Randomized controlled trials cognitive interventions in children and adolescents from low-socioeconomic backgrounds: a systematic review

Abstract

The aim of this systematic review is to identify cognitive interventional studies which have used randomized controlled trials (RCT) and whose purpose was to improve the cognitive development of vulnerable children and adolescents (< 18 years old). We conducted a systematic literature search in the following databases: Web of Science (core collection), PsycInfo, Cochrane Central Register of Controlled Trial, ERIC, PubMed and Opengrey Register. All reviewing processes were conducted independently by two reviewers. Relevant data were extracted, including sample traits, outcomes, specifics of the intervention, as well as follow-up measures. This review followed both PICOS and SWiM guidelines. A qualitative and quantitative synthesis of results was undertaken following the Synthesis Without Metanalysis (SWiM) guidelines. Of the 31 studies selected for inclusion, the majority were focused on attention, language, and executive functions processes. Analysis of the quantitative data using the combination of p values method revealed that in each of the following areas there is at least one published study which has been beneficial for children that live at social risk: attention, executive functioning, math skills, motor/praxis and composite cognition. Although the target processes in most of the studies were attention, language, and executive functions, it would be also beneficial to conduct interventions in other processes such as memory. Understanding the characteristics of successful and unsuccessful interventions could help to support and create effective programs that may help to improve the lives of those children and adolescents that live in disadvantaged situations by enhancing their cognitive development.