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Background: Video‐based interventions (VBIs) are an approach that can be used to promote social behavioural skills for autistic children and young people. Despite an abundance of literature in this area, previous evidence syntheses are limited by their exclusive search strategies and eligibility criteria. Therefore, there is a lack of comprehensive evidence syntheses to provide insight on whether these interventions work, for whom, and in what circumstances. Evidence and Gap Maps (EGMs) are used to collate vast literature on a broad topic area such as this, highlighting areas for synthesis, and identifying gaps for future research. Objectives: To identify, map and synthesise existing primary research on VBIs promoting social behavioural skills for autistic children and young people, creating a live, searchable and publicly available EGM. Search Methods: Searches were conducted in electronic databases (n = 8), web search engines, and other repositories including published papers and grey literature. The search strategy was developed around two concepts including (1) terms related to autism, and (2) terms related to VBIs. Searches were conducted in May 2021. Selection Criteria: All primary studies evaluating the effectiveness of VBIs in promoting social behaviours for autistic children and young people aged 3–18 were included in the EGM. Data Collection and Analysis: Search results were imported into Eppi‐Reviewer where duplicates of identical studies were removed. Titles and abstracts were then screened by two independent reviewers. Potentially eligible full texts were located and also screened by two reviewers. Data were then extracted on study design, participant characteristics, type of intervention, type of outcome, and country of study, by one of three reviewers. EPPI‐Mapper was used to create the interactive EGM. Main Results: The current EGM contains 438 studies reporting on 394 single subject research designs, 25 randomised controlled trials, 15 non‐randomised group designs, and 8 pretest–posttest designs. Included studies evaluated VBIs in all male (n = 238), mixed gender (n = 172) or all female (n = 17) samples. VBIs employed included video modelling (n = 273), video self‐modelling (n = 82), point‐of‐view modelling (n = 61), video prompting (n = 57), video feedback (n = 12) and computer‐based video instruction (n = 4). The most frequently used models were adults (n = 191) and peers (n = 135). In relation to social outcomes, almost half evaluated social engagement (n = 199) with limited studies looking at safety (n = 9) and community (n = 7) skills. Authors' Conclusions: This EGM provides a valuable resource for policy‐makers, practitioners, researchers, funders and members of the public to access evidence on VBIs promoting social behavioural skills in autistic children and young people. The map has identified areas of sufficient research where evidence can undergo synthesis. In addition, important gaps in the evidence were highlighted and suggest further research is warranted in all female samples and less frequently evaluated types of VBIs and social outcomes. Evidence included in this EGM will be further explored via systematic review and meta‐analysis on control group designs. [ABSTRACT FROM AUTHOR]

There continue to be challenges of transfer from research evidence to practice in education. This paper reports on the implementation of a well-evidenced Reciprocal Reading approach in 35 schools across a high poverty region in England, working cooperatively at transition between primary and secondary. The purpose of the research reported here was not to test children to establish whether Reciprocal Reading improves student outcomes, as randomised controlled trial evidence from studies in England has already established the positive impact of this approach in primary and secondary schools. Instead, a process evaluation was undertaken using naturally occurring data and staff survey data, to understand whether it is possible to implement this approach across a region with high fidelity. The theory of change exemplified in previous randomised controlled trial evaluations was used to interrogate the data in respect of teacher behaviours and attitudes, and student behaviours as reported by school staff during implementation. Findings suggest high levels of adherence to programme design and resources by schools was present across the sample during implementation, together with staff competence and positive relational factors during programme delivery. These findings are in line with health-based research where high fidelity of implementation is used as an indicator of transfer to practice. [ABSTRACT FROM AUTHOR]

Receipt of pain medication was most prevalent in females, those living in deprived and urban areas, and the youngest age group both within the CP and the general populations, although percentages were also high in the eldest age group within the CP population. These analyses included comparisons of pain medication versus self-reported and parent/carer's accounts on pain across GMFCS levels and seizures, among other strata only for those with CP in the same age groups as the SPARCLE studies (8-12y and 13-17y respectively). Abbreviations EPD Enhanced Prescribing Database NHAIS National Health Application and Infrastructure Service NICPR Northern Ireland CP Register NIMDM Northern Ireland Multiple Deprivation Measure SPARCLE Study of Participation of Children with Cerebral Palsy Living in Europe Pain is a problem commonly affecting those with cerebral palsy (CP).1 There are various sources of pain in CP, such as spasticity, hip dislocation, neurological pain, and gastrointestinal symptoms, as well as treatments and surgery.1 Pain interferes with sleep, function, and activity levels and it is associated with deterioration in quality of life.1 The subjective nature of pain makes assessment difficult and can be further complicated by motor, cognitive, and communication difficulties.1,2 There is a growing body of research on pain in CP1,2 and population-based studies report the most generalizable estimations of pain prevalence.1 To date, there are seven population-based studies representative of the wider CP population.3-9 In recent years, attention has been drawn to use of administrative data for the purpose of research.10 The large scale of these data sets allows for the capture of events which are relatively unusual. CP was more prevalent among males (56.6%), spastic bilateral was the most common CP subtype (47.1%), and a higher number of individuals with CP were in GMFCS level I or II (61.6%). [Extracted from the article]

This is the protocol for a Campbell review. The primary objective for this review is summarising the effectiveness of video‐based interventions (VBI) in promoting prosocial behaviours in a population of young people with autism spectrum disorders (ASD). The research questions employed to fulfil this objective include: (1) Do VBI improve prosocial behaviours in children with ASD? (2) Which social skills and interactive behaviours are most successful? (3) Do VBI generally have successful rates of skill generalisation and response maintenance? (4) Do demographic characteristics (age, gender) of participants influence the effectiveness of VBI's? [ABSTRACT FROM AUTHOR]

This narrative systematic review examined relationships between school attainment, socio‐economic status and gender in the United Kingdom from 2000 to 2012. The influence of socio‐economic status was considered at the individual and school level, while gender was examined at the individual level. To ensure consistency among included studies, the Programme for International Student Assessment (PISA) was selected as the attainment measure. Following screening and the application of inclusion/exclusion criteria, 23 studies were included in this review. The most common measures of socio‐economic status were parental occupation, parental education and individual/school mean of economic, social and cultural status. This review found that individual and school level factors of socio‐economic status were consistent in the magnitude and direction of their influence over time. Gender was also a statistically significant indicator of attainment. However, variation was evident in the effects of gender according to the PISA cycle, UK country and subject. This review also provided a critical discussion on the quality of included studies, questioning study reliability owing to variation in reporting sample sizes, data manipulation and summary statistics. The review concluded greater consistency in reporting PISA results, especially descriptive and summary statistics would improve comparability of studies within and between PISA cycles, transparency of methodological approaches and the overall reliability of studies. [ABSTRACT FROM AUTHOR]

This guide accompanies the following article: Early, E., Miller, S., Dunne, L., Thurston, A. & Filiz, M. (2019) The influence of socio‐economic background and gender on PISA attainment in the United Kingdom: A systematic review, Review of Education, https://doi.org/10.1002/rev3.3175. [ABSTRACT FROM AUTHOR]

This article presents a systematic review of research on the achievement outcomes of all types of approaches to teaching science in elementary schools. Study inclusion criteria included use of randomized or matched control groups, a study duration of at least 4 weeks, and use of achievement measures independent of the experimental treatment. A total of 23 studies met these criteria. Among studies evaluating inquiry-based teaching approaches, programs that used science kits did not show positive outcomes on science achievement measures (weighted ES = +0.02 in 7 studies), but inquiry-based programs that emphasized professional development but not kits did show positive outcomes (weighted ES = +0.36 in 10 studies). Technological approaches integrating video and computer resources with teaching and cooperative learning showed positive outcomes in a few small, matched studies (ES = +0.42 in 6 studies). The review concludes that science teaching methods focused on enhancing teachers' classroom instruction throughout the year, such as cooperative learning and science-reading integration, as well as approaches that give teachers technology tools to enhance instruction, have significant potential to improve science learning. © 2014 Wiley Periodicals, Inc. J Res Sci Teach 51:870-901, 2014. [ABSTRACT FROM AUTHOR]

Background. Paired reading (PR) is an application of peer tutoring, It has been extensively researched, and its efficacy across a range of outcomes has been established. Benefits include improvements in key reading skills, and also in affective aspects of learning. Several studies have shown gains in self-esteem, although measurement methods have varied, and the model of self-esteem has rarely been clearly articulated. Aims. To investigate the changes in self-esteem of children participating in a randomized trial of PR over a 15-week treatment period. To investigate the relative contribution of self-worth and self-competence to any gains in self-esteem. To investigate whether the pattern of change differs in children who take on different roles in the PR process. Participants. The participants comprised a subset of a large-scale randomized trial of peer learning (The Fife Peer Learning Project). Four schools were randomly selected from schools allocated to the same-age PR condition, and four schools from those allocated to the cross-age PR condition. The same-age group consisted of 87 primary 6 children (10-11 years old). The cross-age group consisted of 81 primary 6 children. The controls, from schools randomly selected from a neighbouring authority, consisted of 92 primary 6 children. Method. A pre-post design employing self-report measures of self-esteem. Rosenberg's Self-Esteem Scale was used, with scores analysed for worth and competence. The treatment period was 15 weeks, with the participants following a prescribed PR process. Results. Significant pre-post gains were noted in self-esteem, driven predominantly by improved beliefs about competence, in both same-age and cross-age conditions, but not for controls. Gains were also seen in self-worth in the cross-age condition. Further analyses of the influence of organizational condition (same-age or cross-age) and role played (tutor vs. tutee) showed significant differences between same-age tutors and cross-age tutors in relation to self-worth. Effect sizes were generally small or moderate. [ABSTRACT FROM AUTHOR]