SYSTEMATIC REVIEW REGISTER

Non-invasive positive pressure ventilation (NIPPV) - ventilation is a paradigm shift from the physiology of breathing spontaneously. Non-invasive positive pressure ventilation is a type of mechanical ventilation. It consists of a positive-pressure ventilator connected by tubing to a mask that applies positive air pressure to the nose, mouth, or both. It assists ventilation by delivering pressurized gas to the airways, increasing transpulmonary pressure, and inflating the lungs. Exhalation then occurs by means of elastic recoil of the lungs and any active force exerted by the expiratory muscles. The major difference between invasive and non-invasive ventilation is that with the, gas is delivered to the airway via a mask and not via invasive system.

Active engagement in an emergency services role, which may include exposure to potentially traumatising events.

We will explore school-related lived experiences of parents that have children with special needs educated in inclusive environment. We are interested in their own perspective rooted in their lived experiences, not a perspective of other participants of inclusive education, eg. schoolmates and their parents, or teachers. By inclusive education is meant both full and partial inclusion. We won´t consider studies on parents with their children educated only in special schools or self-contained classrooms in mainstream schools. 

This review will include studies that explore parents’ hopeful experiences and expectations when caring for children with a congenital heart disease. Hope is a highly personalized, central to life, dynamic and multidimensional experience. Hope is characterized by a confident yet uncertain expectation of achieving (expectations) a something good in the future which, to the hoping person, is realistically possible and personally significant. Hope is also a forward-looking concept, which confers empowerment, is related to external help, to care and to the concept of faith.

No Intervention involved.

The intervention of interest is implant-retained overdenture attached with bar-clip system. The studies with a post-treatment follow-up period of at least 6 months, with all follow-up intervals, and with regular or emergency follow-up visits will be included in this review.

The concept of interest in this scoping review is diabetes self-management education. The scoping review will consider studies that provide information about diabetes self-management education programs for older adults. Therefore, all studies with a focus on approaches and strategies to diabetes self-care and self-management from the perspective of older adults with diabetes and the healthcare provider will be considered.

Concept
The scoping review will focus on supportive measures administered to students with ASD in order to foster adaptation to the university setting. The measures must be overlooked by the university or an organisation collaborating with the university. These types of supportive measures will be explored in the relevant texts:
- Type of intervention/approach – focused on training of study and work strategies needed, including programs and interventions aimed at easing the transition to university from the previous educational setting
- Type of support services – e.g. logistical measures such as changes in surroundings, increasing time donations
- Type of support related to personnel – e.g. study assistance, tutoring, one-on-one education, personal assistance, spatial orientation training
- Other aspects/factors/amendments impacting the ASD student’s adaptation
The respective types of measures of support will also be explored in connection to the objectives of support related to the primary diagnosis of ASD’s specific and non-specific deficits (according to the classification criteria in DSM-4, DSM-5 and ICD-10). These relate mostly to social communication and interaction, repetitive behavior patterns, interests and activities, difficulties with perception, discrepancies in motor development and worse planning and critical thinking skills in light of impaired executive functions.
 

Concept 
Positive behavior support (PBS) is a broad, generic term that describes a set of strategies or procedures designed to improve behavioral success by employing non-punitive, proactive, systematic techniques based on the principles of applied behavioral analysis (ABA). It is a broad approach to organizing the support needed to achieve basic lifestyle goals while reducing problem behavior that is an obstacle to achieving these goals. The term behavior is in the PBS support defined very broadly and may include different kinds of problem behavior, adaptive behavior, skills, etc.

Positive behavior support (PBS) is a broad, generic term that describes a set of strategies or procedures designed to improve behavioral success by employing non-punitive, proactive, systematic techniques based on the principles of applied behavioral analysis (ABA). It is a broad approach to organising the support needed to achieve basic lifestyle goals while reducing problem behavior that is an obstacle to achieving these goals. The term behavior is in the PBS support defined very broadly and may include different kinds of problem behavior, adaptive behavior, skills, etc.