Interventions (apart from caregiver skills training) by non-specialists at primary and secondary health care level to improve development, wellbeing, functioning and participation in children, adolescents and youth with developmental delays and disabilities
2023 new
Psychosocial interventions focused on social skills training and developmental behavioural approaches should be offered to improve development, well-being and functioning in children and adolescents with autism.
Strength of recommendation: STRONG
Certainty of evidence: LOW
Cognitive behavioural therapy (CBT) should be offered to children and adolescents with autism with anxiety.
Strength of recommendation: STRONG
Certainty of evidence: MODERATE
Psychosocial interventions focused on social skills, cognitive and organizational skills training should be considered to improve development and functioning in children and adolescents with ADHD.
Strength of recommendation: CONDITIONAL (social skills training, cognitive interventions) and STRONG (organizational skills training)
Certainty of evidence: MODERATE
Beginning-to-read interventions should be offered to improve communication and academic performance in children with disorders of intellectual development.
Strength of recommendation: STRONG
Certainty of evidence: MODERATE
Early communication interventions involving direct instruction approaches should be considered for improving expressive phonological skills and reducing stuttering for children with developmental speech disorders.
Strength of recommendation: CONDITIONAL
Certainty of evidence: VERY LOW
Psychosocial interventions using cognitive learning techniques to enhance communication and social competencies should be considered for children and adolescents with neurodevelopmental disabilities.
Strength of recommendation: CONDITIONAL
Certainty of evidence: LOW
Structured physical exercise should be considered to improve development, including social and communication and functioning in children and adolescents with autism.
Strength of recommendation: CONDITIONAL
Certainty of evidence: LOW
Structured physical exercise should be considered to improve motor skills and functioning, including attention and executive functioning, and reduce anxiety and problem behaviours in children and adolescents with ADHD.
Strength of recommendation: CONDITIONAL
Certainty of evidence: VERY LOW
Specialized instructional techniques should be considered to improve academic performance, including writing skills, reading comprehension and maths in children and adolescents with developmental learning disorders.
Strength of recommendation: CONDITIONAL
Certainty of evidence: VERY LOW
Task-oriented instruction should be considered to improve motor skills and task performance in children with developmental coordination disorders.
Strength of recommendation: CONDITIONAL
Certainty of evidence: VERY LOW
Structured physical exercise and activity should be offered to improve development outcomes, including motor skills and functioning, in children and adolescents with cerebral palsy.
Strength of recommendation: STRONG
Certainty of evidence: LOW