scholarly journals Effects of Body-Oriented Interventions on Preschoolers' Social-Emotional Competence: A Systematic Review

2022 ◽  
Vol 12 ◽  
Author(s):  
Andreia Dias Rodrigues ◽  
Ana Cruz-Ferreira ◽  
José Marmeleira ◽  
Guida Veiga
Keyword(s):  
Systematic Review ◽  
Preschool Children ◽  
Emotional Competence ◽  
Data Extraction ◽  
Evidence Synthesis ◽  
Scientific Evidence ◽  
Delay Of Gratification ◽  
Social Emotional ◽  
Social Emotional Competence ◽  
Best Evidence Synthesis

Objective:A growing body of evidence supports the effectiveness of body-oriented interventions (BOI) in educational contexts, showing positive influences on social-emotional competence. Nevertheless, there is a lack of systematization of the evidence regarding preschool years. This is a two-part systematic review. In this first part, we aim to examine the effects of BOI on preschoolers' social-emotional competence outcomes.Data Sources:Searches were conducted in Pubmed, Scopus, PsycInfo, ERIC, Web of Science, Portal Regional da BVS and CINAHL.Eligibility Criteria:English, French and Portuguese language articles published between January 2000 and October 2020, that evaluated the effects of BOI implemented in educational contexts on social-emotional competence of preschool children. Only randomized controlled trials (RCT) or quasi-RCT were included.Data Extraction and Synthesis:Two reviewers independently completed data extraction and risk-of-bias assessment. The level of scientific evidence was measured through the Best Evidence Synthesis.Results:Nineteen studies were included. There was strong evidence that BOI do not improve anger/aggression, delay of gratification and altruism. Nevertheless, there was moderate evidence that BOI effectively improve other social-emotional outcomes, such as empathy, social interaction, social independence, general internalizing behaviors, and general externalizing behaviors. The lack of scientific evidence was compromised by the methodological quality of the studies.Conclusion:BOI effectively improve specific social-emotional competences of preschool children.Systematic Review Registration:PROSPERO, identifier CRD42020172248.

Systematic Review and Meta-Analysis of Classroom-Wide Social–Emotional Interventions for Preschool Children

2020 ◽  
pp. 027112142093557 ◽  
Author(s):  
Li Luo ◽  
Brian Reichow ◽  
Patricia Snyder ◽  
Jennifer Harrington ◽  
Joy Polignano
Keyword(s):  
Systematic Review ◽  
Preschool Children ◽  
Social Competence ◽  
Random Effects ◽  
Challenging Behavior ◽  
Emotional Competence ◽  
Meta Analysis ◽  
Effect Sizes ◽  
Social Emotional ◽  
Meta Analyses

Background: All children benefit from intentional interactions and instruction to become socially and emotionally competent. Over the past 30 years, evidence-based intervention tactics and strategies have been integrated to establish comprehensive, multitiered, or hierarchical systems of support frameworks to guide social–emotional interventions for young children. Objectives: To review systematically the efficacy of classroom-wide social–emotional interventions for improving the social, emotional, and behavioral outcomes of preschool children and to use meta-analytic techniques to identify critical study characteristics associated with obtained effect sizes. Method: Four electronic databases (i.e., Academic Search Premier, Educational Resource Information Center, PsycINFO, and Education Full Text) were systematically searched in December 2015 and updated in January 2018. “Snowball methods” were used to locate additional relevant studies. Effect size estimates were pooled using random-effects meta-analyses for three child outcomes, and moderator analyses were conducted. Results: Thirty-nine studies involving 10,646 child participants met the inclusion criteria and were included in this systematic review, with 33 studies included in the meta-analyses. Random-effects meta-analyses showed improvements in social competence ( g = 0.42, 95% confidence interval [CI] = [0.28, 0.56]) and emotional competence ( g = 0.33, 95% CI = [0.10, 0.56]), and decreases in challenging behavior ( g = −0.31, 95% CI = [−0.43, −0.19]). For social competence and challenging behavior, moderator analyses suggested interventions with a family component had statistically significant and larger effect sizes than those without a family component. Studies in which classroom teachers served as the intervention agent produced statistically significant but smaller effect sizes than when researchers or others implemented the intervention for challenging behavior. Conclusion: This systematic review and meta-analysis support using comprehensive social–emotional interventions for all children in a preschool classroom to improve their social–emotional competence and reduce challenging behavior.

scholarly journals New meniscal tears after ACL injury: what is the risk? A systematic review protocol

2017 ◽  
Vol 52 (6) ◽  
pp. 386-386 ◽  
Author(s):  
Guri Ranum Ekås ◽  
Clare Ardern ◽  
Hege Grindem ◽  
Lars Engebretsen
Keyword(s):  
Systematic Review ◽  
Systematic Reviews ◽  
Data Extraction ◽  
Evidence Synthesis ◽  
Meta Analysis ◽  
Demographic Data ◽  
Acl Injury ◽  
Risk Of Bias ◽  
Meniscal Tears ◽  
Best Evidence Synthesis

BackgroundSecondary meniscal tears after ACL injuries increase the risk of knee osteoarthritis. The current literature on secondary meniscal injuries after ACL injury is not consistent and may have methodological shortcomings. This protocol describes the methods of a systematic review investigating the rate of secondary meniscal injuries in children and adults after treatment (operative or non-operative) for ACL injury.MethodsWe will search electronic databases (Embase, Ovid Medline, Cochrane, CINAHL (Cumulative Index to Nursing and Allied Health Literature), SPORTDiscus, PEDro and Google Scholar) from database inception. Extracted data will include demographic data, methodology, intervention details and patient outcomes. Risk of bias will be assessed using the Newcastle Ottawa checklist for cohort studies. Article screening, eligibility assessment, risk of bias assessment and data extraction will be performed in duplicate by independent reviewers. A proportion meta-analysis will be performed if studies are homogeneous (I2<75%). If meta-analysis is precluded, data will be synthesised descriptively using best-evidence synthesis. The strength of recommendations and quality of evidence will be assessed using the Grading of Recommendations Assessment Development and Evaluation working group methodology.Ethics and disseminationThis protocol is written according to the Preferred Reporting Items for Systematic reviews and Meta-Analyses, and was registered in the International Prospective Register of Systematic Reviews on 22 March 2016.Trial registration numberCRD42016036788.

Social-Emotional Competence in Down Syndrome

2020 ◽  
Author(s):  
Amanda Dimachkie ◽  
Connie L. Kasari
Keyword(s):  
Down Syndrome ◽  
Emotional Competence ◽  
Self Regulation ◽  
Social Problem Solving ◽  
Developmental Trajectory ◽  
Social Emotional ◽  
Social Emotional Competence ◽  
Prosocial Orientation ◽  
Expression Of Emotions ◽  
Prism Model

This chapter aims to synthesize historical and contemporary literature to provide an overarching understanding of social-emotional competence in individuals with Down syndrome, where social-emotional competence refers to the skills necessary to allow for successful social relationships, as well as the ability to regulate the experience and expression of emotions. Using the framework of Rose-Krasnor’s prism model, this chapter addresses each of the four components that underlie the development of social-emotional competence: self-regulation, social awareness, prosocial orientation, and social problem-solving. The development of each of these components is described for individuals with Down syndrome, and a description of the typical developmental trajectory is given for reference. The short-term and long-term implications of each component are also discussed, as they relate to the individual’s overall social-emotional competence. This overview aims to highlight what is known regarding social-emotional competence in individuals with Down syndrome, as well as to identify areas in which knowledge is lacking.

scholarly journals Elbow tendinopathy and occupational biomechanical overload: A systematic review with best‐evidence synthesis

2021 ◽  
Vol 63 (1) ◽  
Author(s):  
Stefania Curti ◽  
Stefano Mattioli ◽  
Roberta Bonfiglioli ◽  
Andrea Farioli ◽  
Francesco S. Violante
Keyword(s):  
Systematic Review ◽  
Evidence Synthesis ◽  
Best Evidence Synthesis

scholarly journals The influence of orthodontic fixed appliances on the oral microbiota: A systematic review

2014 ◽  
Vol 19 (2) ◽  
pp. 46-55 ◽  
Author(s):  
Amanda Osório Ayres de Freitas ◽  
Mariana Marquezan ◽  
Matilde da Cunha Gonçalves Nojima ◽  
Daniela Sales Alviano ◽  
Lucianne Cople Maia
Keyword(s):  
Systematic Review ◽  
Methodological Quality ◽  
Data Extraction ◽  
Scientific Evidence ◽  
Statistical Treatment ◽  
Fusobacterium Nucleatum ◽  
Oral Microbiota ◽  
Periodontal Pathogens ◽  
Inclusion Criteria ◽  
Fixed Appliances

Objective: To investigate whether there is scientific evidence to support the hypothesis that the presence of orthodontic fixed appliances influences the oral microbiota. Methods: The search for articles was conducted in PubMed; ISI Web of Knowledge and Ovid databases, including articles published in English until May 17th, 2012. They should report human observational studies presenting the following keywords: "fixed orthodontic appliance" AND "microbiological colonization"; OR "periodontal pathogens"; OR "Streptococcus"; OR "Lactobacillus"; OR "Candida"; OR "Tannerella forsythia"; OR "Treponema denticola"; OR "Fusobacterium nucleatum"; OR "Actimomyces actinomycetemcomitans"; OR "Prevotella intermedia", OR "Prevotella nigrescens"; OR "Porphyromonas gingivalis". Articles were previously selected by title and abstract. Articles that met the inclusion criteria were analyzed and classified as having low, moderate or high methodology quality. A new detailed checklist for quality assessment was developed based on the information required for applicable data extraction for reviews. The study design, sample, follow-up period, collection and microbial analysis methods, statistical treatment, results and discussion were assessed. Results: The initial search retrieved 305 articles of which 33 articles were selected by title and abstract. After full-text reading, 8 articles met the inclusion criteria, out of which 4 articles were classified as having low and 4 as moderate methodological quality. The moderate methodological quality studies were included in the systematic review. Conclusions: The literature revealed moderate evidence that the presence of fixed appliances influences the quantity and quality of oral microbiota.

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