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How are behavioural interventions delivered to children (5-11 years old): a systematic mapping review
Amberly Brigden1, Roxanne Morin Parslow1, Catherine Linney1
1Centre for Academic Child Health, Bristol Medical School, University of Bristol, Bristol, UK.
Insights
Behavioral interventions for children aged 5-11 years often involve parents and use interactive techniques. Most interventions were behavioral, with few incorporating mindfulness or digital tools, highlighting the need for developmentally sensitive approaches.
Area of Science:
- Pediatric Psychology
- Behavioral Science
- Intervention Research
Background:
- Behavioral interventions are crucial for managing various health conditions.
- Limited research exists on behavioral interventions for children aged 5-11 years.
- This age group requires tailored and developmentally appropriate interventions.
Purpose of the Study:
- To characterize behavioral interventions for children aged 5-11 years.
- To identify common features and delivery methods of these interventions.
- To inform the development of effective interventions for this demographic.
Main Methods:
- Systematic search of five major databases (CINAHL, EMBASE, PsycINFO, MEDLINE, Cochrane Library) from January 2005 to August 2019.
- Inclusion criteria: children aged 5-11, cognitive/behavioral interventions, randomized controlled trials.
- Data extraction by two independent researchers from 152 papers detailing 117 interventions.
Main Results:
- 117 interventions were analyzed, with many categorized as complex, involving parents (78.7%) and multiple settings (33.9%).
- Most interventions (70.9%) were behavioral ('First Wave'), with few (4.3%) using 'Third Wave' approaches (mindfulness, acceptance).
- Interactive techniques (39%) were common; digital/paper interventions were rare as standalone methods but used supplementally.
Conclusions:
- Behavioral interventions for 5-11 year olds should be developmentally sensitive.
- Key characteristics include parent involvement, behavioral modalities, interactive techniques, and multi-setting delivery.
- Future interventions should consider these elements for enhanced efficacy in children.
Context:
Behavioural interventions are used to prevent, manage and treat a wide variety of conditions including obesity, diabetes, chronic pain, asthma and emotional difficulties. There has been inadequate attention to the delivery of behavioural interventions to younger children (5-11 years old).
Objective:
Our objectives were to describe the characteristics of behavioural interventions for children aged 5-11 years.
Data Sources:
We searched five databases: CINAHL, EMBASE, PsycINFO, MEDLINE and Cochrane Library, from January 2005 to August 2019.
Study Selection:
The inclusion criteria were (1) children aged 5-11, (2) cognitive and/or behavioural interventions, (3) randomised controlled trials and (4) 2005 onward. Two researchers independently identified studies for inclusion.
Data Extraction:
Two researchers independently extracted data from eligible papers.
Results:
The search identified 10 541 papers. We extracted information on 117 interventions (from 152 papers). Many of the interventions were categorised as complex. This was particularly true for clinical populations; 78.7% were delivered to both the child and parent, and 33.9% took place across multiple settings, typically health and school settings. Most (70.9%) were 'First Wave' (behavioural) interventions, and few (4.3%) were 'Third Wave' (characterised by metacognition, acceptance and mindfulness). Thirty-nine per cent used interactive techniques (play, arts, story and/or games). Purely digital and paper-based interventions were rare, but around a third used these tools as supplements to face-face delivery. There were differences in interventions for younger (5-7 years) and older (8-11 years) children.
Conclusions:
Interventions designed and delivered to children should be developmentally sensitive. This review highlights characteristics of interventions delivered to children 5-11 years old: the involvement of the child's parent, using behavioural (rather than cognitive) modalities, using interactive techniques and some interventions were delivered across multiple settings.
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