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Interventions to support learning needs for school-aged looked-after children and young people: Looked-After Children and Young People: Evidence review I. London: National Institute for Health and Care Excellence (NICE); 2021 Oct. (NICE Guideline, No. 205.)
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Interventions to support learning needs for school-aged looked-after children and young people: Looked-After Children and Young People: Evidence review I.
Show detailsTable 10Summary GRADE table (Take Charge intervention (coaching and mentoring) vs Usual Care)
Outcome | Sample size | Effect size (95% CI) | Quality | Interpretation of effecta |
---|---|---|---|---|
Mean number of hours spent doing homework post-intervention: assessed by self-report | 87 | MD 0.51 (0.08 to 0.94) hours | Very Low | Effect favours intervention group but may be less than the MID |
Mean number of hours spent doing homework at 9-month follow up: assessed by self-report | 87 | MD 0.14 (−0.24 to 0.52) hours | Very Low | Could not differentiate |
Mean youth knowledge and engagement in educational planning score post-intervention: assessed using the student version of the Educational Planning Assessment | 87 | MD 2.45 (0.98 to 3.92) | Very Low | Effect favours intervention group |
Mean youth knowledge and engagement in educational planning score post-intervention: assessed using the parent version of the Educational Planning Assessment | 87 | MD 2.81 (−0.94 to 6.56) | Very Low | Could not differentiate |
Mean youth knowledge and engagement in educational planning score post-intervention: assessed using the teacher version of the Educational Planning Assessment | 87 | MD 2.51 (−0.35 to 5.37) | Very Low | Could not differentiate |
Mean youth knowledge and engagement in educational planning score at 9-month follow up: assessed using the student version of the Educational Planning Assessment | 87 | MD 2.68 (−0.23 to 5.59) | Very Low | Could not differentiate |
Mean youth knowledge and engagement in educational planning score at 9-month follow up: assessed using the parent versions of the Educational Planning Assessment | 87 | MD 3.22 (0.32 to 6.12) | Very Low | Effect favours intervention group but may be less than the MID |
Mean youth knowledge and engagement in educational planning score at 9-month follow up: assessed using the teacher versions of the Educational Planning Assessment | 87 | MD 2.77 (−0.23 to 5.77) | Very Low | Could not differentiate |
Student self-attribution of accomplishments score post-intervention: youth were asked to list all their educational accomplishments for the past 6 months and a total count was gathered at each time point. | 87 | MD 0.80 (0.33 to 1.27) | Very Low | Effect favours intervention group but may be less than the MID |
Student self-attribution of accomplishments score at 9-months follow up: youth were asked to list all their educational accomplishments for the past 6 months and a total count was gathered at each time point. | 87 | MD 0.24 (−0.22 to 0.70) | Very Low | Could not differentiate |
- (a)
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
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- Table 10, Summary GRADE table (Take Charge intervention (coaching and mentoring)...Table 10, Summary GRADE table (Take Charge intervention (coaching and mentoring) vs Usual Care) - Interventions to support learning needs for school-aged looked-after children and young people
- Homo sapiens dual specificity phosphatase 18 (DUSP18), mRNAHomo sapiens dual specificity phosphatase 18 (DUSP18), mRNAgi|31377572|ref|NM_152511.2|Nucleotide
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