Document Type : Review Article
Authors
- Farin Soleimani 1
- Zahra nobakht 2
- Fatemeh Hasanati 1
- Mohammad Saatchi 3, 4
- Fatemeh Ghasemi Fard 5, 6
- Zahra ghorbanpour 5, 6
- Mersede Imani-Shakibayi 5, 7
1 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 University of Social Welfare and Rehabilitation Science, Tehran, Iran.
4 Health in Emergency and Disaster Research Center, University of Social Welfare and Rehabilitation Sciences, Tehran, Iran.
5 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, University of Social Welfare and Rehabilitation Sciences, Tehran, Iran
Abstract
Background: Specific learning disorder is an increasingly prevalent problem worldwide. It is directly associated with decreased self-confidence and higher dropout rates among affected children. Therefore, the purpose of this study is to develop a protocol for a systematic review of screening instruments for specific learning disorders in children and adolescents.
Methods: To conduct a task accurately, a precise protocol is required. This systematic review protocol will be developed in accordance with the Preferred Reporting Items for Systematic Reviews and Meta-Analyses Protocols (PRISMA-P) guidelines. It intends to review articles that have validated different screening instruments for specific learning disorders in children and adolescents. PubMed, Web of Science, Scopus, Cochrane Library, and PsycINFO will be searched for peer-reviewed publications. Gray literature will also be reviewed. Eligible studies will be assessed using the Modified Consensus-Based Standards for the Selection of Health Measurement Instruments (COSMIN) Risk of Bias checklist to evaluate their methodological quality.
Results: Many researchers and clinicians use instruments to screen for specific learning disorders. However, there is no comprehensive study that identifies the most appropriate instruments or that collectively reports their benefits, gaps, and psychometric properties.
Conclusion: This study will review these instruments to evaluate their benefits and limitations and to provide information on their psychometric indices and methodological quality, using the Modified Consensus-Based Standards for the Selection of Health Measurement Instruments (COSMIN) checklist. This protocol, which is essential for conducting a robust review, provides a clear framework for the systematic evaluation of screening tools for specific learning disorders.
Keywords
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