The Campbell Collaboration | www.campbellcollaboration.org

Interventions Designed to Improve Financial

Capability by Improving Financial Behavior

and Financial Access: A Systematic Review Julie Birkenmaier, PhD., and Brandy Maynard, PhD

Submitted to the Coordinating Group of:

Crime and Justice

Education

Disability

International Development

Nutrition

X Social Welfare

Methods

Knowledge Translation and Implementation

Other:

Plans to co-register:

X No

Yes Cochrane Other

Maybe

Date Submitted: March 10, 2016

Date Revision Submitted:

Approval Date:

Publication Date: 01 July, 2016

1 The Campbell Collaboration | www.campbellcollaboration.org

TITLE OF THE REVIEW

Interventions Designed to Improve Financial Capability by Improving Financial Behavior

and Facilitating Financial Access: A Systematic Review

BACKGROUND

Financial capability, defined as “a consumer’s ability to apply financial knowledge and

perform desirable financial behaviors to achieve financial well-being” (Xiao & O’Neill,

2014), is gaining attention in practice and public policy. Today’s financial context is more

complicated than in previous generations, and people have greater responsibility for making

their own financial decisions. The growth in individual responsibility dovetailing with the

growth in financial products and services, including those in the Alternative Financial

Services sector, has resulted in higher risk than ever for making financial decisions. As a

result of the recent global financial crisis, and subsequent growth in income and wealth

inequality to unprecedented levels in recent U.S. history, there is growing recognition that

people need stronger financial capability to avoid and recover from financial difficulties and

poverty (Miller, Reichelstein, Salas, & Zia, 2014; Mitchell & Lusardi, 2015).

There is growing academic and public policy interest in helping people gain financial

capability. Researchers are testing financial capability interventions with adults, children,

immigrant populations, and other groups (Theodos et al., 2015; Batty, Collins & Odders-

White, 2015; Huang, Yunju, & Sherraden, 2013; Curley & Robertson, 2014). For example,

interventions to help parents learn to save money include financial education and access to a

college savings account (Huang, Yunju & Sherraden, 2013). Policymakers are showing

increased interest in interventions, and implementing new policies designed to increase

financial capability. For example, the states of Maine and Nevada have started statewide

financial capability and asset building programs (Clancy, Sherraden, & Beverly, 2015).

Countries are creating national strategies on financial capability (Bagewell, Hestbaek,

Harries & Kail, 2014; Kempson, 2009). As outcomes, studies measure financial behaviors,

such as having emergency or short-term savings (Azurdia & Greedman, 2016, Birkenmaier,

Curley & Kelly, 2014; Collins & Urban, 2015; Huang et la, 2013; Skimmyhorn, 2012; Theodos

et al., 2015), financial management (e.g., keeping records of expenses and income, paying

bills on time, and using a budget) (Theodos et al., 2015), improving credit (Birkenmaier, et

al., 2014; Theodos et al., 2015), participation in retirement savings plan (Duflo & Saez, 2003;

Duflo, Gale, Liebman, Orszag, & Saez, 2007) and saving for an asset, such as children’s

college education (Han, 2009; Huang, Yunju & Sherraden 2013, Sherraden, Johnson, Guo &

Elliott, 2011). Some studies are also interested in financial knowledge (Azurdia & Freedman,

2016; Han, Grinstein-Weiss & Sherraden; Theodos et al, 2015) and financial mindset (i.e.,

attitudes, motivation, and decision-making) (Skimmyhorn, 2012; Theodos et al, 2015).

These outcomes all have the potential to impact a person’s financial well-being, or the ability

of a household to “fully meet current and ongoing financial obligations, can feel secure in

2 The Campbell Collaboration | www.campbellcollaboration.org

their financial future, and is able to make choices that allow them to enjoy life.” (Consumer

Financial Protection Bureau, 2015).

At the same time, there is an increasing awareness that a focus on financial knowledge alone

is insufficient, because knowledge alone does not always lead to optimal financial decisions.

Financial knowledge, while necessary, is insufficient by itself in today’s world to ensure

optimal financial choices and behaviors (Austin & Arnott-Hill, 2014; Fernandes, Lynch, &

Netemeyer, 2014; Hastings, Madrian & Skimmyhorn, 2013; Miller, et al, 2014; Mitchell &

Lusardi, 2015). Instead, a focus on the combination of financial knowledge and skills, and

access to appropriate financial products and services (Sherraden, 2013) has demonstrated

promise to result in financial behaviors and financial access that facilitate financial stability

and security (Theodos et al., 2015; Collins & Urbank, 2015; Huang, Yunju, & Sherraden,

2013; Robertson & Curley, 2016). This combination is grounded in Sen (1999) and

Nussbaum’s (2007) theoretical work on capability, which postulates that people’s choices

reflect both their knowledge and their real opportunities within their lived environment. The

financial capability framework recognizes that both financial education and access are

determinants of an individual’s financial well-being, and that the interaction of the two

allows individuals to apply their knowledge and skills and gain additional knowledge and

skills (Huang, Nam, Sherraden & Clancy, 2014). The interventions that use both elements

also utilize important elements identified by the World Bank as essential to better financial

interventions. By combining knowledge and financial access, interventions are “targeted and

relevant”, provided at a “teachable moment” when the information is useful, and “gives

exposure to information over the longer-term” through the use of a product or service

(Lundberg & Mulaj, 2014).

Interventions designed to increase financial capability are increasingly designed to both

strengthen financial knowledge and strengthen access to appropriate financial products to

impact behaviour. Financial knowledge interventions involve a diverse range of types, goals,

and delivery models. Some financial knowledge interventions utilize a set curriculum

(Birkenmaier, Curley, & Kelly, 2014), while others are tailored to the client’s situation

(Huang, Nam, & Sherraden, 2013), expressed goals and interest areas (Theodos et al., 2015),

or are specific to a financial product or service (Azurdia & Freedman, 2016; Collins & Urban,

2015). Financial knowledge interventions may have the goal of increasing general financial

knowledge (Han, Grinstein-Weiss & Sherraden, 2009), financial knowledge specifically

related to a particular client situation (Theodos et al, 2015), or financial knowledge about a

particular type of product or service (Azurdia & Freedman, 2016; Collins & Urban, 2015).

Delivery models include one-on-one financial education (Azurdia & Freedman, 2016;

Theodos et al., 2015) online financial education (Collins & Urban, 2015), and classroom-

based financial education (Birkenmaier, Curley & Kelly, 2014). In interventions designed to

improve financial capability, these financial knowledge elements are paired with a financial

access element, such as debt or credit interventions for a particular client situation (Theodos

et al, 2015), a child education savings account (Huang, Nam, & Sherraden, 2013), savings

and checking accounts at banks and credit unions (Birkenmaier, Curley & Kelly, 2014),

3 The Campbell Collaboration | www.campbellcollaboration.org

retirement saving plans (Collins & Urban, 2015), matched savings accounts for asset

development (Han, Grinstein-Weiss & Sherraden, 2009), or emergency savings accounts

(Azurdia & Freeman, 2016), among others. The range of financial capability behaviors

impacted includes savings, investment, record keeping, and loan repayment behaviors

(Miller, et al., 2014).

An important difference among interventions, however, is whether the intervention includes

only financial education, or whether financial education is linked to financial products and

services onto which participants can act to better their financial situation with their

newfound knowledge. This difference is significant. Interventions that include only financial

education or information and not designed to increase participant access to appropriate

financial products and services that allows them to act on their knowledge assume that

knowledge alone can result in behavior change that impacts financial well-being. Indeed, a

prior review found that financial education alone had weak effects on behaviour (Fernandes,

Lynch, & Netemeyer, 2014).

As interventions to improve financial capability policy moves forward, more evidence is

needed about interventions that combine financial education and financial access. It is

important that practitioners, policy makers and stakeholders have access to evidence of

effects of approaches to improve financial capability that combine both elements to make

informed decisions rather than rely on results of individual studies.

We conducted an initial cursory search for studies that meet our eligibility criteria (described

below) and have identified at least 10 studies thus far. However, we plan to conduct a

comprehensive search of published and unpublished literature using a wide variety of

electronic databases and hand searching relevant journals. We anticipate a fair number of

“white papers” or other reports and grey literature in this area, and plan to include a

comprehensive search for grey literature. Our search for unpublished studies will include

relevant websites, to include the website “finlitedu.org” for studies completed by the World

Bank, and the OECD, Global Partnership for Financial Inclusion, and Alliance for Financial

Inclusion (AFI) websites. We anticipate at least 25-30 studies will meet our criteria.

OBJECTIVES

Specifically, the purpose of this review is to examine and synthesize the evidence of

interventions designed to improve financial capability that combine financial education and

access to financial products and/or services to inform practice and policy. The following are

the research questions for this project:

1. What types of interventions designed to improve financial capability are being

utilized that combine financial education and financial access?

2. What is the state and quality of evidence of studies of interventions designed to

improve financial capability that combine financial education and financial access?

4 The Campbell Collaboration | www.campbellcollaboration.org

3. What are the effects of interventions designed to improve financial capability on

financial behavior and financial access at post-test and follow-up time points?

EXISTING REVIEWS

Two prior reviews have been conducted on interventions intended to improve at least one

aspect of financial capability (Fernandes, et al, 2014; Miller, Reichelstein, Salas, & Zia,

2014). Fernandes and colleagues (2014) examined financial literacy and financial education

interventions on financial behaviors. Although the systematic review methods were not

clearly reported, and the inclusion criteria were not well defined, the authors appear to have

included 168 studies (published and unpublished), with 90 of those being studies that

manipulated financial literacy with some education intervention and the remaining being

studies that measured financial literacy (correlational studies). Fifteen of the 90 intervention

studies used a randomized design, with the others using a quasi-experimental or pre-post

design. They found that financial education interventions have weak effects on financial

behavior, especially in low-income samples. Miller and colleagues (2014) took a seemingly

broader approach to their review in including any intervention that would impact financial

knowledge, attitudes and/or behaviors. They reported to have identified 188 studies via their

search of one electronic database (Econlit), prior literature reviews, studies completed within

the World Bank and websites likely to include relevant studies. However, the authors

reported that “in order to reduce the number of studies to a manageable size…only articles

from peer reviewed journals were included from Econlit, for the period January 2009 to

September 2013” (p. 7). Despite their broader inclusion criteria related to the interventions

of interest, their meta-analyses reported on outcomes of financial education interventions

from a small number of studies on the following outcomes: savings behaviour (n = 6),

retirement savings (n = 5), loan defaults (n = 4), and record keeping (n = 5). Findings

indicate that the interventions had a positive impact on some behaviors (savings and record

keeping), but not on others (retirement savings or loan default rates). Overall, the reporting

of the eligibility criteria and methods used to search, select, and extract data from studies

was not clear. The Fernandes study was more explicit about limiting studies included in their

review to those examining financial literacy and education interventions. Miller and

colleagues may have included interventions that encompassed financial literacy and

education and access, but they did not provide explicit inclusion criteria regarding the

interventions eligible for inclusion nor did they provide a description of the types of

interventions they included outside of referring to them as “financial education” when

describing the results of their meta-analyses.

While these reviews provide some evidence related to effects of financial capability

interventions, serious evidence gaps remain for policymakers. Fernandes et al. (2014)

included only financial education or literacy efforts without financial access (i.e., no link to a

financial product or service). Therefore, the interventions are not designed to increase

participant access to appropriate financial products or service that allows them to act on

their knowledge. Similarly, Miller and colleagues (2014) appear to also have only included

5 The Campbell Collaboration | www.campbellcollaboration.org

financial literacy interventions, or if they did also include financial capability interventions,

they make no distinction between these the different types of interventions, thus it remains

unclear whether interventions that combine financial literacy with financial access are

effective. In addition to this limitation, the Miller et al. (2014) study also has some

shortcomings that limits its usefulness in policy formation. The review had an insufficient

search strategy by using a limited number of databases, and therefore, the review may have

missed potentially relevant studies. The review does not sufficiently describe the types of

evidence included in the review and does not assess the risk of bias in the included studies.

While this review contributes to our understanding and provides some evidence about

interventions intended to impact financial knowledge, attitudes and behaviour, the degree to

which the findings are applicable to informing practice and policy are limited.

INTERVENTION

While definitions, terms, and practices vary across studies, for purposes of this review,

financial capability is defined as a consumer’s ability to apply financial knowledge and

perform desirable financial behaviors to achieve financial well-being” (Xiao & O’Neill,

2014). Studies eligible for this review will examine the effectiveness of interventions

designed to improve financial capability that use a combination of financial education or

information, and access to a financial product or service.

To meet the criteria for delivering financial education or information, interventions must

deliver information about; 1) a variety of general financial concepts and behaviours (such as

using a formal education curriculum that covers the time value of money and the importance

of keeping financial records); 2) information targeted to a specific financial topic (such as a

formal or informal one-time education session about savings or homeownership); 3)

information about a specific product (such as retirement savings accounts or savings

accounts that can be used for emergency savings); and/or 4) information about a specific

service, such as the value of post-purchase homeownership counselling to avoid foreclosure.

Financial education or information about a specific product or a specific company will also

meet the criteria, such as in the case when employer-based financial education is focused on

educating their employees about their retirement plan, and options for investing within their

plan.

To meet the criteria for access to a financial product or service, interventions must facilitate

access to a specific financial product or service, such as: 1) a child development account

(used for post-secondary education or training, or another type of asset purchased at age 18

or older); 2) access to a retirement account through an employer; 3) access to a “second

chance” checking account (for persons listed in a consumer reporting bureau after having

insufficient funds for a check; 4) access to a matched savings account (to pay debts to build

assets); 5) access to a financial service, such as debt or credit counselling; 6) access to a bank

account; and 7) access to specialized savings vehicle, such as Certificate of Deposit (CD).

Facilitating access includes linking participants to products or services that are tailored

6 The Campbell Collaboration | www.campbellcollaboration.org

toward the population of participants (such as financially vulnerable populations, or

employees eligible for employer-provided retirement benefits). The interventions could

facilitate access by signing participants up for the product or service (such as a savings

account), deliver service as part of the intervention (debt or credit counselling), and/or

provide on-going interpersonal support to make it possible for participants to maintain

access to a product or service.

We will include studies that use multi-component interventions as long as two of the

components are financial education or information and access to a financial product or

service. Studies that describe interventions that teach financial education only or financial

access only will be excluded from this review.

POPULATION

Financial and economic policies and practices can be quite different for developed compared

to undeveloped countries. Therefore, the focus of this review will be on financial capability

interventions in more developed countries. Studies must have been conducted in any of the

34 member countries of the Organisation for Economic Co-Operation and Development

(OECD).

OUTCOMES

Studies must report at least one of the following outcomes:

1. Behavior change (i.e., money management, record keeping, pay bills on time,

emergency savings, goal-directed savings, regular savings, have a budget, review credit

report)

2. Change in use to a financial product or service (i.e., have savings or checking

account, use direct deposit, use of Alternative Financial Services, retirement account, college

savings account, etc.)

Data will be extracted for all time points reported by the authors. We anticipate most studies

will report outcomes at post-test and will examine effects at post-test for all studies that

report post-test measures. There is less continuity across studies for measurement of follow-

up time points, ranging from 6 months to 5 years; therefore, we will extract data for follow-

up time points and make decisions about pooling studies by time point post-hoc depending

on the number of studies we have at various time points and the variation of time points

reported. We anticipate grouping time points by shorter-term (1-6 months post

intervention), moderate-term (7-15 months) and longer-term (16+ months) time points.

7 The Campbell Collaboration | www.campbellcollaboration.org

STUDY DESIGNS

To be included in this review, studies must use either a randomized controlled trial (RCT) or

quasi-experimental (QED) research design.

Studies using single-group pre-post test design (SGPP) or single subject design (SSD) will be

excluded.

COMPATOR CONDITIONS

For RCT and QED studies, wait list control, no treatment, treatment-as-usual and alternative

treatment groups will be considered acceptable comparison groups. We will code and report

each study’s comparator condition and, if there are sufficient number of studies and we find

significant heterogeneity, the type of comparator condition will be examined as a moderator.

REFERENCES

Austin, P., & Arnott-Hill, E. (2014). Financial literacy interventions: Evaluation the impact

and scope of financial literacy programs on savings, retirement, and investment. The

Journal of Social, Political, and Economic Studies, 39(3), 290-314.

Azurdia, G., & Freedman, S. (2016). Encouraging nonretirement savings at tax time: Final

impact finding from the SaveUSA evaluation. MRDC. Retrieved from

http://www.nyc.gov/html/ceo/downloads/pdf/saveusa_finalreport_2015_fr.pdf

Bagwell, S., Hestbaek, C., Harries, E., & Kail, A. (2014). Financial capability strategy for the

UK: Financial capability outcome frameworks. NPC. Retrieved from

http://socialwelfare.bl.uk/subject-areas/services-activity/poverty-

benefits/newphilanthropycapital/170409Financial-Capability-Outcome-

Frameworks-MAS.pdf

Batty, M., Collins, J. M., & Odders-White, E. (2015). Experimental evidence on the effects of

financial education on elementary school students' knowledge, behavior, and attitudes. Journal of Consumer Affairs, 49(1), 69-96. DOI: 10.1111/joca.12058

Birkenmaier, J., Curley, J., & Kelly, P. (2014). Matched savings account program

participation and goal completion for low-income participants: Does financial credit matter? Journal of Social Service Research, 40(2), 215-231. DOI: 10,1080/01488376.2013.875095

Clancy, M. M., Sherraden, M. & Beverly, S. G. (2015). College savings plans: A platform for

inclusive and progressive Child Development Accounts. St. Louis, MO: Center for Social Development, Washington University. CSD Policy Brief 15-07. Retrieved from http://csd.wustl.edu/Publications/Documents/PB15-07.pdf

8 The Campbell Collaboration | www.campbellcollaboration.org

Collins, J. M. & Urban, C. (2015). The role of information on retirement planning: Evidence

from a field study. Under review at Economic Inquiry. Retrieved from

http://www.montana.edu/urban/documents/CUNA_Urban_Collins_2015.pdf

Consumer Financial Protection Bureau. (2015). Financial well-being: The goal of financial

education. Washington, DC: Author. Retrieved from

http://files.consumerfinance.gov/f/201501_cfpb_report_financial-well-being.pdf

Duflo, E., Gale, W., Liebman, J. Orszag, P, & Saez, E. (2006). Saving incentives for low- and

middle-income families: Evidence from a field experiment with H&R Block. The

quarterly journal of economics, 121(4), 1311-1346.

.

Duflo, E., & Saez, E. (2002). The role of information and social interactions in retirement plan decisions: Evidence from a randomized experiment (No. w8885). National Bureau of Economic Research.

Fernandes, D., Lynch, J. G., & Netemeyer, R. G. (2014). Financial literacy, financial

education and downstream financial behaviors. Management Science, 60(8), 1861-

1883. DOI: 10.1287/mnsc.2013.1849

Han, C. K., Grinstein‐ Weiss, M., & Sherraden, M. (2009). Assets beyond savings in

individual development accounts. Social Service Review, 83(2), 221-244. DOI: 10.1086/600861

Huang, J., Yunju N., & Sherraden, M. S. (2013) Financial knowledge and child development

account policy: A test of financial capability. Journal of Consumer Affairs 47(1): 1-26.

DOI: 10.1111/joca.12000

Huang, J., Nam, Y., Sherraden, M., & Clancy, M. (2014). Financial capability and asset

accumulation for children’s education: Evidence from an experiment of Child

Development Accounts. Journal of Consumer Affairs, 49(1), 127-155.

DOI: 10.1111/joca.12054

Kempson, E. (2009). Framework for the development of financial literacy baseline surveys:

A first international comparative analysis. OECD Working Papers on Finance,

Insurance and Private Pensions, (1), 0_1. DOI: 10.1787/5kmddpz7m9zq-en

Lundberg, M. & Mulaj, F. (2014). Enhancing financial capability and behavior in low- and

middle-income countries. Washington, DC: The World Bank. Retrieved from

http://www-

wds.worldbank.org/external/default/WDSContentServer/WDSP/IB/2014/07/08/00

0469252_20140708161219/Rendered/PDF/890330WP0P12120BLIC00FLIT0final0

web.pdf

9 The Campbell Collaboration | www.campbellcollaboration.org

Miller, M., Reichelstein, J., Salas, C. and Zia, B. (2014) Can you help someone become

financially capable? A meta-analysis of the literature. World Bank, Policy Research

Working Paper; no. WPS 6745. Washington D.C.: World Bank. Retrieved from

http://www-

wds.worldbank.org/external/default/WDSContentServer/IW3P/IB/2014/01/16/000

158349_20140116085445/Rendered/PDF/WPS6745.pdf

Mitchell, O., & Lusardi, A. (2015). Financial literacy and economic outcomes: Evidence and

policy implication. Retrieved from http://gflec.org/wp-

content/uploads/2015/06/LusardiMitchell_FInLitEconOutcomes6-4-15-

Forthcoming-in-Journal-of-Retirement.pdf

Nussbaum, M. (2007). Human rights and human capabilities. Harvard Human Rights Journal, 20(21), 21-24.

Robertson, A. S., & Curley, J. (2016). Annual report on the ASSET Project’s Head

Start Family Financial Capability Pilot: 2014–2015 (CSD Research Report No. 16-04). St. Louis, MO: Washington University, Center for Social Development.

Sen, A. (1999). Development as freedom. New York: Anchor Books.

Sherraden, M. S. (2013). Building blocks of financial capability. In J. Birkenmaier, M. S.

Sherraden, & J. Curley (Eds.) Financial education and capability: Research,

education, policy, and practice, (pp. 3-43). New York: Oxford University.

Sherraden, M. S., Johnson, L., Guo, B., & Elliott III, W. (2011). Financial capability in children: Effects of participation in a school-based financial education and savings program. Journal of Family and Economic Issues,32(3), 385-399. Skimmyhorn, W. (2012). Essays in behavioral household finance (Doctoral dissertation). Harvard University. Retrieved from https://dash.harvard.edu/bitstream/handle/1/9369052/Skimmyhorn_gsas.h arvard_0084L_10233.pdf?sequence=1

Theodos, B., Simms, M., Treskon, M., Stacy, C., Brash, R., Emam, D., ... & Collazos, J. (2015).

An Evaluation of the Impacts and Implementation Approaches of Financial Coaching

Programs. http://www.urban.org/sites/default/files/alfresco/publication-

pdfs/2000448-An-Evaluation-of-the-Impacts-and-Implementation-Approaches-of-

Financial-Coaching-Programs.pdf

Xiao, J. J. & O’Neill, B. (2014). Financial education and financial capability. Proceedings of

the Association for Financial Counseling and Education, 2014 Annual Research and

Training Symposium (p.58). Retrieved from http://www.afcpe.org/wp-

content/uploads/2014/04/2014-AFCPE-Symposium-Proceedings.pdf#page=70

10 The Campbell Collaboration | www.campbellcollaboration.org

REVIEW AUTHORS

Lead review author: The lead author is the person who develops and co-ordinates the

review team, discusses and assigns roles for individual members of the review team, liaises

with the editorial base and takes responsibility for the on-going updates of the review.

Name: Julie Birkenmaier, PhD

Title: Professor

Affiliation: Saint Louis University School of Social Work

Address: 3550 Lindell Blvd.

City, State, Province or County: St. Louis, MO

Postal Code: 63110

Country: USA

Phone: (314) 534-3950

Email: birkenjm@slu.edu

Co-author(s): (There should be at least one co-author)

Name: Brandy R. Maynard, PhD

Title: Assistant Professor

Affiliation: Saint Louis University School of Social Work

Address: 3550 Lindell Blvd.

City, State, Province or County: St. Louis, MO

Postal Code: 63110

Country: USA

Phone: (269) 876-8903

Email: bmaynar1@slu.edu

Duplicate the Co-Author table as necessary to include all co-authors.

ROLES AND RESPONSIBILITIES

• Content: Julie Birkenmaier will be responsible for the substantive content related to

financial capability. Birkenmaier is a noted expert on financial capability as the author and

co-author of numerous publications on the topic, to include co-authoring of Financial

Capability and Asset Building in Vulnerable Households (under development, Oxford

University Press), and Financial Capability and Asset Development: Research, Education,

Policy and Practice (Oxford University Press).

11 The Campbell Collaboration | www.campbellcollaboration.org

• Systematic review methods: Brandy Maynard is a noted expert in systematic review

methods. Maynard has completed and published multiple systematic reviews/research

syntheses. In addition, Maynard has been trained in C2 methods and is actively involved in

C2- she has produced two Campbell reviews and is co-author on two additional reviews, is an

editorial board member of the ECG, is a C2 methods trainer, and has been elected as co-chair

of the social welfare group.

• Statistical analysis: Brandy Maynard will be primarily responsible for statistical

analysis and Birkenmaier will assist. While Birkenmaier and Maynard have been trained in

meta-analytic techniques, Maynard has conducted several meta-analyses.

• Information retrieval: Maynard will take primary responsibility for information

retrieval, and be assisted by Birkenmaier. Review authors may also enlist trained graduate

students or colleagues to assist in the search and data extraction process. They will also

consult with information retrieval specialists within Saint Louis University in the planning

and execution of the search strategy.

FUNDING

We have not received any financial support to conduct this review. Our application to C2 for

funding was rejected.

Timeline: The review will be completed within one year of the approval of the protocol.

POTENTIAL CONFLICTS OF INTEREST

The review team declares no potential conflicts of interest.

PRELIMINARY TIMEFRAME

Note, if the protocol or review are not submitted within 6 months and 18 months of title

registration, respectively, the review area is opened up for other authors.

• Date you plan to submit a draft protocol: 3 months after notification of the title registry.

• Date you plan to submit a draft review: Within 12 months from date of protocol

approval

AUTHOR DECLARATION

Authors’ responsibilities

By completing this form, you accept responsibility for preparing, maintaining, and updating

the review in accordance with Campbell Collaboration policy. The Coordinating Group will

provide as much support as possible to assist with the preparation of the review.

12 The Campbell Collaboration | www.campbellcollaboration.org

A draft protocol must be submitted to the Coordinating Group within one year of title

acceptance. If drafts are not submitted before the agreed deadlines, or if we are unable to

contact you for an extended period, the Coordinating Group has the right to de-register the

title or transfer the title to alternative authors. The Coordinating Group also has the right to

de-register or transfer the title if it does not meet the standards of the Coordinating Group

and/or the Campbell Collaboration.

You accept responsibility for maintaining the review in light of new evidence, comments and

criticisms, and other developments, and updating the review every five years, when

substantial new evidence becomes available, or, if requested, transferring responsibility for

maintaining the review to others as agreed with the Coordinating Group.

Publication in the Campbell Library

The support of the Coordinating Group in preparing your review is conditional upon your

agreement to publish the protocol, finished review, and subsequent updates in the Campbell

Library. The Campbell Collaboration places no restrictions on publication of the findings of a

Campbell systematic review in a more abbreviated form as a journal article either before or

after the publication of the monograph version in Campbell Systematic Reviews. Some

journals, however, have restrictions that preclude publication of findings that have been, or

will be, reported elsewhere and authors considering publication in such a journal should be

aware of possible conflict with publication of the monograph version in Campbell Systematic

Reviews. Publication in a journal after publication or in press status in Campbell Systematic

Reviews should acknowledge the Campbell version and include a citation to it. Note that

systematic reviews published in Campbell Systematic Reviews and co-registered with the

Cochrane Collaboration may have additional requirements or restrictions for co-publication.

Review authors accept responsibility for meeting any co-publication requirements.

I understand the commitment required to undertake a Campbell review, and

agree to publish in the Campbell Library. Signed on behalf of the authors:

Form completed by:

Julie Birkenmaier

Date:

May 12, 2016