Mixed diagnoses

One high quality RCT (Hinton et al., 2017) investigated the effect of telerehabilitation on parental self-efficacy among caregivers of children with developmental, intellectual, or physical disabilities. This high quality RCT randomized participants (parent alone) to receive telerehabilitation (Triple P Online – Disability [TPOL-D] targeting parenting skills, knowledge, confidence, and parent self-efficacy in a 9 week-intervention; parents complete 7 modules and participate in an average of six weekly telephone calls or email consultations) vs. usual care. Parental self-efficacy was measured by the primary caregiver version of the Child Adjustment and Parent Efficacy Scale—Developmental Disability (CAPES-DD) at post-treatment (9 weeks). A significant between-group difference was found, favouring TPOL-D vs. usual care.

Conclusion: There is moderate evidence (Level 1b) from one high quality RCT that telerehabilitation (TPOL-D targeting parenting skills, knowledge, confidence, and parent self-efficacy) is more effective than the comparison intervention (usual care) in improving parental self-efficacy among caregivers of children with developmental, intellectual, or physical disabilities.

One high quality RCT (Hinton et al., 2017) investigated the effect of telerehabilitation on parenting skills and family relationships among caregivers of children with developmental, intellectual, or physical disabilities. This high quality RCT randomized participants (parent alone) to receive telerehabilitation (Triple P Online – Disability [TPOL-D] targeting parenting skills, knowledge, confidence, and parent self-efficacy in a 9 week-intervention, parents completed 7 modules and participate in an average of six weekly telephone calls or emails consultations) vs. usual care. Parenting skills and family relationships were measured by the primary caregiver version of the Parenting and Family Adjustment Scales (PAFAS) at post-treatment (9 weeks). A significant between-group difference was found, favouring TPOL-D vs. usual care.

Conclusion: There is moderate evidence (Level 1b) from one high quality RCT that telerehabilitation (TPOL-D targeting parenting skills, knowledge, confidence, and parent self-efficacy) is more effective than the comparison intervention (usual care) in improving parenting skills and family relationships among caregivers of children with developmental, intellectual, or physical disabilities.

One high quality RCT (McGrath et al., 2011) investigated the effect of telerehabilitation on severity of diagnosis among children with different disorders (opposition-defiant disorder, ADHD, anxiety). This high quality RCT study randomized participants (child/youth and parent) to receive telerehabilitation (Strongest Families intervention targeting disruptive behaviour and anxiety disorders in 40-minute weekly calls, with 11 sessions for the anxiety program and 12 sessions for the behavioural program) vs. usual care. Severity of diagnosis was measured by the Schedule for Affective Disorders and Schizophrenia School Age Children—Present and Lifetime Versions using parental interview (K-SADS-PL: ADHD, Anxiety, Opposition-defiant disorder [ODD]) at follow-up (120 days, 240 days, and 1 year). A significant between-group difference was found at 120 days (K-SADS-PL: ODD); at 240 days (K-SADS-PL: ODD; ADHD; Anxiety); and at 1 year (K-SADS-PL: ADHD; Anxiety), favouring telerehabilitation vs. usual care.

Conclusion: There is moderate level of evidence (Level 1b) from one high quality RCT that telerehabilitation (Strongest Families intervention targeting disruptive behaviour and anxiety) is more effective than the comparison intervention (usual care) in improving severity of diagnosis among children with different disorders.

One high quality RCT (Hinton et al., 2017) investigated the effect of telerehabilitation on the severity of diagnosis for disruptive behavior or anxiety disorder among children with developmental, intellectual, or physical disabilities. This high quality RCT randomized participants (parent alone) to receive telerehabilitation (Triple P Online – Disability [TPOL-D] targeting parenting skills, knowledge, confidence, and parent self-efficacy in a 9 week-intervention; parents completed 7 modules and participate in an average of six weekly telephone calls or email consultations) vs. usual care. Severity of diagnosis for disruptive behavior or anxiety disorder was measured by the primary caregiver version of the Parenting and Family Adjustment Scales (PAFAS) at post-treatment (9 weeks). A significant between-group difference was found, favouring TPOL-D vs. usual care.

Conclusion: There is moderate evidence (Level 1b) from one high quality RCT that telerehabilitation (TPOL-D targeting parenting skills, knowledge, confidence, and parent self-efficacy) is more effective than the comparison intervention (usual care) in improving of the severity of diagnosis for disruptive behaviour or anxiety disorder in children with developmental, intellectual, or physical disabilities.

One high quality RCT (Hinton et al., 2017) investigated the effect of telerehabilitation on behavioral and emotional problems among children with developmental, intellectual, or physical disabilities. This high quality RCT randomized participants (parent alone) to receive telerehabilitation (Triple P Online – Disability [TPOL-D] targeting parenting skills, knowledge, confidence, and parent self-efficacy in a 9 week-intervention; parents completed 7 modules and participate in an average of six weekly telephone calls or email consultations) vs. usual care. Behavioural and emotional problems were measured by the primary caregiver version of the Developmental Behaviour Checklist (DBC-P) at post-treatment (9 weeks). No significant between-group difference was found.

Conclusion: There is moderate evidence (Level 1b) from one high quality RCT that telerehabilitation (TPOL-D targeting parenting skills, knowledge, confidence, and parent self-efficacy) is as effective as the comparison intervention (usual care) in improving behavioural and emotional problems among children with developmental, intellectual, or physical disabilities.

One non-RCT study (Stewart et al., 2011) investigated the effect of telerehabilitation on self-acceptance in adolescents with cerebral palsy (CP) or Spina Bifida (SB). This non-RCT study assigned participants (child/youth alone) to receive telerehabilitation (Online support intervention targeting social participation, loneliness, sense of community, self-perceptions, and coping in 60–90-minute sessions, once a week for 25 sessions over 6 months). Self-acceptance was measured by What I am Like: Self Perception Profile for Adolescents at post-treatment (6 months) and follow-up (9 months). A significant improvement was found at follow-up.

Conclusion: There is insufficient evidence (Level 5) from one non-RCT study regarding the effect of telerehabilitation (Online support intervention targeting social participation, loneliness, sense of community, self-perceptions, and coping) on self-acceptance in adolescents with CP or SB. However, one non-RCT study found improvements following telerehabilitation.

One non-RCT study (Stewart et al., 2011) investigated the effect of telerehabilitation on self-worth in adolescents with cerebral palsy (CP) or Spina Bifida (SB). This non-RCT study assigned participants (child/youth alone) to receive telerehabilitation (Online support intervention targeting social participation, loneliness, sense of community, self-perceptions, and coping in 60–90-minute sessions, once a week for 25 sessions over 6 months). Self-worth was measured by What I am Like: Self Perception Profile for Adolescents at post-treatment (6 months) and follow-up (9 months). A significant improvement was found at follow-up.

Conclusion: There is insufficient evidence (Level 5) from non-RCT study regarding the effect of telerehabilitation (Online support intervention targeting social participation, loneliness, sense of community, self-perceptions, and coping) on self-worth in adolescents with CP or SB. However, one non-RCT study found improvements following telerehabilitation.

One non-RCT study (Stewart et al., 2011) investigated the effect of telerehabilitation on sense of community in adolescents with cerebral palsy (CP) or Spina Bifida (SB). This non-RCT study assigned participants (child/youth alone) to receive telerehabilitation (Online support intervention targeting social participation, loneliness, sense of community, self-perceptions, and coping in 60–90-minute sessions, once a week for 25 sessions over 6 months). Sense of community was measured by the Sense of Community Scale at post-treatment (6 months) and follow-up (9 months). A significant improvement was found at 9-months follow up only.

Conclusion: There is insufficient evidence (Level 5) from non-RCT study regarding the effect of telerehabilitation (Online support intervention targeting social participation, loneliness, sense of community, self-perceptions, and coping) on sense of community in adolescents with CP or SB. However, one non-RCT study found improvements following telerehabilitation.

One non-RCT study (Stewart et al., 2011) investigated the effect of telerehabilitation on coping in adolescents with cerebral palsy (CP) or Spina Bifida (SB). This non-RCT study assigned participants (child/youth alone) to receive telerehabilitation (Online support intervention targeting social participation, loneliness, sense of community, self-perceptions, and coping in 60–90-minute sessions, once a week for 25 sessions over 6 months). Coping was measured by the Self-Report Coping Scale—Seeking Social Support Subscale at post-treatment (6 months) and follow-up (9 months). No significant improvements were found.

Conclusion: There is insufficient evidence (Level 5) from one non-RCT study regarding the effect of telerehabilitation (Online support intervention targeting social participation, loneliness, sense of community, self-perceptions, and coping) on coping in adolescents with CP or SB.

One non-RCT study (Stewart et al., 2011) investigated the effect of telerehabilitation on peer relationships in adolescents with cerebral palsy (CP) or Spina Bifida (SB). This non-RCT study assigned participants (child/youth alone) to receive telerehabilitation (Online support intervention targeting social participation, loneliness, sense of community, self-perceptions, and coping in 60–90-minute sessions, once a week for 25 sessions over 6 months). Peer relationships were measured by the Loneliness and Social Dissatisfaction scale at post-treatment (6 months) and follow-up (9 months). No significant improvements were found.

Conclusion: There is insufficient evidence (Level 5) from one non-RCT study regarding the effect of telerehabilitation (Online support intervention targeting social participation, loneliness, sense of community, self-perceptions, and coping) on peer relationships in adolescents with CP or SB.

One non-RCT study (Stewart et al., 2011) investigated the effect of telerehabilitation on social support in adolescents with cerebral palsy (CP) or Spina Bifida (SB). This non-RCT study assigned participants (child/youth alone) to receive telerehabilitation (Online support intervention targeting social participation, loneliness, sense of community, self-perceptions, and coping in 60–90-minute sessions, once a week for 25 sessions over 6 months). Social support was measured by the Children’s Inventory of Social Support at post-treatment (6 months) and follow-up (9 months). No significant improvements were found.

Conclusion: There is insufficient evidence (Level 5) from non-RCT study regarding the effect of telerehabilitation (Online support intervention targeting social participation, loneliness, sense of community, self-perceptions, and coping) on social support in adolescents with CP or SB.