Document Type : Review Article
Authors
- Farin Soleimani 1
- Zahra nobakht 2
- Fatemeh Hassanati 3
- Mohammad Saatchi 4
- Fatemeh ghasemifard 5
- Zahra ghorbanpour 6
- Mersede Imani-Shakibayi 7
1 Developmental Pediatrics, Pediatric Neurorehabilitation Research Center, University of Social Welfare and Rehabilitation Sciences, Tehran, Iran
2 Department of Occupational Therapy, School of Rehabilitation Sciences, Pediatric Neurorehabilitation Research Center, University of Social Welfare and Rehabilitation Sciences, Tehran, Iran
3 Speech Therapy, School of Rehabilitation Sciences, Pediatric Neurorehabilitation Research Center, University of Social Welfare and Rehabilitation Sciences, Tehran, Iran.
4 Department of Epidemiology, University of Social Welfare and Rehabilitation Science, Tehran, Iran.
5 Department of Occupational Therapy, School of Rehabilitation Sciences, Pediatric Neurorehabilitation Research Center, University of Social Welfare and Rehabilitation Sciences, Tehran, Iran.
6 Department of occupational therapy University of Social Welfare and Rehabilitation Sciences, Tehran, Iran.
7 Department of Speech Therapy, Faculty of Rehabilitation Sciences, University of Social Welfare and Rehabilitation Sciences, Tehran, Iran
Abstract
Background: Specific learning disorder is an expanding problem in the world. It is directly related to the decrease in self-confidence and dropout of these children. So the purpose of this study is to write a protocol for a systematic review of specific learning disorder screening instruments in children and adolescents
Methods: In order to do a task accurately, a precise protocol is needed first. this is a systematic review protocol will be done based on the preferred reporting items for systematic reviews and meta-analysis protocols (PRISMA-P) method.It intends to review articles that have validated different screening instruments for specific learning disorders in children and adolescents. The PubMed, Web of Science, Scopus, Cochrane Library, PsycINFO will be searched for peer reviewed publications. Gray literature will also be reviewed. The eligible studies will be assessed by Modified COSMIN Risk of Bias checklist to report their methodological quality.
Results: Many researchers and clinicians use instruments for screening specific learning disorders. But there isn’t any study for choosing best of them or reporting the benefits, gaps and psychometric properties of them together.
Conclusion: This study will review them to evaluate both the benefits and limitations of reported instruments, and share information about psychometric indexes of them and methodological quality based on Modified COSMIN checklist. This protocol, which is a requirement for a robust review, provides a clear path for the systematic review of specific learning disorder screening tools.
Systematic review registration: CRD42023398531
Keywords
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