How are behavioural interventions delivered to children (5–11 years old): a systematic mapping review

Abstract

ContextBehavioural 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).ObjectiveOur objectives were to describe the characteristics of behavioural interventions for children aged 5–11 years.Data sourcesWe searched five databases: CINAHL, EMBASE, PsycINFO, MEDLINE and Cochrane Library, from January 2005 to August 2019.Study selectionThe 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 extractionTwo researchers independently extracted data from eligible papers.ResultsThe 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.ConclusionsInterventions 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.

Chronic fatigue syndrome/myalgic encephalomyelitis in children aged 5 to 11 years: A qualitative study

“…from the fields of asthma, cystic fibrosis, leukaemia, and congenital heart disease), and these indicate that explanations should be ‘concrete and focused on behavioural recommendations’ (Erickson et al, 2005). Using play, arts, games and storytelling methods may also be appropriate for educating this age group (Brigden et al, 2019). With regards to promoting self-management, only a minority of the children in this study were using strategies to monitor and regulate their activity levels.…”

“…With regards to promoting self-management, only a minority of the children in this study were using strategies to monitor and regulate their activity levels. However, children aged eight and upwards are typically involved in treatment (Brigden et al, 2019), they can be supported to self-manage their condition (e.g. self-administering insulin injections), and it is ethical and effective to involve children as much as possible (Alderson, 2017).…”

Preparing children for climate-related disasters

“…Open access using interactive methods (play, art, stories and games). 48 In addition, it was recommended to prepare children with disabilities for disasters with art and storytelling. 49 50 To prepare children for climate-related disasters in the time of pandemics, we recommend that: 1.…”

“… 47 Researchers in a systematic review found that programmes designed for children 5–11 years old should have some characteristics including the involvement of children’s parents, using behavioural modalities (rather than cognitive), and using interactive methods (play, art, stories and games). 48 In addition, it was recommended to prepare children with disabilities for disasters with art and storytelling. 49 50 …”

“The child’s got a complete circle around him”. The care of younger children (5–11 years) with CFS/ME. A qualitative study comparing families’, teachers’ and clinicians’ perspectives’

“…There are examples of interventions for younger children which span clinical, educational and home settings (Brigden et al, 2019). Bringing health interventions into the school setting can improve health, psycho‐social and academic outcomes (Shaw & McCabe,2008).…”