What do systematic reviews say?

Intelligence Measured by: standardized IQ tests (mean = 100 (SD = 15); higher scores indicate higher IQ) · patients with young children (less than six years old) with autism spectrum disorders (ASD)

Communication and language skills: expressive language Measured by: standardized measures of expressive language (higher scores indicate better expressive language skills) · patients with young children (less than six years old) with autism spectrum disorders (ASD)

Communication and language skills: receptive language Measured by: standardized measures of receptive language (higher scores indicate better receptive language skills) · patients with young children (less than six years old) with autism spectrum disorders (ASD)

Parental sensitivity · caregiver‐infant dyads

Infant social, emotional, cognitive and motor development Assessed when infant aged 4 months, using the BSID; higher scores indicate better development · caregiver‐infant dyads

Caregiver perception of infant (parents' perception of the degree of difficult temperament of the infant) Assessed at postintervention, 8 weeks after delivery; higher score indicates better outcome · caregiver‐infant dyads

Caregiver knowledge (related to infants' physical capacities, including reflexes and senses) Assessed at postintervention, using multiple choice factual questions; higher scores indicate better outcome · caregiver‐infant dyads

Change in dystonia from baseline Measured by: BADS (eight body regions assessed for dystonia on a five‐point scale (0 = none to 4 = severe), minimum score 0 to maximum score 32; higher score = greater severity of dystonia) · children with dystonic cerebral palsy

Participation in activities of daily living:individual goal setting Measured by: GAS (up to 5 functional goals scored on a 5‐point scale (−2 = much less than expected to +2 = much more than expected); higher score = better than expected outcome) · children with dystonic cerebral palsy

Participation in activities of daily living:performance of individual goals Measured by: performance subscale of the COPM (up to five problem areas scored on a 10‐point scale (1 = not able to do to 10 = able to do extremely well; higher score = be... · children with dystonic cerebral palsy

Severity of ADHD (at study completion) WRAADDS scale (0 to 28), ADHD‐RS scale (0 to 54) or CAARS scale (0 to 48). On all scales, a higher score equates to more symptoms (at 6 weeks) · Adults with ADHD

QOL (physical subscale): postintervention Higher score equals better QOL. · children and adolescents with recurrent abdominal pain

QOL (psychosocial subscale): postintervention Higher score equals better QOL. · children and adolescents with recurrent abdominal pain

Questionnaire‐based knowledge (factual knowledge measured by assessing responses to items on a questionnaire or multi‐choice test, immediately post intervention) (higher score = higher knowledge) · children (aged 5 to 12) and adolescents (aged 13 to 18)

Vignette‐based knowledge (applied knowledge measured by assessing responses to hypothetical scenarios, immediately post intervention) (higher score = higher knowledge) · children (aged 5 to 12) and adolescents (aged 13 to 18)

Attitudes towards relationship violence (0‐12 months) (higher score = less accepting of dating violence) · adolescents and young adults (aged 12‐25 years)

Behaviour in relationship violence (0‐12 months) (higher score = more positive behaviour) · adolescents and young adults (aged 12‐25 years)

Knowledge of relationship violence (0‐12 months) (higher score = better knowledge) · adolescents and young adults (aged 12‐25 years)

Skills related to relationship violence (0‐12 months) (higher score = better skills) · adolescents and young adults (aged 12‐25 years)