A recent increase in the development of online parent programs calls for the need to understand how effective these strategies are for improving children's mental health. We meta-analyzed the effects of online parent programs on children's behavioral problems. Moreover, we explored the combinations of program components to yield stronger program effects. Medline, Psy-cINFO, Web of Science, and the Cochrane Library were searched. We included peer-reviewed randomized studies evaluating the effect of an online parent program. Effect sizes (Hedges' g) were calculated from post intervention means and standard deviations. We used Qualitative Comparative Analysis (QCA) to identify pathways to effectiveness and individual content and delivery components that seem sufficient or necessary for yielding high effectiveness. Of 2941 articles, 12 articles with a total of 2025 participants met the inclusion criteria. Online parent programs have significant effects on children's behavioral problems (g = − 0.32; 95% CI, − 0.47 to − 0.17), emotional problems (g = − 0.22; 95% CI, − 0.31 to − 0.13), and parental mental health problems (g = − 0.30; 95% CI, − 0.42 to − 0.17). In the QCA, sending parents reminders to work on the program was the only one sufficient component. In conclusion, online support programs reduce children's behavioral and emotional problems and improve parental mental health. Sending parents reminders to work on the program seems to contribute to high effectiveness. Review Registration This study was registered with PROSPERO, number CRD42017080051.

Objective: Over the last 10 years, online interventions to improve mental health have increased significantly. This study's primary objective was to determine the effectiveness of online interventions in improving the mental health of pediatric, adolescent, and young adult (PAYA) cancer survivors. The secondary objective was to identify the independent variables associated with online intervention efficacy for mental health improvement.Methods: On June 25–30, 2021, we searched the Medline, PsycINFO, EMBASE, and Cochrane databases for eligible English language publications that reported randomized controlled trials of online interventions aimed at improving mental health among PAYA cancer survivors. The results were analyzed using a systematic review and a three-level meta-analysis.Results: Thirteen studies met the inclusion criteria. In six (42%) studies, the intervention focused on physical activity enhancement, while ten (77%) studies used self-directed interventions. Online interventions were more efficacious, compared to control conditions, in improving sleep g = 0.35 (95% CI 0.04–0.66) and psychological well-being g = 0.32 (95% CI 0.09–0.56), but not for reducing the symptoms of depression g = 0.17 (95% CI −0.13 to 0.47), anxiety g = 0.05 (95% CI −0.15 to 0.25), and pain g = 0.13 (95% CI −0.13 to 0.39).Conclusion: Online interventions were generally effective in improving mental health in PAYA cancer survivors, although negative results were found in some critical outcomes. More high-quality evidence is needed for definite conclusions to be drawn. The study protocol was registered in PROSPERO (CRD42021266276).

Innovations in healthcare have improved survival in children with illnesses previously considered fatal. Chronic illnesses in school-age children are increasing significantly, and these children are at higher risk for school problems than their healthy peers. To review the state of research on the impact of chronic illnesses on student academic performance, we reviewed original studies that investigated the relationship of child development, cognitive abilities, and academic achievement with common chronic illnesses. Research reveals evidence that chronic illnesses have both direct (educational impacts) and indirect (social and psychological impacts) impacts on education. Specifically, epilepsy, asthma, diabetes mellitus, cancer, congenital heart diseases, and Human Immunodeficiency Virus infection affect student achievement and some specific areas of cognitive ability. Success at school for the chronically ill student requires the coordinated efforts of educators, parents, students, and medical professionals. This review also proposes ways to assess and assist children with chronic illnesses in different educational settings. Hospital schooling, homebound instruction, and school-based interventions are examined. The critical aspects of each educational service are discussed with recommendations for educators and healthcare practitioners.

This study compared the number of attention deficit hyperactivity disorder (ADHD) cases defined by Diagnostic and Statistical Manual (DSM)-IV versus DSM-V criterion in children who have learning or behavioral problems with high IQ. The medical records of children ≤15 years of age who presented with learning or behavioral problems and underwent a Wechsler Intelligence Scale for Children (WISC)-III IQ test at the Pediatric Outpatient Clinic unit between 2010 and 2015 were reviewed. Information on DSM-IV and DSM-V criteria for ADHD were derived from computer-based medical records. Twenty-eight children who had learning or behavioral problems were identified to have a full-scale IQ ≥120. Sixteen of these high-IQ children met the DSM-IV criteria diagnosis for ADHD. Applying the extension of the age-of-onset criterion from 7 to 12 years in DSM-V led to an increase of three cases, all of which were the inattentive type ADHD. Including the pervasive developmental disorder criterion led to an increase of one case. The total number of ADHD cases also increased from 16 to 20 in this group. The data supported the hypothesis that applying the extension of the age-of-onset ADHD criterion and enabling the diagnosis of children with pervasive developmental disorders will increase the number of ADHD diagnoses among children with high IQ.