scholarly journals Research Review: Conflicts of Interest (COIs) in autism early intervention research – a meta‐analysis of COI influences on intervention effects

2020 ◽  
Vol 62 (1) ◽  
pp. 5-15 ◽  
Author(s):  
Kristen Bottema‐Beutel ◽  
Shannon Crowley ◽  
Micheal Sandbank ◽  
Tiffany G. Woynaroski
Keyword(s):  
Early Intervention ◽  
Conflicts Of Interest ◽  
Meta Analysis ◽  
Intervention Research ◽  
Research Review ◽  
Intervention Effects

scholarly journals Conflicts of interest are under-reported in autism early intervention research

2020 ◽  
Keyword(s):  
Early Intervention ◽  
Conflicts Of Interest ◽  
Intervention Research ◽  
The Usa ◽  
First Time

Researchers in the USA have studied, for the first time, the types, prevalence and effects of conflicts of interest (COI) in autism early intervention research.

Statistical Conclusion Validity of Early Intervention Research with Handicapped Children

1989 ◽  
Vol 55 (6) ◽  
pp. 534-540 ◽  
Author(s):  
Kenneth J. Ottenbacher
Keyword(s):  
Early Intervention ◽  
Statistical Power ◽  
Statistical Tests ◽  
Research Literature ◽  
Intervention Research ◽  
Effect Sizes ◽  
Intervention Effects ◽  
Experimental Errors ◽  
Post Hoc ◽  
Statistical Conclusion

The statistical conclusion validity of early intervention research studies was examined by conducting a post hoc power analysis of 484 statistical tests from 49 early intervention articles. Statistical power determinations were made based on Cohen's (1977) criteria for small, medium, and large effect sizes. The analysis revealed that the median power to detect small, medium, and large effect sizes ranged from .08 to .46. Four percent of early intervention studies had adequate power (.80 or greater) to detect medium intervention effects and 18% to detect large intervention effects. The power values suggest poor statistical conclusion validity in the analyzed research and should alert investigators to the possibility of Type II experimental errors in the early intervention research literature. The argument is made that low statistical conclusion validity has practical consequences in relation to program evaluation and cost-effectiveness determinations.

Effects of early intervention on parenting stress after preterm birth: A meta‐analysis

2021 ◽  
Vol 47 (3) ◽  
pp. 400-410
Author(s):  
Montserrat Girabent‐Farrés ◽  
Amanda Jimenez‐Gónzalez ◽  
Rita Pilar Romero‐Galisteo ◽  
Marta Amor‐Barbosa ◽  
Caritat Bagur‐Calafat
Keyword(s):  
Preterm Birth ◽  
Early Intervention ◽  
Parenting Stress ◽  
Meta Analysis

scholarly journals Age at onset of mental disorders worldwide: large-scale meta-analysis of 192 epidemiological studies

2021 ◽  
Author(s):  
Marco Solmi ◽  
Joaquim Radua ◽  
Miriam Olivola ◽  
Enrico Croce ◽  
Livia Soardo ◽  
...  
Keyword(s):  
Mental Health ◽  
Early Intervention ◽  
Mental Disorders ◽  
Meta Analysis ◽  
Age At Onset ◽  
Autism Spectrum ◽  
Stress Disorders ◽  
Obsessive Compulsive ◽  
Good Mental Health ◽  
Significant Difference

AbstractPromotion of good mental health, prevention, and early intervention before/at the onset of mental disorders improve outcomes. However, the range and peak ages at onset for mental disorders are not fully established. To provide robust, global epidemiological estimates of age at onset for mental disorders, we conducted a PRISMA/MOOSE-compliant systematic review with meta-analysis of birth cohort/cross-sectional/cohort studies, representative of the general population, reporting age at onset for any ICD/DSM-mental disorders, identified in PubMed/Web of Science (up to 16/05/2020) (PROSPERO:CRD42019143015). Co-primary outcomes were the proportion of individuals with onset of mental disorders before age 14, 18, 25, and peak age at onset, for any mental disorder and across International Classification of Diseases 11 diagnostic blocks. Median age at onset of specific disorders was additionally investigated. Across 192 studies (n = 708,561) included, the proportion of individuals with onset of any mental disorders before the ages of 14, 18, 25 were 34.6%, 48.4%, 62.5%, and peak age was 14.5 years (k = 14, median = 18, interquartile range (IQR) = 11–34). For diagnostic blocks, the proportion of individuals with onset of disorder before the age of 14, 18, 25 and peak age were as follows: neurodevelopmental disorders: 61.5%, 83.2%, 95.8%, 5.5 years (k = 21, median=12, IQR = 7–16), anxiety/fear-related disorders: 38.1%, 51.8%, 73.3%, 5.5 years (k = 73, median = 17, IQR = 9–25), obsessive-compulsive/related disorders: 24.6%, 45.1%, 64.0%, 14.5 years (k = 20, median = 19, IQR = 14–29), feeding/eating disorders/problems: 15.8%, 48.1%, 82.4%, 15.5 years (k = 11, median = 18, IQR = 15–23), conditions specifically associated with stress disorders: 16.9%, 27.6%, 43.1%, 15.5 years (k = 16, median = 30, IQR = 17–48), substance use disorders/addictive behaviours: 2.9%, 15.2%, 48.8%, 19.5 years (k = 58, median = 25, IQR = 20–41), schizophrenia-spectrum disorders/primary psychotic states: 3%, 12.3%, 47.8%, 20.5 years (k = 36, median = 25, IQR = 20–34), personality disorders/related traits: 1.9%, 9.6%, 47.7%, 20.5 years (k = 6, median = 25, IQR = 20–33), and mood disorders: 2.5%, 11.5%, 34.5%, 20.5 years (k = 79, median = 31, IQR = 21–46). No significant difference emerged by sex, or definition of age of onset. Median age at onset for specific mental disorders mapped on a time continuum, from phobias/separation anxiety/autism spectrum disorder/attention deficit hyperactivity disorder/social anxiety (8-13 years) to anorexia nervosa/bulimia nervosa/obsessive-compulsive/binge eating/cannabis use disorders (17-22 years), followed by schizophrenia, personality, panic and alcohol use disorders (25-27 years), and finally post-traumatic/depressive/generalized anxiety/bipolar/acute and transient psychotic disorders (30-35 years), with overlap among groups and no significant clustering. These results inform the timing of good mental health promotion/preventive/early intervention, updating the current mental health system structured around a child/adult service schism at age 18.

Maternal scaffolding and home stimulation: Key mediators of early intervention effects on children’s cognitive development.

2016 ◽  
Vol 52 (9) ◽  
pp. 1409-1421 ◽  
Author(s):  
Jelena Obradović ◽  
Aisha K. Yousafzai ◽  
Jenna E. Finch ◽  
Muneera A. Rasheed
Keyword(s):  
Early Intervention ◽  
Cognitive Development ◽  
Intervention Effects ◽  
Maternal Scaffolding ◽  
Home Stimulation

scholarly journals The Effectiveness of Electronic Health Interventions for Promoting HIV-Preventive Behaviors Among Men Who Have Sex With Men: Meta-Analysis Based on an Integrative Framework of Design and Implementation Features (Preprint)

2019 ◽  
Author(s):  
Meiqi Xin ◽  
Kasisomayajula Viswanath ◽  
Angela Yuen-Chun Li ◽  
Wangnan CAO ◽  
Yuhong HU ◽  
...  
Keyword(s):  
Hiv Prevention ◽  
Hiv Testing ◽  
Treatment Duration ◽  
Meta Analysis ◽  
Preventive Behaviors ◽  
Intervention Effects ◽  
Design And Implementation ◽  
Intervention Adherence ◽  
Electronic Health ◽  
Sex With Men

BACKGROUND The disproportionately high prevalence of HIV among men who have sex with men (MSM) is a global concern. Despite the increasing utilization of electronic health (eHealth) technology in the delivery of HIV prevention interventions, few studies have systematically explored its effectiveness and association with various intervention characteristics. OBJECTIVE This study aimed to conduct a meta-analysis of the effectiveness of eHealth technology–based interventions for promoting HIV-preventive behaviors among MSM and to determine effectiveness predictors within a framework integrating design and implementation features. METHODS A systematic literature search using terms related to eHealth technology, HIV, the MSM population, and an experimental study design was performed using 5 databases (ie, MEDLINE, PsycINFO, EMBASE, Web of Science, and ProQuest Dissertations &amp; Theses) and other sources (eg, bibliographies of relevant reviews and JMIR Publications). First, primary meta-analyses were conducted to estimate the effectiveness of eHealth interventions (<i>d</i><sub>+</sub>) in changing 3 HIV-preventive behaviors among MSM: unprotected anal intercourse (UAI), HIV testing, and multiple sex partnership (MSP). Moderation analyses were then conducted to examine a priori effectiveness predictors including behavioral treatment components (eg, theory use, tailoring strategy use, navigation style, and treatment duration), eHealth technology components (eg, operation mode and modality type), and intervention adherence. RESULTS A total of 46 studies were included. The overall effect sizes at end point were small but significant for all outcomes (UAI: <i>d</i><sub>+</sub>=−.21, <i>P</i>&lt;.001; HIV testing: <i>d</i><sub>+</sub>=.38, <i>P</i>&lt;.001; MSP: <i>d</i><sub>+</sub>=−.26, <i>P</i>=.02). The intervention effects on UAI were significantly larger when compared with preintervention groups than with concurrent groups. Greater UAI reductions were associated with the increased use of tailoring strategies, provision of feedback, and tunneling navigation in interventions with a concurrent group, whereas reductions were associated with the use of self-paced navigation in interventions with a preintervention group. Greater uptake of HIV testing was associated with longer treatment duration; computer-mediated communication; and the use of messaging, social media, or a combined technology modality. Higher intervention adherence consistently predicted larger effects on UAI and HIV testing. CONCLUSIONS This study provided empirical evidence for the effectiveness of eHealth interventions in promoting HIV-preventive behaviors among MSM. Features of treatment content and eHealth technology might best predict the intervention effects on UAI and HIV testing, respectively. Most importantly, intervention adherence tended to play an important role in achieving better effectiveness. The findings could help inform the development of efficacious interventions for HIV prevention in the future.

scholarly journals Child-Centric Intervention Research: The Devil is in the Detail

2013 ◽  
Vol 1 (2) ◽  
pp. 352
Author(s):  
Catherine Campbell ◽  
Marjorie Collins ◽  
Corinne Reid
Keyword(s):  
Sexual Abuse ◽  
Early Intervention ◽  
Intervention Program ◽  
Clinical Work ◽  
Evidence Base ◽  
Intervention Research ◽  
Complex Field ◽  
Early Intervention Program ◽  
The Devil ◽  
Research Endeavour

This paper discusses conceptual, ethical, pragmatic and paradigmatic constraints encountered in a T2 ‘bench to bedside’ translational research endeavour piloting an early intervention program for young children who have experienced sexual abuse. The resultant child-centric intervention research framework emerged from the challenges associated with trauma-related clinical work, the absence of an evidence-base and the difficulties of adopting traditional positivistic methodologies when evaluating practice in this complex field. Critically, the resultant framework was person-centred and, hence, individually responsive. More specifically, it was child-centred and so developmental and systemic issues were privileged.

scholarly journals VYGOTSKY SOCIOCULTURAL APPROACH IN EARLY CHILDHOOD EDUCATION

2020 ◽  
Vol 2 (7) ◽  
pp. 42-58
Author(s):  
Rosny Maidin
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Student Development ◽  
Meta Analysis ◽  
Research Review ◽  
Learning And Development ◽  
Childhood Education ◽  
Sociocultural Environment ◽  
Sociocultural Approach ◽  
Teaching Learning

This systematic review article focuses on Vygotsky’s Sociocultural approach in the context of early childhood education which focuses on the teaching of learning and development that can be achieved through the sociocultural environment of students. This article is built by conducting previous studies or literature highlights to obtain information related to Vygotsky's sociocultural approach which refers to aspects of teaching-learning and student development. Meanwhile, this article reporting method uses optional reporting items for systematic study and Meta-Analysis (PRISMA) or Systematic Literature Review (SLR) article adapted for current research review while using two main databases namely Scopus and Web of Science. Thus, this search effort has resulted in a total of 26 articles that have been systematically censored and analyzed and then the survey successfully formulated the six main themes contained in Vygotsky's sociocultural approach namely, Social theme, Language theme, Process theme, Meaningful learning theme, Constructor theme- knowledge, and Artifacts. In total, further analysis of the six themes has resulted in five sub-themes. The findings of this study have delved deeper into sociocultural from Vygotsky’s perspective as a basis for child development.

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