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Annual Research Review: Immersive virtual reality and digital applied gaming interventions for the treatment of mental health problems in children and young people: the need for rigorous treatment development and clinical evaluation / Brynjar HALLDORSSON in Journal of Child Psychology and Psychiatry, 62-5 (May 2021)
[article]
Titre : Annual Research Review: Immersive virtual reality and digital applied gaming interventions for the treatment of mental health problems in children and young people: the need for rigorous treatment development and clinical evaluation Type de document : Texte imprimé et/ou numérique Auteurs : Brynjar HALLDORSSON, Auteur ; Claire HILL, Auteur ; Polly WAITE, Auteur ; Kate PARTRIDGE, Auteur ; Daniel FREEMAN, Auteur ; Cathy CRESWELL, Auteur Article en page(s) : p.584-605 Langues : Anglais (eng) Mots-clés : Mental health RCT design qualitative methods treatment trials Index. décimale : PER Périodiques Résumé : BACKGROUND: Mental health problems in children and young people are common and can lead to poor long-term outcomes. Despite the availability of effective psychological interventions for mental health disorders, only a minority of affected children and young people access treatment. Digital interventions, such as applied games and virtual reality (VR), that target mental health problems in children and young people may hold a key to increasing access to, engagement with, and potentially the effectiveness of psychological treatments. To date, several applied games and VR interventions have been specifically developed for children and young people. This systematic review aims to identify and synthesize current data on the experience and effectiveness of applied games and VR for targeting mental health problems in children and young people (defined as average age of 18 years or below). METHODS: Electronic systematic searches were conducted in Medline, PsycINFO, CINAHL, and Web of Science. RESULTS: Nineteen studies were identified that examined nine applied games and two VR applications, and targeted symptoms of anxiety, depression, and phobias using both quantitative and qualitative methodologies. Existing evidence is at a very early stage and studies vary extensively in key methodological characteristics. For applied games, the most robust evidence is for adolescent depressive symptoms (medium clinical effect sizes). Insufficient research attention has been given to the efficacy of VR interventions in children and young people. CONCLUSIONS: The evidence to date is at a very early stage. Despite the enthusiasm for applied games and VR, existing interventions are limited in number and evidence of efficacy, and there is a clear need for further co-design, development, and evaluation of applied games and VR before they are routinely offered as treatments for children and young people with mental health problems. En ligne : http://dx.doi.org/10.1111/jcpp.13400 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=445
in Journal of Child Psychology and Psychiatry > 62-5 (May 2021) . - p.584-605[article] Annual Research Review: Immersive virtual reality and digital applied gaming interventions for the treatment of mental health problems in children and young people: the need for rigorous treatment development and clinical evaluation [Texte imprimé et/ou numérique] / Brynjar HALLDORSSON, Auteur ; Claire HILL, Auteur ; Polly WAITE, Auteur ; Kate PARTRIDGE, Auteur ; Daniel FREEMAN, Auteur ; Cathy CRESWELL, Auteur . - p.584-605.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 62-5 (May 2021) . - p.584-605
Mots-clés : Mental health RCT design qualitative methods treatment trials Index. décimale : PER Périodiques Résumé : BACKGROUND: Mental health problems in children and young people are common and can lead to poor long-term outcomes. Despite the availability of effective psychological interventions for mental health disorders, only a minority of affected children and young people access treatment. Digital interventions, such as applied games and virtual reality (VR), that target mental health problems in children and young people may hold a key to increasing access to, engagement with, and potentially the effectiveness of psychological treatments. To date, several applied games and VR interventions have been specifically developed for children and young people. This systematic review aims to identify and synthesize current data on the experience and effectiveness of applied games and VR for targeting mental health problems in children and young people (defined as average age of 18 years or below). METHODS: Electronic systematic searches were conducted in Medline, PsycINFO, CINAHL, and Web of Science. RESULTS: Nineteen studies were identified that examined nine applied games and two VR applications, and targeted symptoms of anxiety, depression, and phobias using both quantitative and qualitative methodologies. Existing evidence is at a very early stage and studies vary extensively in key methodological characteristics. For applied games, the most robust evidence is for adolescent depressive symptoms (medium clinical effect sizes). Insufficient research attention has been given to the efficacy of VR interventions in children and young people. CONCLUSIONS: The evidence to date is at a very early stage. Despite the enthusiasm for applied games and VR, existing interventions are limited in number and evidence of efficacy, and there is a clear need for further co-design, development, and evaluation of applied games and VR before they are routinely offered as treatments for children and young people with mental health problems. En ligne : http://dx.doi.org/10.1111/jcpp.13400 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=445 Destigmatizing perceptions about Black adolescent depression: randomized controlled trial of brief social contact-based video interventions / Andrés MARTIN in Journal of Child Psychology and Psychiatry, 63-11 (November 2022)
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Titre : Destigmatizing perceptions about Black adolescent depression: randomized controlled trial of brief social contact-based video interventions Type de document : Texte imprimé et/ou numérique Auteurs : Andrés MARTIN, Auteur ; Amanda CALHOUN, Auteur ; José PAEZ, Auteur ; Doron AMSALEM, Auteur Article en page(s) : p.1270-1278 Langues : Anglais (eng) Mots-clés : Female Adolescent Humans Depression/therapy/psychology Social Stigma Suicidal Ideation Depression RCT design Racism anti- Blck racism stigma Index. décimale : PER Périodiques Résumé : OBJECTIVE: To test the utility of brief social contact-based video interventions of a Black adolescent girl to reduce stigmatized attitudes and increase help-seeking intentions around adolescent depression. METHODS: We conducted a randomized controlled trial (RCT) with 14- to18-year-old healthy volunteers drawn from the general US population. We enrolled participants through a crowdsourcing platform (n=1,093) and randomly assigned participants to one of three video conditions (117 s each): depressed (DEP); depressed, adjusted to aspects unique to being a Black adolescent girl (including experienced or internalized racism; ADJ); and control (CONT). The primary outcome was the Depression Stigma Scale (DSS); secondary outcomes were the General Health-Seeking Questionnaire (GHSQ), and thermometers for Black and white race perception "warmth". RESULTS: Following the intervention, the DSS changed from baseline across the three conditions (p < .001). ADJ outperformed both DEP (p=.031) and CONT (p < .001). A race-by-intervention interaction (p < .001) revealed different response profiles between Black (ADJ=DEP=CONT; p=.726) and non-Black participants (ADJ > DEP > CONT; p < .001). DEP and ADJ both resulted in higher treatment-seeking intentions for both the emotional problems and the suicidal thought subscales of the GHSQ. We found a race-by-intervention interaction (p=.01) for the Black thermometer, which revealed a significant 2° increase in warmth among white (p < .001), but not Black, viewers (p=.06). CONCLUSIONS: On a short-term basis, brief social contact-based videos proved effective among adolescents in reducing depression-related stigma, increasing help-seeking intentions, and providing an "empathic foothold" in the lives of racially stigmatized groups. Even as the enduring effects of these interventions remain to be determined, the deployment on social media of short videos opens new opportunities to reach a large number of at-risk youth." En ligne : http://dx.doi.org/10.1111/jcpp.13570 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=490
in Journal of Child Psychology and Psychiatry > 63-11 (November 2022) . - p.1270-1278[article] Destigmatizing perceptions about Black adolescent depression: randomized controlled trial of brief social contact-based video interventions [Texte imprimé et/ou numérique] / Andrés MARTIN, Auteur ; Amanda CALHOUN, Auteur ; José PAEZ, Auteur ; Doron AMSALEM, Auteur . - p.1270-1278.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 63-11 (November 2022) . - p.1270-1278
Mots-clés : Female Adolescent Humans Depression/therapy/psychology Social Stigma Suicidal Ideation Depression RCT design Racism anti- Blck racism stigma Index. décimale : PER Périodiques Résumé : OBJECTIVE: To test the utility of brief social contact-based video interventions of a Black adolescent girl to reduce stigmatized attitudes and increase help-seeking intentions around adolescent depression. METHODS: We conducted a randomized controlled trial (RCT) with 14- to18-year-old healthy volunteers drawn from the general US population. We enrolled participants through a crowdsourcing platform (n=1,093) and randomly assigned participants to one of three video conditions (117 s each): depressed (DEP); depressed, adjusted to aspects unique to being a Black adolescent girl (including experienced or internalized racism; ADJ); and control (CONT). The primary outcome was the Depression Stigma Scale (DSS); secondary outcomes were the General Health-Seeking Questionnaire (GHSQ), and thermometers for Black and white race perception "warmth". RESULTS: Following the intervention, the DSS changed from baseline across the three conditions (p < .001). ADJ outperformed both DEP (p=.031) and CONT (p < .001). A race-by-intervention interaction (p < .001) revealed different response profiles between Black (ADJ=DEP=CONT; p=.726) and non-Black participants (ADJ > DEP > CONT; p < .001). DEP and ADJ both resulted in higher treatment-seeking intentions for both the emotional problems and the suicidal thought subscales of the GHSQ. We found a race-by-intervention interaction (p=.01) for the Black thermometer, which revealed a significant 2° increase in warmth among white (p < .001), but not Black, viewers (p=.06). CONCLUSIONS: On a short-term basis, brief social contact-based videos proved effective among adolescents in reducing depression-related stigma, increasing help-seeking intentions, and providing an "empathic foothold" in the lives of racially stigmatized groups. Even as the enduring effects of these interventions remain to be determined, the deployment on social media of short videos opens new opportunities to reach a large number of at-risk youth." En ligne : http://dx.doi.org/10.1111/jcpp.13570 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=490 Online-delivered parenting intervention for young children with disruptive behavior problems: a noninferiority trial focused on child and parent outcomes / R. J. PRINZ in Journal of Child Psychology and Psychiatry, 63-2 (February 2022)
[article]
Titre : Online-delivered parenting intervention for young children with disruptive behavior problems: a noninferiority trial focused on child and parent outcomes Type de document : Texte imprimé et/ou numérique Auteurs : R. J. PRINZ, Auteur ; C. W. METZLER, Auteur ; M. R. SANDERS, Auteur ; J. C. RUSBY, Auteur ; C. CAI, Auteur Article en page(s) : p.199-209 Langues : Anglais (eng) Mots-clés : Parenting RCT design disruptive behavior intervention parent-child interaction Index. décimale : PER Périodiques Résumé : BACKGROUND: This study evaluated whether an evidence-based parenting intervention, when delivered online, could effectively address disruptive behavior problems in young children and yield outcomes comparable to in-person delivery of the same intervention. METHODS: Families (n?=?334) of children (3-7?years; 63% White, 22% African American, 15% other races; 63% male) with disruptive behavior problems were randomized to online-delivered intervention (ODI) or staff-delivered intervention (SDI), resulting in baseline and demographic equivalence. Primary outcome measures for child disruptive behavior (independent observation, parent report) and secondary outcome measures of parenting and family impact were assessed at baseline, postintervention, and follow-up. Conducted using intent-to-treat (ITT) as well as per-protocol (PP) methods, noninferiority analyses, which drew on an HLM framework with repeat measures across three timepoints and on REML to provide unbiased estimates of model parameters, tested whether the outcome-difference CI did not exceed the a priori noninferiority margin. RESULTS: For ITT and PP analyses, the ODI was found to be noninferior to the SDI on the primary outcome: independently observed child disruptive behavior and parent-reported child behavior problems. The pattern for secondary outcomes was more varied: (a) noninferiority for observed positive and aversive parenting; (b) noninferiority for observed quality of parent-child relationship at post but not follow-up assessment; (c) noninferiority for parent-reported inappropriate/inconsistent discipline for PP but not ITT analyses; and (d) noninferiority not confirmed for parenting daily hassles and adverse family quality of life, despite large effect sizes for the ODI (Cohen's d .75-1.07). Finally, ODI noninferiority was found for teacher-reported child disruptive behavior. CONCLUSIONS: The tested online-delivered parenting intervention demonstrated clear noninferiority with the corresponding staff-delivered parenting intervention on the primary outcome, child disruptive behavior problems, and reflected substantial though nonuniform noninferiority and meaningful effect sizes for secondary outcomes related to parenting and family. Future research will guide optimization of online interventions. En ligne : http://dx.doi.org/10.1111/jcpp.13426 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=457
in Journal of Child Psychology and Psychiatry > 63-2 (February 2022) . - p.199-209[article] Online-delivered parenting intervention for young children with disruptive behavior problems: a noninferiority trial focused on child and parent outcomes [Texte imprimé et/ou numérique] / R. J. PRINZ, Auteur ; C. W. METZLER, Auteur ; M. R. SANDERS, Auteur ; J. C. RUSBY, Auteur ; C. CAI, Auteur . - p.199-209.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 63-2 (February 2022) . - p.199-209
Mots-clés : Parenting RCT design disruptive behavior intervention parent-child interaction Index. décimale : PER Périodiques Résumé : BACKGROUND: This study evaluated whether an evidence-based parenting intervention, when delivered online, could effectively address disruptive behavior problems in young children and yield outcomes comparable to in-person delivery of the same intervention. METHODS: Families (n?=?334) of children (3-7?years; 63% White, 22% African American, 15% other races; 63% male) with disruptive behavior problems were randomized to online-delivered intervention (ODI) or staff-delivered intervention (SDI), resulting in baseline and demographic equivalence. Primary outcome measures for child disruptive behavior (independent observation, parent report) and secondary outcome measures of parenting and family impact were assessed at baseline, postintervention, and follow-up. Conducted using intent-to-treat (ITT) as well as per-protocol (PP) methods, noninferiority analyses, which drew on an HLM framework with repeat measures across three timepoints and on REML to provide unbiased estimates of model parameters, tested whether the outcome-difference CI did not exceed the a priori noninferiority margin. RESULTS: For ITT and PP analyses, the ODI was found to be noninferior to the SDI on the primary outcome: independently observed child disruptive behavior and parent-reported child behavior problems. The pattern for secondary outcomes was more varied: (a) noninferiority for observed positive and aversive parenting; (b) noninferiority for observed quality of parent-child relationship at post but not follow-up assessment; (c) noninferiority for parent-reported inappropriate/inconsistent discipline for PP but not ITT analyses; and (d) noninferiority not confirmed for parenting daily hassles and adverse family quality of life, despite large effect sizes for the ODI (Cohen's d .75-1.07). Finally, ODI noninferiority was found for teacher-reported child disruptive behavior. CONCLUSIONS: The tested online-delivered parenting intervention demonstrated clear noninferiority with the corresponding staff-delivered parenting intervention on the primary outcome, child disruptive behavior problems, and reflected substantial though nonuniform noninferiority and meaningful effect sizes for secondary outcomes related to parenting and family. Future research will guide optimization of online interventions. En ligne : http://dx.doi.org/10.1111/jcpp.13426 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=457 A Randomised Controlled Trial of an Information Communication Technology Delivered Intervention for Children with Autism Spectrum Disorder Living in Regional Australia / Dave PARSONS in Journal of Autism and Developmental Disorders, 49-2 (February 2019)
[article]
Titre : A Randomised Controlled Trial of an Information Communication Technology Delivered Intervention for Children with Autism Spectrum Disorder Living in Regional Australia Type de document : Texte imprimé et/ou numérique Auteurs : Dave PARSONS, Auteur ; Reinie CORDIER, Auteur ; Hoe LEE, Auteur ; Torbjörn FALKMER, Auteur ; Sharmila VAZ, Auteur Article en page(s) : p.569-581 Langues : Anglais (eng) Mots-clés : Information technology RCT design Parent training Early intervention Index. décimale : PER Périodiques Résumé : This exploratory randomised controlled trial tested the effectiveness of a tablet-based information communication technology early intervention application to augment existing therapy with the aim of improving visual motor, imitation, language and social skills in young children with ASD who reside in regional areas. Fifty-nine participants were recruited and randomised to either a therapy-as-usual group or intervention group. With the exception of the expressive language subscale on the Mullen Scales of Early Learning, no significant between-group differences were recorded for visual motor, imitation, receptive language and social skills of participants between baseline and post-intervention. When all participants were pooled and measured over time, improvements were shown in receptive and pragmatic language and social skills; these gains were maintained, thus suggesting skill acquisition. En ligne : http://dx.doi.org/10.1007/s10803-018-3734-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=382
in Journal of Autism and Developmental Disorders > 49-2 (February 2019) . - p.569-581[article] A Randomised Controlled Trial of an Information Communication Technology Delivered Intervention for Children with Autism Spectrum Disorder Living in Regional Australia [Texte imprimé et/ou numérique] / Dave PARSONS, Auteur ; Reinie CORDIER, Auteur ; Hoe LEE, Auteur ; Torbjörn FALKMER, Auteur ; Sharmila VAZ, Auteur . - p.569-581.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 49-2 (February 2019) . - p.569-581
Mots-clés : Information technology RCT design Parent training Early intervention Index. décimale : PER Périodiques Résumé : This exploratory randomised controlled trial tested the effectiveness of a tablet-based information communication technology early intervention application to augment existing therapy with the aim of improving visual motor, imitation, language and social skills in young children with ASD who reside in regional areas. Fifty-nine participants were recruited and randomised to either a therapy-as-usual group or intervention group. With the exception of the expressive language subscale on the Mullen Scales of Early Learning, no significant between-group differences were recorded for visual motor, imitation, receptive language and social skills of participants between baseline and post-intervention. When all participants were pooled and measured over time, improvements were shown in receptive and pragmatic language and social skills; these gains were maintained, thus suggesting skill acquisition. En ligne : http://dx.doi.org/10.1007/s10803-018-3734-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=382 Reading and language intervention for children at risk of dyslexia: a randomised controlled trial / Fiona J. DUFF in Journal of Child Psychology and Psychiatry, 55-11 (November 2014)
[article]
Titre : Reading and language intervention for children at risk of dyslexia: a randomised controlled trial Type de document : Texte imprimé et/ou numérique Auteurs : Fiona J. DUFF, Auteur ; Charles HULME, Auteur ; Katy GRAINGER, Auteur ; Samantha J. HARDWICK, Auteur ; Jeremy N. V. MILES, Auteur ; Margaret J. SNOWLING, Auteur Article en page(s) : p.1234-1243 Langues : Anglais (eng) Mots-clés : Dyslexia specific language impairment reading intervention RCT design Index. décimale : PER Périodiques Résumé : Background Intervention studies for children at risk of dyslexia have typically been delivered preschool, and show short-term effects on letter knowledge and phoneme awareness, with little transfer to literacy. Methods This randomised controlled trial evaluated the effectiveness of a reading and language intervention for 6-year-old children identified by research criteria as being at risk of dyslexia (n = 56), and their school-identified peers (n = 89). An Experimental group received two 9-week blocks of daily intervention delivered by trained teaching assistants; the Control group received 9 weeks of typical classroom instruction, followed by 9 weeks of intervention. Results Following mixed effects regression models and path analyses, small-to-moderate effects were shown on letter knowledge, phoneme awareness and taught vocabulary. However, these were fragile and short lived, and there was no reliable effect on the primary outcome of word-level reading. Conclusions This new intervention was theoretically motivated and based on previous successful interventions, yet failed to show reliable effects on language and literacy measures following a rigorous evaluation. We suggest that the intervention may have been too short to yield improvements in oral language; and that literacy instruction in and beyond the classroom may have weakened training effects. We argue that reporting of null results makes an important contribution in terms of raising standards both of trial reporting and educational practice. En ligne : http://dx.doi.org/10.1111/jcpp.12257 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=241
in Journal of Child Psychology and Psychiatry > 55-11 (November 2014) . - p.1234-1243[article] Reading and language intervention for children at risk of dyslexia: a randomised controlled trial [Texte imprimé et/ou numérique] / Fiona J. DUFF, Auteur ; Charles HULME, Auteur ; Katy GRAINGER, Auteur ; Samantha J. HARDWICK, Auteur ; Jeremy N. V. MILES, Auteur ; Margaret J. SNOWLING, Auteur . - p.1234-1243.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 55-11 (November 2014) . - p.1234-1243
Mots-clés : Dyslexia specific language impairment reading intervention RCT design Index. décimale : PER Périodiques Résumé : Background Intervention studies for children at risk of dyslexia have typically been delivered preschool, and show short-term effects on letter knowledge and phoneme awareness, with little transfer to literacy. Methods This randomised controlled trial evaluated the effectiveness of a reading and language intervention for 6-year-old children identified by research criteria as being at risk of dyslexia (n = 56), and their school-identified peers (n = 89). An Experimental group received two 9-week blocks of daily intervention delivered by trained teaching assistants; the Control group received 9 weeks of typical classroom instruction, followed by 9 weeks of intervention. Results Following mixed effects regression models and path analyses, small-to-moderate effects were shown on letter knowledge, phoneme awareness and taught vocabulary. However, these were fragile and short lived, and there was no reliable effect on the primary outcome of word-level reading. Conclusions This new intervention was theoretically motivated and based on previous successful interventions, yet failed to show reliable effects on language and literacy measures following a rigorous evaluation. We suggest that the intervention may have been too short to yield improvements in oral language; and that literacy instruction in and beyond the classroom may have weakened training effects. We argue that reporting of null results makes an important contribution in terms of raising standards both of trial reporting and educational practice. En ligne : http://dx.doi.org/10.1111/jcpp.12257 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=241 Sleeping Sound Autism Spectrum Disorder (ASD): a randomised controlled trial of a brief behavioural sleep intervention in primary school-aged autistic children / Nicole PAPADOPOULOS in Journal of Child Psychology and Psychiatry, 63-11 (November 2022)
PermalinkThe efficacy of early language intervention in mainstream school settings: a randomized controlled trial / Silke FRICKE in Journal of Child Psychology and Psychiatry, 58-10 (October 2017)
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