Evidence map›Paper›PMID 35740766›Full record

ArticleChildren (Basel, Switzerland)2022

A Pilot Study of Improving Self-Regulation and Social Interaction with Peers: An "Exciting School".

Dulce Romero-Ayuso, Beatriz Espinosa-García, Elena Gómez-Marín, Nicolás Gómez-Jara, Claudia Cuevas-Delgado, Irene Álvarez-Benítez, José-Matías Triviño-Juárez

Abstract read
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In one paragraph

Article in Children (Basel, Switzerland), 2022. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 5 papers.

0numbers the graph read from it
0cells of the map it votes in
5citing papers in PubMed
–field-weighted citation impact
1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.

2 · The registry

The trial behind it

Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.

Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.

3 · Its place in the literature

Who cites it

5 citing papers in PubMed.

  1. Article
  2. Article
  3. Article
  4. Review
  5. Article
4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

7 authors.

Dulce Romero-AyusoDepartment of Physical Therapy, Occupational Therapy Division, Faculty of Health Sciences, University of Granada, 18016 Granada, Spain.ORCID 0000-0002-2479-8913
Beatriz Espinosa-GarcíaDepartment of Physical Therapy, Occupational Therapy Division, Faculty of Health Sciences, University of Granada, 18016 Granada, Spain.
Elena Gómez-MarínDepartment of Physical Therapy, Occupational Therapy Division, Faculty of Health Sciences, University of Granada, 18016 Granada, Spain.
Nicolás Gómez-JaraDepartment of Physical Therapy, Occupational Therapy Division, Faculty of Health Sciences, University of Granada, 18016 Granada, Spain.
Claudia Cuevas-DelgadoDepartment of Physical Therapy, Occupational Therapy Division, Faculty of Health Sciences, University of Granada, 18016 Granada, Spain.
Irene Álvarez-BenítezDepartment of Physical Therapy, Occupational Therapy Division, Faculty of Health Sciences, University of Granada, 18016 Granada, Spain.
José-Matías Triviño-JuárezDepartment of Radiology and Physical Medicine, University of Granada, 18016 Granada, Spain.ORCID 0000-0002-0988-3191

Funding

University of Granada Vicerrectorado de Igualdad, Inclusión y Sostenibilidad. Convocatoria 2020
6 · The paper itself

Abstract

Social interaction skills are related to successful academic performance and mental health. One of the key elements of socio-emotional competence is self-regulation. The main aim of this study was to analyze the effect of a self-regulation program at a primary school on the social interactions of neurotypical children and children with special educational needs, from the teachers' and parents' perspectives. A pre-post study was conducted. The children (

Indexed as

childrenoccupational therapyschoolself-regulationsocial skills

Identifiers

PMID35740766
PMCPMC9222160

What OpenQuestion holds

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Registered trials

None linked

Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.