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.