Psychosocial-Behavioural Interventions for School-Aged Children With Intellectual Disabilities: A Systematic Review of Randomised Control Trials
Journal of Applied Research in Intellectual Disabilities
Windsor, C., Zhang, T., et al. (2023).
Journal of Applied Research in Intellectual Disabilities, 36(3), 458-485.
This systematic review investigates the effect of psychosocial-behavioral (i.e. not pharmacological or physiological) treatments targeting development and independence for school-aged children with intellectual disabilities.
No funding received
Not specified
Randomized controlled trials
27
The following findings were noted regarding psychosocial-behavioral interventions for school-aged children with intellectual disabilities: <br />
<ul>
<li>mixed findings were noted regarding memory outcomes, with both studies investigating Cogmed, a cognitive training software,</li>
<li>positive outcomes were noted for attention in one study following neurofeedback training,</li>
<li>positive outcomes were noted for literacy and mathematical skills,</li>
<li>positive outcomes were noted for performance on activities of daily living at home, work, and in the community,</li>
<li>no significant improvements were noted for spoken language outcomes, and</li>
<li>positive outcomes were noted for social skill development.</li>
</ul>
Limitations to this review include an overall paucity of evidence to support the effects of treatment in each reported domain and heterogeneity in study designs. Further research is indicated.
