205er8tab11" rid-ob="figobniceng205er8tab11"><img class="small-thumb" src="/books/NBK575880/table/niceng205er8.tab11/?report=thumb" src-large="/books/NBK575880/table/niceng205er8.tab11/?report=previmg" alt="Image " /></a><div class="icnblk_cntnt"><h4 id="niceng205er8.tab11"><a href="/books/NBK575880/table/niceng205er8.tab11/?report=objectonly" target="object" rid-ob="figobniceng205er8tab11">Table</a></h4><p class="float-caption no_bottom_margin">
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Lynch 2017
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<i>US</i>
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</p></div></div></div><div id="niceng205er8.s1.1.9"><h4>Economic model</h4><p>No economic modelling was undertaken for this review question.</p></div><div id="niceng205er8.s1.1.10"><h4>The committee’s discussion of the evidence</h4><div id="niceng205er8.s1.1.10.1"><h5>Interpreting the evidence</h5><div id="niceng205er8.s1.1.10.1.1"><h5>The outcomes that matter most</h5><p>The committee were hopeful for results that would define the success of interventions to support readiness for school in terms of clear educational outcomes while the child was at school. For example, the committee were particularly interested in outcomes that would relate to academic success in UK settings e.g. a child’s Key Stage level (the educational knowledge expected of students at various ages in the UK). For developmental outcomes among pre-school children, the committee were interested in “Good Level of Development” or GLD as defined by a child meeting Early Learning Goals, as set out in the Early Years Foundation Stage (EYFS). Other outcomes outlined in the protocol were both important and clearly defined such as homework completion, school attendance, school absence, school exclusion, or school suspension.</p><p>Secondary in importance to these outcomes, were behavioural, cognitive, and social outcomes while the child was at school. While these outcomes were important, they may be more difficult to define, and their relationship to academic success one step removed from the more critical outcomes described above. Similarly, measures of a child’s knowledge and beliefs about school may not translate directly into academic success and, regardless, may be better captured by qualitative evidence.</p><p>The committee considered the evidence from the 9 included randomised controlled trials. Outcomes reported for preschool interventions captured some developmental outcomes (such as receptive language/vocabulary scores, cognitive flexibility scores, theory of mind scores, attention problems) and some pre-academic outcomes (such as pre-academic skills scores and maths/reading scores). Other reported outcomes related to social and behavioural outcomes (such as child-teacher relationship, behaviour problems, aggressive/hyperactive scores) or more surrogate outcomes such as “positive approach to learning” scores. The committee recognised the validated nature of some of the scores e.g. the Child Behaviour Checklist and did not recognise other scores (such as the Woodcock-Johnson III tests of achievement), however, in all cases, it was unclear how such scores related to true academic or developmental success in this group of children. One test (the theory of mind score) was not considered to have been conducted properly to measure what it was attempting to measure. The committee felt the test described in the paper was more of a test of ability to imitate, rather than a true theory of mind test.</p><p>Outcomes reported for children entering primary school were varied including pre-academic measures (such as sound fluency, letter naming, concepts about print, and pre-reading skills), relational outcomes (such as social competence and prosocial skills), behavioural outcomes (such as aggression, internalising, and externalising symptoms), emotional outcomes such as (emotional regulation and understanding) and outcomes relating to confidence such as self-competence. In addition, some outcomes were reported which have relevance to physical health such as “attitudes towards substance use” but also have some relation to behaviour at school. Once again, the committee noted the lack of clear academic outcomes such as appropriate Key Stage level. Presented research frequently use scales designed for research rather than “real-life” measures of academic success which would have more relevance.</p><p>No academic outcomes were reported in studies of secondary school-age interventions. Outcomes reported included measures of behavioural problems (such as delinquent behaviour, association with delinquent peers, internalising and externalising problems) social outcomes (such as prosocial behaviour) and substance use outcomes (such as alcohol, tobacco, and marijuana use scores). The committee noted the lack of outcomes relating to educational success for these interventions. The reported outcomes were considered as surrogate, since better behaviour may lead to better educational outcomes, and improved social outcomes may relate to other experiences of relational success in the school setting for looked after children and young people.</p></div><div id="niceng205er8.s1.1.10.1.2"><h5>The quality of the evidence</h5><p>The overall quality of all the presented evidence was noted to be very low by the criteria outlined in GRADE. This was for several reasons. Included research studies were all considered at high risk of bias, often due to poor reporting of methods. This meant there was lack of clarity regarding: how randomisation and allocation concealment was performed; whether participants were lost to follow up (and how many); whether there was missing data (and how much); whether a blinding procedure was carried out for assessments; and whether the trial and analysis were performed in accordance with a pre-defined protocol. The lack of certainty regarding a pre-defined protocol was particularly problematic since many studies had measured multiple relevant outcomes at different time points but may have only reported selected (or composite) outcomes at selected time points. In addition, some studies used versions of multivariable modelling in which it was unclear how the variables entered into the model had been selected. In GRADE, all included research studies were considered as having very serious risk of bias. It would be difficult to determine the direction of the bias in all cases, however, if selection of outcomes or analysis has occurred this is often a bias in favour of finding a statistically significant result in favour of the intervention group. Similarly, some of the outcomes measured had very subjective components, if the assessors had prior knowledge of the intervention group this may have led to a bias in the direction of a positive intervention effect (where the intervention is believed to be effective).</p><p>The committee also noted the lack of UK evidence. Most included studies were from America which the committee noted had a very different social care system. As a result, studies from outside of the UK were marked down for quality on account of indirectness. The committee considered that they would have difficulty recommending a readiness for school intervention without some experience or evidence that similar interventions had been implemented successfully in the UK population.</p><p>Finally, the committee commented on the confidence intervals which were frequently too wide to be able to discern an important effect between study groups. The reasons for this were discussed with the committee which included the sample sizes in the reporting studies, which were generally small, and the measures themselves, which may be considerably variable within the intervention groups meaning that a larger sample size is required to observe a statistically significant difference between comparison groups.</p><p>The GRADE rating of all evidence considered was “very low”. Taking this into account the committee considered that it would be inappropriate to make any strong recommendations regarding the use of readiness for school interventions. Rather, the committee would make use of “consider” (weaker strength) recommendations which reflect the uncertainty of the evidence base.</p><p>Finally, the committee noted that much of the evidence focussed on looked-after children who were already in the school system and were being prepared to start the school year at the same time as other school children. The committee determined that school-readiness interventions should also apply to children moving from school to school in the middle of a school year or returning to school following extended absence, events that occur more commonly in the looked-after children population. Recommendations were worded to reflect the possibility of these events.</p></div><div id="niceng205er8.s1.1.10.1.3"><h5>Benefits and harms</h5><div id="niceng205er8.s1.1.10.1.3.1"><h5>Preschool interventions</h5><p>The committee considered RCT evidence looking at the Attachment and Biobehavioural Catch-up intervention for infants and toddlers (ABC-I/T). It was noted that these were the only interventions that were compared to another active intervention (not counting usual care). ABC-I/T was compared to developmental education for families (DEF). ABC-I/T was distinct from DEF in its focus on promoting sensitive caregiving and use of video feedback. Included studies found that ABC-I was associated with significantly improved receptive language score at three years of age, even after adjusting for baseline differences between comparison groups. Participants receiving ABC-T had improved attention problems and cognitive flexibility at 4 years of age, and improved receptive vocabulary across 3–6 years of age. Participants receiving ABC-I/T were found to have improved theory of mind and cognitive flexibility scores across ages 4–6. For all these results it was not possible to tell if the difference observed between groups was important, since confidence intervals were wide.</p><p>The committee discussed the ABC-I/T intervention and its similarity to interventions already recommended in the NICE guidance on attachment disorders (NG26) – in this case the committee considered its use for preschool development. Similarities between ABC-I/T and these recommendations included the focus on teaching nurturing, non-frightening, and sensitive caregiving; the need for parental education and guidance about child development and the impact of trauma, neglect and disrupted attachments; encouraging caregivers to promote child-led play; and the use of a video-feedback programme consisting of 10 sessions over a few months, highlighting parental strengths and areas for improvement. The committee considered the overlap between the population considered in NG26 and those considered in the current guideline. The committee felt that all looked after children and young people were “at risk of” attachment difficulties, and therefore that the evidence-base considered in NG26 was relevant to the current guideline. Therefore, the committee chose to cross-refer to guidance in NG26 to answer the question of what interventions should be considered for pre-school children to assist their development in care.</p><p>The committee considered RCT evidence looking at the Head Start programme intervention for 3 to 4-year-olds. In one study, there was no difference between Head Start and usual care observed for maths and reading scores at 5–6 years of age. After adjusting for baseline differences, studies found that being in the Head Start intervention group was associated with greater pre-academic skills, teacher-child relationship, and behaviour problems at 1-year follow up, as well as improved hyperactivity scores at 5–6 years of age. For these results it was not possible to tell whether the differences between groups were important.</p><p>The committee reflected that the comparison groups (care as usual) for the Head Start trials were likely to have received some if not many of the same services as the Head Start group. It was felt that Head Start was too broad an intervention, and the evidence of effect too weak, for its recommendation within the current guideline. Head Start encompassed preschool education; medical, dental, and mental health care; nutrition services; and services to help parents foster their child’s development. Therefore, the committee considered it was not possible to isolate the aspect of the intervention that might be important for developmental outcomes in a looked-after child or young person. Finally, the committee noted that several services offered in Head Start were already available for looked-after children in the UK population.</p></div><div id="niceng205er8.s1.1.10.1.3.2"><h5>Interventions for entering primary-school education</h5><p>The committee considered RCT evidence looking at the Kids in Transition to School (KITS) intervention, targeted at children aged 5–6 years old entering kindergarten. After adjustment for differences at baseline, KITS was associated with improved early literacy skills and self-regulatory skills following the intervention. After adjustment for differences at baseline, KITS was associated with improved oppositional and aggressive behaviours. Over 12 months of kindergarten, participants in the KITS intervention group experienced more days free from internalising symptoms. At 9 years of age, children in the KITS group were found to have greater self-competence and fewer positive attitudes towards alcohol, after adjustment for baseline differences this group was also associated with fewer positive attitudes towards antisocial behaviours. For these results it was not possible to tell whether the differences between groups were important.</p><p>For the KITS intervention, the committee considered the broad reported improvements across several reported dimensions and the considerably long follow up period. However, it was noted that many differences between intervention groups were only observed after statistical adjustment in a multivariable model. In addition, it was not clear that the effects observed were greater than the minimum important difference. Resource impacts of the KITS intervention are discussed below.</p><p>The committee considered RCT evidence looking at therapeutic playgroups used in children in kindergarten entering second grade (7–8 years). At 2 weeks following the intervention foster parent-rated social competence was improved in the intervention group (mean difference 1.53 (0.63 to 2.43). Emotional lability was also improved in the intervention group; however, it was not possible to tell if this was an important difference.</p><p>The committee noted that of all the evidence presented, the only reported effect size that was greater than the level of the minimum important difference was that found for foster-parent-rated social competence at 2-week follow-up in looked-after children who had received therapeutic playgroups (compared to care as usual). The committee considered the use of playgroups in children and noted the differences in quality between usual playgroups and guided therapeutic playgroups which included learning opportunities to improve socialisation and the attention of small child-to-staff ratios. However, it was recognised that evidence consisted of a small trial (n=20) and that results at longer-term follow up (1 month) were not able to differentiate an effect. Because of this, and the expense of running therapeutic playgroups, the committee did not recommend them specifically. But they agreed that early-years education should include opportunities to improve socialisation, such as early-years education in playgroups as well as other opportunities to encourage child-led play.</p></div><div id="niceng205er8.s1.1.10.1.3.3"><h5>Interventions for entering secondary-school education</h5><p>The committee considered RCT evidence looking at the Middle School Success (MSS) programme for foster girls entering secondary school education (age 11–12). Compared to care as usual, after adjusting for baseline differences, MSS was found to be associated with improved internalising problems and externalising problems at 6 months follow up. At 12 months follow up, the MSS group was found to have a greater prosocial score. At 3 years follow up, the MSS group was found to have improved substance use scores (including tobacco use and marijuana use scores).</p><p>Similarly to results from other readiness for school interventions, the committee observed that improvements were found in the intervention group across several behavioural outcomes. However, effect sizes may be unimportant, and many impacts were only observed after adjustment in multivariable modelling. The committee considered the broadly positive findings with the use of readiness for school interventions. However, the committee did not wish to specifically recommend one model of readiness for school intervention over another.</p><p>In terms of harms of the intervention, the committee considered the reviewed interventions were likely to be benign. However, it was raised that, particularly in a child returning to school after prolonged absence, the necessity to cope with the possibility of peers and parents of other children “finding out” about the “looked after” situation of a child could be traumatic, and particularly a risk if the child is receiving special interventions for education. These risks must be balanced with the opportunities for benefit that a child may receive from efforts to support their readiness for school. Other evidence suggested that looked-after children and young people did not necessarily want more professionals or programmes in their lives.</p><p>The committee therefore agreed there was a broad benefit of tailored transition support into new school placements. They favoured approaches that would help ease the looked-after person into the new school placement but not single them out, for example, structured visits to the school beforehand, school preparation for the carer, meeting the designated teacher, and handover between designated teachers.</p><p>The committee also agreed that transition to a new school placement may need input from professionals beyond those in education and therefore recommended the inclusion of other relevant caring professionals for transition support and decision making (e.g. healthcare).</p></div></div></div><div id="niceng205er8.s1.1.10.2"><h5>Cost effectiveness and resource use</h5><p>The committee was presented with evidence from one published cost-effectiveness study (<a class="bibr" href="#niceng205er8.s1.1.ref16" rid="niceng205er8.s1.1.ref16">Lynch 2017</a>) comparing the Kids in Transition to School intervention (KITS) to standard foster care in looked after children entering kindergarten in the US. The study concluded that KITS was more effective than standard foster care at increasing the number of days free from internalising symptoms (IFD) and days free from externalising behaviour (EFD) over a period of 12 months, but KITS was also more costly (ICER: £45 per IFD and £44 per EFD). The committee agreed that the study had limited applicability to the UK context because it was conducted from a US perspective and had a relatively short 1-year time horizon, which may be insufficient to capture the longer-term consequences of the intervention. The committee noted that the study had very serious limitations because it was informed by a single randomised controlled trial of very low quality. The committee also noted that IFD and EFD were not specific measures of readiness for school and that the economic analysis only focussed on these measures even though a number of other potentially more relevant or meaningful outcomes had been captured in the trial.</p><p>The committee discussed that KITS was a resource-intensive intervention, delivered over 24 sessions to groups of 12–15 children by a lead teacher and 2 assistant teachers using a manualised set of strategies and 8 caregiver group meetings led by a facilitator and co-facilitator. Given the available evidence, the committee felt that KITS was unlikely to be an effective use of resources.</p><p>The committee also considered the potential costs and resources of delivering other interventions for which there was effectiveness evidence but no published economic evidence. There was some evidence that therapeutic playgroups led to an improvement in parent-rated social competence in looked-after children of primary school age. This intervention was delivered in accordance with a curriculum manual in 14 sessions over 7 weeks with a student-to-staff ratio of 3:1. The committee felt therapeutic playgroups would be more affordable than interventions involving multiple 1:1 sessions delivered individually in the home, but noted that the evidence on differences between usual playgroups and guided therapeutic playgroups was from a small trial with no long-term follow up. Therefore, the committee recommended that early-years education including playgroups, and other opportunities to encourage child-led play should be considered to support social competence in LACYP, but did not specifically recommend therapeutic playgroups.</p><p>The committee agreed that the resource impact of these recommendations is low. Early years support should be provided as a statutory service, so no additional resource is required. Transition support and services is also currently supported by the Virtual School. Furthermore, these interventions can be funded through the Pupil Premium which is part of statutory education funding provision for LACYP.</p></div><div id="niceng205er8.s1.1.10.3"><h5>Other factors the committee took into account</h5><p>The committee discussed who should be involved with the care of a looked-after child transitioning between schools. In the absence of evidence, the committee made a consensus recommendation to “consider the use of multidisciplinary specialist support for transition services tailored to the child’s needs.” The committee felt that transition to school should be tailored to the needs of the child, a bespoke model, which is better suited to delivery by a multidisciplinary team (e.g. composed of education specialists, social workers, occupational therapists, and psychologists to intervene as needed).</p></div></div><div id="niceng205er8.s1.1.rl.r1"><h4>References – included studies</h4><ul class="simple-list"><div id="niceng205er8.s1.1.rl.r1.1"><h5>Effectiveness</h5><ul class="simple-list"><li class="half_rhythm"><p><div class="bk_ref" id="niceng205er8.s1.1.ref1">Bernard, Kristin; Lee, Amy Hyoeun; Dozier, Mary; Effects of the ABC Intervention on Foster Children’s Receptive Vocabulary: Follow-Up Results From a Randomized Clinical Trial.; Child maltreatment; 2017; vol. 22 (no. 2); 174–179 [<a href="/pmc/articles/PMC5610911/" ref="pagearea=cite-ref&targetsite=entrez&targetcat=link&targettype=pmc">PMC free article<span class="bk_prnt">: PMC5610911</span></a>] [<a href="https://pubmed.ncbi.nlm.nih.gov/28152611" ref="pagearea=cite-ref&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 28152611</span></a>]</div></p></li><li class="half_rhythm"><p><div class="bk_ref" id="niceng205er8.s1.1.ref2">Hu
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A, Van Ryzin
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MJ, Schweer-Collins
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ML, Leve
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LD. Peer relations and delinquency among girls in foster care following a skill-building preventive intervention. Child maltreatment. 2020
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May
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14:1077559520923033. [<a href="/pmc/articles/PMC7666035/" ref="pagearea=cite-ref&targetsite=entrez&targetcat=link&targettype=pmc">PMC free article<span class="bk_prnt">: PMC7666035</span></a>] [<a href="https://pubmed.ncbi.nlm.nih.gov/32406265" ref="pagearea=cite-ref&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 32406265</span></a>]</div></p></li><li class="half_rhythm"><p><div class="bk_ref" id="niceng205er8.s1.1.ref3">Kim, Hyoun K; Leve, Leslie D; Substance use and delinquency among middle school girls in foster care: a three-year follow-up of a randomized controlled trial.; Journal of consulting and clinical psychology; 2011; vol. 79 (no. 6); 740–50 [<a href="/pmc/articles/PMC3226884/" ref="pagearea=cite-ref&targetsite=entrez&targetcat=link&targettype=pmc">PMC free article<span class="bk_prnt">: PMC3226884</span></a>] [<a href="https://pubmed.ncbi.nlm.nih.gov/22004305" ref="pagearea=cite-ref&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 22004305</span></a>]</div></p></li><li class="half_rhythm"><p><div class="bk_ref" id="niceng205er8.s1.1.ref4">Lee, Kyunghee; Head Start’s impact on cognitive outcomes for children in foster care.; Child Abuse Review; 2016; vol. 25 (no. 2); 128–141</div></p></li><li class="half_rhythm"><p><div class="bk_ref" id="niceng205er8.s1.1.ref5">Lee
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K, Lee
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JS. Parental Book Reading and Social-Emotional Outcomes for Head Start Children in Foster Care. Social work in public health. 2016
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Jul
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28;31(5):408–18. [<a href="https://pubmed.ncbi.nlm.nih.gov/27167763" ref="pagearea=cite-ref&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 27167763</span></a>]</div></p></li><li class="half_rhythm"><p><div class="bk_ref" id="niceng205er8.s1.1.ref6">Lewis-Morrarty, Erin; Dozier, Mary; Bernard, Kristin; Terracciano, Stephanie M; Moore, Shannon V; Cognitive flexibility and theory of mind outcomes among foster children: preschool follow-up results of a randomized clinical trial.; The Journal of adolescent health : official publication of the Society for Adolescent Medicine; 2012; vol. 51 (no. 2suppl); 17–22 [<a href="/pmc/articles/PMC3407592/" ref="pagearea=cite-ref&targetsite=entrez&targetcat=link&targettype=pmc">PMC free article<span class="bk_prnt">: PMC3407592</span></a>] [<a href="https://pubmed.ncbi.nlm.nih.gov/22794528" ref="pagearea=cite-ref&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 22794528</span></a>]</div></p></li><li class="half_rhythm"><p><div class="bk_ref" id="niceng205er8.s1.1.ref7">Lind, Teresa; Lee Raby, K; Caron, E B; Roben, Caroline K P; Dozier, Mary; Enhancing executive functioning among toddlers in foster care with an attachment-based intervention.; Development and psychopathology; 2017; vol. 29 (no. 2); 575–586 [<a href="/pmc/articles/PMC5650491/" ref="pagearea=cite-ref&targetsite=entrez&targetcat=link&targettype=pmc">PMC free article<span class="bk_prnt">: PMC5650491</span></a>] [<a href="https://pubmed.ncbi.nlm.nih.gov/28401847" ref="pagearea=cite-ref&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 28401847</span></a>]</div></p></li><li class="half_rhythm"><p><div class="bk_ref" id="niceng205er8.s1.1.ref8">Lipscomb, Shannon T, Pratt, Megan E, Schmitt, Sara A
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et al. (2013) School readiness in children living in non-parental care: Impacts of Head Start.. Journal of Applied Developmental Psychology
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34(1): 28–37</div></p></li><li class="half_rhythm"><p><div class="bk_ref" id="niceng205er8.s1.1.ref9">Lynch, Frances L; Dickerson, JohnF; Pears, Katherine C; Fisher, Philip A; Cost effectiveness of a school readiness intervention for foster children.; Children and Youth ServicesReview; 2017; vol. 81; 63–71 [<a href="/pmc/articles/PMC5737933/" ref="pagearea=cite-ref&targetsite=entrez&targetcat=link&targettype=pmc">PMC free article<span class="bk_prnt">: PMC5737933</span></a>] [<a href="https://pubmed.ncbi.nlm.nih.gov/29276324" ref="pagearea=cite-ref&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 29276324</span></a>]</div></p></li><li class="half_rhythm"><p><div class="bk_ref" id="niceng205er8.s1.1.ref10">Pears, Katherine C; Fisher, Philip A; Bronz, Kimberly D; An intervention to promote social emotional school readiness in foster children: Preliminary outcomes from a pilot study.; School Psychology Review; 2007; vol. 36 (no. 4); 665–673 [<a href="/pmc/articles/PMC2593470/" ref="pagearea=cite-ref&targetsite=entrez&targetcat=link&targettype=pmc">PMC free article<span class="bk_prnt">: PMC2593470</span></a>] [<a href="https://pubmed.ncbi.nlm.nih.gov/19057655" ref="pagearea=cite-ref&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 19057655</span></a>]</div></p></li><li class="half_rhythm"><p><div class="bk_ref" id="niceng205er8.s1.1.ref11">Pears, Katherine C; Kim, Hyoun K; Fisher, Philip A; Effects of a school readiness intervention for children in foster care on oppositional and aggressive behaviors in kindergarten.; Children and Youth Services Review; 2012; vol. 34 (no. 12); 2361–2366 [<a href="/pmc/articles/PMC3661284/" ref="pagearea=cite-ref&targetsite=entrez&targetcat=link&targettype=pmc">PMC free article<span class="bk_prnt">: PMC3661284</span></a>] [<a href="https://pubmed.ncbi.nlm.nih.gov/23710106" ref="pagearea=cite-ref&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 23710106</span></a>]</div></p></li><li class="half_rhythm"><p><div class="bk_ref" id="niceng205er8.s1.1.ref12">Pears, Katherine C; Fisher, PhilipA; Kim, Hyoun K; Bruce, Jacqueline; Healey, Cynthia V; Yoerger, Karen;Immediate effects of a school readiness intervention for children in fostercare.; Early Education and Development; 2013; vol. 24 (no. 6); 771–791 [<a href="/pmc/articles/PMC3760738/" ref="pagearea=cite-ref&targetsite=entrez&targetcat=link&targettype=pmc">PMC free article<span class="bk_prnt">: PMC3760738</span></a>] [<a href="https://pubmed.ncbi.nlm.nih.gov/24015056" ref="pagearea=cite-ref&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 24015056</span></a>]</div></p></li><li class="half_rhythm"><p><div class="bk_ref" id="niceng205er8.s1.1.ref13">Pears, Katherine C; Kim, Hyoun K;Fisher, Philip A; Decreasing risk factors for later alcohol use andantisocial behaviors in children in foster care by increasing early promotivefactors.; Children and Youth Services Review; 2016; vol. 65; 156–165 [<a href="/pmc/articles/PMC4857707/" ref="pagearea=cite-ref&targetsite=entrez&targetcat=link&targettype=pmc">PMC free article<span class="bk_prnt">: PMC4857707</span></a>] [<a href="https://pubmed.ncbi.nlm.nih.gov/27158175" ref="pagearea=cite-ref&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 27158175</span></a>]</div></p></li><li class="half_rhythm"><p><div class="bk_ref" id="niceng205er8.s1.1.ref14">Raby
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K.L.; Freedman
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E.; Yarger
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H.A.; Lind
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T.; Dozier
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M. ; Enhancing the language development of toddlers in foster care by promoting foster parents’ sensitivity: Results from a randomized controlled trial; Developmental science; 2019; vol. 22 (no. 2); e12753 [<a href="/pmc/articles/PMC6716063/" ref="pagearea=cite-ref&targetsite=entrez&targetcat=link&targettype=pmc">PMC free article<span class="bk_prnt">: PMC6716063</span></a>] [<a href="https://pubmed.ncbi.nlm.nih.gov/30230658" ref="pagearea=cite-ref&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 30230658</span></a>]</div></p></li><li class="half_rhythm"><p><div class="bk_ref" id="niceng205er8.s1.1.ref15">Smith, Dana K; Leve, Leslie D; Chamberlain, Patricia (2011) Preventing internalizing and externalizing problems in girls in foster care as they enter middle school: impact of an intervention.. Prevention science : the official journal of the Society for Prevention Research
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12(3): 269–77 [<a href="/pmc/articles/PMC3137664/" ref="pagearea=cite-ref&targetsite=entrez&targetcat=link&targettype=pmc">PMC free article<span class="bk_prnt">: PMC3137664</span></a>] [<a href="https://pubmed.ncbi.nlm.nih.gov/21475990" ref="pagearea=cite-ref&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 21475990</span></a>]</div></p></li></ul></div><div id="niceng205er8.s1.1.rl.r1.2"><h5>Cost effectiveness</h5><ul class="simple-list"><li class="half_rhythm"><p><div class="bk_ref" id="niceng205er8.s1.1.ref16">Lynch
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FL, Dickerson
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JF, Pears
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KC
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et al. (2017) Cost effectiveness of a school readiness intervention for foster children. Children and Youth Services Review
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81: 63–71 [<a href="/pmc/articles/PMC5737933/" ref="pagearea=cite-ref&targetsite=entrez&targetcat=link&targettype=pmc">PMC free article<span class="bk_prnt">: PMC5737933</span></a>] [<a href="https://pubmed.ncbi.nlm.nih.gov/29276324" ref="pagearea=cite-ref&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 29276324</span></a>]</div></p></li></ul></div></ul></div></div></div><div id="appendixesappgroup1"><h2 id="_appendixesappgroup1_">Appendices</h2><div id="niceng205er8.appa"><h3>Appendix A. Review protocols</h3><p id="niceng205er8.appa.et1"><a href="/books/NBK575880/bin/niceng205er8-appa-et1.pdf" class="bk_dwnld_icn bk_dwnld_pdf">Review protocol for readiness for school interventions for looked-after children and young people</a><span class="small"> (PDF, 316K)</span></p></div><div id="niceng205er8.appb"><h3>Appendix B. Literature search strategies</h3><p id="niceng205er8.appb.et1"><a href="/books/NBK575880/bin/niceng205er8-appb-et1.pdf" class="bk_dwnld_icn bk_dwnld_pdf">Effectiveness searches</a><span class="small"> (PDF, 265K)</span></p><p id="niceng205er8.appb.et2"><a href="/books/NBK575880/bin/niceng205er8-appb-et2.pdf" class="bk_dwnld_icn bk_dwnld_pdf">Cost-effectiveness studies</a><span class="small"> (PDF, 387K)</span></p></div><div id="niceng205er8.appc"><h3>Appendix C. Effectiveness evidence study selection</h3><p id="niceng205er8.appc.et1"><a href="/books/NBK575880/bin/niceng205er8-appc-et1.pdf" class="bk_dwnld_icn bk_dwnld_pdf">Download PDF</a><span class="small"> (139K)</span></p></div><div id="niceng205er8.appd"><h3>Appendix D. Effectiveness evidence</h3><div id="niceng205er8.appd.s1"><h4>Quantitative studies</h4><p id="niceng205er8.appd.et1"><a href="/books/NBK575880/bin/niceng205er8-appd-et1.pdf" class="bk_dwnld_icn bk_dwnld_pdf">Download PDF</a><span class="small"> (609K)</span></p></div><div id="niceng205er8.appd.s2"><h4>Qualitative studies</h4><p>No qualitative evidence was identified</p></div></div><div id="niceng205er8.appe"><h3>Appendix E. Forest plots</h3><p>No forest plots were produced for this review question as meta-analysis was not possible.</p></div><div id="niceng205er8.appf"><h3>Appendix F. GRADE tables</h3><div id="niceng205er8.appf.s1"><h4>Quantitative evidence</h4><p id="niceng205er8.appf.et1"><a href="/books/NBK575880/bin/niceng205er8-appf-et1.pdf" class="bk_dwnld_icn bk_dwnld_pdf">Download PDF</a><span class="small"> (461K)</span></p></div><div id="niceng205er8.appf.s2"><h4>Qualitative evidence</h4><p>No qualitative evidence regarding interventions of interest were identified</p></div></div><div id="niceng205er8.appg"><h3>Appendix G. Economic evidence study selection</h3><p id="niceng205er8.appg.et1"><a href="/books/NBK575880/bin/niceng205er8-appg-et1.pdf" class="bk_dwnld_icn bk_dwnld_pdf">Download PDF</a><span class="small"> (156K)</span></p></div><div id="niceng205er8.apph"><h3>Appendix H. Economic evidence tables</h3><p id="niceng205er8.apph.et1"><a href="/books/NBK575880/bin/niceng205er8-apph-et1.pdf" class="bk_dwnld_icn bk_dwnld_pdf">Download PDF</a><span class="small"> (244K)</span></p></div><div id="niceng205er8.appi"><h3>Appendix I. Health economic model</h3><p>No economic modelling was undertaken for this review question.</p></div><div id="niceng205er8.appj"><h3>Appendix J. Excluded studies</h3><div id="niceng205er8.appj.s1"><h4>Effectiveness studies</h4><div class="iconblock whole_rhythm clearfix ten_col table-wrap" id="figniceng205er8appjtab1"><a href="/books/NBK575880/table/niceng205er8.appj.tab1/?report=objectonly" target="object" title="Table" class="img_link icnblk_img figpopup" rid-figpopup="figniceng205er8appjtab1" rid-ob="figobniceng205er8appjtab1"><img class="small-thumb" src="/books/NBK575880/table/niceng205er8.appj.tab1/?report=thumb" src-large="/books/NBK575880/table/niceng205er8.appj.tab1/?report=previmg" alt="Image " /></a><div class="icnblk_cntnt"><h4 id="niceng205er8.appj.tab1"><a href="/books/NBK575880/table/niceng205er8.appj.tab1/?report=objectonly" target="object" rid-ob="figobniceng205er8appjtab1">Table</a></h4><p class="float-caption no_bottom_margin">- Non-OECD country - Book</p></div></div></div><div id="niceng205er8.appj.s2"><h4>Cost-effectiveness studies</h4><div class="iconblock whole_rhythm clearfix ten_col table-wrap" id="figniceng205er8appjtab2"><a href="/books/NBK575880/table/niceng205er8.appj.tab2/?report=objectonly" target="object" title="Table" class="img_link icnblk_img figpopup" rid-figpopup="figniceng205er8appjtab2" rid-ob="figobniceng205er8appjtab2"><img class="small-thumb" src="/books/NBK575880/table/niceng205er8.appj.tab2/?report=thumb" src-large="/books/NBK575880/table/niceng205er8.appj.tab2/?report=previmg" alt="Image " /></a><div class="icnblk_cntnt"><h4 id="niceng205er8.appj.tab2"><a href="/books/NBK575880/table/niceng205er8.appj.tab2/?report=objectonly" target="object" rid-ob="figobniceng205er8appjtab2">Table</a></h4><p class="float-caption no_bottom_margin">- Exclude - compared LAC with non-LAC - Exclude - non-relevant outcomes</p></div></div></div></div><div id="niceng205er8.appk"><h3>Appendix K. Research recommendations – full details</h3><div id="niceng205er8.appk.s1"><h4>Research recommendation</h4><p>No research recommendations were drafted for this review</p></div></div><div id="niceng205er8.appl"><h3>Appendix L. References</h3><div id="niceng205er8.appl.rl.r1"><h4>Other references</h4><ul class="simple-list"><li class="half_rhythm"><p><div class="bk_ref" id="niceng205er8.appl.ref1">Achenbach
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TM (1991) Manual for the Child Behavior Checklist/4–18 and 1991 Profile. Burlington, University of Vermont</div></p></li><li class="half_rhythm"><p><div class="bk_ref" id="niceng205er8.appl.ref2">Pears
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KC, Fisher
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PA, Bruce
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J
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et al. (2010) Early elementary school adjustment of maltreated children in foster care: The roles of inhibitory control and caregiver involvement. Child Development
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81(5):1550–1564 [<a href="/pmc/articles/PMC2941223/" ref="pagearea=cite-ref&targetsite=entrez&targetcat=link&targettype=pmc">PMC free article<span class="bk_prnt">: PMC2941223</span></a>] [<a href="https://pubmed.ncbi.nlm.nih.gov/20840240" ref="pagearea=cite-ref&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 20840240</span></a>]</div></p></li><li class="half_rhythm"><p><div class="bk_ref" id="niceng205er8.appl.ref3">Pears
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KC, Fisher
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PA, Kim
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HK (2013) Immediate effects of a school readiness intervention for children in foster care. Early Education and Development
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24(6):771–791 [<a href="/pmc/articles/PMC3760738/" ref="pagearea=cite-ref&targetsite=entrez&targetcat=link&targettype=pmc">PMC free article<span class="bk_prnt">: PMC3760738</span></a>] [<a href="https://pubmed.ncbi.nlm.nih.gov/24015056" ref="pagearea=cite-ref&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 24015056</span></a>]</div></p></li><li class="half_rhythm"><p><div class="bk_ref" id="niceng205er8.appl.ref4">Pears
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KC, Kim
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HK, Fisher
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PA (2012) Effects of a school readiness intervention for children in foster care on oppositional and aggressive behavior in kindergarten. Children and Youth Services Review
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34(12):2361–2366 [<a href="/pmc/articles/PMC3661284/" ref="pagearea=cite-ref&targetsite=entrez&targetcat=link&targettype=pmc">PMC free article<span class="bk_prnt">: PMC3661284</span></a>] [<a href="https://pubmed.ncbi.nlm.nih.gov/23710106" ref="pagearea=cite-ref&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 23710106</span></a>]</div></p></li></ul></div></div><div id="niceng205er8.appm"><h3>Appendix M. Other appendix</h3><p>No additional information for this review question.</p></div></div></div><div class="fm-sec"><div><p>Final</p></div><div><p>Evidence reviews underpinning recommendations 1.2.28 and 1.6.1 to 1.6.3</p><p>These evidence reviews were developed by NICE Guideline Updates Team</p></div><div><p><b>Disclaimer</b>: The recommendations in this guideline represent the view of NICE, arrived at after careful consideration of the evidence available. When exercising their judgement, professionals are expected to take this guideline fully into account, alongside the individual needs, preferences and values of their patients or service users. The recommendations in this guideline are not mandatory and the guideline does not override the responsibility of healthcare professionals to make decisions appropriate to the circumstances of the individual patient, in consultation with the patient and/or their carer or guardian.</p><p>Local commissioners and/or providers have a responsibility to enable the guideline to be applied when individual health professionals and their patients or service users wish to use it. They should do so in the context of local and national priorities for funding and developing services, and in light of their duties to have due regard to the need to eliminate unlawful discrimination, to advance equality of opportunity and to reduce health inequalities. Nothing in this guideline should be interpreted in a way that would be inconsistent with compliance with those duties.</p><p>NICE guidelines cover health and care in England. Decisions on how they apply in other UK countries are made by ministers in the <a href="http://wales.gov.uk/" ref="pagearea=body&targetsite=external&targetcat=link&targettype=uri">Welsh Government</a>, <a href="http://www.scotland.gov.uk/" ref="pagearea=body&targetsite=external&targetcat=link&targettype=uri">Scottish Government</a>, and <a href="http://www.northernireland.gov.uk/" ref="pagearea=body&targetsite=external&targetcat=link&targettype=uri">Northern Ireland Executive</a>. All NICE guidance is subject to regular review and may be updated or withdrawn.</p></div><div class="half_rhythm"><a href="/books/about/copyright/">Copyright</a> © NICE 2021.</div><div class="small"><span class="label">Bookshelf ID: NBK575880</span><span class="label">PMID: <a href="https://pubmed.ncbi.nlm.nih.gov/34941229" title="PubMed record of this title" ref="pagearea=meta&targetsite=entrez&targetcat=link&targettype=pubmed">34941229</a></span></div></div><div class="small-screen-prev"></div><div class="small-screen-next"></div></article><article data-type="table-wrap" id="figobniceng205er8tab1"><div id="niceng205er8.tab1" class="table"><h3><span class="label">Table 1</span><span class="title">PICO for review on interventions to support readiness for school in looked-after children and young people</span></h3><p class="large-table-link" style="display:none"><span class="right"><a href="/books/NBK575880/table/niceng205er8.tab1/?report=objectonly" target="object">View in own window</a></span></p><div class="large_tbl" id="__niceng205er8.tab1_lrgtbl__"><table><tbody><tr><th id="hd_b_niceng205er8.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Population</th><td headers="hd_b_niceng205er8.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
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<p>Looked after children and young people (wherever they are looked after) from birth until age 18.</p>
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<p>Including:
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<ul><li class="half_rhythm"><div>Children and young people who are looked after on a planned, temporary basis for short breaks or respite care purposes, only if the Children Act 1989 (section 20) applies and the child or young person is temporarily classed as looked after.</div></li><li class="half_rhythm"><div>Children and young people living at home with birth parents but under a full or interim local authority care order and are subject to looked-after children and young people processes and statutory duties.</div></li><li class="half_rhythm"><div>Children and young people in a prospective adoptive placement.</div></li><li class="half_rhythm"><div>Children and young people preparing to leave care.</div></li><li class="half_rhythm"><div>Looked-after children and young people on remand, detained in secure youth custody and those serving community orders.</div></li></ul></p>
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</td></tr><tr><th id="hd_b_niceng205er8.tab1_1_1_2_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Intervention</th><td headers="hd_b_niceng205er8.tab1_1_1_2_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
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<p>Health and social care interventions and approaches to support readiness for school in looked-after children and young people, prior to, or during entry into pre-school, primary school, or secondary school education.</p>
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<p>Example interventions and approaches of interest include:
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<ul><li class="half_rhythm"><div>Interventions to promote readiness for pre-school (early years) education (including interventions delivered in the home/nursery setting by education specialists)</div></li><li class="half_rhythm"><div>Interventions to promote readiness for primary school</div></li><li class="half_rhythm"><div>Interventions to promote readiness for secondary school</div></li><li class="half_rhythm"><div>Interventions to promote positive relationships (as relates to their impact on educational outcomes)</div></li><li class="half_rhythm"><div>Transition programmes</div></li><li class="half_rhythm"><div>Teacher-delivered and carer-delivered interventions</div></li><li class="half_rhythm"><div>School-based and home-based interventions</div></li><li class="half_rhythm"><div>Tutoring programmes</div></li><li class="half_rhythm"><div>Coaching and mentoring</div></li><li class="half_rhythm"><div>Other pedagogical interventions (e.g. ready for school packages, such as “Letterbox”)</div></li></ul></p>
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</td></tr><tr><th id="hd_b_niceng205er8.tab1_1_1_3_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Comparator</th><td headers="hd_b_niceng205er8.tab1_1_1_3_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Comparator could include standard care, waiting list, or another approach to support readiness for school in looked-after children, young people</td></tr><tr><th id="hd_b_niceng205er8.tab1_1_1_4_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Outcomes</th><td headers="hd_b_niceng205er8.tab1_1_1_4_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
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<ul><li class="half_rhythm"><div>Preschool developmental progress (e.g. achieving age-appropriate “good level of development” (GLD))</div></li><li class="half_rhythm"><div>Educational outcomes (academic skills; academic achievement; grade achievement; homework completion; school attendance)</div></li><li class="half_rhythm"><div>Adverse events (school absence, school exclusion or suspension)</div></li><li class="half_rhythm"><div>Behavioural, cognitive, and social functioning at school</div></li><li class="half_rhythm"><div>Knowledge and beliefs about school and education</div></li></ul></td></tr></tbody></table></div></div></article><article data-type="table-wrap" id="figobniceng205er8tab2"><div id="niceng205er8.tab2" class="table"><h3><span class="label">Table 2</span><span class="title">SPIDER table for review on interventions to support care placement stability in looked-after children and young people</span></h3><p class="large-table-link" style="display:none"><span class="right"><a href="/books/NBK575880/table/niceng205er8.tab2/?report=objectonly" target="object">View in own window</a></span></p><div class="large_tbl" id="__niceng205er8.tab2_lrgtbl__"><table><tbody><tr><th id="hd_b_niceng205er8.tab2_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Sample</th><td headers="hd_b_niceng205er8.tab2_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Looked after children and young people (wherever they are looked after) from birth until age 18.</td></tr><tr><th id="hd_b_niceng205er8.tab2_1_1_2_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Phenomenon of Interest</th><td headers="hd_b_niceng205er8.tab2_1_1_2_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Health and social care interventions and approaches to support readiness for school in looked-after children and young people, prior to, or during entry into pre-school, primary school, or secondary school education.</td></tr><tr><th id="hd_b_niceng205er8.tab2_1_1_3_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Design</th><td headers="hd_b_niceng205er8.tab2_1_1_3_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Including focus groups and interview-based studies (mixed-methods studies will also be included provided they contain relevant qualitative data).</td></tr><tr><th id="hd_b_niceng205er8.tab2_1_1_4_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Evaluation</th><td headers="hd_b_niceng205er8.tab2_1_1_4_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Qualitative evidence related to interventions to support readiness for school will be examined. Evidence should relate to the views of looked after children, their carers, and providers who would deliver eligible interventions on:
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<ul><li class="half_rhythm"><div>The accessibility and acceptability of the intervention, including information about the source and type of intervention used.</div></li><li class="half_rhythm"><div>Barriers to and facilitators for intervention effectiveness in supporting readiness for school.</div></li></ul></td></tr><tr><th id="hd_b_niceng205er8.tab2_1_1_5_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Research type</th><td headers="hd_b_niceng205er8.tab2_1_1_5_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Qualitative and mixed methods</td></tr><tr><th id="hd_b_niceng205er8.tab2_1_1_6_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Search date</th><td headers="hd_b_niceng205er8.tab2_1_1_6_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">1990</td></tr><tr><th id="hd_b_niceng205er8.tab2_1_1_7_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Exclusion criteria</th><td headers="hd_b_niceng205er8.tab2_1_1_7_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
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<ul><li class="half_rhythm"><div>Mixed-methods studies reporting qualitative data that cannot be distinguished from quantitative data.</div></li><li class="half_rhythm"><div>Countries outside of the UK (unless evidence concerns an intervention which has been shown to be effective in reviewed quantitative evidence)</div></li><li class="half_rhythm"><div>Studies older than the year 2010 (unless not enough evidence, then progress to include studies between 1990 to current)</div></li></ul></td></tr></tbody></table></div></div></article><article data-type="table-wrap" id="figobniceng205er8tab3"><div id="niceng205er8.tab3" class="table"><p class="large-table-link" style="display:none"><span class="right"><a href="/books/NBK575880/table/niceng205er8.tab3/?report=objectonly" target="object">View in own window</a></span></p><div class="large_tbl" id="__niceng205er8.tab3_lrgtbl__"><table class="no_bottom_margin"><thead><tr><th id="hd_h_niceng205er8.tab3_1_1_1_1" rowspan="1" colspan="1" style="text-align:center;vertical-align:bottom;">Study (country)</th><th id="hd_h_niceng205er8.tab3_1_1_1_2" rowspan="1" colspan="1" style="text-align:center;vertical-align:bottom;">LACYP population</th><th id="hd_h_niceng205er8.tab3_1_1_1_3" rowspan="1" colspan="1" style="text-align:center;vertical-align:bottom;">Intervention</th><th id="hd_h_niceng205er8.tab3_1_1_1_4" rowspan="1" colspan="1" style="text-align:center;vertical-align:bottom;">Comparator</th><th id="hd_h_niceng205er8.tab3_1_1_1_5" rowspan="1" colspan="1" style="text-align:center;vertical-align:bottom;">Number of patients who completed study</th><th id="hd_h_niceng205er8.tab3_1_1_1_6" rowspan="1" colspan="1" style="text-align:center;vertical-align:bottom;">Outcomes reported (follow up f/u)</th></tr></thead><tbody><tr><th headers="hd_h_niceng205er8.tab3_1_1_1_1 hd_h_niceng205er8.tab3_1_1_1_2 hd_h_niceng205er8.tab3_1_1_1_3 hd_h_niceng205er8.tab3_1_1_1_4 hd_h_niceng205er8.tab3_1_1_1_5 hd_h_niceng205er8.tab3_1_1_1_6" id="hd_b_niceng205er8.tab3_1_1_1_1" colspan="6" rowspan="1" style="text-align:left;vertical-align:top;">Preschool interventions</th></tr><tr><td headers="hd_h_niceng205er8.tab3_1_1_1_1 hd_b_niceng205er8.tab3_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;"><a class="bibr" href="#niceng205er8.s1.1.ref1" rid="niceng205er8.s1.1.ref1">Bernard 2017</a> (USA)</td><td headers="hd_h_niceng205er8.tab3_1_1_1_2 hd_b_niceng205er8.tab3_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Children in foster care (infant aged)</td><td headers="hd_h_niceng205er8.tab3_1_1_1_3 hd_b_niceng205er8.tab3_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Attachment and biobehavioural catch up for infants (ABC-I)</td><td headers="hd_h_niceng205er8.tab3_1_1_1_4 hd_b_niceng205er8.tab3_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Developmental Education for Families (DEF)</td><td headers="hd_h_niceng205er8.tab3_1_1_1_5 hd_b_niceng205er8.tab3_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
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<p>ABC-I: 24</p>
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<p>DEF: 28</p>
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</td><td headers="hd_h_niceng205er8.tab3_1_1_1_6 hd_b_niceng205er8.tab3_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Receptive language score (at 3 years of age)</td></tr><tr><td headers="hd_h_niceng205er8.tab3_1_1_1_1 hd_b_niceng205er8.tab3_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;"><a class="bibr" href="#niceng205er8.s1.1.ref7" rid="niceng205er8.s1.1.ref7">Lind 2017</a> (USA)</td><td headers="hd_h_niceng205er8.tab3_1_1_1_2 hd_b_niceng205er8.tab3_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Children living in foster care (age at intervention approximately 2.5 years)</td><td headers="hd_h_niceng205er8.tab3_1_1_1_3 hd_b_niceng205er8.tab3_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Attachment and biobehavioural catch up for toddlers (ABC-T)</td><td headers="hd_h_niceng205er8.tab3_1_1_1_4 hd_b_niceng205er8.tab3_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">DEF</td><td headers="hd_h_niceng205er8.tab3_1_1_1_5 hd_b_niceng205er8.tab3_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
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<p>ABC-T: 63</p>
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<p>DEF: 58</p>
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</td><td headers="hd_h_niceng205er8.tab3_1_1_1_6 hd_b_niceng205er8.tab3_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
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<p>Attention problems score (approximately 2 year f/u)</p>
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<p>Cognitive flexibility (approximately 2-year f/u)</p>
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</td></tr><tr><td headers="hd_h_niceng205er8.tab3_1_1_1_1 hd_b_niceng205er8.tab3_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;"><a class="bibr" href="#niceng205er8.s1.1.ref8" rid="niceng205er8.s1.1.ref8">Lipscomb 2013</a> (USA)</td><td headers="hd_h_niceng205er8.tab3_1_1_1_2 hd_b_niceng205er8.tab3_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Children living with non-biological parents or in kinship care (aged 3–4 years)</td><td headers="hd_h_niceng205er8.tab3_1_1_1_3 hd_b_niceng205er8.tab3_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Head Start (HS) programme</td><td headers="hd_h_niceng205er8.tab3_1_1_1_4 hd_b_niceng205er8.tab3_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">CAU</td><td headers="hd_h_niceng205er8.tab3_1_1_1_5 hd_b_niceng205er8.tab3_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
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<p>HS: 154</p>
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<p>CAU: 99</p>
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</td><td headers="hd_h_niceng205er8.tab3_1_1_1_6 hd_b_niceng205er8.tab3_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Pre-academic skills (1-year follow up) externalising behavior problems (1-year follow up) Teacherchild relationship (1-year follow up)</td></tr><tr><td headers="hd_h_niceng205er8.tab3_1_1_1_1 hd_b_niceng205er8.tab3_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;"><a class="bibr" href="#niceng205er8.s1.1.ref14" rid="niceng205er8.s1.1.ref14">Raby 2019</a> (USA)</td><td headers="hd_h_niceng205er8.tab3_1_1_1_2 hd_b_niceng205er8.tab3_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Children living in foster care (age 2 – 3 years)</td><td headers="hd_h_niceng205er8.tab3_1_1_1_3 hd_b_niceng205er8.tab3_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">ABC-T</td><td headers="hd_h_niceng205er8.tab3_1_1_1_4 hd_b_niceng205er8.tab3_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">DEF</td><td headers="hd_h_niceng205er8.tab3_1_1_1_5 hd_b_niceng205er8.tab3_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
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<p>ABC-T: 45</p>
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<p>DEF: 43</p>
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</td><td headers="hd_h_niceng205er8.tab3_1_1_1_6 hd_b_niceng205er8.tab3_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Receptive vocabulary (composite score over 2 years follow up)</td></tr><tr><td headers="hd_h_niceng205er8.tab3_1_1_1_1 hd_b_niceng205er8.tab3_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;"><a class="bibr" href="#niceng205er8.s1.1.ref6" rid="niceng205er8.s1.1.ref6">Lewis-Morrarty 2012</a> (USA)<sup>1</sup></td><td headers="hd_h_niceng205er8.tab3_1_1_1_2 hd_b_niceng205er8.tab3_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Children living in foster care (intervention delivered prior to age 20 months)</td><td headers="hd_h_niceng205er8.tab3_1_1_1_3 hd_b_niceng205er8.tab3_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Attachment and biobehavioural catch up for infants and toddlers (ABC-I/T)</td><td headers="hd_h_niceng205er8.tab3_1_1_1_4 hd_b_niceng205er8.tab3_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">DEF</td><td headers="hd_h_niceng205er8.tab3_1_1_1_5 hd_b_niceng205er8.tab3_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
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<p>ABC-I: 17</p>
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<p>DEF: 20</p>
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</td><td headers="hd_h_niceng205er8.tab3_1_1_1_6 hd_b_niceng205er8.tab3_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
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<p>Cognitive flexibility (at 4–6 years)</p>
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<p>Theory of mind (at 4–6 years)</p>
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</td></tr><tr><td headers="hd_h_niceng205er8.tab3_1_1_1_1 hd_b_niceng205er8.tab3_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Lee 2016a, Lee 2016b, (USA)</td><td headers="hd_h_niceng205er8.tab3_1_1_1_2 hd_b_niceng205er8.tab3_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Children living with non-biological parents or in kinship care (aged 3–4 years)</td><td headers="hd_h_niceng205er8.tab3_1_1_1_3 hd_b_niceng205er8.tab3_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">HS</td><td headers="hd_h_niceng205er8.tab3_1_1_1_4 hd_b_niceng205er8.tab3_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">CAU</td><td headers="hd_h_niceng205er8.tab3_1_1_1_5 hd_b_niceng205er8.tab3_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
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<p>HS: 97</p>
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<p>CAU: 65</p>
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</td><td headers="hd_h_niceng205er8.tab3_1_1_1_6 hd_b_niceng205er8.tab3_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
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<p>Maths score (at age 5 – 6)</p>
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<p>Reading score (at age 5 – 6)</p>
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</td></tr><tr><th headers="hd_h_niceng205er8.tab3_1_1_1_1 hd_h_niceng205er8.tab3_1_1_1_2 hd_h_niceng205er8.tab3_1_1_1_3 hd_h_niceng205er8.tab3_1_1_1_4 hd_h_niceng205er8.tab3_1_1_1_5 hd_h_niceng205er8.tab3_1_1_1_6" id="hd_b_niceng205er8.tab3_1_1_8_1" colspan="6" rowspan="1" style="text-align:left;vertical-align:top;">Entering primary school-age education</th></tr><tr><td headers="hd_h_niceng205er8.tab3_1_1_1_1 hd_b_niceng205er8.tab3_1_1_8_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;"><a class="bibr" href="#niceng205er8.s1.1.ref10" rid="niceng205er8.s1.1.ref10">Pears 2007</a> (USA)</td><td headers="hd_h_niceng205er8.tab3_1_1_1_2 hd_b_niceng205er8.tab3_1_1_8_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Children living in foster care entering second grade (age 7–8) from kindergarten</td><td headers="hd_h_niceng205er8.tab3_1_1_1_3 hd_b_niceng205er8.tab3_1_1_8_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Therapeutic playgroups (TP)</td><td headers="hd_h_niceng205er8.tab3_1_1_1_4 hd_b_niceng205er8.tab3_1_1_8_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">CAU</td><td headers="hd_h_niceng205er8.tab3_1_1_1_5 hd_b_niceng205er8.tab3_1_1_8_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
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<p>TP: 10</p>
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<p>CAU: 10</p>
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</td><td headers="hd_h_niceng205er8.tab3_1_1_1_6 hd_b_niceng205er8.tab3_1_1_8_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
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<p>Foster parent rated social competence and behavioural functioning (2 week f/u)</p>
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<p>Foster parent rated emotional regulation and lability (2-week f/u)</p>
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<p>Assessor-rated emotional lability (2-week f/u)</p>
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<p>Teacher-rated emotional regulation and lability score (f/u 1 month following the start of school)</p>
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</td></tr><tr><td headers="hd_h_niceng205er8.tab3_1_1_1_1 hd_b_niceng205er8.tab3_1_1_8_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
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<p><a class="bibr" href="#niceng205er8.s1.1.ref11" rid="niceng205er8.s1.1.ref11">Pears 2012</a> (USA)</p>
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<p>
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<a class="bibr" href="#niceng205er8.s1.1.ref12" rid="niceng205er8.s1.1.ref12">Pears (2013)</a>
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</p>
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<p>
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<a class="bibr" href="#niceng205er8.s1.1.ref13" rid="niceng205er8.s1.1.ref13">Pears (2016)</a>
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</p>
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<p>
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<a class="bibr" href="#niceng205er8.s1.1.ref9" rid="niceng205er8.s1.1.ref9">Lynch (2017)</a>
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</p>
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</td><td headers="hd_h_niceng205er8.tab3_1_1_1_2 hd_b_niceng205er8.tab3_1_1_8_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Children living in foster care entering kindergarten (age 5–6)</td><td headers="hd_h_niceng205er8.tab3_1_1_1_3 hd_b_niceng205er8.tab3_1_1_8_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Kids in Transition to School (KITS) programme</td><td headers="hd_h_niceng205er8.tab3_1_1_1_4 hd_b_niceng205er8.tab3_1_1_8_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">CAU</td><td headers="hd_h_niceng205er8.tab3_1_1_1_5 hd_b_niceng205er8.tab3_1_1_8_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
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<p>KITS: 102</p>
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<p>CAU: 90</p>
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</td><td headers="hd_h_niceng205er8.tab3_1_1_1_6 hd_b_niceng205er8.tab3_1_1_8_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
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<p>Initial sound fluency; Letter naming fluency; Concepts about print; Caregiver rating of pre-reading skills; preschool PIPPS score, CBCL social competence; Emotional understanding; inhibitory control; behavioural regulation; emotional regulation (end of summer prior to kindergarten, following intervention)</p>
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<p>Teacher-reported aggressive behaviour; Teacher-reported delinquent behaviour; Teacher-reported oppositional behaviour (measured end of kindergarten year)</p>
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<p>Days free from internalising symptoms; days free from externalising symptoms (over 12 months of kindergarten)</p>
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<p>Positive attitudes towards alcohol; positive attitudes towards antisocial behaviours; involvement with deviant peers; self-competence (measured third grade – 9 years old)</p>
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</td></tr><tr><th headers="hd_h_niceng205er8.tab3_1_1_1_1 hd_h_niceng205er8.tab3_1_1_1_2 hd_h_niceng205er8.tab3_1_1_1_3 hd_h_niceng205er8.tab3_1_1_1_4 hd_h_niceng205er8.tab3_1_1_1_5 hd_h_niceng205er8.tab3_1_1_1_6" id="hd_b_niceng205er8.tab3_1_1_11_1" colspan="6" rowspan="1" style="text-align:left;vertical-align:top;">Entering secondary school-age education</th></tr><tr><td headers="hd_h_niceng205er8.tab3_1_1_1_1 hd_b_niceng205er8.tab3_1_1_11_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;"><a class="bibr" href="#niceng205er8.s1.1.ref3" rid="niceng205er8.s1.1.ref3">Kim 2011</a>, <a class="bibr" href="#niceng205er8.s1.1.ref15" rid="niceng205er8.s1.1.ref15">Smith 2011</a>, (USA)</td><td headers="hd_h_niceng205er8.tab3_1_1_1_2 hd_b_niceng205er8.tab3_1_1_11_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Girls in foster care, in final year of elementary school (mean age approximately 11.5 years)</td><td headers="hd_h_niceng205er8.tab3_1_1_1_3 hd_b_niceng205er8.tab3_1_1_11_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Middle School Success (MSS)</td><td headers="hd_h_niceng205er8.tab3_1_1_1_4 hd_b_niceng205er8.tab3_1_1_11_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Care as usual (CAU)</td><td headers="hd_h_niceng205er8.tab3_1_1_1_5 hd_b_niceng205er8.tab3_1_1_11_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
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<p>MSS: 48</p>
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<p>CAU: 52</p>
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</td><td headers="hd_h_niceng205er8.tab3_1_1_1_6 hd_b_niceng205er8.tab3_1_1_11_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
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<p>Internalising and externalising symptoms score (24-month f/u)</p>
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<p>Prosocial behaviour score (12-month f/u)</p>
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<p>Delinquent behaviour (36 months)</p>
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<p>Association with delinquent peers (36 months)</p>
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<p>Substance use (36 months)</p>
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</td></tr></tbody></table></div><div class="tblwrap-foot"><div><dl class="temp-labeled-list small"><dl class="bkr_refwrap"><dt>1</dt><dd><div id="niceng205er8.tab3_1"><p class="no_margin">Part of a three-armed trial including a non-foster community comparison group</p></div></dd></dl></dl></div></div></div></article><article data-type="table-wrap" id="figobniceng205er8tab4"><div id="niceng205er8.tab4" class="table"><h3><span class="label">Table 3</span><span class="title">Summary GRADE table (Attachment and biobehavioural catch-up for infants (ABC-I) vs Developmental Education for Families (DEF))</span></h3><p class="large-table-link" style="display:none"><span class="right"><a href="/books/NBK575880/table/niceng205er8.tab4/?report=objectonly" target="object">View in own window</a></span></p><div class="large_tbl" id="__niceng205er8.tab4_lrgtbl__"><table class="no_bottom_margin"><thead><tr><th id="hd_h_niceng205er8.tab4_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:bottom;">Outcome</th><th id="hd_h_niceng205er8.tab4_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:bottom;">Sample size</th><th id="hd_h_niceng205er8.tab4_1_1_1_3" rowspan="1" colspan="1" style="text-align:left;vertical-align:bottom;">Effect size (95% CI)</th><th id="hd_h_niceng205er8.tab4_1_1_1_4" rowspan="1" colspan="1" style="text-align:left;vertical-align:bottom;">Quality</th><th id="hd_h_niceng205er8.tab4_1_1_1_5" rowspan="1" colspan="1" style="text-align:left;vertical-align:bottom;">Interpretation of effect<sup>a</sup></th></tr></thead><tbody><tr><td headers="hd_h_niceng205er8.tab4_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Receptive language score at 3 years of age (Peabody Picture Vocabulary Test)</td><td headers="hd_h_niceng205er8.tab4_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">52</td><td headers="hd_h_niceng205er8.tab4_1_1_1_3" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">MD 9.97 (1.58 to 18.36)</td><td headers="hd_h_niceng205er8.tab4_1_1_1_4" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Very Low</td><td headers="hd_h_niceng205er8.tab4_1_1_1_5" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Effect favours intervention group, but it may be less than the MID</td></tr><tr><td headers="hd_h_niceng205er8.tab4_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Association between being in the intervention group and receptive language score at 3 years of age (Peabody Picture Vocabulary Test)</td><td headers="hd_h_niceng205er8.tab4_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">52</td><td headers="hd_h_niceng205er8.tab4_1_1_1_3" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">β 9.39 (0.82 to 17.96)</td><td headers="hd_h_niceng205er8.tab4_1_1_1_4" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Very low</td><td headers="hd_h_niceng205er8.tab4_1_1_1_5" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Intervention was associated with a more favourable outcome</td></tr></tbody></table></div><div class="tblwrap-foot"><div><dl class="temp-labeled-list small"><dl class="bkr_refwrap"><dt>(a)</dt><dd><div id="niceng205er8.tab4_1"><p class="no_margin">No meaningful difference: crosses line of no effect but not line of MID; Could not differentiate: crosses line of no effect and line of MID; May favour: confidence intervals do not cross line of no effect but cross MID; Favours: confidence intervals do not cross line of no effect or MID</p></div></dd></dl></dl></div></div></div></article><article data-type="table-wrap" id="figobniceng205er8tab5"><div id="niceng205er8.tab5" class="table"><h3><span class="label">Table 4</span><span class="title">Summary GRADE table (Attachment and biobehavioural catch-up for toddlers (ABC-T) vs Developmental Education for Families (DEF))</span></h3><p class="large-table-link" style="display:none"><span class="right"><a href="/books/NBK575880/table/niceng205er8.tab5/?report=objectonly" target="object">View in own window</a></span></p><div class="large_tbl" id="__niceng205er8.tab5_lrgtbl__"><table class="no_bottom_margin"><thead><tr><th id="hd_h_niceng205er8.tab5_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:bottom;">Outcome</th><th id="hd_h_niceng205er8.tab5_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:bottom;">Sample size</th><th id="hd_h_niceng205er8.tab5_1_1_1_3" rowspan="1" colspan="1" style="text-align:left;vertical-align:bottom;">Effect size (95% CI)</th><th id="hd_h_niceng205er8.tab5_1_1_1_4" rowspan="1" colspan="1" style="text-align:left;vertical-align:bottom;">Quality</th><th id="hd_h_niceng205er8.tab5_1_1_1_5" rowspan="1" colspan="1" style="text-align:left;vertical-align:bottom;">Interpretation of effect<sup>a</sup></th></tr></thead><tbody><tr><td headers="hd_h_niceng205er8.tab5_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Attention problems score at approx. 2 years follow up (Attention Problems Scale in the preschool Child Behaviour Checklist)</td><td headers="hd_h_niceng205er8.tab5_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">111</td><td headers="hd_h_niceng205er8.tab5_1_1_1_3" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">MD −0.90 (−1.66 to −0.14)</td><td headers="hd_h_niceng205er8.tab5_1_1_1_4" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Very Low</td><td headers="hd_h_niceng205er8.tab5_1_1_1_5" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Effect favours intervention group, but it may be less than the MID</td></tr><tr><td headers="hd_h_niceng205er8.tab5_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Cognitive flexibility score at approx. 2 years follow up (Dimensional Change Card Sort task for pre-schoolers)</td><td headers="hd_h_niceng205er8.tab5_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">111</td><td headers="hd_h_niceng205er8.tab5_1_1_1_3" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">MD 5.13 (0.51 to 9.75)</td><td headers="hd_h_niceng205er8.tab5_1_1_1_4" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Very Low</td><td headers="hd_h_niceng205er8.tab5_1_1_1_5" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Effect favours intervention group, but it may be less than the MID</td></tr><tr><td headers="hd_h_niceng205er8.tab5_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Receptive vocabulary assessed at approx. 36, 48, and 60 months of age for a composite score (Peabody Picture Vocabulary Test (PPVT third edition).</td><td headers="hd_h_niceng205er8.tab5_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">88</td><td headers="hd_h_niceng205er8.tab5_1_1_1_3" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">MD 7.10 (0.32 to 13.88)</td><td headers="hd_h_niceng205er8.tab5_1_1_1_4" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Very Low</td><td headers="hd_h_niceng205er8.tab5_1_1_1_5" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Effect favours intervention group, but it may be less than the MID</td></tr></tbody></table></div><div class="tblwrap-foot"><div><dl class="temp-labeled-list small"><dl class="bkr_refwrap"><dt>(a)</dt><dd><div id="niceng205er8.tab5_1"><p class="no_margin">No meaningful difference: crosses line of no effect but not line of MID; Could not differentiate: crosses line of no effect and line of MID; May favour: confidence intervals do not cross line of no effect but cross MID; Favours: confidence intervals do not cross line of no effect or MID</p></div></dd></dl></dl></div></div></div></article><article data-type="table-wrap" id="figobniceng205er8tab6"><div id="niceng205er8.tab6" class="table"><h3><span class="label">Table 5</span><span class="title">Summary GRADE table (Attachment and biobehavioural catch-up for infants and toddlers (ABC-I/T) vs Developmental Education for Families (DEF))</span></h3><p class="large-table-link" style="display:none"><span class="right"><a href="/books/NBK575880/table/niceng205er8.tab6/?report=objectonly" target="object">View in own window</a></span></p><div class="large_tbl" id="__niceng205er8.tab6_lrgtbl__"><table class="no_bottom_margin"><thead><tr><th id="hd_h_niceng205er8.tab6_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:bottom;">Outcome</th><th id="hd_h_niceng205er8.tab6_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:bottom;">Sample size</th><th id="hd_h_niceng205er8.tab6_1_1_1_3" rowspan="1" colspan="1" style="text-align:left;vertical-align:bottom;">Effect size (95% CI)</th><th id="hd_h_niceng205er8.tab6_1_1_1_4" rowspan="1" colspan="1" style="text-align:left;vertical-align:bottom;">Quality</th><th id="hd_h_niceng205er8.tab6_1_1_1_5" rowspan="1" colspan="1" style="text-align:left;vertical-align:bottom;">Interpretation of effect<sup>a</sup></th></tr></thead><tbody><tr><td headers="hd_h_niceng205er8.tab6_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Theory of mind score at 4–6 years of age (penny hiding game task)</td><td headers="hd_h_niceng205er8.tab6_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">37</td><td headers="hd_h_niceng205er8.tab6_1_1_1_3" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">MD 1.96 (0.84 to 3.08)</td><td headers="hd_h_niceng205er8.tab6_1_1_1_4" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Very Low</td><td headers="hd_h_niceng205er8.tab6_1_1_1_5" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Effect favours intervention group, but it may be less than the MID</td></tr><tr><td headers="hd_h_niceng205er8.tab6_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Cognitive flexibility score at 4–6 years of age (Dimensional Change Card Sort task)</td><td headers="hd_h_niceng205er8.tab6_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">37</td><td headers="hd_h_niceng205er8.tab6_1_1_1_3" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">MD 2.60 (1.01 to 4.19)</td><td headers="hd_h_niceng205er8.tab6_1_1_1_4" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Very Low</td><td headers="hd_h_niceng205er8.tab6_1_1_1_5" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Effect favours intervention group, but it may be less than the MID</td></tr></tbody></table></div><div class="tblwrap-foot"><div><dl class="temp-labeled-list small"><dl class="bkr_refwrap"><dt>(a)</dt><dd><div id="niceng205er8.tab6_1"><p class="no_margin">No meaningful difference: crosses line of no effect but not line of MID; Could not differentiate: crosses line of no effect and line of MID; May favour: confidence intervals do not cross line of no effect but cross MID; Favours: confidence intervals do not cross line of no effect or MID</p></div></dd></dl></dl></div></div></div></article><article data-type="table-wrap" id="figobniceng205er8tab7"><div id="niceng205er8.tab7" class="table"><h3><span class="label">Table 6</span><span class="title">Summary GRADE table (Head start programme vs care as usual)</span></h3><p class="large-table-link" style="display:none"><span class="right"><a href="/books/NBK575880/table/niceng205er8.tab7/?report=objectonly" target="object">View in own window</a></span></p><div class="large_tbl" id="__niceng205er8.tab7_lrgtbl__"><table class="no_bottom_margin"><thead><tr><th id="hd_h_niceng205er8.tab7_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:bottom;">Outcome</th><th id="hd_h_niceng205er8.tab7_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:bottom;">Sample size</th><th id="hd_h_niceng205er8.tab7_1_1_1_3" rowspan="1" colspan="1" style="text-align:left;vertical-align:bottom;">Effect size (95% CI)</th><th id="hd_h_niceng205er8.tab7_1_1_1_4" rowspan="1" colspan="1" style="text-align:left;vertical-align:bottom;">Quality</th><th id="hd_h_niceng205er8.tab7_1_1_1_5" rowspan="1" colspan="1" style="text-align:left;vertical-align:bottom;">Interpretation of effect<sup>a</sup></th></tr></thead><tbody><tr><td headers="hd_h_niceng205er8.tab7_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Association between being in the intervention group and assessor-rated pre-academic skills composite score at 1 year (Woodcock-Johnson III subscales)</td><td headers="hd_h_niceng205er8.tab7_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">253</td><td headers="hd_h_niceng205er8.tab7_1_1_1_3" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">β 0.16 (0.02 to 0.30)</td><td headers="hd_h_niceng205er8.tab7_1_1_1_4" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Very Low</td><td headers="hd_h_niceng205er8.tab7_1_1_1_5" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Intervention was associated with a more favourable outcome</td></tr><tr><td headers="hd_h_niceng205er8.tab7_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Association between being in the intervention group and teacher-rated teacher-child relationship at 1 year (student-teacher relationship scale)</td><td headers="hd_h_niceng205er8.tab7_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">253</td><td headers="hd_h_niceng205er8.tab7_1_1_1_3" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">β 0.30 (0.12 to 0.48)</td><td headers="hd_h_niceng205er8.tab7_1_1_1_4" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Very Low</td><td headers="hd_h_niceng205er8.tab7_1_1_1_5" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Intervention was associated with a more favourable outcome</td></tr><tr><td headers="hd_h_niceng205er8.tab7_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Association between being in the intervention group and teacher/caregiver-reported behaviour problems at 1 year (Achenback Child Behaviour Checklist)</td><td headers="hd_h_niceng205er8.tab7_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">253</td><td headers="hd_h_niceng205er8.tab7_1_1_1_3" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">β −0.18 (−0.36 to 0.00)</td><td headers="hd_h_niceng205er8.tab7_1_1_1_4" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Very Low</td><td headers="hd_h_niceng205er8.tab7_1_1_1_5" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Intervention was associated with a more favourable outcome</td></tr><tr><td headers="hd_h_niceng205er8.tab7_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Maths score at 5–6 years of age: assessed by the Woodcock-Johnson III Tests of Achievement, Math Reasoning (for girls)</td><td headers="hd_h_niceng205er8.tab7_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">162</td><td headers="hd_h_niceng205er8.tab7_1_1_1_3" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">MD 4.40 (3.48 to 5.32)</td><td headers="hd_h_niceng205er8.tab7_1_1_1_4" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Very Low</td><td headers="hd_h_niceng205er8.tab7_1_1_1_5" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Effect favours intervention group</td></tr><tr><td headers="hd_h_niceng205er8.tab7_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Maths score at 5–6 years of age: assessed by the Woodcock-Johnson III Tests of Achievement, Math Reasoning (for boys)</td><td headers="hd_h_niceng205er8.tab7_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">162</td><td headers="hd_h_niceng205er8.tab7_1_1_1_3" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">MD −8.40 (−9.23 to −7.57)</td><td headers="hd_h_niceng205er8.tab7_1_1_1_4" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Very Low</td><td headers="hd_h_niceng205er8.tab7_1_1_1_5" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Effect favours control group</td></tr><tr><td headers="hd_h_niceng205er8.tab7_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Reading score at 4–6 years of age: assessed by the Woodcock-Johnson III Tests of Achievement, Oral Comprehension (for girls)</td><td headers="hd_h_niceng205er8.tab7_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">162</td><td headers="hd_h_niceng205er8.tab7_1_1_1_3" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">MD 4.80 (4.18 to 5.42)</td><td headers="hd_h_niceng205er8.tab7_1_1_1_4" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Very Low</td><td headers="hd_h_niceng205er8.tab7_1_1_1_5" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Effect favours intervention group</td></tr><tr><td headers="hd_h_niceng205er8.tab7_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Reading score at 4–6 years of age: assessed by the Woodcock-Johnson III Tests of Achievement, Oral Comprehension (for boys)</td><td headers="hd_h_niceng205er8.tab7_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">162</td><td headers="hd_h_niceng205er8.tab7_1_1_1_3" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">MD −3.20 (−3.95 to −2.45)</td><td headers="hd_h_niceng205er8.tab7_1_1_1_4" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Very Low</td><td headers="hd_h_niceng205er8.tab7_1_1_1_5" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Effect favours control group</td></tr><tr><td headers="hd_h_niceng205er8.tab7_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Association between being in the intervention group and child-teacher relationship at 5 – 6 years of age (modified Robert Pianta scale)</td><td headers="hd_h_niceng205er8.tab7_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">162</td><td headers="hd_h_niceng205er8.tab7_1_1_1_3" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">β −0.30 (−1.01 to 0.41)</td><td headers="hd_h_niceng205er8.tab7_1_1_1_4" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Very Low</td><td headers="hd_h_niceng205er8.tab7_1_1_1_5" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">No association was observed between intervention and outcome</td></tr><tr><td headers="hd_h_niceng205er8.tab7_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Association between being in the intervention group and caregiver-rated positive approach to learning at 5 – 6 years of age (Achenbach /Edelbrock/Howell score)</td><td headers="hd_h_niceng205er8.tab7_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">162</td><td headers="hd_h_niceng205er8.tab7_1_1_1_3" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">β 0.11 (−0.01 to 0.23)</td><td headers="hd_h_niceng205er8.tab7_1_1_1_4" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Very Low</td><td headers="hd_h_niceng205er8.tab7_1_1_1_5" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">No association was observed between intervention and outcome</td></tr><tr><td headers="hd_h_niceng205er8.tab7_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Association between being in the intervention group and teacher-rated aggressive score at 5 – 6 years of age (Adjustment Scales for Preschool Intervention)</td><td headers="hd_h_niceng205er8.tab7_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">162</td><td headers="hd_h_niceng205er8.tab7_1_1_1_3" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">β −1.57 (−1.41 to 4.55)</td><td headers="hd_h_niceng205er8.tab7_1_1_1_4" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Very Low</td><td headers="hd_h_niceng205er8.tab7_1_1_1_5" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">No association was observed between intervention and outcome</td></tr><tr><td headers="hd_h_niceng205er8.tab7_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Association between being in the intervention group and teacher-rated hyperactive score at 5 – 6 years of age (Adjustment Scales for Preschool Intervention)</td><td headers="hd_h_niceng205er8.tab7_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">162</td><td headers="hd_h_niceng205er8.tab7_1_1_1_3" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">β −3.28 (−6.26 to −0.30)</td><td headers="hd_h_niceng205er8.tab7_1_1_1_4" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Very Low</td><td headers="hd_h_niceng205er8.tab7_1_1_1_5" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Intervention was associated with a more favourable outcome</td></tr></tbody></table></div><div class="tblwrap-foot"><div><dl class="temp-labeled-list small"><dl class="bkr_refwrap"><dt>(a)</dt><dd><div id="niceng205er8.tab7_1"><p class="no_margin">No meaningful difference: crosses line of no effect but not line of MID; Could not differentiate: crosses line of no effect and line of MID; May favour: confidence intervals do not cross line of no effect but cross MID; Favours: confidence intervals do not cross line of no effect or MID</p></div></dd></dl></dl></div></div></div></article><article data-type="table-wrap" id="figobniceng205er8tab8"><div id="niceng205er8.tab8" class="table"><h3><span class="label">Table 7</span><span class="title">Summary GRADE table (Therapeutic playgroups vs care as usual)</span></h3><p class="large-table-link" style="display:none"><span class="right"><a href="/books/NBK575880/table/niceng205er8.tab8/?report=objectonly" target="object">View in own window</a></span></p><div class="large_tbl" id="__niceng205er8.tab8_lrgtbl__"><table class="no_bottom_margin"><thead><tr><th id="hd_h_niceng205er8.tab8_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:bottom;">Outcome</th><th id="hd_h_niceng205er8.tab8_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:bottom;">Sample size</th><th id="hd_h_niceng205er8.tab8_1_1_1_3" rowspan="1" colspan="1" style="text-align:left;vertical-align:bottom;">Effect size (95% CI)</th><th id="hd_h_niceng205er8.tab8_1_1_1_4" rowspan="1" colspan="1" style="text-align:left;vertical-align:bottom;">Quality</th><th id="hd_h_niceng205er8.tab8_1_1_1_5" rowspan="1" colspan="1" style="text-align:left;vertical-align:bottom;">Interpretation of effect<sup>a</sup></th></tr></thead><tbody><tr><td headers="hd_h_niceng205er8.tab8_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Change in foster parent-rated social competence at 2 weeks follow up (Child Behavior Checklist)</td><td headers="hd_h_niceng205er8.tab8_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">20</td><td headers="hd_h_niceng205er8.tab8_1_1_1_3" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">MD 1.53 (0.63 to 2.43)</td><td headers="hd_h_niceng205er8.tab8_1_1_1_4" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Very Low</td><td headers="hd_h_niceng205er8.tab8_1_1_1_5" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Effect favours intervention group</td></tr><tr><td headers="hd_h_niceng205er8.tab8_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Change in foster parent-rated externalising behaviours at 2 weeks follow up (Child Behavior Checklist)</td><td headers="hd_h_niceng205er8.tab8_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">20</td><td headers="hd_h_niceng205er8.tab8_1_1_1_3" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">MD −2.20 (−5.59 to 1.19)</td><td headers="hd_h_niceng205er8.tab8_1_1_1_4" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Very Low</td><td headers="hd_h_niceng205er8.tab8_1_1_1_5" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Could not differentiate</td></tr><tr><td headers="hd_h_niceng205er8.tab8_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Foster parent-rated internalising behaviours at 2 weeks follow up (Child Behavior Checklist)</td><td headers="hd_h_niceng205er8.tab8_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">20</td><td headers="hd_h_niceng205er8.tab8_1_1_1_3" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">MD 1.30 (−2.52 to 5.12)</td><td headers="hd_h_niceng205er8.tab8_1_1_1_4" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Very Low</td><td headers="hd_h_niceng205er8.tab8_1_1_1_5" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Could not differentiate</td></tr><tr><td headers="hd_h_niceng205er8.tab8_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Teacher-rated social problems at 1 month following the start of school (Teacher Report Form)</td><td headers="hd_h_niceng205er8.tab8_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">20</td><td headers="hd_h_niceng205er8.tab8_1_1_1_3" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">MD 0.00 (−2.72 to 2.72)</td><td headers="hd_h_niceng205er8.tab8_1_1_1_4" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Very Low</td><td headers="hd_h_niceng205er8.tab8_1_1_1_5" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Could not differentiate</td></tr><tr><td headers="hd_h_niceng205er8.tab8_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Teacher-rated externalising behaviours at 1 month following the start of school (Teacher Report Form)</td><td headers="hd_h_niceng205er8.tab8_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">20</td><td headers="hd_h_niceng205er8.tab8_1_1_1_3" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">MD 0.90 (−7.12 to 8.92)</td><td headers="hd_h_niceng205er8.tab8_1_1_1_4" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Very Low</td><td headers="hd_h_niceng205er8.tab8_1_1_1_5" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Could not differentiate</td></tr><tr><td headers="hd_h_niceng205er8.tab8_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Teacher-rated internalising behaviours at 1 month following the start of school (Teacher Report Form)</td><td headers="hd_h_niceng205er8.tab8_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">20</td><td headers="hd_h_niceng205er8.tab8_1_1_1_3" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">MD 0.10 (−6.71 to 6.91)</td><td headers="hd_h_niceng205er8.tab8_1_1_1_4" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Very Low</td><td headers="hd_h_niceng205er8.tab8_1_1_1_5" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Could not differentiate</td></tr><tr><td headers="hd_h_niceng205er8.tab8_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Foster parent-rated emotional regulation at 2 weeks follow up (Emotion Regulation Checklist)</td><td headers="hd_h_niceng205er8.tab8_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">20</td><td headers="hd_h_niceng205er8.tab8_1_1_1_3" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">MD −0.03 (−0.20 to 0.14)</td><td headers="hd_h_niceng205er8.tab8_1_1_1_4" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Very Low</td><td headers="hd_h_niceng205er8.tab8_1_1_1_5" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Could not differentiate</td></tr><tr><td headers="hd_h_niceng205er8.tab8_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Foster parent-rated emotional lability at 2 weeks follow up (Emotion Regulation Checklist)</td><td headers="hd_h_niceng205er8.tab8_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">20</td><td headers="hd_h_niceng205er8.tab8_1_1_1_3" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">MD −0.14 (−0.34 to 0.06)</td><td headers="hd_h_niceng205er8.tab8_1_1_1_4" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Very Low</td><td headers="hd_h_niceng205er8.tab8_1_1_1_5" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Could not differentiate</td></tr><tr><td headers="hd_h_niceng205er8.tab8_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Assessor-rated emotional lability at 2 weeks follow up (Emotion Regulation Checklist)</td><td headers="hd_h_niceng205er8.tab8_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">20</td><td headers="hd_h_niceng205er8.tab8_1_1_1_3" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">MD −0.41 (−0.65 to −0.17)</td><td headers="hd_h_niceng205er8.tab8_1_1_1_4" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Very Low</td><td headers="hd_h_niceng205er8.tab8_1_1_1_5" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Effect favours intervention group, but it may be less than the MID</td></tr><tr><td headers="hd_h_niceng205er8.tab8_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Teacher-rated emotional regulation at 1 month following the start of school (Emotion Regulation Checklist)</td><td headers="hd_h_niceng205er8.tab8_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">20</td><td headers="hd_h_niceng205er8.tab8_1_1_1_3" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">MD −0.18 (−0.69 to 0.33)</td><td headers="hd_h_niceng205er8.tab8_1_1_1_4" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Very Low</td><td headers="hd_h_niceng205er8.tab8_1_1_1_5" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Could not differentiate</td></tr><tr><td headers="hd_h_niceng205er8.tab8_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Teacher-rated emotional lability at 1 month following the start of school (Emotion Regulation Checklist)</td><td headers="hd_h_niceng205er8.tab8_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">20</td><td headers="hd_h_niceng205er8.tab8_1_1_1_3" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">MD 0.22 (−0.26 to 0.70)</td><td headers="hd_h_niceng205er8.tab8_1_1_1_4" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Very Low</td><td headers="hd_h_niceng205er8.tab8_1_1_1_5" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Could not differentiate</td></tr></tbody></table></div><div class="tblwrap-foot"><div><dl class="temp-labeled-list small"><dl class="bkr_refwrap"><dt>(a)</dt><dd><div id="niceng205er8.tab8_1"><p class="no_margin">No meaningful difference: crosses line of no effect but not line of MID; Could not differentiate: crosses line of no effect and line of MID; May favour: confidence intervals do not cross line of no effect but cross MID; Favours: confidence intervals do not cross line of no effect or MID</p></div></dd></dl></dl></div></div></div></article><article data-type="table-wrap" id="figobniceng205er8tab9"><div id="niceng205er8.tab9" class="table"><h3><span class="label">Table 8</span><span class="title">Summary GRADE table (Kids in Transition to School (KITS) programme vs care as usual)</span></h3><p class="large-table-link" style="display:none"><span class="right"><a href="/books/NBK575880/table/niceng205er8.tab9/?report=objectonly" target="object">View in own window</a></span></p><div class="large_tbl" id="__niceng205er8.tab9_lrgtbl__"><table class="no_bottom_margin"><thead><tr><th id="hd_h_niceng205er8.tab9_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:bottom;">Outcome</th><th id="hd_h_niceng205er8.tab9_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:bottom;">Sample size</th><th id="hd_h_niceng205er8.tab9_1_1_1_3" rowspan="1" colspan="1" style="text-align:left;vertical-align:bottom;">Effect size (95% CI)</th><th id="hd_h_niceng205er8.tab9_1_1_1_4" rowspan="1" colspan="1" style="text-align:left;vertical-align:bottom;">Quality</th><th id="hd_h_niceng205er8.tab9_1_1_1_5" rowspan="1" colspan="1" style="text-align:left;vertical-align:bottom;">Interpretation of effect<sup>a</sup></th></tr></thead><tbody><tr><td headers="hd_h_niceng205er8.tab9_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Initial sound fluency score following intervention before school (subtest of the Dynamic Indicators of Basic Early Literacy Skills)</td><td headers="hd_h_niceng205er8.tab9_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">192</td><td headers="hd_h_niceng205er8.tab9_1_1_1_3" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">MD 0.81 (−1.22 to 2.84)</td><td headers="hd_h_niceng205er8.tab9_1_1_1_4" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Very Low</td><td headers="hd_h_niceng205er8.tab9_1_1_1_5" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">No meaningful difference</td></tr><tr><td headers="hd_h_niceng205er8.tab9_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Letter naming fluency following intervention before school (subtest of the Dynamic Indicators of Basic Early Literacy Skills)</td><td headers="hd_h_niceng205er8.tab9_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">192</td><td headers="hd_h_niceng205er8.tab9_1_1_1_3" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">MD 0.23 (−2.81 to 3.27)</td><td headers="hd_h_niceng205er8.tab9_1_1_1_4" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Very Low</td><td headers="hd_h_niceng205er8.tab9_1_1_1_5" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">No meaningful difference</td></tr><tr><td headers="hd_h_niceng205er8.tab9_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Concepts about print score following intervention before school (Concepts About Print test)</td><td headers="hd_h_niceng205er8.tab9_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">192</td><td headers="hd_h_niceng205er8.tab9_1_1_1_3" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">MD 0.65 (−0.37 to 1.67)</td><td headers="hd_h_niceng205er8.tab9_1_1_1_4" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Very Low</td><td headers="hd_h_niceng205er8.tab9_1_1_1_5" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">No meaningful difference</td></tr><tr><td headers="hd_h_niceng205er8.tab9_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Caregiver rating of pre-reading skills following intervention before school (recognition letters of the alphabet and write first name)</td><td headers="hd_h_niceng205er8.tab9_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">192</td><td headers="hd_h_niceng205er8.tab9_1_1_1_3" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">MD −0.13 (−0.37 to 0.11)</td><td headers="hd_h_niceng205er8.tab9_1_1_1_4" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Very Low</td><td headers="hd_h_niceng205er8.tab9_1_1_1_5" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">No meaningful difference</td></tr><tr><td headers="hd_h_niceng205er8.tab9_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Association between being in the intervention group and early literacy skills following intervention before starting school (composite of indicators of early literacy skills, above)</td><td headers="hd_h_niceng205er8.tab9_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">192</td><td headers="hd_h_niceng205er8.tab9_1_1_1_3" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">β 0.10 P<0.05</td><td headers="hd_h_niceng205er8.tab9_1_1_1_4" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Very Low</td><td headers="hd_h_niceng205er8.tab9_1_1_1_5" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Intervention was associated with a more favourable outcome</td></tr><tr><td headers="hd_h_niceng205er8.tab9_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Prosocial skills score following intervention before school (Preschool Penn Interactive Peer Play Scale score)</td><td headers="hd_h_niceng205er8.tab9_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">192</td><td headers="hd_h_niceng205er8.tab9_1_1_1_3" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">MD −0.05 (−0.17 to 0.07)</td><td headers="hd_h_niceng205er8.tab9_1_1_1_4" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Very Low</td><td headers="hd_h_niceng205er8.tab9_1_1_1_5" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">No meaningful difference</td></tr><tr><td headers="hd_h_niceng205er8.tab9_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Social competence score following intervention before school (Child Behaviour Checklist)</td><td headers="hd_h_niceng205er8.tab9_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">192</td><td headers="hd_h_niceng205er8.tab9_1_1_1_3" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">MD −0.10 (−0.67 to 0.47)</td><td headers="hd_h_niceng205er8.tab9_1_1_1_4" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Very Low</td><td headers="hd_h_niceng205er8.tab9_1_1_1_5" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">No meaningful difference</td></tr><tr><td headers="hd_h_niceng205er8.tab9_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Emotional understanding score following intervention before school (matching vignettes to correct emotional state)</td><td headers="hd_h_niceng205er8.tab9_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">192</td><td headers="hd_h_niceng205er8.tab9_1_1_1_3" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">MD −0.21 (−1.01 to 0.59)</td><td headers="hd_h_niceng205er8.tab9_1_1_1_4" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Very Low</td><td headers="hd_h_niceng205er8.tab9_1_1_1_5" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">No meaningful difference</td></tr><tr><td headers="hd_h_niceng205er8.tab9_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Association between being in the intervention group and prosocial skills following intervention before starting school (composite of indicators of prosocial skills, above)</td><td headers="hd_h_niceng205er8.tab9_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">192</td><td headers="hd_h_niceng205er8.tab9_1_1_1_3" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">β 0.4 P>0.05</td><td headers="hd_h_niceng205er8.tab9_1_1_1_4" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Very Low</td><td headers="hd_h_niceng205er8.tab9_1_1_1_5" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">No association was observed between intervention and outcome</td></tr><tr><td headers="hd_h_niceng205er8.tab9_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Inhibitory control score following intervention before school (composite score: Inhibitory Control subscale; the Attentional Focusing subscale (of the Children’s Behavior Questionnaire); the Inhibit subscale from the Brief Rating Inventory of Executive Function–Preschool Version; and two computer-administered tasks)</td><td headers="hd_h_niceng205er8.tab9_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">192</td><td headers="hd_h_niceng205er8.tab9_1_1_1_3" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">MD 0.03 (−0.18 to 0.24)</td><td headers="hd_h_niceng205er8.tab9_1_1_1_4" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Very Low</td><td headers="hd_h_niceng205er8.tab9_1_1_1_5" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">No meaningful difference</td></tr><tr><td headers="hd_h_niceng205er8.tab9_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Behavioural regulation score following intervention before school (composite score: the Activity Level subscale and Impulsivity subscale (of the Childrens Behaviour Questionnaire); the Externalizing subscale (of the Child Behaviour Checklist); the Lability subscale of the Emotion Regulation Checklist)</td><td headers="hd_h_niceng205er8.tab9_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">192</td><td headers="hd_h_niceng205er8.tab9_1_1_1_3" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">MD 0.14 (−0.11 to 0.39)</td><td headers="hd_h_niceng205er8.tab9_1_1_1_4" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Very Low</td><td headers="hd_h_niceng205er8.tab9_1_1_1_5" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">No meaningful difference</td></tr><tr><td headers="hd_h_niceng205er8.tab9_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Emotional regulation score following intervention before school (Composite score: the anger subscale and the reactivity/soothability subscale of the Children’s Behaviour Questionnaire; the Emotion Regulation scale of the Emotion Regulation Checklist; and the Emotion Control subscale of the BRIEF–P)</td><td headers="hd_h_niceng205er8.tab9_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">192</td><td headers="hd_h_niceng205er8.tab9_1_1_1_3" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">MD 0.00 (−0.22 to 0.22)</td><td headers="hd_h_niceng205er8.tab9_1_1_1_4" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Very Low</td><td headers="hd_h_niceng205er8.tab9_1_1_1_5" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">No meaningful difference</td></tr><tr><td headers="hd_h_niceng205er8.tab9_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Association between being in the intervention group and self-regulatory skills following intervention before starting school (assessed by composite of indicators of self-regulation, above)</td><td headers="hd_h_niceng205er8.tab9_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">192</td><td headers="hd_h_niceng205er8.tab9_1_1_1_3" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">β 0.11 P<0.05</td><td headers="hd_h_niceng205er8.tab9_1_1_1_4" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Very Low</td><td headers="hd_h_niceng205er8.tab9_1_1_1_5" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Intervention was associated with a more favourable outcome</td></tr><tr><td headers="hd_h_niceng205er8.tab9_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Teacher-reported aggressive behaviour at the end of kindergarten year (the aggressive behavior subscales of the Teacher Report Form)</td><td headers="hd_h_niceng205er8.tab9_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">192</td><td headers="hd_h_niceng205er8.tab9_1_1_1_3" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">MD −1.84 (−4.81 to 1.13)</td><td headers="hd_h_niceng205er8.tab9_1_1_1_4" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Very Low</td><td headers="hd_h_niceng205er8.tab9_1_1_1_5" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">No meaningful difference</td></tr><tr><td headers="hd_h_niceng205er8.tab9_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Teacher-reported delinquent behaviour at the end of kindergarten year (the delinquent behavior subscales of the Teacher Report Form)</td><td headers="hd_h_niceng205er8.tab9_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">192</td><td headers="hd_h_niceng205er8.tab9_1_1_1_3" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">MD −0.58 (−1.21 to 0.05)</td><td headers="hd_h_niceng205er8.tab9_1_1_1_4" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Very Low</td><td headers="hd_h_niceng205er8.tab9_1_1_1_5" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">No meaningful difference</td></tr><tr><td headers="hd_h_niceng205er8.tab9_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Teacher-reported oppositional behaviour at the end of kindergarten year (the oppositional subscale of the Conners’ Teacher Ratings Scales-Revised: Short version)</td><td headers="hd_h_niceng205er8.tab9_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">192</td><td headers="hd_h_niceng205er8.tab9_1_1_1_3" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">MD −0.81 (−1.78 to 0.16)</td><td headers="hd_h_niceng205er8.tab9_1_1_1_4" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Very Low</td><td headers="hd_h_niceng205er8.tab9_1_1_1_5" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">No meaningful difference</td></tr><tr><td headers="hd_h_niceng205er8.tab9_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Days free from internalising symptoms over 12 months of kindergarten (symptom reports from caregivers on the Child Behavior Checklist)</td><td headers="hd_h_niceng205er8.tab9_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">192</td><td headers="hd_h_niceng205er8.tab9_1_1_1_3" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">MD 26.00 (0.05 to 51.95)</td><td headers="hd_h_niceng205er8.tab9_1_1_1_4" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Very Low</td><td headers="hd_h_niceng205er8.tab9_1_1_1_5" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Effect favours intervention group, but it may be less than the MID</td></tr><tr><td headers="hd_h_niceng205er8.tab9_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Days free from externalising problems over 12 months of kindergarten (symptom reports from caregivers on the Child Behavior Checklist)</td><td headers="hd_h_niceng205er8.tab9_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">192</td><td headers="hd_h_niceng205er8.tab9_1_1_1_3" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">MD 26.60 (−2.76 to 55.96)</td><td headers="hd_h_niceng205er8.tab9_1_1_1_4" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Very Low</td><td headers="hd_h_niceng205er8.tab9_1_1_1_5" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Could not differentiate</td></tr><tr><td headers="hd_h_niceng205er8.tab9_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Association between being in the intervention group and child oppositional and aggressive behaviours at the end of kindergarten year (composite of indicators of oppositional and aggressive behaviours, above)</td><td headers="hd_h_niceng205er8.tab9_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">192</td><td headers="hd_h_niceng205er8.tab9_1_1_1_3" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">β −0.17 P<0.05</td><td headers="hd_h_niceng205er8.tab9_1_1_1_4" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Very Low</td><td headers="hd_h_niceng205er8.tab9_1_1_1_5" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Intervention was associated with a more favourable outcome</td></tr><tr><td headers="hd_h_niceng205er8.tab9_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Positive attitudes towards alcohol at 9 years of age (questions adapted from the Monitoring the Future National Survey Questionnaire)</td><td headers="hd_h_niceng205er8.tab9_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">192</td><td headers="hd_h_niceng205er8.tab9_1_1_1_3" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">MD −0.30 (−0.50 to −0.10)</td><td headers="hd_h_niceng205er8.tab9_1_1_1_4" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Very Low</td><td headers="hd_h_niceng205er8.tab9_1_1_1_5" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Effect favours intervention group, but it may be less than the MID</td></tr><tr><td headers="hd_h_niceng205er8.tab9_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Positive attitudes towards antisocial behaviours at 9 years of age (based on two questions - “What are some of the things you think teenagers do for fun with their friends?” and “What are some of the things you think teenagers do when their moms or dads are not there?”)</td><td headers="hd_h_niceng205er8.tab9_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">192</td><td headers="hd_h_niceng205er8.tab9_1_1_1_3" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">MD −0.09 (−0.27 to 0.09)</td><td headers="hd_h_niceng205er8.tab9_1_1_1_4" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Very Low</td><td headers="hd_h_niceng205er8.tab9_1_1_1_5" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Could not differentiate</td></tr><tr><td headers="hd_h_niceng205er8.tab9_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Involvement with deviant peers at 9 years of age (based on responses to questions about whether “none”, “some”, or “all” of their friends were involved in five rule-breaking or deviant behaviors)</td><td headers="hd_h_niceng205er8.tab9_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">192</td><td headers="hd_h_niceng205er8.tab9_1_1_1_3" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">MD −0.19 (−0.44 to 0.06)</td><td headers="hd_h_niceng205er8.tab9_1_1_1_4" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Very Low</td><td headers="hd_h_niceng205er8.tab9_1_1_1_5" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">No meaningful difference</td></tr><tr><td headers="hd_h_niceng205er8.tab9_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Self-competence at 9 years of age (six questions on the Global Self-Worth Scale of the Self-Perception Profile for Children)</td><td headers="hd_h_niceng205er8.tab9_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">192</td><td headers="hd_h_niceng205er8.tab9_1_1_1_3" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">MD 1.91 (0.82 to 3.00)</td><td headers="hd_h_niceng205er8.tab9_1_1_1_4" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Very Low</td><td headers="hd_h_niceng205er8.tab9_1_1_1_5" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Effect favours intervention group, but it may be less than the MID</td></tr><tr><td headers="hd_h_niceng205er8.tab9_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Association between being in the intervention group and positive attitudes towards alcohol at 9 years of age (questions adapted from the Monitoring the Future National Survey Questionnaire)</td><td headers="hd_h_niceng205er8.tab9_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">192</td><td headers="hd_h_niceng205er8.tab9_1_1_1_3" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">β −0.34 P<0.05</td><td headers="hd_h_niceng205er8.tab9_1_1_1_4" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Very Low</td><td headers="hd_h_niceng205er8.tab9_1_1_1_5" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Intervention was associated with a more favourable outcome</td></tr><tr><td headers="hd_h_niceng205er8.tab9_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Association between being in the intervention group and positive attitudes towards antisocial behaviour at 9 years of age (based on two questions - “What are some of the things you think teenagers do for fun with their friends?” and “What are some of the things you think teenagers do when their moms or dads are not there?”)</td><td headers="hd_h_niceng205er8.tab9_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">192</td><td headers="hd_h_niceng205er8.tab9_1_1_1_3" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">β −0.11 P<0.05</td><td headers="hd_h_niceng205er8.tab9_1_1_1_4" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Very Low</td><td headers="hd_h_niceng205er8.tab9_1_1_1_5" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Intervention was associated with a more favourable outcome</td></tr><tr><td headers="hd_h_niceng205er8.tab9_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Association between being in the intervention group and self-competence at 9 years of age (six questions on the Global Self-Worth Scale of the Self-Perception Profile for Children)</td><td headers="hd_h_niceng205er8.tab9_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">192</td><td headers="hd_h_niceng205er8.tab9_1_1_1_3" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">β 1.95 P<0.01</td><td headers="hd_h_niceng205er8.tab9_1_1_1_4" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Very Low</td><td headers="hd_h_niceng205er8.tab9_1_1_1_5" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Intervention was associated with a more favourable outcome</td></tr></tbody></table></div><div class="tblwrap-foot"><div><dl class="temp-labeled-list small"><dl class="bkr_refwrap"><dt>(a)</dt><dd><div id="niceng205er8.tab9_1"><p class="no_margin">No meaningful difference: crosses line of no effect but not line of MID; Could not differentiate: crosses line of no effect and line of MID; May favour: confidence intervals do not cross line of no effect but cross MID; Favours: confidence intervals do not cross line of no effect or MID</p></div></dd></dl></dl></div></div></div></article><article data-type="table-wrap" id="figobniceng205er8tab10"><div id="niceng205er8.tab10" class="table"><h3><span class="label">Table 9</span><span class="title">Summary GRADE table (Middle School Success vs care as usual)</span></h3><p class="large-table-link" style="display:none"><span class="right"><a href="/books/NBK575880/table/niceng205er8.tab10/?report=objectonly" target="object">View in own window</a></span></p><div class="large_tbl" id="__niceng205er8.tab10_lrgtbl__"><table class="no_bottom_margin"><thead><tr><th id="hd_h_niceng205er8.tab10_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:bottom;">Outcome</th><th id="hd_h_niceng205er8.tab10_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:bottom;">Sample size</th><th id="hd_h_niceng205er8.tab10_1_1_1_3" rowspan="1" colspan="1" style="text-align:left;vertical-align:bottom;">Effect size (95% CI)</th><th id="hd_h_niceng205er8.tab10_1_1_1_4" rowspan="1" colspan="1" style="text-align:left;vertical-align:bottom;">Quality</th><th id="hd_h_niceng205er8.tab10_1_1_1_5" rowspan="1" colspan="1" style="text-align:left;vertical-align:bottom;">Interpretation of effect<sup>a</sup></th></tr></thead><tbody><tr><td headers="hd_h_niceng205er8.tab10_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Association between being in the intervention group and foster parent and girl reported internalising problems at 6 months (Parent Daily Report Checklist)</td><td headers="hd_h_niceng205er8.tab10_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">100</td><td headers="hd_h_niceng205er8.tab10_1_1_1_3" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">β −0.28 P<0.01</td><td headers="hd_h_niceng205er8.tab10_1_1_1_4" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Very Low</td><td headers="hd_h_niceng205er8.tab10_1_1_1_5" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Intervention was associated with a more favourable outcome</td></tr><tr><td headers="hd_h_niceng205er8.tab10_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Association between being in the intervention group and foster parent and girl reported externalising problems at 6 months (Parent Daily Report Checklist)</td><td headers="hd_h_niceng205er8.tab10_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">100</td><td headers="hd_h_niceng205er8.tab10_1_1_1_3" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">β −0.21 P<0.01</td><td headers="hd_h_niceng205er8.tab10_1_1_1_4" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Very Low</td><td headers="hd_h_niceng205er8.tab10_1_1_1_5" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Intervention was associated with a more favourable outcome</td></tr><tr><td headers="hd_h_niceng205er8.tab10_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Association between being in the intervention group and foster parent and girl reported prosocial behaviour at 6 months (Parent Daily Report Checklist)</td><td headers="hd_h_niceng205er8.tab10_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">100</td><td headers="hd_h_niceng205er8.tab10_1_1_1_3" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">β 0.15 P>0.05</td><td headers="hd_h_niceng205er8.tab10_1_1_1_4" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Very Low</td><td headers="hd_h_niceng205er8.tab10_1_1_1_5" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">No association was observed between intervention and outcome</td></tr><tr><td headers="hd_h_niceng205er8.tab10_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Prosocial behaviour score at 12 months follow up (subscale from Parent Daily Report Checklist)</td><td headers="hd_h_niceng205er8.tab10_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">100</td><td headers="hd_h_niceng205er8.tab10_1_1_1_3" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">MD 0.06 (0.01 to 0.11)</td><td headers="hd_h_niceng205er8.tab10_1_1_1_4" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Very Low</td><td headers="hd_h_niceng205er8.tab10_1_1_1_5" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Effect favours intervention group, but it may be less than the MID</td></tr><tr><td headers="hd_h_niceng205er8.tab10_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Association with delinquent peers score at 12 months follow up (modified version of the general delinquency scale from the Self-Report Delinquency Scale)</td><td headers="hd_h_niceng205er8.tab10_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">100</td><td headers="hd_h_niceng205er8.tab10_1_1_1_3" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Beta −0.21, SE 0.09, P<0.05</td><td headers="hd_h_niceng205er8.tab10_1_1_1_4" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Very Low</td><td headers="hd_h_niceng205er8.tab10_1_1_1_5" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Effect favours intervention group, but it may be less than the MID</td></tr><tr><td headers="hd_h_niceng205er8.tab10_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Caregiver-reported Internalising/externalising symptoms score at 2 years follow up (Achenbach System of Empirically Based Assessment)</td><td headers="hd_h_niceng205er8.tab10_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">100</td><td headers="hd_h_niceng205er8.tab10_1_1_1_3" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">MD 0.27 (−3.03 to 3.57)</td><td headers="hd_h_niceng205er8.tab10_1_1_1_4" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Very Low</td><td headers="hd_h_niceng205er8.tab10_1_1_1_5" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">No meaningful difference</td></tr><tr><td headers="hd_h_niceng205er8.tab10_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Delinquent behaviour score at 3 years follow up (Self-Report Delinquency Scale)</td><td headers="hd_h_niceng205er8.tab10_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">100</td><td headers="hd_h_niceng205er8.tab10_1_1_1_3" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">MD −0.65 (−1.43 to 0.13)</td><td headers="hd_h_niceng205er8.tab10_1_1_1_4" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Very Low</td><td headers="hd_h_niceng205er8.tab10_1_1_1_5" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Could not differentiate</td></tr><tr><td headers="hd_h_niceng205er8.tab10_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Association with delinquent peers score at 3 years follow up (modified version of the general delinquency scale from the Self-Report Delinquency Scale)</td><td headers="hd_h_niceng205er8.tab10_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">100</td><td headers="hd_h_niceng205er8.tab10_1_1_1_3" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">MD −0.34 (−0.71 to 0.03)</td><td headers="hd_h_niceng205er8.tab10_1_1_1_4" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Very Low</td><td headers="hd_h_niceng205er8.tab10_1_1_1_5" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Could not differentiate</td></tr><tr><td headers="hd_h_niceng205er8.tab10_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Composite substance use score at 3 years follow up (girls were asked how many times in the past year they had (a) smoked cigarettes or chewed tobacco, (b) drank alcohol (beer, wine, or hard liquor), and (c) used marijuana).</td><td headers="hd_h_niceng205er8.tab10_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">100</td><td headers="hd_h_niceng205er8.tab10_1_1_1_3" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">MD −0.74 (−1.33 to −0.15)</td><td headers="hd_h_niceng205er8.tab10_1_1_1_4" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Very Low</td><td headers="hd_h_niceng205er8.tab10_1_1_1_5" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Effect favours intervention group, but it may be less than the MID</td></tr><tr><td headers="hd_h_niceng205er8.tab10_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Tobacco use score at 3 years follow up (see above)</td><td headers="hd_h_niceng205er8.tab10_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">100</td><td headers="hd_h_niceng205er8.tab10_1_1_1_3" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">MD −0.87 (−1.69 to −0.05)</td><td headers="hd_h_niceng205er8.tab10_1_1_1_4" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Very Low</td><td headers="hd_h_niceng205er8.tab10_1_1_1_5" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Effect favours intervention group, but it may be less than the MID</td></tr><tr><td headers="hd_h_niceng205er8.tab10_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Alcohol use score at 3 years follow up (see above)</td><td headers="hd_h_niceng205er8.tab10_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">100</td><td headers="hd_h_niceng205er8.tab10_1_1_1_3" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">MD −0.31 (−0.78 to 0.16)</td><td headers="hd_h_niceng205er8.tab10_1_1_1_4" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Very Low</td><td headers="hd_h_niceng205er8.tab10_1_1_1_5" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Could not differentiate</td></tr><tr><td headers="hd_h_niceng205er8.tab10_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Marijuana use score at 3 years follow up (see above)</td><td headers="hd_h_niceng205er8.tab10_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">100</td><td headers="hd_h_niceng205er8.tab10_1_1_1_3" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">MD −1.04 (−1.74 to −0.34)</td><td headers="hd_h_niceng205er8.tab10_1_1_1_4" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Very Low</td><td headers="hd_h_niceng205er8.tab10_1_1_1_5" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Effect favours intervention group, but it may be less than the MID</td></tr></tbody></table></div><div class="tblwrap-foot"><div><dl class="temp-labeled-list small"><dl class="bkr_refwrap"><dt>(a)</dt><dd><div id="niceng205er8.tab10_1"><p class="no_margin">No meaningful difference: crosses line of no effect but not line of MID; Could not differentiate: crosses line of no effect and line of MID; May favour: confidence intervals do not cross line of no effect but cross MID; Favours: confidence intervals do not cross line of no effect or MID</p></div></dd></dl></dl></div></div></div></article><article data-type="table-wrap" id="figobniceng205er8tab11"><div id="niceng205er8.tab11" class="table"><p class="large-table-link" style="display:none"><span class="right"><a href="/books/NBK575880/table/niceng205er8.tab11/?report=objectonly" target="object">View in own window</a></span></p><div class="large_tbl" id="__niceng205er8.tab11_lrgtbl__"><table class="no_bottom_margin"><thead><tr><th id="hd_h_niceng205er8.tab11_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Study</th><th id="hd_h_niceng205er8.tab11_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Comparators</th><th id="hd_h_niceng205er8.tab11_1_1_1_3" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Costs</th><th id="hd_h_niceng205er8.tab11_1_1_1_4" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Effects</th><th id="hd_h_niceng205er8.tab11_1_1_1_5" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">ICER</th><th id="hd_h_niceng205er8.tab11_1_1_1_6" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Uncertainty</th><th id="hd_h_niceng205er8.tab11_1_1_1_7" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Applicability</th><th id="hd_h_niceng205er8.tab11_1_1_1_8" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Limitations</th></tr></thead><tbody><tr><td headers="hd_h_niceng205er8.tab11_1_1_1_1" rowspan="2" colspan="1" style="text-align:left;vertical-align:top;">
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<p>
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<a class="bibr" href="#niceng205er8.s1.1.ref9" rid="niceng205er8.s1.1.ref9">Lynch 2017</a>
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</p>
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<p>
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<b>US</b>
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</p>
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<p>192 children in pre-schooler age (kinship and non-kinship)</p>
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<p>Cost-effectiveness analysis</p>
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</td><td headers="hd_h_niceng205er8.tab11_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Kids in transition to school (KITS) intervention</td><td headers="hd_h_niceng205er8.tab11_1_1_1_3" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">$6,422 (£4,523)</td><td headers="hd_h_niceng205er8.tab11_1_1_1_4" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
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<p>IFD: 310.5</p>
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<p>EFD: 218.6</p>
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</td><td headers="hd_h_niceng205er8.tab11_1_1_1_5" rowspan="2" colspan="1" style="text-align:left;vertical-align:top;">
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<p>$64/IFD (£45/IFD)</p>
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<p>$63/EFD (£44/EFD)</p>
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</td><td headers="hd_h_niceng205er8.tab11_1_1_1_6" rowspan="2" colspan="1" style="text-align:left;vertical-align:top;">At a threshold of $100 (£70) willingness to pay KITS was cost-effective 78.7% of times (IFD) and 75.3% for EFD</td><td headers="hd_h_niceng205er8.tab11_1_1_1_7" rowspan="2" colspan="1" style="text-align:left;vertical-align:top;">Partially applicable</td><td headers="hd_h_niceng205er8.tab11_1_1_1_8" rowspan="2" colspan="1" style="text-align:left;vertical-align:top;">Very serious limitations</td></tr><tr><td headers="hd_h_niceng205er8.tab11_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Standard foster care</td><td headers="hd_h_niceng205er8.tab11_1_1_1_3" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">$4,746 (£3,343)</td><td headers="hd_h_niceng205er8.tab11_1_1_1_4" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
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<p>IFD: 284.5</p>
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<p>EFD: 192.0</p>
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</td></tr></tbody></table></div><div class="tblwrap-foot"><div><dl class="temp-labeled-list small"><dl class="bkr_refwrap"><dt></dt><dd><div><p class="no_margin">EFD, externalising free days; ICER, incremental cost-effectiveness ratio; IFD, internalising free days</p></div></dd></dl></dl></div></div></div></article><article data-type="table-wrap" id="figobniceng205er8appjtab1"><div id="niceng205er8.appj.tab1" class="table"><p class="large-table-link" style="display:none"><span class="right"><a href="/books/NBK575880/table/niceng205er8.appj.tab1/?report=objectonly" target="object">View in own window</a></span></p><div class="large_tbl" id="__niceng205er8.appj.tab1_lrgtbl__"><table><thead><tr><th id="hd_h_niceng205er8.appj.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:middle;">Study</th><th id="hd_h_niceng205er8.appj.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:middle;">Reason for exclusion</th></tr></thead><tbody><tr><td headers="hd_h_niceng205er8.appj.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
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(2008) The effects of early social-emotional and relationship experience on the development of young orphanage children: XI. Intervention effects on caregiver-child interactions (infant affect manual, attachment variables).. Monographs of the Society for Research in Child Development
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73(3): 187–223 [<a href="/pmc/articles/PMC2702123/" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pmc">PMC free article<span class="bk_prnt">: PMC2702123</span></a>] [<a href="https://pubmed.ncbi.nlm.nih.gov/19121007" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 19121007</span></a>]
|
|
</td><td headers="hd_h_niceng205er8.appj.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Non-OECD country</td></tr><tr><td headers="hd_h_niceng205er8.appj.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
(2008) The effects of early social-emotional and relationship experience on the development of young orphanage children: X. Effects of the interventions on caregiver-child Interactions during free play (PCERA).. Monographs of the Society for Research in Child Development
|
|
73(3): 167–186 [<a href="/pmc/articles/PMC2702123/" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pmc">PMC free article<span class="bk_prnt">: PMC2702123</span></a>] [<a href="https://pubmed.ncbi.nlm.nih.gov/19121007" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 19121007</span></a>]
|
|
</td><td headers="hd_h_niceng205er8.appj.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Non-OECD country</td></tr><tr><td headers="hd_h_niceng205er8.appj.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
(2008) The effects of early social-emotional and relationship experience on the development of young orphanage children: IX. The effects of the intervention on children’s general behavioral development (Battelle Developmental Inventory).. Monographs of the Society for Research in Child Development
|
|
73(3): 142–166 [<a href="/pmc/articles/PMC2702123/" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pmc">PMC free article<span class="bk_prnt">: PMC2702123</span></a>] [<a href="https://pubmed.ncbi.nlm.nih.gov/19121007" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 19121007</span></a>]
|
|
</td><td headers="hd_h_niceng205er8.appj.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Non-OECD country</td></tr><tr><td headers="hd_h_niceng205er8.appj.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
(2008) The effects of early social-emotional and relationship experience on the development of young orphanage children: VIII. Intervention effects on physical growth.. Monographs of the Society for Research in Child Development
|
|
73(3): 124–141 [<a href="/pmc/articles/PMC2702123/" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pmc">PMC free article<span class="bk_prnt">: PMC2702123</span></a>] [<a href="https://pubmed.ncbi.nlm.nih.gov/19121007" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 19121007</span></a>]
|
|
</td><td headers="hd_h_niceng205er8.appj.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Non-OECD country</td></tr><tr><td headers="hd_h_niceng205er8.appj.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
(2008) The effects of early social-emotional and relationship experience on the development of young orphanage children: VII. Orphanage staff attitudes, perceptions, and feelings.. Monographs of the Society for Research in Child Development
|
|
73(3): 108–123 [<a href="/pmc/articles/PMC2702123/" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pmc">PMC free article<span class="bk_prnt">: PMC2702123</span></a>] [<a href="https://pubmed.ncbi.nlm.nih.gov/19121007" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 19121007</span></a>]
|
|
</td><td headers="hd_h_niceng205er8.appj.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Non-OECD country</td></tr><tr><td headers="hd_h_niceng205er8.appj.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
(2008) The effects of early social-emotional and relationship experience on the development of young orphanage children: VI. Caregiver behavior on the wards (home inventory).. Monographs of the Society for Research in Child Development
|
|
73(3): 95–107 [<a href="/pmc/articles/PMC2702123/" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pmc">PMC free article<span class="bk_prnt">: PMC2702123</span></a>] [<a href="https://pubmed.ncbi.nlm.nih.gov/19121007" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 19121007</span></a>]
|
|
</td><td headers="hd_h_niceng205er8.appj.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Non-OECD country</td></tr><tr><td headers="hd_h_niceng205er8.appj.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
(2008) The effects of early social-emotional and relationship experience on the development of young orphanage children. V. Evidence that the interventions were implemented as planned.. Monographs of the Society for Research in Child Development
|
|
73(3): 84–94 [<a href="/pmc/articles/PMC2702123/" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pmc">PMC free article<span class="bk_prnt">: PMC2702123</span></a>] [<a href="https://pubmed.ncbi.nlm.nih.gov/19121007" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 19121007</span></a>]
|
|
</td><td headers="hd_h_niceng205er8.appj.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Non-OECD country</td></tr><tr><td headers="hd_h_niceng205er8.appj.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Bailey
|
|
C., Klas
|
|
A., Cox
|
|
R.
|
|
et al. (2019) Systematic review of organisation-wide, trauma-informed care models in out-of-home care (OoHC) settings. Health & social care in the community
|
|
27(3): e10–e22 [<a href="https://pubmed.ncbi.nlm.nih.gov/30033666" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 30033666</span></a>]
|
|
</td><td headers="hd_h_niceng205er8.appj.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Systematic review, considered for relevant references</td></tr><tr><td headers="hd_h_niceng205er8.appj.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Bakermans-Kranenburg, Marian J, van IJzendoorn, Marinus H, Juffer, Femmie
|
|
et al. (2008) Earlier is better: A meta-analysis of 70 years of intervention improving cognitive development in institutionalized children.. Monographs of the Society for Research in Child Development
|
|
73(3): 279–293 [<a href="https://pubmed.ncbi.nlm.nih.gov/19121021" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 19121021</span></a>]
|
|
</td><td headers="hd_h_niceng205er8.appj.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Meta analysis based on studies from earlier than 1990, or from non-OECD countries</td></tr><tr><td headers="hd_h_niceng205er8.appj.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Bernard
|
|
K.; Hostinar
|
|
C.E.; Dozier
|
|
M. (2015) Intervention effects on diurnal cortisol rhythms of Child Protective Services-referred infants in early childhood preschool follow-up results of a randomized clinical trial. JAMA Pediatrics
|
|
169(2): 112–119 [<a href="/pmc/articles/PMC4470904/" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pmc">PMC free article<span class="bk_prnt">: PMC4470904</span></a>] [<a href="https://pubmed.ncbi.nlm.nih.gov/25436448" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 25436448</span></a>]
|
|
</td><td headers="hd_h_niceng205er8.appj.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Unclear that LACYP were included (an intervention to help divert children away from entering foster care)</td></tr><tr><td headers="hd_h_niceng205er8.appj.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Berument
|
|
S.K. (2013) Environmental enrichment and caregiver training to support the development of birth to 6-year-olds in Turkish orphanages. Infant Mental Health Journal
|
|
34(3): 189–201
|
|
</td><td headers="hd_h_niceng205er8.appj.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Quasi-experimental study, excluded as sufficient RCT evidence was identified</td></tr><tr><td headers="hd_h_niceng205er8.appj.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Bick
|
|
J. and Dozier
|
|
M. (2013) The effectiveness of an attachment-based intervention in promoting foster mothers’ sensitivity toward foster infants. Infant Mental Health Journal
|
|
34(2): 95–103 [<a href="/pmc/articles/PMC3756602/" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pmc">PMC free article<span class="bk_prnt">: PMC3756602</span></a>] [<a href="https://pubmed.ncbi.nlm.nih.gov/23997377" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 23997377</span></a>]
|
|
</td><td headers="hd_h_niceng205er8.appj.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- To be considered under a different review question (RQ2.1)</td></tr><tr><td headers="hd_h_niceng205er8.appj.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Brannstrom, Lars; Vinnerljung, Bo; Hjern, Anders (2013) Long-term outcomes of Sweden’s Contact Family Program for children.. Child abuse & neglect
|
|
37(6): 404–14 [<a href="https://pubmed.ncbi.nlm.nih.gov/23490057" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 23490057</span></a>]
|
|
</td><td headers="hd_h_niceng205er8.appj.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Does not include LACYP population</td></tr><tr><td headers="hd_h_niceng205er8.appj.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Bronz, Kimberly Dawn (2004) Effects of a therapeutic playgroup intervention on the social competence and executive functioning of young children in foster care.. Dissertation Abstracts International Section A: Humanities and Social Sciences
|
|
65(6a): 2082
|
|
</td><td headers="hd_h_niceng205er8.appj.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Dissertation abstract</td></tr><tr><td headers="hd_h_niceng205er8.appj.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Bruce, Jacqueline, McDermott, Jennifer Martin, Fisher, Philip A
|
|
et al. (2009) Using behavioral and electrophysiological measures to assess the effects of a preventive intervention: a preliminary study with preschool-aged foster children.. Prevention science : the official journal of the Society for Prevention Research
|
|
10(2): 129–40 [<a href="/pmc/articles/PMC2670355/" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pmc">PMC free article<span class="bk_prnt">: PMC2670355</span></a>] [<a href="https://pubmed.ncbi.nlm.nih.gov/19030992" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 19030992</span></a>]
|
|
</td><td headers="hd_h_niceng205er8.appj.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- No outcomes of interest</td></tr><tr><td headers="hd_h_niceng205er8.appj.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Bruce, J., Pears, K.C., McDermott, J.M.
|
|
et al. (2020) Effects of a school readiness intervention on electrophysiological indices of external response monitoring in children in foster care. Development and psychopathology: 1–11 [<a href="/pmc/articles/PMC7710616/" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pmc">PMC free article<span class="bk_prnt">: PMC7710616</span></a>] [<a href="https://pubmed.ncbi.nlm.nih.gov/32489170" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 32489170</span></a>]
|
|
</td><td headers="hd_h_niceng205er8.appj.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- no outcomes of interest</td></tr><tr><td headers="hd_h_niceng205er8.appj.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Bruhn, Christina M, Duval, Denise, Louderman, Richard
|
|
et al. (2008) Centralized assessment of early developmental delays in children in foster care: A program that works.. Children and Youth Services Review
|
|
30(5): 536–545
|
|
</td><td headers="hd_h_niceng205er8.appj.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- To be considered under a different review question (RQ3.1)</td></tr><tr><td headers="hd_h_niceng205er8.appj.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Burry, Caroline L and Noble, Lynne S (2001) The STAFF Project: Support and Training for Adoptive and Foster Families of infants with prenatal substance exposure.. Journal of Social Work Practice in the Addictions
|
|
1(4): 71–82
|
|
</td><td headers="hd_h_niceng205er8.appj.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- No outcome of interest reported</td></tr><tr><td headers="hd_h_niceng205er8.appj.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Byrne, Nicole (2017) Systematic review of speech and language therapy outcomes for children who are in Out of Home Care (OOHC).. Speech, Language and Hearing
|
|
20(1): 57–61
|
|
</td><td headers="hd_h_niceng205er8.appj.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Systematic review considered for relevant references</td></tr><tr><td headers="hd_h_niceng205er8.appj.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Bywater, Tracey Jane, Hutchings, Judith Mary, Gridley, Nicole
|
|
et al. (2011) Incredible years parent training support for nursery staff working within a disadvantaged flying start area in Wales: A feasibility study.. Child Care in Practice
|
|
17(3): 285–302
|
|
</td><td headers="hd_h_niceng205er8.appj.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Does not include LACYP population</td></tr><tr><td headers="hd_h_niceng205er8.appj.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Catay
|
|
Z. and Kologlugil
|
|
D. (2017) IMPACT OF A SUPPORT GROUP FOR THE CAREGIVERS AT AN ORPHANAGE IN TURKEY. Infant Mental Health Journal
|
|
38(2): 289–305 [<a href="https://pubmed.ncbi.nlm.nih.gov/28236315" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 28236315</span></a>]
|
|
</td><td headers="hd_h_niceng205er8.appj.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Quasi-experimental study, excluded as sufficient RCT evidence was identified</td></tr><tr><td headers="hd_h_niceng205er8.appj.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Chamberlain, Patricia (2003) An application of multidimensional treatment foster care for early intervention.. Treating chronic juvenile offenders: Advances made through the Oregon multidimensional treatment foster care model.: 129–140
|
|
</td><td headers="hd_h_niceng205er8.appj.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Review article</td></tr><tr><td headers="hd_h_niceng205er8.appj.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Chernego, Daria I, McCall, Robert B, Wanless, Shannon B
|
|
et al. (2018) The effect of a social-emotional intervention on the development of preterm infants in institutions.. Infants & Young Children
|
|
31(1): 37–52 [<a href="/pmc/articles/PMC5793907/" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pmc">PMC free article<span class="bk_prnt">: PMC5793907</span></a>] [<a href="https://pubmed.ncbi.nlm.nih.gov/29398781" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 29398781</span></a>]
|
|
</td><td headers="hd_h_niceng205er8.appj.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Non-OECD country</td></tr><tr><td headers="hd_h_niceng205er8.appj.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Chinitz, Susan, Guzman, Hazel, Amstutz, Ellen
|
|
et al. (2017) Improving outcomes for babies and toddlers in child welfare: A model for infant mental health intervention and collaboration.. Child abuse & neglect
|
|
70: 190–198 [<a href="https://pubmed.ncbi.nlm.nih.gov/28622589" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 28622589</span></a>]
|
|
</td><td headers="hd_h_niceng205er8.appj.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- To be considered under a different review question (RQ2.1, RQ1.1, RQ3.2)</td></tr><tr><td headers="hd_h_niceng205er8.appj.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
COHON
|
|
Donald J. and et al (2001) Specialized foster care for medically complex drug-exposed HIV positive infants: the Baby Moms Program. Children and Youth Services Review
|
|
23(11): 831–863
|
|
</td><td headers="hd_h_niceng205er8.appj.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Intervention description/practice report and data not reported in an extractable format</td></tr><tr><td headers="hd_h_niceng205er8.appj.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Cole
|
|
S.A. (2005) Infants in foster care: Relational and environmental factors affecting attachment. Journal of Reproductive and Infant Psychology
|
|
23(1): 43–61
|
|
</td><td headers="hd_h_niceng205er8.appj.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Study does not consider a relevant intervention</td></tr><tr><td headers="hd_h_niceng205er8.appj.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Craven, Patricia Ann and Lee, Robert E (2006) Therapeutic Interventions for Foster Children: A Systematic Research Synthesis.. Research on Social Work Practice
|
|
16(3): 287–304
|
|
</td><td headers="hd_h_niceng205er8.appj.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Systematic review considered for relevant references</td></tr><tr><td headers="hd_h_niceng205er8.appj.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Crockenberg, Susan C (2008) How valid are the results of the St. Petersburg-USA Orphanage Intervention Study and what do they mean for the world’s children?. Monographs of the Society for Research in Child Development
|
|
73(3): 263–270 [<a href="https://pubmed.ncbi.nlm.nih.gov/19121019" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 19121019</span></a>]
|
|
</td><td headers="hd_h_niceng205er8.appj.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
<p>- Non-OECD country</p>
|
|
<p>- Book</p>
|
|
</td></tr><tr><td headers="hd_h_niceng205er8.appj.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Debnath, Ranjan, Tang, Alva, Zeanah, Charles H
|
|
et al. (2019) The Long-term effects of institutional rearing, foster care intervention and disruptions in care on brain electrical activity in adolescence.. Developmental science: e12872 [<a href="/pmc/articles/PMC6884653/" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pmc">PMC free article<span class="bk_prnt">: PMC6884653</span></a>] [<a href="https://pubmed.ncbi.nlm.nih.gov/31148302" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 31148302</span></a>]
|
|
</td><td headers="hd_h_niceng205er8.appj.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Non-OECD country</td></tr><tr><td headers="hd_h_niceng205er8.appj.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Dozier
|
|
M., Higley
|
|
E., Albus
|
|
K.E.
|
|
et al. (2002) Intervening with foster infants’ caregivers: Targeting three critical needs. Infant Mental Health Journal
|
|
23(5): 541–554
|
|
</td><td headers="hd_h_niceng205er8.appj.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Intervention description/practice report</td></tr><tr><td headers="hd_h_niceng205er8.appj.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Dozier
|
|
M. and Sepulveda
|
|
S. (2004) Foster mother state of mind and treatment use: Different challenges for different people. Infant Mental Health Journal
|
|
25(4): 368–378
|
|
</td><td headers="hd_h_niceng205er8.appj.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
<p>- Case study</p>
|
|
<p>- Intervention description/practice report</p>
|
|
</td></tr><tr><td headers="hd_h_niceng205er8.appj.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Dozier, Mary; Bick, Johanna; Bernard, Kristin (2011) Intervening With Foster Parents to Enhance Biobehavioral Outcomes Among Infants and Toddlers.. Zero to three
|
|
31(3): 17–22 [<a href="/pmc/articles/PMC3517191/" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pmc">PMC free article<span class="bk_prnt">: PMC3517191</span></a>] [<a href="https://pubmed.ncbi.nlm.nih.gov/23226918" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 23226918</span></a>]
|
|
</td><td headers="hd_h_niceng205er8.appj.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
<p>- Case study</p>
|
|
<p>- Review article</p>
|
|
<p>- Intervention description/practice report</p>
|
|
</td></tr><tr><td headers="hd_h_niceng205er8.appj.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Dozier, Mary, Lindhiem, Oliver, Ackerman, John P
|
|
et al. (2005) Attachment and Biobehavioral Catch-Up: An Intervention Targeting Empirically Identified Needs of Foster Infants.. Enhancing early attachments: Theory, research, intervention, and policy.: 178–194
|
|
</td><td headers="hd_h_niceng205er8.appj.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Not a relevant study design</td></tr><tr><td headers="hd_h_niceng205er8.appj.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Dozier, Mary, Peloso, Elizabeth, Lewis, Erin
|
|
et al. (2008) Effects of an attachment-based intervention on the cortisol production of infants and toddlers in foster care.. Development and psychopathology
|
|
20(3): 845–59 [<a href="/pmc/articles/PMC3258505/" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pmc">PMC free article<span class="bk_prnt">: PMC3258505</span></a>] [<a href="https://pubmed.ncbi.nlm.nih.gov/18606034" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 18606034</span></a>]
|
|
</td><td headers="hd_h_niceng205er8.appj.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- To be considered under a different review question (RQ2.1, RQ3.2)</td></tr><tr><td headers="hd_h_niceng205er8.appj.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Dozier, Mary, Peloso, Elizabeth, Lindhiem, Oliver
|
|
et al. (2006) Developing Evidence-Based Interventions for Foster Children: An Example of a Randomized Clinical Trial with Infants and Toddlers.. Journal of Social Issues
|
|
62(4): 767–785
|
|
</td><td headers="hd_h_niceng205er8.appj.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- To be considered under a different review question (RQ2.1, RQ3.2)</td></tr><tr><td headers="hd_h_niceng205er8.appj.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Evans, Rhiannon, Brown, Rachel, Rees, Gwyther
|
|
et al. (2017) Systematic review of educational interventions for looked-after children and young people: Recommendations for intervention development and evaluation.. British Educational Research Journal
|
|
43(1): 68–94 [<a href="/pmc/articles/PMC5299458/" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pmc">PMC free article<span class="bk_prnt">: PMC5299458</span></a>] [<a href="https://pubmed.ncbi.nlm.nih.gov/28239209" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 28239209</span></a>]
|
|
</td><td headers="hd_h_niceng205er8.appj.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Systematic review considered for relevant references</td></tr><tr><td headers="hd_h_niceng205er8.appj.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Fisher, P A, Gunnar, M R, Chamberlain, P
|
|
et al. (2000) Preventive intervention for maltreated preschool children: impact on children’s behavior, neuroendocrine activity, and foster parent functioning.. Journal of the American Academy of Child and Adolescent Psychiatry
|
|
39(11): 1356–64 [<a href="https://pubmed.ncbi.nlm.nih.gov/11068890" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 11068890</span></a>]
|
|
</td><td headers="hd_h_niceng205er8.appj.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- To be considered under a different review question (RQ2.1, RQ3.2)</td></tr><tr><td headers="hd_h_niceng205er8.appj.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Fisher, Philip A; Burraston, Bert; Pears, Katherine (2005) The early intervention foster care program: permanent placement outcomes from a randomized trial.. Child maltreatment
|
|
10(1): 61–71 [<a href="https://pubmed.ncbi.nlm.nih.gov/15611327" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 15611327</span></a>]
|
|
</td><td headers="hd_h_niceng205er8.appj.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- To be considered under a different review question (RQ1.1)</td></tr><tr><td headers="hd_h_niceng205er8.appj.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Fisher, Philip A and Chamberlain, Patricia (2000) Multidimensional treatment foster care: A program for intensive parenting, family support, and skill building.. Journal of Emotional and Behavioral Disorders
|
|
8(3): 155–164
|
|
</td><td headers="hd_h_niceng205er8.appj.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Review article</td></tr><tr><td headers="hd_h_niceng205er8.appj.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Fisher, Philip A and Chamberlain, Patricia (2001) Multidimensional treatment foster care: A program for intensive parenting, family support, and skill building.. Making schools safer and violence free: Critical issues, solutions, and recommended practices.: 140–149
|
|
</td><td headers="hd_h_niceng205er8.appj.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Duplicate reference</td></tr><tr><td headers="hd_h_niceng205er8.appj.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Fisher, Philip A, Gunnar, Megan R, Dozier, Mary
|
|
et al. (2006) Effects of therapeutic interventions for foster children on behavioral problems, caregiver attachment, and stress regulatory neural systems.. Annals of the New York Academy of Sciences
|
|
1094: 215–25 [<a href="https://pubmed.ncbi.nlm.nih.gov/17347353" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 17347353</span></a>]
|
|
</td><td headers="hd_h_niceng205er8.appj.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Review article</td></tr><tr><td headers="hd_h_niceng205er8.appj.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Fisher, Philip A and Kim, Hyoun K (2007) Intervention effects on foster preschoolers’ attachment-related behaviors from a randomized trial.. Prevention science : the official journal of the Society for Prevention Research
|
|
8(2): 161–70 [<a href="/pmc/articles/PMC2533809/" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pmc">PMC free article<span class="bk_prnt">: PMC2533809</span></a>] [<a href="https://pubmed.ncbi.nlm.nih.gov/17340186" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 17340186</span></a>]
|
|
</td><td headers="hd_h_niceng205er8.appj.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- To be considered under a different review question (RQ2.1)</td></tr><tr><td headers="hd_h_niceng205er8.appj.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Fisher, Philip A, Kim, Hyoun K, Pears, Katherine C
|
|
et al. (2009) Effects of multidimensional treatment foster care for preschoolers (MTFC-P) on reducing permanent placement failures among children with placement instability.. Children and Youth Services Review
|
|
31(5): 541–546 [<a href="/pmc/articles/PMC2678807/" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pmc">PMC free article<span class="bk_prnt">: PMC2678807</span></a>] [<a href="https://pubmed.ncbi.nlm.nih.gov/19430545" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 19430545</span></a>]
|
|
</td><td headers="hd_h_niceng205er8.appj.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- To be considered under a different review question (RQ1.1)</td></tr><tr><td headers="hd_h_niceng205er8.appj.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Fisher, Philip A and Stoolmiller, Mike (2008) Intervention effects on foster parent stress: associations with child cortisol levels.. Development and psychopathology
|
|
20(3): 1003–21 [<a href="/pmc/articles/PMC3668550/" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pmc">PMC free article<span class="bk_prnt">: PMC3668550</span></a>] [<a href="https://pubmed.ncbi.nlm.nih.gov/18606041" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 18606041</span></a>]
|
|
</td><td headers="hd_h_niceng205er8.appj.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- No outcomes of interest</td></tr><tr><td headers="hd_h_niceng205er8.appj.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Fisher, Philip A, Stoolmiller, Mike, Gunnar, Megan R
|
|
et al. (2007) Effects of a therapeutic intervention for foster preschoolers on diurnal cortisol activity.. Psychoneuroendocrinology
|
|
32(810): 892–905 [<a href="/pmc/articles/PMC2174427/" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pmc">PMC free article<span class="bk_prnt">: PMC2174427</span></a>] [<a href="https://pubmed.ncbi.nlm.nih.gov/17656028" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 17656028</span></a>]
|
|
</td><td headers="hd_h_niceng205er8.appj.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- To be considered under a different review question (RQ3.2)</td></tr><tr><td headers="hd_h_niceng205er8.appj.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Fisher, Philip A, Stoolmiller, Mike, Mannering, Anne M
|
|
et al. (2011) Foster placement disruptions associated with problem behavior: mitigating a threshold effect.. Journal of consulting and clinical psychology
|
|
79(4): 481–7 [<a href="/pmc/articles/PMC3334279/" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pmc">PMC free article<span class="bk_prnt">: PMC3334279</span></a>] [<a href="https://pubmed.ncbi.nlm.nih.gov/21787051" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 21787051</span></a>]
|
|
</td><td headers="hd_h_niceng205er8.appj.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- To be considered under a different review question (RQ1.1, RQ 2.1)</td></tr><tr><td headers="hd_h_niceng205er8.appj.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Frame, L; Berrick, J D; Brodowski, M L (2000) Understanding reentry to out-of-home care for reunified infants.. Child welfare
|
|
79(4): 339–69 [<a href="https://pubmed.ncbi.nlm.nih.gov/10925764" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 10925764</span></a>]
|
|
</td><td headers="hd_h_niceng205er8.appj.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
<p>- Not an intervention of interest</p>
|
|
<p>- Not a relevant study design</p>
|
|
</td></tr><tr><td headers="hd_h_niceng205er8.appj.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Gamache, Susan, Mirabell, Dianne, Avery, Lisa
|
|
et al. (2006) Early childhood developmental and nutritional training for foster parents.. Child & Adolescent Social Work Journal
|
|
23(56): 501–511
|
|
</td><td headers="hd_h_niceng205er8.appj.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- No outcome of interest reported</td></tr><tr><td headers="hd_h_niceng205er8.appj.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Graham, Alice M, Pears, Katherine C, Kim, Hyoun K
|
|
et al. (2018) Effects of a school readiness intervention on hypothalamus-pituitary-adrenal axis functioning and school adjustment for children in foster care.. Development and psychopathology
|
|
30(2): 651–664 [<a href="/pmc/articles/PMC5857473/" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pmc">PMC free article<span class="bk_prnt">: PMC5857473</span></a>] [<a href="https://pubmed.ncbi.nlm.nih.gov/28918760" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 28918760</span></a>]
|
|
</td><td headers="hd_h_niceng205er8.appj.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- To be considered under a different review question (RQ3.2)</td></tr><tr><td headers="hd_h_niceng205er8.appj.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Graham, Alice M, Yockelson, Melissa, Kim, Hyoun K
|
|
et al. (2012) Effects of maltreatment and early intervention on diurnal cortisol slope across the start of school: A pilot study.. Child Abuse & Neglect
|
|
36(9): 666–670 [<a href="/pmc/articles/PMC3445788/" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pmc">PMC free article<span class="bk_prnt">: PMC3445788</span></a>] [<a href="https://pubmed.ncbi.nlm.nih.gov/22964372" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 22964372</span></a>]
|
|
</td><td headers="hd_h_niceng205er8.appj.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- To be considered under a different review question (RQ3.2)</td></tr><tr><td headers="hd_h_niceng205er8.appj.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Harvey, Aminifu R; Loughney, Georgette K; Moore, Janae (2002) A model program for African American children in the foster care system.. Journal of health & social policy
|
|
16(12): 195–206 [<a href="https://pubmed.ncbi.nlm.nih.gov/12809388" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 12809388</span></a>]
|
|
</td><td headers="hd_h_niceng205er8.appj.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
<p>- No outcome of interest reported</p>
|
|
<p>- Intervention description/practice report</p>
|
|
</td></tr><tr><td headers="hd_h_niceng205er8.appj.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Hawk
|
|
B.N., Mccall
|
|
R.B., Groark
|
|
C.J.
|
|
et al. (2018) CAREGIVER SENSITIVITY AND CONSISTENCY AND CHILDREN’S PRIOR FAMILY EXPERIENCE AS CONTEXTS FOR EARLY DEVELOPMENT WITHIN INSTITUTIONS. Infant Mental Health Journal
|
|
39(4): 432–448 [<a href="/pmc/articles/PMC6092938/" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pmc">PMC free article<span class="bk_prnt">: PMC6092938</span></a>] [<a href="https://pubmed.ncbi.nlm.nih.gov/29953627" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 29953627</span></a>]
|
|
</td><td headers="hd_h_niceng205er8.appj.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Non-OECD country</td></tr><tr><td headers="hd_h_niceng205er8.appj.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Heller
|
|
S.S.; Smyke
|
|
A.T.; Boris
|
|
N.W. (2002) Very young foster children and foster families: Clinical challenges and interventions. Infant Mental Health Journal
|
|
23(5): 555–575
|
|
</td><td headers="hd_h_niceng205er8.appj.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Intervention description/practice report</td></tr><tr><td headers="hd_h_niceng205er8.appj.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Hermenau, Katharin, Goessmann, Katharina, Rygaard, Niels Peter
|
|
et al. (2017) Fostering Child Development by Improving Care Quality: A Systematic Review of the Effectiveness of Structural Interventions and Caregiver Trainings in Institutional Care.. Trauma, violence & abuse
|
|
18(5): 544–561 [<a href="https://pubmed.ncbi.nlm.nih.gov/27075337" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 27075337</span></a>]
|
|
</td><td headers="hd_h_niceng205er8.appj.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Systematic review considered for relevant references</td></tr><tr><td headers="hd_h_niceng205er8.appj.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Hillen
|
|
T., Gafson
|
|
L., Drage
|
|
L.
|
|
et al. (2012) Assessing the prevalence of mental health disorders and mental health needs among preschool children in care in England. Infant Mental Health Journal
|
|
33(4): 411–420 [<a href="https://pubmed.ncbi.nlm.nih.gov/28520175" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 28520175</span></a>]
|
|
</td><td headers="hd_h_niceng205er8.appj.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Study does not contain a relevant intervention</td></tr><tr><td headers="hd_h_niceng205er8.appj.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Hindman, Annemarie H and Morrison, Frederick J (2011) Family involvement and educator outreach in Head Start.. The Elementary School Journal
|
|
111(3): 359–386
|
|
</td><td headers="hd_h_niceng205er8.appj.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Comparator in study does not match that specified in protocol</td></tr><tr><td headers="hd_h_niceng205er8.appj.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Hobbie, C; Braddock, M; Henry, J (2000) Medical assessment of children going into emergency out-of-home placement.. Journal of pediatric health care : official publication of National Association of Pediatric Nurse Associates & Practitioners
|
|
14(4): 172–9 [<a href="https://pubmed.ncbi.nlm.nih.gov/10900414" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 10900414</span></a>]
|
|
</td><td headers="hd_h_niceng205er8.appj.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Intervention description/practice report</td></tr><tr><td headers="hd_h_niceng205er8.appj.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Horwitz, S M; Owens, P; Simms, M D (2000) Specialized assessments for children in foster care.. Pediatrics
|
|
106(1pt1): 59–66 [<a href="https://pubmed.ncbi.nlm.nih.gov/10878150" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 10878150</span></a>]
|
|
</td><td headers="hd_h_niceng205er8.appj.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- To be considered under a different review question (RQ3.2)</td></tr><tr><td headers="hd_h_niceng205er8.appj.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Howell
|
|
K.H., Miller
|
|
L.E., Lilly
|
|
M.M.
|
|
et al. (2013) Fostering social competence in preschool children exposed to intimate partner violence: Evaluating the preschool kids’ club intervention. Journal of Aggression, Maltreatment and Trauma
|
|
22(4): 425–445
|
|
</td><td headers="hd_h_niceng205er8.appj.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Does not include LACYP population</td></tr><tr><td headers="hd_h_niceng205er8.appj.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Humphreys
|
|
K.L., Miron
|
|
D., McLaughlin
|
|
K.A.
|
|
et al. (2018) Foster care promotes adaptive functioning in early adolescence among children who experienced severe, early deprivation. Journal of child psychology and psychiatry, and allied disciplines
|
|
59(7): 811–821 [<a href="/pmc/articles/PMC6214343/" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pmc">PMC free article<span class="bk_prnt">: PMC6214343</span></a>] [<a href="https://pubmed.ncbi.nlm.nih.gov/29389015" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 29389015</span></a>]
|
|
</td><td headers="hd_h_niceng205er8.appj.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Non-OECD country</td></tr><tr><td headers="hd_h_niceng205er8.appj.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Humphreys, Cathy and Kiraly, Meredith (2011) High-frequency family contact: A road to nowhere for infants.. Child & Family Social Work
|
|
16(1): 1–11
|
|
</td><td headers="hd_h_niceng205er8.appj.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- To be considered under a different review question (RQ5.1, RQ5.2)</td></tr><tr><td headers="hd_h_niceng205er8.appj.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
IRCT2016040621090N2 (2016) The effect of developmental stimulation program on developmental criterion in children 1–3 years old of foster care. <a href="http://www.who.int/trialsearch/trial2.aspx?Trialid=irct2016040621090n2" ref="pagearea=body&targetsite=external&targetcat=link&targettype=uri">Http://www<wbr style="display:inline-block"></wbr>​.who.int/trialsearch/trial2<wbr style="display:inline-block"></wbr>​.aspx?Trialid<wbr style="display:inline-block"></wbr>​=irct2016040621090n2</a>
|
|
</td><td headers="hd_h_niceng205er8.appj.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Non-OECD country</td></tr><tr><td headers="hd_h_niceng205er8.appj.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Jankowski, Kathryn F, Bruce, Jacqueline, Beauchamp, Kathryn G
|
|
et al. (2017) Preliminary evidence of the impact of early childhood maltreatment and a preventive intervention on neural patterns of response inhibition in early adolescence.. Developmental science
|
|
20(4) [<a href="/pmc/articles/PMC5055407/" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pmc">PMC free article<span class="bk_prnt">: PMC5055407</span></a>] [<a href="https://pubmed.ncbi.nlm.nih.gov/27061609" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 27061609</span></a>]
|
|
</td><td headers="hd_h_niceng205er8.appj.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- To be considered under a different review question (RQ2.1)</td></tr><tr><td headers="hd_h_niceng205er8.appj.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Jonkman
|
|
C.S., Bolle
|
|
E.A., Lindeboom
|
|
R.
|
|
et al. (2012) Multidimensional treatment foster care for preschoolers: Early findings of an implementation in the Netherlands. Child and Adolescent Psychiatry and Mental Health
|
|
6: 38 [<a href="/pmc/articles/PMC3539875/" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pmc">PMC free article<span class="bk_prnt">: PMC3539875</span></a>] [<a href="https://pubmed.ncbi.nlm.nih.gov/23216971" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 23216971</span></a>]
|
|
</td><td headers="hd_h_niceng205er8.appj.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- To be considered under a different review question (RQ2.1)</td></tr><tr><td headers="hd_h_niceng205er8.appj.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Jonkman, Caroline S, Schuengel, Carlo, Lindeboom, Robert
|
|
et al. (2013) The effectiveness of Multidimensional Treatment Foster Care for Preschoolers (MTFC-P) for young children with severe behavioral disturbances: study protocol for a randomized controlled trial.. Trials
|
|
14: 197 [<a href="/pmc/articles/PMC3708828/" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pmc">PMC free article<span class="bk_prnt">: PMC3708828</span></a>] [<a href="https://pubmed.ncbi.nlm.nih.gov/23826798" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 23826798</span></a>]
|
|
</td><td headers="hd_h_niceng205er8.appj.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- RCT protocol</td></tr><tr><td headers="hd_h_niceng205er8.appj.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Jonkman, Caroline S, Schuengel, Carlo, Oosterman, Mirjam
|
|
et al. (2017) Effects of Multidimensional Treatment Foster Care for Preschoolers (MTFC-P) for young foster children with severe behavioral disturbances.. Journal of Child and Family Studies
|
|
26(5): 1491–1503 [<a href="/pmc/articles/PMC5387023/" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pmc">PMC free article<span class="bk_prnt">: PMC5387023</span></a>] [<a href="https://pubmed.ncbi.nlm.nih.gov/28458502" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 28458502</span></a>]
|
|
</td><td headers="hd_h_niceng205er8.appj.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- To be considered under a different review question (RQ2.1, RQ3.2)</td></tr><tr><td headers="hd_h_niceng205er8.appj.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Kang, Hyunah, Chung, Ick-Joong, Chun, JongSerl
|
|
et al. (2014) The outcomes of foster care in South Korea ten years after its foundation: A comparison with institutional care.. Children and Youth Services Review
|
|
39: 135–143
|
|
</td><td headers="hd_h_niceng205er8.appj.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Not an intervention of interest</td></tr><tr><td headers="hd_h_niceng205er8.appj.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Kemmis-Riggs, Jacqueline; Dickes, Adam; McAloon, John (2018) Program Components of Psychosocial Interventions in Foster and Kinship Care: A Systematic Review.. Clinical child and family psychology review
|
|
21(1): 13–40 [<a href="https://pubmed.ncbi.nlm.nih.gov/29159486" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 29159486</span></a>]
|
|
</td><td headers="hd_h_niceng205er8.appj.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Systematic review considered for relevant references</td></tr><tr><td headers="hd_h_niceng205er8.appj.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
KENRICK
|
|
Jenny (2010) Concurrent planning (2) ‘the rollercoaster of uncertainty’. Adoption and Fostering
|
|
34(2): 38–48
|
|
</td><td headers="hd_h_niceng205er8.appj.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- To be considered under a different review question (RQ5.2)</td></tr><tr><td headers="hd_h_niceng205er8.appj.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
KENRICK
|
|
Jenny (2009) Concurrent planning: a retrospective study of the continuities and discontinuities of care, and their impact on the development of infants and young children placed for adoption by the Coram Concurrent Planning Project. Adoption and Fostering
|
|
33(4): 5–18
|
|
</td><td headers="hd_h_niceng205er8.appj.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- To be considered under a different review question (RQ5.2)</td></tr><tr><td headers="hd_h_niceng205er8.appj.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Kim, Tae Im; Shin, Yeong Hee; White-Traut, Rosemary C; Multisensory intervention improves physical growth and illness rates in Korean orphaned newborn infants.; Research in nursing & health; 2003; vol. 26 (no. 6); 424–33 [<a href="https://pubmed.ncbi.nlm.nih.gov/14689459" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 14689459</span></a>]
|
|
</td><td headers="hd_h_niceng205er8.appj.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- To be considered under a different review question (RQ3.2)</td></tr><tr><td headers="hd_h_niceng205er8.appj.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Kim, Hyoun K, Pears, Katherine C, Leve, Leslie D
|
|
et al. (2013) Intervention effects on health-risking sexual behavior among girls in foster care: The role of placement disruption and tobacco and marijuana use.. Journal of Child & Adolescent Substance Abuse
|
|
22(5): 370–387 [<a href="/pmc/articles/PMC3772734/" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pmc">PMC free article<span class="bk_prnt">: PMC3772734</span></a>] [<a href="https://pubmed.ncbi.nlm.nih.gov/24043921" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 24043921</span></a>]
|
|
</td><td headers="hd_h_niceng205er8.appj.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- To be considered under a different review question (RQ1.1, RQ3.2)</td></tr><tr><td headers="hd_h_niceng205er8.appj.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Klag, Stefanie, Fox, Tara, Martin, Graham
|
|
et al. (2016) Evolve Therapeutic Services: A 5-year outcome study of children and young people in out-of-home care with complex and extreme behavioural and mental health problems.. Children and Youth Services Review
|
|
69: 268–274
|
|
</td><td headers="hd_h_niceng205er8.appj.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- To be considered under a different review question (RQ2.1, RQ3.2, RQ4.2)</td></tr><tr><td headers="hd_h_niceng205er8.appj.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
KLEIN
|
|
Sacha M.; FALCONER
|
|
Mary Kay; BENSON
|
|
Stephanie M. (2016) Early care and education for children in the child welfare system: evaluations of two training programs. Journal of Public Child Welfare
|
|
10(2): 152–175
|
|
</td><td headers="hd_h_niceng205er8.appj.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- No outcome of interest reported</td></tr><tr><td headers="hd_h_niceng205er8.appj.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Klein, Sacha, Fries, Lauren, Emmons, Mary M
|
|
et al. (2017) Early care and education arrangements and young children’s risk of foster placement: Findings from a National Child Welfare Sample.. Children and Youth Services Review
|
|
83: 168–178
|
|
</td><td headers="hd_h_niceng205er8.appj.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- To be considered under a different review question (RQ5.1)</td></tr><tr><td headers="hd_h_niceng205er8.appj.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Lakes, Kimberley D, Vargas, Danyel, Riggs, Matt
|
|
et al. (2011) Parenting intervention to reduce attention and behavior difficulties in preschoolers: A CUIDAR evaluation study.. Journal of Child and Family Studies
|
|
20(5): 648–659 [<a href="/pmc/articles/PMC3189410/" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pmc">PMC free article<span class="bk_prnt">: PMC3189410</span></a>] [<a href="https://pubmed.ncbi.nlm.nih.gov/22003279" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 22003279</span></a>]
|
|
</td><td headers="hd_h_niceng205er8.appj.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Does not include LACYP population</td></tr><tr><td headers="hd_h_niceng205er8.appj.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Laurent, Heidemarie K, Gilliam, Kathryn S, Bruce, Jacqueline
|
|
et al. (2014) HPA stability for children in foster care: mental health implications and moderation by early intervention.. Developmental psychobiology
|
|
56(6): 1406–15 [<a href="/pmc/articles/PMC4415368/" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pmc">PMC free article<span class="bk_prnt">: PMC4415368</span></a>] [<a href="https://pubmed.ncbi.nlm.nih.gov/24889670" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 24889670</span></a>]
|
|
</td><td headers="hd_h_niceng205er8.appj.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- To be considered under a different review question (RQ3.2)</td></tr><tr><td headers="hd_h_niceng205er8.appj.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Lecannelier, Felipe, Silva, Jaime R, Hoffmann, Marianela
|
|
et al. (2014) Effects of an intervention to promote socioemotional development in terms of attachment security: a study in early institutionalization in Chile.. Infant mental health journal
|
|
35(2): 151–9 [<a href="https://pubmed.ncbi.nlm.nih.gov/25798521" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 25798521</span></a>]
|
|
</td><td headers="hd_h_niceng205er8.appj.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Quasi-experimental study, excluded as sufficient RCT evidence was identified</td></tr><tr><td headers="hd_h_niceng205er8.appj.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Lederman
|
|
C. and Osofsky
|
|
J.D. (2008) A judicial-mental health partnership to heal young children in juvenile court. Infant Mental Health Journal
|
|
29(1): 36–47 [<a href="https://pubmed.ncbi.nlm.nih.gov/28636241" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 28636241</span></a>]
|
|
</td><td headers="hd_h_niceng205er8.appj.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
<p>- Intervention description/practice report</p>
|
|
<p>- Case study</p>
|
|
</td></tr><tr><td headers="hd_h_niceng205er8.appj.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Lee
|
|
R.E. and Stacks
|
|
A.M. (2004) In whose arms? Using relational therapy in supervised family visitation with very young children in foster care. Journal of Family Psychotherapy
|
|
15(4): 1–14
|
|
</td><td headers="hd_h_niceng205er8.appj.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
<p>- Case study</p>
|
|
<p>- Intervention description/practice report</p>
|
|
</td></tr><tr><td headers="hd_h_niceng205er8.appj.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Lee, K. (2020) Long-term Head Start Impact on developmental outcomes for children in foster care. Child Abuse and Neglect
|
|
101: 104329 [<a href="https://pubmed.ncbi.nlm.nih.gov/31935533" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 31935533</span></a>]
|
|
</td><td headers="hd_h_niceng205er8.appj.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Committee had previously stated they were not interested in this intervention since it offered services on offer in the UK already</td></tr><tr><td headers="hd_h_niceng205er8.appj.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Levy, Terry M and Orlans, Michael (2003) Creating and Repairing Attachments in Biological, Foster, and Adoptive Families.. Attachment processes in couple and family therapy.: 165–190
|
|
</td><td headers="hd_h_niceng205er8.appj.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
<p>- Book</p>
|
|
<p>- Review article</p>
|
|
</td></tr><tr><td headers="hd_h_niceng205er8.appj.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Lynch, Frances L, Dickerson, John F, Saldana, Lisa
|
|
et al. (2014) Incremental net benefit of early intervention for preschool-aged children with emotional and behavioral problems in foster care.. Children and Youth Services Review
|
|
36: 213–219 [<a href="/pmc/articles/PMC5663296/" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pmc">PMC free article<span class="bk_prnt">: PMC5663296</span></a>] [<a href="https://pubmed.ncbi.nlm.nih.gov/29097828" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 29097828</span></a>]
|
|
</td><td headers="hd_h_niceng205er8.appj.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- To be considered under a different review question (RQ1.1)</td></tr><tr><td headers="hd_h_niceng205er8.appj.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Manheimer, Lauren (2000) Child Life in a nonhospital setting: A play group for substance abusers and their drug-exposed infants and toddlers.. Protecting the emotional development of the ill child: The essence of the child life profession.: 173–189
|
|
</td><td headers="hd_h_niceng205er8.appj.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Intervention description/practice report</td></tr><tr><td headers="hd_h_niceng205er8.appj.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
MANNISTO
|
|
Inka I. and PIRTTIMAA
|
|
Raija A. (2018) A review of interventions to support the educational attainments of children and adolescents in foster care. Adoption and Fostering
|
|
42(3): 266–281
|
|
</td><td headers="hd_h_niceng205er8.appj.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Systematic review considered for relevant references</td></tr><tr><td headers="hd_h_niceng205er8.appj.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Marcellus, Lenora (2004) Developmental evaluation of the Safe Babies project: application of the COECA model.. Issues in comprehensive pediatric nursing
|
|
27(2): 107–19 [<a href="https://pubmed.ncbi.nlm.nih.gov/15204652" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 15204652</span></a>]
|
|
</td><td headers="hd_h_niceng205er8.appj.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Intervention description/practice report</td></tr><tr><td headers="hd_h_niceng205er8.appj.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
McBeath, Bowen, Kothari, Brianne H, Blakeslee, Jennifer
|
|
et al. (2014) Intervening to improve outcomes for siblings in foster care: Conceptual, substantive, and methodological dimensions of a prevention science framework.. Children and Youth Services Review
|
|
39: 1–10 [<a href="/pmc/articles/PMC3951129/" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pmc">PMC free article<span class="bk_prnt">: PMC3951129</span></a>] [<a href="https://pubmed.ncbi.nlm.nih.gov/24634558" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 24634558</span></a>]
|
|
</td><td headers="hd_h_niceng205er8.appj.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- To be considered under a different review question (RQ2.1)</td></tr><tr><td headers="hd_h_niceng205er8.appj.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
McCrae, Julie S, Brown, Samantha M, Yang, Jessica
|
|
et al. (2016) Enhancing early childhood outcomes: Connecting child welfare and Head Start.. Early Child Development and Care
|
|
186(7): 1110–1125
|
|
</td><td headers="hd_h_niceng205er8.appj.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- To be considered under a different review question (RQ4.4)</td></tr><tr><td headers="hd_h_niceng205er8.appj.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
McWey, Lenore M and Mullis, Ann K (2004) Improving the lives of children in foster care: The impact of supervised visitation.. Family Relations: An Interdisciplinary Journal of Applied Family Studies
|
|
53(3): 293–300
|
|
</td><td headers="hd_h_niceng205er8.appj.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- To be considered under a different review question (RQ2.1, RQ5.1)</td></tr><tr><td headers="hd_h_niceng205er8.appj.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Merritt
|
|
D.H. and Klein
|
|
S. (2015) Do early care and education services improve language development for maltreated children? Evidence from a national child welfare sample. Child Abuse and Neglect
|
|
39: 185–196 [<a href="https://pubmed.ncbi.nlm.nih.gov/25459989" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 25459989</span></a>]
|
|
</td><td headers="hd_h_niceng205er8.appj.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Unclear if includes LACYP population</td></tr><tr><td headers="hd_h_niceng205er8.appj.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Milburn, Nicole L; Lynch, Marell; Jackson, Jennifer (2008) Early identification of mental health needs for children in care: a therapeutic assessment programme for statutory clients of child protection.. Clinical child psychology and psychiatry
|
|
13(1): 31–47 [<a href="https://pubmed.ncbi.nlm.nih.gov/18411864" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 18411864</span></a>]
|
|
</td><td headers="hd_h_niceng205er8.appj.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- To be considered under a different review question (RQ3.1)</td></tr><tr><td headers="hd_h_niceng205er8.appj.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Mitchell, Elissa Thomann (2011) The child resiliency program at Hope Meadows.. Journal of Intergenerational Relationships
|
|
9(4): 452–457
|
|
</td><td headers="hd_h_niceng205er8.appj.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Intervention description/practice report</td></tr><tr><td headers="hd_h_niceng205er8.appj.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Moffat, Shaye and Vincent, Cynthia (2009) Emergent literacy and childhood literacy-promoting activities for children in the Ontario Child Welfare System.. Vulnerable Children and Youth Studies
|
|
4(2): 135–141
|
|
</td><td headers="hd_h_niceng205er8.appj.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- No outcome of interest reported</td></tr><tr><td headers="hd_h_niceng205er8.appj.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Munthe-Kaas, Heather Menzies, Hammerstrom, Karianne Thune, Kurtze, Nanna
|
|
et al. (2013) No title provided. [<a href="https://pubmed.ncbi.nlm.nih.gov/29319978" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 29319978</span></a>]
|
|
</td><td headers="hd_h_niceng205er8.appj.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
<p>- Data not reported in an extractable format</p>
|
|
<p>- Full text paper not available</p>
|
|
<p>- Study not reported in English</p>
|
|
</td></tr><tr><td headers="hd_h_niceng205er8.appj.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
NCT00056303 (2003) Mental Health Services for Foster and Adopted Children. <a href="https://clinicaltrials.gov/show/nct00056303" ref="pagearea=body&targetsite=external&targetcat=link&targettype=uri">Https:<wbr style="display:inline-block"></wbr>​//clinicaltrials<wbr style="display:inline-block"></wbr>​.gov/show/nct00056303</a>
|
|
</td><td headers="hd_h_niceng205er8.appj.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- RCT protocol</td></tr><tr><td headers="hd_h_niceng205er8.appj.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
NCT00339365 (2006) Promoting Infant Mental Health in Foster Care. <a href="https://clinicaltrials.gov/show/nct00339365" ref="pagearea=body&targetsite=external&targetcat=link&targettype=uri">Https:<wbr style="display:inline-block"></wbr>​//clinicaltrials<wbr style="display:inline-block"></wbr>​.gov/show/nct00339365</a>
|
|
</td><td headers="hd_h_niceng205er8.appj.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- RCT protocol</td></tr><tr><td headers="hd_h_niceng205er8.appj.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
NCT00688129 (2008) KITS: school Readiness in Foster Care Efficacy Trial. <a href="https://clinicaltrials.gov/show/nct00688129" ref="pagearea=body&targetsite=external&targetcat=link&targettype=uri">Https:<wbr style="display:inline-block"></wbr>​//clinicaltrials<wbr style="display:inline-block"></wbr>​.gov/show/nct00688129</a>
|
|
</td><td headers="hd_h_niceng205er8.appj.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- RCT protocol</td></tr><tr><td headers="hd_h_niceng205er8.appj.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
NCT00701194 (2008) Early Intervention Foster Care: a Prevention Trial. <a href="https://clinicaltrials.gov/show/nct00701194" ref="pagearea=body&targetsite=external&targetcat=link&targettype=uri">Https:<wbr style="display:inline-block"></wbr>​//clinicaltrials<wbr style="display:inline-block"></wbr>​.gov/show/nct00701194</a>
|
|
</td><td headers="hd_h_niceng205er8.appj.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- RCT protocol</td></tr><tr><td headers="hd_h_niceng205er8.appj.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
NCT01261806 (2010) Mental Health Services for Toddlers in Foster Care. <a href="https://clinicaltrials.gov/show/nct01261806" ref="pagearea=body&targetsite=external&targetcat=link&targettype=uri">Https:<wbr style="display:inline-block"></wbr>​//clinicaltrials<wbr style="display:inline-block"></wbr>​.gov/show/nct01261806</a>
|
|
</td><td headers="hd_h_niceng205er8.appj.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- RCT protocol</td></tr><tr><td headers="hd_h_niceng205er8.appj.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
NCT01726361 (2012) Multidimensional Treatment Foster Care for Adolescents. <a href="https://clinicaltrials.gov/show/nct01726361" ref="pagearea=body&targetsite=external&targetcat=link&targettype=uri">Https:<wbr style="display:inline-block"></wbr>​//clinicaltrials<wbr style="display:inline-block"></wbr>​.gov/show/nct01726361</a>
|
|
</td><td headers="hd_h_niceng205er8.appj.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- RCT protocol</td></tr><tr><td headers="hd_h_niceng205er8.appj.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
NEWMAN
|
|
Tony and MCDANIEL
|
|
Benny (2005) Getting research into practice: healing damaged attachment processes in infancy. Child Care in Practice
|
|
11(1): 81–90
|
|
</td><td headers="hd_h_niceng205er8.appj.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
<p>- Intervention description/practice report</p>
|
|
<p>- Review article</p>
|
|
</td></tr><tr><td headers="hd_h_niceng205er8.appj.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
NTR3899 (2013) Positive parenting in foster care. <a href="http://www.who.int/trialsearch/trial2.aspx?Trialid=ntr3899" ref="pagearea=body&targetsite=external&targetcat=link&targettype=uri">Http://www<wbr style="display:inline-block"></wbr>​.who.int/trialsearch/trial2<wbr style="display:inline-block"></wbr>​.aspx?Trialid=ntr3899</a>
|
|
</td><td headers="hd_h_niceng205er8.appj.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- RCT protocol</td></tr><tr><td headers="hd_h_niceng205er8.appj.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Osofsky, Joy D; Stepka, Phillip T; King, Lucy S (2017) Attachment and biobehavioral catch-up intervention.. Treating infants and young children impacted by trauma: Interventions that promote healthy development.: 61–74
|
|
</td><td headers="hd_h_niceng205er8.appj.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Book</td></tr><tr><td headers="hd_h_niceng205er8.appj.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Oxford, Monica L, Marcenko, Maureen, Fleming, Charles B
|
|
et al. (2016) Promoting birth parents’ relationships with their toddlers upon reunification: Results from Promoting First Relationships home visiting program.. Children and Youth Services Review
|
|
61: 109–116 [<a href="/pmc/articles/PMC4746016/" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pmc">PMC free article<span class="bk_prnt">: PMC4746016</span></a>] [<a href="https://pubmed.ncbi.nlm.nih.gov/26869740" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 26869740</span></a>]
|
|
</td><td headers="hd_h_niceng205er8.appj.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- To be considered under a different review question (RQ2.1, RQ5.1)</td></tr><tr><td headers="hd_h_niceng205er8.appj.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
PANTIN
|
|
Sarah and FLYNN
|
|
Robert (2007) Training and experience: keys to enhancing the utility for foster parents of the Assessment and Action Record from Looking After Children. Adoption and Fostering
|
|
31(4): 62–69
|
|
</td><td headers="hd_h_niceng205er8.appj.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- No outcome of interest reported</td></tr><tr><td headers="hd_h_niceng205er8.appj.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Pasalich, Dave S, Fleming, Charles B, Oxford, Monica L
|
|
et al. (2016) Can Parenting Intervention Prevent Cascading Effects From Placement Instability to Insecure Attachment to Externalizing Problems in Maltreated Toddlers?.. Child maltreatment
|
|
21(3): 175–85 [<a href="/pmc/articles/PMC5131711/" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pmc">PMC free article<span class="bk_prnt">: PMC5131711</span></a>] [<a href="https://pubmed.ncbi.nlm.nih.gov/27381935" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 27381935</span></a>]
|
|
</td><td headers="hd_h_niceng205er8.appj.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- To be considered under a different review question (RQ1.1, RQ2.1)</td></tr><tr><td headers="hd_h_niceng205er8.appj.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Perry, Deborah F, Dunne, M. Clare, McFadden, LaTanya
|
|
et al. (2008) Reducing the risk for preschool expulsion: Mental health consultation for young children with challenging behaviors.. Journal of Child and Family Studies
|
|
17(1): 44–54
|
|
</td><td headers="hd_h_niceng205er8.appj.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Does not study LACYP population</td></tr><tr><td headers="hd_h_niceng205er8.appj.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Pine, Barbara A and Spath, Robin (2009) Permanent families for adolescents: Applying lessons learned from a family reunification demonstration program.. Achieving permanence for older children and youth in foster care.: 223–243
|
|
</td><td headers="hd_h_niceng205er8.appj.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- To be considered under a different review question (RQ1.1, RQ5.1)</td></tr><tr><td headers="hd_h_niceng205er8.appj.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Pratt, Megan E, Lipscomb, Shannon T, Schmitt, Sara A
|
|
et al. (2015) The effect of head start on parenting outcomes for children living in non-parental care.. Journal of Child and Family Studies
|
|
24(10): 2944–2956
|
|
</td><td headers="hd_h_niceng205er8.appj.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- No outcomes of interest reported (receipt of services and parenting outcomes)</td></tr><tr><td headers="hd_h_niceng205er8.appj.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Pritchett, Rachel, Fitzpatrick, Bridie, Watson, Nicholas
|
|
et al. (2013) A feasibility randomised controlled trial of the New Orleans intervention for infant mental health: a study protocol.. TheScientificWorldJournal
|
|
2013: 838042 [<a href="/pmc/articles/PMC3655679/" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pmc">PMC free article<span class="bk_prnt">: PMC3655679</span></a>] [<a href="https://pubmed.ncbi.nlm.nih.gov/24023537" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 24023537</span></a>]
|
|
</td><td headers="hd_h_niceng205er8.appj.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- RCT protocol</td></tr><tr><td headers="hd_h_niceng205er8.appj.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Purewal Boparai
|
|
S.K., Au
|
|
V., Koita
|
|
K.
|
|
et al. (2018) Ameliorating the biological impacts of childhood adversity: A review of intervention programs. Child Abuse and Neglect
|
|
81: 82–105 [<a href="https://pubmed.ncbi.nlm.nih.gov/29727766" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 29727766</span></a>]
|
|
</td><td headers="hd_h_niceng205er8.appj.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Systematic review considered for relevant references</td></tr><tr><td headers="hd_h_niceng205er8.appj.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Raman, S, Ruston, S, Irwin, S
|
|
et al. (2017) Taking culture seriously: Can we improve the developmental health and well-being of Australian Aboriginal children in out-of-home care?.. Child: care, health and development
|
|
43(6): 899–905 [<a href="https://pubmed.ncbi.nlm.nih.gov/28736897" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 28736897</span></a>]
|
|
</td><td headers="hd_h_niceng205er8.appj.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- To be considered under a different review question (RQ3.3, RQ4.4)</td></tr><tr><td headers="hd_h_niceng205er8.appj.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Rodrigo, Maria Jose, Correa, Ana Delia, Maiquez, Maria Luisa
|
|
et al. (2006) Family preservation services on the Canary Islands: Predictors of the efficacy of a parenting program for families at risk of social exclusion.. European Psychologist
|
|
11(1): 57–70
|
|
</td><td headers="hd_h_niceng205er8.appj.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- No outcome of interest reported</td></tr><tr><td headers="hd_h_niceng205er8.appj.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
RUFF
|
|
Saralyn C.; AGUILAR
|
|
Rosana M.; CLAUSEN
|
|
June Madsen (2016) An exploratory study of mental health interventions with infants and young children in foster care. Journal of Family Social Work
|
|
19(3): 184–198
|
|
</td><td headers="hd_h_niceng205er8.appj.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Quasi-experimental study, excluded as sufficient RCT evidence was identified</td></tr><tr><td headers="hd_h_niceng205er8.appj.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Ryan, Joseph P, Choi, Sam, Hong, Jun Sung
|
|
et al. (2008) Recovery coaches and substance exposed births: an experiment in child welfare.. Child abuse & neglect
|
|
32(11): 1072–9 [<a href="https://pubmed.ncbi.nlm.nih.gov/19036450" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 19036450</span></a>]
|
|
</td><td headers="hd_h_niceng205er8.appj.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
<p>- No outcome of interest reported</p>
|
|
<p>- Does not study LACYP population</p>
|
|
</td></tr><tr><td headers="hd_h_niceng205er8.appj.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Rygaard
|
|
N.P. (2010) Designing the fair start project - a free e-learning and organizational development program for orphanages and foster families in quality care giving. Clinical Neuropsychiatry
|
|
7(6): 181–187
|
|
</td><td headers="hd_h_niceng205er8.appj.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
<p>- No outcome of interest reported</p>
|
|
<p>- Intervention description/practice report</p>
|
|
</td></tr><tr><td headers="hd_h_niceng205er8.appj.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Sanders, Michael and et al (2020) What works in education for children who have had social workers?
|
|
Summary report.: 56
|
|
</td><td headers="hd_h_niceng205er8.appj.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">exclude due to mixed population – “children who have had a social worker”</td></tr><tr><td headers="hd_h_niceng205er8.appj.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Schlosser, Ralf W, Walker, Elizabeth, Sigafoos, Jeff
|
|
et al. (2006) Increasing Opportunities for Requesting in Children with Developmental Disabilities Residing in Group Homes through Pyramidal Training.. Education and Training in Developmental Disabilities
|
|
41(3): 244–252
|
|
</td><td headers="hd_h_niceng205er8.appj.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
<p>- No outcome of interest reported</p>
|
|
<p>- Data not reported in an extractable format</p>
|
|
</td></tr><tr><td headers="hd_h_niceng205er8.appj.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Sharieff, G Q; Hostetter, S; Silva, P D (2001) Foster parents of medically fragile children can improve their BLS scores: results of a demonstration project.. Pediatric emergency care
|
|
17(2): 93–5 [<a href="https://pubmed.ncbi.nlm.nih.gov/11334101" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 11334101</span></a>]
|
|
</td><td headers="hd_h_niceng205er8.appj.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- No outcome of interest reported</td></tr><tr><td headers="hd_h_niceng205er8.appj.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Slopen
|
|
N., Tang
|
|
A., Nelson
|
|
C.A.
|
|
et al. (2019) The consequences of foster care versus institutional care in early childhood on adolescent cardiometabolic and immune markers: Results from a randomized controlled trial. Psychosomatic medicine [<a href="/pmc/articles/PMC6544473/" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pmc">PMC free article<span class="bk_prnt">: PMC6544473</span></a>] [<a href="https://pubmed.ncbi.nlm.nih.gov/31008902" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 31008902</span></a>]
|
|
</td><td headers="hd_h_niceng205er8.appj.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Non-OECD country</td></tr><tr><td headers="hd_h_niceng205er8.appj.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Smith, Shelia M, Simon, Joan, Bramlett, Ronald K
|
|
et al. (2009) Effects of positive peer reporting (PPR) on social acceptance and negative behaviors among peer-rejected preschool children.. Journal of Applied School Psychology
|
|
25(4): 323–341
|
|
</td><td headers="hd_h_niceng205er8.appj.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Unclear that LACYP are included</td></tr><tr><td headers="hd_h_niceng205er8.appj.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
SPIEKER
|
|
Susan J. and et al (2012) Promoting first relationships: randomized trial of a relationship-based intervention for toddlers in child welfare. Child Maltreatment
|
|
17(4): 271–286 [<a href="/pmc/articles/PMC3552521/" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pmc">PMC free article<span class="bk_prnt">: PMC3552521</span></a>] [<a href="https://pubmed.ncbi.nlm.nih.gov/22949743" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 22949743</span></a>]
|
|
</td><td headers="hd_h_niceng205er8.appj.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- To be considered under a different review question (RQ2.1)</td></tr><tr><td headers="hd_h_niceng205er8.appj.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Spieker, Susan J, Oxford, Monica L, Fleming, Charles B
|
|
et al. (2014) Permanency outcomes for toddlers in child welfare two years after a randomized trial of a parenting intervention.. Children and Youth Services Review
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44: 201–206 [<a href="/pmc/articles/PMC4128499/" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pmc">PMC free article<span class="bk_prnt">: PMC4128499</span></a>] [<a href="https://pubmed.ncbi.nlm.nih.gov/25125769" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 25125769</span></a>]
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</td><td headers="hd_h_niceng205er8.appj.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- To be considered under a different review question (RQ1.1, RQ5.1)</td></tr><tr><td headers="hd_h_niceng205er8.appj.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
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Stacks, Ann M, Beeghly, Marjorie, Partridge, Ty
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et al. (2011) Effects of placement type on the language developmental trajectories of maltreated children from infancy to early childhood.. Child maltreatment
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16(4): 287–99 [<a href="https://pubmed.ncbi.nlm.nih.gov/22146859" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 22146859</span></a>]
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</td><td headers="hd_h_niceng205er8.appj.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Not an intervention of interest</td></tr><tr><td headers="hd_h_niceng205er8.appj.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
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Sturgess, Wendy and Selwyn, Julie (2007) Supporting the placements of children adopted out of care.. Clinical child psychology and psychiatry
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12(1): 13–28 [<a href="https://pubmed.ncbi.nlm.nih.gov/17375807" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 17375807</span></a>]
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</td><td headers="hd_h_niceng205er8.appj.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Qualitative study, published prior to 2010</td></tr><tr><td headers="hd_h_niceng205er8.appj.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
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Taneja
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V., Aggarwal
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R., Beri
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R.S.
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et al. (2005) Not by bread alone project: A 2-year follow-up report. Child: Care, Health and Development
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31(6): 703–706 [<a href="https://pubmed.ncbi.nlm.nih.gov/16207228" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 16207228</span></a>]
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</td><td headers="hd_h_niceng205er8.appj.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Non-OECD country</td></tr><tr><td headers="hd_h_niceng205er8.appj.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
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Underdown
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A., Barlow
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J., Chung
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V.
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et al. (2006) Massage intervention for promoting mental and physical health in infants aged under six months. Cochrane Database of Systematic Reviews: cd005038 [<a href="https://pubmed.ncbi.nlm.nih.gov/17054233" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 17054233</span></a>]
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</td><td headers="hd_h_niceng205er8.appj.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Systematic review considered for relevant references</td></tr><tr><td headers="hd_h_niceng205er8.appj.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
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Van Andel, Hans, Post, Wendy, Jansen, Lucres
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et al. (2016) Optimizing foster family placement for infants and toddlers: A randomized controlled trial on the effect of the foster family intervention.. The American journal of orthopsychiatry
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86(3): 332–44 [<a href="https://pubmed.ncbi.nlm.nih.gov/27196390" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 27196390</span></a>]
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</td><td headers="hd_h_niceng205er8.appj.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- To be considered under a different review question (RQ2.1, RQ3.2)</td></tr><tr><td headers="hd_h_niceng205er8.appj.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
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Van Dam
|
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L., Smit
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D., Wildschut
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B.
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et al. (2018) Does Natural Mentoring Matter? A Multilevel Meta-analysis on the Association Between Natural Mentoring and Youth Outcomes. American journal of community psychology
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62(12): 203–220 [<a href="/pmc/articles/PMC6174947/" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pmc">PMC free article<span class="bk_prnt">: PMC6174947</span></a>] [<a href="https://pubmed.ncbi.nlm.nih.gov/29691865" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 29691865</span></a>]
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</td><td headers="hd_h_niceng205er8.appj.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Not an intervention of interest</td></tr><tr><td headers="hd_h_niceng205er8.appj.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
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Van Horn, Patricia, Gray, Lili, Pettinelli, Beth
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et al. (2011) Child-parent psychotherapy with traumatized young children in kinship care: Adaptation of an evidence-based intervention.. Clinical work with traumatized young children.: 55–74
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</td><td headers="hd_h_niceng205er8.appj.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Book</td></tr><tr><td headers="hd_h_niceng205er8.appj.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
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Whitemore, Erin, Ford, Monica, Sack, William H
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et al. (2003) Effectiveness of Day Treatment with Proctor Care for Young Children: A Four-Year Follow-Up.. Journal of Community Psychology
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31(5): 459–468
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</td><td headers="hd_h_niceng205er8.appj.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Studied population and results not separated for LACYP</td></tr><tr><td headers="hd_h_niceng205er8.appj.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
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WISE
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Sarah (2002) An evaluation of a trial of looking after children in the state of Victoria, Australia. Children and Society
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17(1): 3–17
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</td><td headers="hd_h_niceng205er8.appj.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
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<p>- Quasi-experimental study, excluded as sufficient RCT evidence was identified</p>
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<p>-Not an intervention of interest</p>
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</td></tr><tr><td headers="hd_h_niceng205er8.appj.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
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Worsham, Nancy L, Kretchmar-Hendricks, Molly D, Swenson, Natalia
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et al. (2009) At-risk mothers’ parenting capacity: an epistemological analysis of change through intensive intervention.. Clinical child psychology and psychiatry
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14(1): 25–41 [<a href="https://pubmed.ncbi.nlm.nih.gov/19103703" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 19103703</span></a>]
|
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</td><td headers="hd_h_niceng205er8.appj.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- To be considered under a different review question (RQ5.2)</td></tr><tr><td headers="hd_h_niceng205er8.appj.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
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Wright, Barry, Hackney, Lisa, Hughes, Ellen
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et al. (2017) Decreasing rates of disorganised attachment in infants and young children, who are at risk of developing, or who already have disorganised attachment. A systematic review and meta-analysis of early parenting interventions.. PloS one
|
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12(7): e0180858 [<a href="/pmc/articles/PMC5510823/" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pmc">PMC free article<span class="bk_prnt">: PMC5510823</span></a>] [<a href="https://pubmed.ncbi.nlm.nih.gov/28708838" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 28708838</span></a>]
|
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</td><td headers="hd_h_niceng205er8.appj.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Systematic review considered for relevant references</td></tr><tr><td headers="hd_h_niceng205er8.appj.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
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Zeanah, C H, Larrieu, J A, Heller, S S
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et al. (2001) Evaluation of a preventive intervention for maltreated infants and toddlers in foster care.. Journal of the American Academy of Child and Adolescent Psychiatry
|
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40(2): 214–21 [<a href="https://pubmed.ncbi.nlm.nih.gov/11211370" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 11211370</span></a>]
|
|
</td><td headers="hd_h_niceng205er8.appj.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- To be considered under a different review question (RQ5.1, RQ3.2, RQ1.1)</td></tr><tr><td headers="hd_h_niceng205er8.appj.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
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Zeanah, Charles H and Smyke, Anna T (2005) Building Attachment Relationships Following Maltreatment and Severe Deprivation.. Enhancing early attachments: Theory, research, intervention, and policy.: 195–216
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</td><td headers="hd_h_niceng205er8.appj.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Book</td></tr></tbody></table></div></div></article><article data-type="table-wrap" id="figobniceng205er8appjtab2"><div id="niceng205er8.appj.tab2" class="table"><p class="large-table-link" style="display:none"><span class="right"><a href="/books/NBK575880/table/niceng205er8.appj.tab2/?report=objectonly" target="object">View in own window</a></span></p><div class="large_tbl" id="__niceng205er8.appj.tab2_lrgtbl__"><table><thead><tr><th id="hd_h_niceng205er8.appj.tab2_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Study</th><th id="hd_h_niceng205er8.appj.tab2_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Reason for exclusion</th></tr></thead><tbody><tr><td headers="hd_h_niceng205er8.appj.tab2_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
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Bennett, C.E.; Wood, J.N.; Scribano, P.V. (2020) Health Care Utilization for Children in Foster Care. Academic Pediatrics
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20(3): 341–347 [<a href="https://pubmed.ncbi.nlm.nih.gov/31622784" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 31622784</span></a>]
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</td><td headers="hd_h_niceng205er8.appj.tab2_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
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<p>- Exclude - compared LAC with non-LAC</p>
|
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<p>- Exclude - non-relevant outcomes</p>
|
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</td></tr><tr><td headers="hd_h_niceng205er8.appj.tab2_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
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DIXON, Jo (2011) How the care system could be improved. Community Care
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17211: 16–17
|
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</td><td headers="hd_h_niceng205er8.appj.tab2_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Exclude - not an economic evaluation</td></tr><tr><td headers="hd_h_niceng205er8.appj.tab2_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
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Huefner, Jonathan C, Ringle, Jay L, Thompson, Ronald W
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et al. (2018) Economic evaluation of residential length of stay and long-term outcomes. Residential Treatment for Children & Youth
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35(3): 192–208
|
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</td><td headers="hd_h_niceng205er8.appj.tab2_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Exclude - costs not applicable to the UK perspective</td></tr><tr><td headers="hd_h_niceng205er8.appj.tab2_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
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LOFHOLM Cecilia, Andree; OLSSON Tina, M.; SUNDELL, Knut (2020) Effectiveness and costs of a therapeutic residential care program for adolescents with a serious behavior problem (MultifunC). Short-term results of a non-randomized controlled trial. Residential Treatment for Children and Youth
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37(3): 226–243
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</td><td headers="hd_h_niceng205er8.appj.tab2_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Exclude - population not specific to LACYP</td></tr><tr><td headers="hd_h_niceng205er8.appj.tab2_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
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Lovett, Nicholas and Xue, Yuhan (2020) Family First or the Kindness of Strangers? Foster Care Placements and Adult Outcomes. Labour Economics
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65(0)
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</td><td headers="hd_h_niceng205er8.appj.tab2_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">- Exclude - not an economic evaluation</td></tr></tbody></table></div></div></article></div><div id="jr-scripts"><script src="/corehtml/pmc/jatsreader/ptpmc_3.22/js/libs.min.js"> </script><script src="/corehtml/pmc/jatsreader/ptpmc_3.22/js/jr.min.js"> </script></div></div>
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