Efficacy and safety of tiotropium in school-age children with moderate-to-severe symptomatic asthma: A systematic review

2017 ◽  
Vol 28 (6) ◽  
pp. 573-578 ◽  
Author(s):  
Gustavo J. Rodrigo ◽  
Hugo Neffen
Keyword(s):  
Systematic Review ◽  
School Age Children ◽  
School Age ◽  
Efficacy And Safety ◽  
Symptomatic Asthma

scholarly journals Helminth infections and micronutrients in school-age children: a systematic review and meta-analysis

2014 ◽  
Vol 99 (6) ◽  
pp. 1499-1509 ◽  
Author(s):  
Brechje de Gier ◽  
Maiza Campos Ponce ◽  
Margot van de Bor ◽  
Colleen M Doak ◽  
Katja Polman
Keyword(s):  
Systematic Review ◽  
Meta Analysis ◽  
School Age Children ◽  
School Age ◽  
Helminth Infections

Reading Development in Children With Nonsyndromic Cleft Palate With or Without Cleft Lip: Meta-analysis and Systematic Review

2021 ◽  
pp. 105566562110398
Author(s):  
Hope Sparks Lancaster ◽  
Kari M. Lien ◽  
Jordan Haas ◽  
Paige Ellis ◽  
Nancy J. Scherer
Keyword(s):  
Systematic Review ◽  
Cleft Palate ◽  
Phonological Awareness ◽  
Cleft Lip ◽  
Meta Analysis ◽  
Reading Development ◽  
Effect Sizes ◽  
School Age Children ◽  
School Age ◽  
Word Decoding

Objective We conducted a meta-analysis and systematic review of literature comparing pre-reading and general reading in school-age children with nonsyndromic cleft palate with or without cleft lip (NSCP/L) to their peers without NSCP/L. Methods Our literature search identified 1238 possible records. After screening we identified 11 samples for inclusion for systematic review and eight for meta-analysis. We compared 292 children with NSCP/L to 311 peers for 23 pre-reading effect sizes and 17 general reading effect sizes (EFg). We conducted a random-effects metaregression using robust variance estimation. Results On average school-age children with NSCP/L scored lower on pre-reading (EFg = −0.36) and general reading measures (EFg = −0.38) compared to their peers. We conducted post-hoc analyses on phonological awareness and word decoding effect sizes; children with NSCP/L performed lower on phonological awareness (EFg = −0.22) and word decoding (EFg = −0.39) compared to their peers. There was weak evidence that hearing status and/or speech-language functioning might moderate reading development. There was limited evidence that age or socioeconomic status moderated reading development. However, samples did not consistently report several characteristics that were coded for this project. Conclusions Our findings suggest that school-age children with NSCP/L have persistent reading problems. Further research is needed to explore reading development in children with NSCP/L, as well as the relationships among hearing, speech, language, and reading development.

scholarly journals The Efficacy of Telehealth-Delivered Speech and Language Intervention for Primary School-Age Children: A Systematic Review.

2017 ◽  
Vol 9 (1) ◽  
pp. 55-70 ◽  
Author(s):  
Danielle Wales ◽  
Leisa Skinner ◽  
Melanie Hayman
Keyword(s):  
Systematic Review ◽  
Primary School ◽  
School Age Children ◽  
Rural Children ◽  
School Age ◽  
Speech Language Pathology ◽  
Language Pathology ◽  
Rigorous Study ◽  
Primary School Age ◽  
Study Designs

The purpose of this article is to determine if telehealth-delivered speech-language pathology interventions are as effective as traditional in-person delivery for primary school-age children with speech and/or language difficulties. A systematic review was conducted (in accordance with PRISMA guidelines) using five databases, two journals and reference lists. Titles and abstracts were screened for inclusion, with relevant studies reviewed in full-text. Initial searches identified 132 articles. Following exclusion of non-relevant studies, seven articles remained for inclusion. Results revealed both telehealth and in-person participants made significant and similar improvements when treatment effects were measured through five of the six outcome measures. Findings showed there is limited but promising evidence to support telehealth for delivering speech-language pathology intervention services to school-age children. Whilst this is encouraging, particularly for rural children where in-person services are limited, more rigorous study designs are required to support the efficacy of telehealth for this population.

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