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Cognitive interventions in children and adolescents from low socioeconomic status backgrounds: a systematic review
Rosalba Company-Córdoba1,2, Antonio Sianes3, Ian Craig Simpson4
1Department of Psychology, Human Neuroscience Lab, Universidad Loyola Andalucía, Avda. de las Universidades, Dos Hermanas, 41704, Seville, Spain.
Insights
This systematic review protocol outlines a plan to evaluate cognitive interventions for children and adolescents from low socioeconomic status (SES) backgrounds. It aims to identify effective strategies for enhancing cognitive development in disadvantaged youth.
Area of Science:
- Developmental Psychology
- Cognitive Science
- Public Health
Background:
- Children from low socioeconomic status (SES) settings often face developmental challenges due to resource limitations.
- Existing reviews have explored interventions but lack a comprehensive focus on cognitive development strategies.
- There is a critical need to synthesize evidence on cognitive interventions for disadvantaged children.
Purpose of the Study:
- To present a protocol for a systematic review of randomized controlled trials (RCTs).
- To identify and evaluate cognitive interventions designed to enhance cognitive development in children and adolescents (< 18 years old) from low SES settings.
Main Methods:
- Systematic search of multiple databases (Web of Science, PsycINFO, PubMed, etc.) and grey literature.
- Independent screening of studies by two reviewers using predefined inclusion/exclusion criteria.
- Data extraction on sample characteristics, interventions, and outcomes, with risk of bias assessment using the Cochrane Risk of Bias Tool.
- Quantitative synthesis via meta-analysis or Synthesis Without Meta-analysis (SWiM) if heterogeneity is high.
- Outcome measures will include validated neuropsychological instruments assessing cognitive functions.
Main Results:
- This section will be populated upon completion of the systematic review.
Conclusions:
- The systematic review will provide an evidence-based framework for organizations and experts.
- It will guide the implementation and promotion of interventions to improve cognitive domains in children from disadvantaged contexts.
Background:
Many studies have evaluated the effects that a lack of resources has in children's physical and cognitive development. Although there are reviews that have focused on applied interventions from different perspectives, there is still a need for a comprehensive review of what has been attempted with these children from the cognitive intervention field. The aim of this paper is to present a protocol for a systematic review collecting randomized controlled trials (RCTs) studies whose purpose was to enhance cognitive development through the implementation of cognitive interventions in children and adolescents (< 18 years old) from low socioeconomic Status (SES) settings.
Methods:
The following databases will be searched: Web of Science (WoS core collection), PsycINFO, Cochrane Central Register of Controlled Trial, ERIC, PubMed, ICTRP and Opengrey Register (System for Information of Grey Literature in Europe). Searches will be adapted for each database. Additionally, the reference list of articles included in the review will also be searched. As part of this process, two reviewers will determine, independently, the suitability of each article taking into account predefined inclusion/exclusion criteria. Pertinent data will then be extracted, including sample characteristics, specifics of the intervention, and outcomes, as well as follow-up measures. Internal validity will be assessed using the Cochrane Risk of Bias Tool. A quantitative synthesis of results will be conducted using a meta-analysis. However, if a meta-analysis is difficult to implement due to the diversity of the studies (for example, in terms of measures used to estimate the effect size, intervention types, outcomes, etc.), the technique synthesis without meta-analysis (SWiM) will be used. A description of outcome measures will be provided, as measured by validated neuropsychological instruments of any cognitive function.
Discussion:
The systematic review will offer a framework based on evidence to organisations, institutions, and experts who want to implement or promote interventions aimed at enhancing cognitive domains in children and adolescents who live in disadvantaged contexts.
Systematic Review Registration:
This protocol was registered with the International Prospective Register of Systematic Reviews (PROSPERO) on 16 March 2020 (registration number: CDR42020150238).
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