@article{Jaafar2019135,
title = {Parent-report instruments for assessing feeding difficulties in children with neurological impairments: a systematic review},
author = {N H Jaafar and A Othman and N A Majid and S Harith and Z Zabidi-Hussin},
url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-85052789833&doi=10.1111%2fdmcn.13986&partnerID=40&md5=d02a2bfcd15a25988b9c23855cd87444},
doi = {10.1111/dmcn.13986},
issn = {00121622},
year = {2019},
date = {2019-01-01},
journal = {Developmental Medicine and Child Neurology},
volume = {61},
number = {2},
pages = {135-144},
publisher = {Blackwell Publishing Ltd},
abstract = {Aim: This study aimed to review the psychometric properties and clinical application of parent-report instruments that assess feeding difficulties in children with neurological impairments. Method: Papers were identified through five electronic databases based on 15 keywords and were included if they met the following criteria: published in English, described the implementation of parent-report instruments, and included children with neurological impairments (either in the report or a related study population). Results: In total, 1220 relevant abstracts were screened and 22 full-text articles were evaluated. The following six parent-report instruments met the inclusion criteria: (1) Screening Tool of Feeding Problems applied to children, (2) Paediatric Eating Assessment Tool, (3) Paediatric Assessment Scale for Severe Feeding Problems, (4) Montreal Children's Hospital Feeding Scale, (5) Children's Eating Behaviour Inventory, and (6) Behavioural Paediatric Feeding Assessment Scale (BPFAS). Based on comprehensive psychometric testing and consistently good results, the BPFAS was considered the most valid and reliable instrument. The BPFAS also showed good clinical applicability because it was readily available, required a short administration time, and used a simple scoring system. Interpretation: We reviewed the available parent-report instruments for assessing feeding difficulties in children with neurological impairments. The BPFAS had the best psychometric properties and clinical applicability. What this paper adds: Six parent-report instruments were suitable for assessing feeding in children with neurological impairments. The Behavioural Paediatric Feeding Assessment Scale (BPFAS) has the strongest psychometric properties. The BPFAS also has good clinical applicability. © 2018 Mac Keith Press},
note = {cited By 1},
keywords = {Assessment of Humans, Autism, Behavioural Paediatric Feeding Assessment Scale, Caloric Intake, Child Behaviour, Child Parent Relation, Childhood Disease, Children, Children's Eating Behaviour Inventory, Complication, Construct Validity, Content Validity, Criterion Related Validity, Cystic Fibrosis, Eating Disorder, Enalapril Maleate, Eosinophilic Gastrointestinal Disorder, Esophagus Atresia, Feeding, Feeding and Eating Disorders, Feeding Behavior, Feeding Difficulty, Food Intake, Human, Nervous System Diseases, Neurologic Disease, Nutritional Assessment, Parents, Pediatric Assessment Scale for Severe Feeding Problem, Pediatric Eating Assessment Tool, Predictive Value, Preschool, Preschool Child, Priority Journal, Procedures, Psychology, Psychometrics, Psychometry, Quality of Life, Receiver Operating Characteristic, Review, Scoring System, Self Disclosure, Sensitivity and Specificity, Syndrome CHARGE, Systematic Review, Test Retest Reliability},
pubstate = {published},
tppubtype = {article}
}

@article{Wo201735,
title = {The impact of epilepsy on academic achievement in children with normal intelligence and without major comorbidities: A systematic review},
author = {S W Wo and L C Ong and W Y Low and P S M Lai},
url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-85025636897&doi=10.1016%2fj.eplepsyres.2017.07.009&partnerID=40&md5=f34a0aada2cc5dc6e4d6beab18ac779c},
doi = {10.1016/j.eplepsyres.2017.07.009},
issn = {09201211},
year = {2017},
date = {2017-01-01},
journal = {Epilepsy Research},
volume = {136},
pages = {35-45},
publisher = {Elsevier B.V.},
abstract = {Purpose To systematically examine published literature which assessed the prevalence of academic difficulties in children with epilepsy (CWE) of normal intelligence, and its associating factors. Methods A search was conducted on five databases for articles published in English from 1980 till March 2015. Included were studies who recruited children (aged 5–18 years), with a diagnosis or newly/recurrent epilepsy, an intelligent quotient (IQ) of ≥70 or attending regular school, with or without a control group, which measured academic achievement using a standardised objective measure, and published in English. Excluded were children with learning difficulties, intellectual disabilities (IQ < 70) and other comorbidities such as attention deficits hyperactive disorder or autism. Two pairs of reviewers extracted the data, and met to resolve any differences from the data extraction process. Results Twenty studies were included. The majority of the studies assessed “low achievement” whist only two studies used the IQ-achievement discrepancy definition of “underachievement”. Fourteen studies (70%) reported that CWE had significantly lower academic achievement scores compared to healthy controls, children with asthma or reported norms. The remaining six studies (30%) did not report any differences. CWE had stable academic achievement scores over time (2–4 years), even among those whose seizure frequency improved. Higher parental education and children with higher IQ, and had better attention or had a positive attitude towards epilepsy, were associated with higher academic achievement score. Older children were found to have lower academic achievement score. Conclusions In CWE of normal intelligence, the majority of published literature found that academic achievement was lower than controls or reported norms. The high percentages of low achievement in CWE, especially in the older age group, and the stability of scores even as seizure frequency improved, highlights the need for early screening of learning problems, and continued surveillance. © 2017 Elsevier B.V.},
note = {cited By 8},
keywords = {Academic Achievement, Academic Success, Achievement, Attitude to Health, Autism, Benign Childhood Epilepsy, Children, Children with Epilepsy, Cohort Analysis, Comorbidity, Cross-Sectional Study, English (Language), Epilepsy, Human, Intellectual Impairment, Intelligence, Intelligence Quotient, Learning Disorder, Observational Study, Parenting Education, Priority Journal, Psychology, Recurrent Disease, Recurrent Epilepsy, Review, Scoring System, Systematic Review, Underachievement},
pubstate = {published},
tppubtype = {article}
}

@article{Ooi2016745,
title = {A meta-synthesis on parenting a child with autism},
author = {K L Ooi and Y S Ong and S A Jacob and T M Khan},
url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-84962625349&doi=10.2147%2fNDT.S100634&partnerID=40&md5=48b432dc361f8f3c373ed3b481e01e4c},
doi = {10.2147/NDT.S100634},
issn = {11766328},
year = {2016},
date = {2016-01-01},
journal = {Neuropsychiatric Disease and Treatment},
volume = {12},
pages = {745-762},
publisher = {Dove Medical Press Ltd.},
abstract = {Background: The lifelong nature of autism in a child has deep implications on parents as they are faced with a range of challenges and emotional consequences in raising the child. The aim of this meta-synthesis was to explore the perspectives of parents in raising a child with autism in the childhood period to gain an insight of the adaptations and beliefs of parents toward autism, their family and social experiences, as well as their perceptions toward health and educational services. Methods: A systematic search of six databases (PubMed, EMBASE, PsychInfo, Cochrane Central Register of Controlled Trials, Cochrane Database of Systematic Reviews, and Database of Abstracts of Reviews of Effects [DARE]) was conducted from inception up to September 30, 2014. Full-text English articles of qualitative studies describing parents’ perceptions relating to the care of children younger than 12 years of age and diagnosed with a sole disorder of autism were included. Results: A total of 50 eligible articles were appraised and analyzed, identifying four core themes encompassing all thoughts, emotions, and experiences commonly expressed by parents: 1) The Parent, 2) Impact on the Family, 3) Social Impact, and 4) Health and Educational Services. Findings revealed that parents who have a child with autism experienced multiple challenges in different aspects of care, impacting on parents’ stress and adaptation. Conclusion: Health care provision should be family centered, addressing and supporting the needs of the whole family and not just the affected child, to ensure the family’s well-being and quality of life in the face of a diagnosis of autism. © 2016 Ooi et al.},
note = {cited By 44},
keywords = {Adaptation, Article, Attitude to Health, Attitude to Mental Illness, Autism, Child Care, Child Parent Relation, Childhood, Family, Family Centered Care, Health Care, Health Care Delivery, Health Education, Human, Parental Attitude, Parental Stress, Quality of Life, Social Aspect, Systematic Review, Wellbeing},
pubstate = {published},
tppubtype = {article}
}

@article{Tan2016,
title = {Polyunsaturated fatty acids (PUFAs) for children with specific learning disorders},
author = {M L Tan and J J Ho and K H Teh},
url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-84988922340&doi=10.1002%2f14651858.CD009398.pub3&partnerID=40&md5=3460f403b8829b4692a0b6f795f4a2a3},
doi = {10.1002/14651858.CD009398.pub3},
issn = {1469493X},
year = {2016},
date = {2016-01-01},
journal = {Cochrane Database of Systematic Reviews},
volume = {2016},
number = {9},
publisher = {John Wiley and Sons Ltd},
abstract = {Background: About 5% of school children have a specific learning disorder, defined as unexpected failure to acquire adequate abilities in reading, writing or mathematics that is not a result of reduced intellectual ability, inadequate teaching or social deprivation. Of these events, 80% are reading disorders. Polyunsaturated fatty acids (PUFAs), in particular, omega-3 and omega-6 fatty acids, which normally are abundant in the brain and in the retina, are important for learning. Some children with specific learning disorders have been found to be deficient in these PUFAs, and it is argued that supplementation of PUFAs may help these children improve their learning abilities. Objectives: 1. To assess effects on learning outcomes of supplementation of polyunsaturated fatty acids (PUFAs) for children with specific learning disorders.2. To determine whether adverse effects of supplementation of PUFAs are reported in these children. Search methods: In November 2015, we searched CENTRAL, Ovid MEDLINE, Embase, PsycINFO, 10 other databases and two trials registers. We also searched the reference lists of relevant articles. Selection criteria: Randomised controlled trials (RCTs) or quasi-RCTs comparing PUFAs with placebo or no treatment in children younger than 18 years with specific learning disabilities, as diagnosed in accordance with the fifth (or earlier) edition of theDiagnostic and Statistical Manual of Mental Disorders (DSM-5), or the 10th (or earlier) revision of the International Classification of Diseases (ICD-10) or equivalent criteria. We included children with coexisting developmental disorders such as attention deficit hyperactivity disorder (ADHD) or autism. Data collection and analysis: Two review authors (MLT and KHT) independently screened the titles and abstracts of articles identified by the search and eliminated all studies that did not meet the inclusion criteria. We contacted study authors to ask for missing information and clarification, when needed. We used the GRADE approach to assess the quality of evidence. Main results: Two small studies involving 116 children, mainly boys between 10 and 18 years of age, met the inclusion criteria. One study was conducted in a school setting, the other at a specialised clinic. Both studies used three months of a combination of omega-3 and omega-6 supplements as the intervention compared with placebo. Although both studies had generally low risk of bias, we judged the risk of reporting bias as unclear in one study, and as high in the other study. In addition, one of the studies was funded by industry and reported active company involvement in the study. None of the studies reported data on the primary outcomes of reading, writing, spelling and mathematics scores, as assessed by standardised tests. Evidence of low quality indicates that supplementation of PUFAs did not increase the risk of gastrointestinal disturbances (risk ratio 1.43, 95% confidence interval 0.25 to 8.15; two studies, 116 children). Investigators reported no other adverse effects. Both studies reported attention deficit hyperactivity disorder (ADHD)-related behaviour outcomes. We were unable to combine the results in a meta-analysis because one study reported findings as a continuous outcome, and the other as a dichotomous outcome. No other secondary outcomes were reported. We excluded one study because it used a cointervention (carnosine), and five other studies because they did not provide a robust diagnosis of a specific learning disorder. We identified one ongoing study and found three studies awaiting classification. Authors' conclusions: Evidence is insufficient to permit any conclusions about the effect of PUFAs on the learning abilities of children with specific learning disorders. Well-designed RCTs with clearly defined populations of children with specific learning disorders who have been diagnosed by standardised diagnostic criteria are needed. © 2016 The Cochrane Collaboration.},
note = {cited By 6},
keywords = {Attention Deficit Disorder, Autism, Carnosine, Children, Diet Supplementation, Drug Effect, Gastrointestinal Symptom, Human, Learning Disorder, Meta Analysis, Outcome Assessment, Placebo, Polyunsaturated Fatty Acid, Priority Journal, Randomized Controlled Trial, Review, Systematic Review},
pubstate = {published},
tppubtype = {article}
}

@article{Khowaja20131111,
title = {A systematic review of strategies and computer-based intervention (CBI) for reading comprehension of children with autism},
author = {K Khowaja and S S Salim},
url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-84879609907&doi=10.1016%2fj.rasd.2013.05.009&partnerID=40&md5=6ba3e9315ee8b3cecb6248b97198313d},
doi = {10.1016/j.rasd.2013.05.009},
issn = {17509467},
year = {2013},
date = {2013-01-01},
journal = {Research in Autism Spectrum Disorders},
volume = {7},
number = {9},
pages = {1111-1121},
abstract = {This paper presents a systematic review of relevant published studies on reading comprehension for children with autism, focusing on vocabulary instruction and text comprehension instruction from years 2000 to 2011. This systematic review attempts to address three specific research questions: strategies of vocabulary instruction and text comprehension instruction used, computer-based intervention (CBI) used or developed during study, and the effectiveness of using CBI for teaching children with autism. There are five strategies of vocabulary instruction and seven strategies of text comprehension instruction. Results indicate that two strategies of vocabulary instruction, multimedia methods and explicit instruction were found to be more commonly used than the other three. On the same note, question answering strategy of text comprehension instruction was discovered to be used more often than the other six. Results also indicate that children with autism can benefit from the strategies of reading comprehension and that the use of CBI as a mode of instruction for reading comprehension improved learning of children. This is clearly evident judging from the performance of children between pre-tests and post-tests of studies in which CBI was used. However, due to heterogeneity of participants, this is not always the case; a few studies reported no improvement in the learning of children with autism. © 2013 Elsevier Ltd. Allrights reserved.},
note = {cited By 28},
keywords = {Attention, Autism, Bibliographic Database, Children, Clinical Effectiveness, Clinical Observation, Cognition, Comprehension, Computer Assisted Therapy, Computer Based Intervention, Explicit Memory, Human, Learning, Linguistics, Motivation, Multimedia, Pretest Posttest Design, Priority Journal, Reading, Reading Comprehension, Review, Systematic Review, Treatment Outcome},
pubstate = {published},
tppubtype = {article}
}