| Outcome | Sample size | Effect size (95% CI) | Quality | Interpretation of effecta |
|---|---|---|---|---|
| Change in foster parent-rated social competence at 2 weeks follow up (Child Behavior Checklist) | 20 | MD 1.53 (0.63 to 2.43) | Very Low | Effect favours intervention group |
| Change in foster parent-rated externalising behaviours at 2 weeks follow up (Child Behavior Checklist) | 20 | MD −2.20 (−5.59 to 1.19) | Very Low | Could not differentiate |
| Foster parent-rated internalising behaviours at 2 weeks follow up (Child Behavior Checklist) | 20 | MD 1.30 (−2.52 to 5.12) | Very Low | Could not differentiate |
| Teacher-rated social problems at 1 month following the start of school (Teacher Report Form) | 20 | MD 0.00 (−2.72 to 2.72) | Very Low | Could not differentiate |
| Teacher-rated externalising behaviours at 1 month following the start of school (Teacher Report Form) | 20 | MD 0.90 (−7.12 to 8.92) | Very Low | Could not differentiate |
| Teacher-rated internalising behaviours at 1 month following the start of school (Teacher Report Form) | 20 | MD 0.10 (−6.71 to 6.91) | Very Low | Could not differentiate |
| Foster parent-rated emotional regulation at 2 weeks follow up (Emotion Regulation Checklist) | 20 | MD −0.03 (−0.20 to 0.14) | Very Low | Could not differentiate |
| Foster parent-rated emotional lability at 2 weeks follow up (Emotion Regulation Checklist) | 20 | MD −0.14 (−0.34 to 0.06) | Very Low | Could not differentiate |
| Assessor-rated emotional lability at 2 weeks follow up (Emotion Regulation Checklist) | 20 | MD −0.41 (−0.65 to −0.17) | Very Low | Effect favours intervention group, but it may be less than the MID |
| Teacher-rated emotional regulation at 1 month following the start of school (Emotion Regulation Checklist) | 20 | MD −0.18 (−0.69 to 0.33) | Very Low | Could not differentiate |
| Teacher-rated emotional lability at 1 month following the start of school (Emotion Regulation Checklist) | 20 | MD 0.22 (−0.26 to 0.70) | Very Low | Could not differentiate |
No meaningful difference: crosses line of no effect but not line of MID; Could not differentiate: crosses line of no effect and line of MID; May favour: confidence intervals do not cross line of no effect but cross MID; Favours: confidence intervals do not cross line of no effect or MID
From: Interventions to support readiness for school in looked-after children and young people
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