Study | Type of study | Domain 1 | Domain 2 | Domain 3 | Domain 4 | Domain 5 | Quality | |||||||||||
---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
Adler et al., (2004) [52] | RCT | Low | Low | Low | Low | Low | High a | |||||||||||
Calvert et al., (2021) [53] | RCT | High | Low | Low | Low | Low | High a | |||||||||||
Item 1 | Item 2 | Item 3 | Item 4 | Item 5 | Item 6 | Item 7 | Item 8 | Item 9 | Item 10 | Item 11 | Item 12 | |||||||
Valoup-Fellous et al., (2009) | Non-RCT | 2 | 1 | 0 | 2 | 0 | 2 | 2 | 0 | NA | NA | NA | 1 | Low b | ||||
Picone et al., (2009) [50] | Non-RCT | 2 | 2 | 0 | 2 | 0 | 2 | 2 | 0 | NA | NA | NA | 2 | Low b | ||||
Reichman et al., (2014) [48] | Non-RCT | 2 | 2 | 0 | 0 | 0 | 2 | 2 | 0 | NA | NA | NA | 2 | Low b | ||||
Revello et al., (2015) [49] | Non-RCT | 2 | 2 | 0 | 2 | 0 | 2 | 1 | 1 | 2 | 2 | 1 | 2 | Low b |