Kimberly S Canter1, Michael C Roberts. 1. Clinical Child Psychology Program, The University of Kansas, 2010 Dole Human Development Center, 1000 Sunnyside Ave., Lawrence, KS 66049, USA. kicanter@ku.edu
Abstract
OBJECTIVE: To conduct as systematic and quantitative review of research on the effects of school reentry interventions for children with chronic health conditions. METHODS: This analysis examined 2 primary outcomes: increasing illness- or injury-specific knowledge among teachers or healthy peers and enhancing positive attitudinal change toward an ill or injured child. A secondary analysis examined any change in the ill or injured child's global self-worth following the intervention. A random-effects model was used in all analyses, and effect sizes were analyzed using heterogeneity tests. RESULTS: Larger effect sizes were found for increases in knowledge than for enhancing positive attitudinal changes (i.e., mean ES for knowledge: 0.84-0.88; mean ES for positive attitudinal change: 0.68), and larger effect sizes were found for teachers than for healthy peers in both analyses. Significant heterogeneity was found between groups (i.e., teachers vs. healthy peers) and within groups in both analyses. Results of the secondary analysis indicated a medium effect for improvements in global self-worth (i.e., mean ES = 0.24). CONCLUSIONS: This analysis provides support for the effectiveness of school reentry interventions and highlights the critical need for more empirical work in this area.
OBJECTIVE: To conduct as systematic and quantitative review of research on the effects of school reentry interventions for children with chronic health conditions. METHODS: This analysis examined 2 primary outcomes: increasing illness- or injury-specific knowledge among teachers or healthy peers and enhancing positive attitudinal change toward an ill or injured child. A secondary analysis examined any change in the ill or injured child's global self-worth following the intervention. A random-effects model was used in all analyses, and effect sizes were analyzed using heterogeneity tests. RESULTS: Larger effect sizes were found for increases in knowledge than for enhancing positive attitudinal changes (i.e., mean ES for knowledge: 0.84-0.88; mean ES for positive attitudinal change: 0.68), and larger effect sizes were found for teachers than for healthy peers in both analyses. Significant heterogeneity was found between groups (i.e., teachers vs. healthy peers) and within groups in both analyses. Results of the secondary analysis indicated a medium effect for improvements in global self-worth (i.e., mean ES = 0.24). CONCLUSIONS: This analysis provides support for the effectiveness of school reentry interventions and highlights the critical need for more empirical work in this area.
Authors: Amanda L Thompson; Heather L Christiansen; Megan Elam; Jennifer Hoag; Mary Kay Irwin; Maryland Pao; Megan Voll; Robert B Noll; Katherine Patterson Kelly Journal: Pediatr Blood Cancer Date: 2015-12 Impact factor: 3.167