Author, Year | Age Group | Sectional Rating | Global Rating | |||||||
---|---|---|---|---|---|---|---|---|---|---|
Selection Bias | Study Design | Confounders | Blinding | Data Collection Methods | Withdrawals/Drop-Outs | Intervention Integrity | Analyses | |||
Ducheyne et al., 2014 [47] | Children | Moderate | Strong | Weak | Weak | Moderate | Moderate | Weak | Weak | Weak |
Huang et al., 2018 [49] | Weak | Moderate | Weak | Strong | Moderate | Strong | Weak | |||
Mendoza et al., 2017 [50] | Moderate | Moderate | Weak | Strong | Strong | Strong | Weak | |||
Østergaard et al., 2015 [45] | Moderate | Strong | Weak | Weak | Moderate | Weak | Weak | |||
Villa-González et al., 2015 [51] | Moderate | Strong | Weak | Weak | Moderate | Weak | Weak | |||
Villa-González et al., 2017 [52] | Moderate | Moderate | Weak | Moderate | Moderate | Strong | Weak | |||
Børrestad et al., 2012 [44] | Children/Adolescents | Weak | Strong | Moderate | Strong | Strong | Weak | Weak | ||
Christiansen et al., 2014 [46] | Moderate | Moderate | Weak | Weak | Moderate | Strong | Weak | |||
Gutierrez et al., 2014 [48] | Moderate | Weak | Weak | Moderate | Weak | Weak | Weak |