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. 2013 Apr 24;36(4):276–288. doi: 10.3109/09638288.2013.785605

Table 3.

Intervention components.

First author, Year Treatment Delivery Theory Delivery setting Intervention format Delivery format Meetings Practice/ Homework Phone contact Parent involvement× No. of sessions (length) Estimated total intervention time Duration
Greenley, 2007 Meetings involved reviewing barriers, providing education, teaching problem solving skills, practice with problem solving during the meeting, home practice with problem solving, setting goals to increase child involvement in managing spina bifida Trained interventionist Problem solving models Hospital O I Y Home N D 2 (60–90 m) 120 min 3 months
Lavigne, 1992 Session 1 – Muscle relaxation taught to both child and parent. Session 2 – Relaxation training. Sessions 3 and 4 – Training enhanced with EMG biofeedback. Sessions 5 and 6 – Training in thermal biofeedback with the child Pediatric psychologist Thermal biofeedback and cognitive behavior training Hospital O S Y Home N D 6 (60–90 m) 390 min 3 months
McDonagh, 2007 Program included individualized transition plans created for each young person and parent to reflect on development and components of the transition program in terms of health, home and school. They were designed to reflect the developmental stages of adolescence (early, mid, late) and reviewed at each clinic visit or every 6 months. Once a template was complete the youth would be invited to move onto the next plan. Other components of the program included age and developmentally appropriate informational resources for adolescents, information resources for parents and local program co-ordinators Local program coordinators n/a Hospital O S and I Y None N D 3 (n/a) Unknown 12 months
O'Mahar, 2009 Intervention within a camp environment involved psycho-educational groups (discussion, role play, learning strategies (memory diary, verbal rehearsal, problem-solving approach)) + individual goal-setting, coaching Trained interventionist and counselors Empowerment approach Community (camp) G and O S and I Y Camp N I 5 (90 m) 450 min psycho-educational group <1 week
Rapoff, 2002 The intervention included educational and behavioral strategies for enhancing adherence; participants and their parents viewed a 10-min audiovisual program and received a booklet which described adherence-enhancement strategies (cueing, pairing medication with another routine), monitoring (using a calendar to track medication), positive reinforcement (praise and rewards that are exchanged for privileges) and discipline (using time-out for defiant refusals) The study nurse reviewed these strategies with participants and parents. The control group received a general educational intervention watching a 13-min video reviewing the types of JRA, signs and symptoms and medical treatments. All procedures took place during a 30-min clinic visit, following which the nurse phoned participants and parents every 2 weeks for 2 months and then monthly for 10 months. For the experimental group the nurse reviewed and problem-solved about adherence improvement strategies Nurse practitioner Applied behavior analytic theory (contingency-shaped behavior) Hospital and home (phone) O S 1 only Home Y D 16 (<30 min) +  phone calls Unknown 12 months
Stinson, 2010 Teens Taking Charge: Managing arthritis online (a multi-component treatment protocol consisting of self-management strategies, disease-specific information and social support) – provided on a restricted website that was supported through telephone contact with a trained coach (non-health professional). Youth modules included learning about different types of arthritis, understanding how arthritis is diagnosed, medications, managing symptoms, managing stress and negative thoughts, relaxation, distraction, other types of care (exercise, nutrition, splints), self-monitoring and supports, lifestyle issues and looking ahead (education, vocation and transitional care issues). Two parent/caregiver modules encouraged healthy youth behavior. The content was interactive, multi-layered and written at a Grade 6–7 level and geared to self-management needs identified by adolescents and their parents. Control group was given self-guided access to the website Trained coach n/a Home (online) O S N Home Y I 12 (20–30 min modules + weekly PC avg 17 min) 207 min 3 months

RCT = randomized controlled trial, I = indirect, D = direct, S = standardized intervention, I = individualized intervention, O = one-to-one, G = group, Y = yes, N = no, n/a = not applicable.