| Outcome | Sample size | Effect size (95% CI) | Quality | Interpretation of effecta |
|---|---|---|---|---|
| Mean change in self-rated school maladjustment (pre- vs post-intervention): measured as part of the Spanish version of the Behavior Assessment System for Children. | 67 | MD −0.63 (−5.48 to 4.22) | Very low | Could not differentiate |
| Mean change in teacher-rated school maladjustment (pre- vs post-intervention): measured as part of the Spanish version of the Behavior Assessment System for Children.1 | 67 | MD −3.19 (−6.93 to 0.55) | Very low | Could not differentiate |
| Mean change in teacher-rated behavioural symptoms (pre- vs post-intervention): measured as part of the Spanish version of the Behavior Assessment System for Children.1 | 67 | MD −1.39 (−5.92 to 3.14) | Very low | Could not differentiate |
| Mean change in teacher-rated adaptive skills (pre- vs post-intervention): measured as part of the adaptive skills | 67 | MD 5.88 (1.61 to 10.15) | Very low | Effect favours intervention group but may be less than the MID |
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 learning needs for school-aged looked-after children and young people
NCBI Bookshelf. A service of the National Library of Medicine, National Institutes of Health.