دورية أكاديمية
Striving to Thrive: A Randomized Controlled Trial of Educational Support Interventions for Children in Out-of-Home Care
| العنوان: | Striving to Thrive: A Randomized Controlled Trial of Educational Support Interventions for Children in Out-of-Home Care |
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| اللغة: | English |
| المؤلفون: | Misja Eiberg, Christoffer Scavenius |
| المصدر: | European Journal of Psychology of Education. 2024 39(1):31-54. |
| الإتاحة: | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.comTest/ |
| تمت مراجعته من قبل الزملاء: | Y |
| Page Count: | 24 |
| تاريخ النشر: | 2024 |
| نوع الوثيقة: | Journal Articles Reports - Research |
| الواصفات: | Intervention, Foster Care, Children, Early Adolescents, Word Recognition, Speed Reading, Intelligence Quotient, Cognitive Development, Logical Thinking, Verbal Ability, Comprehension |
| DOI: | 10.1007/s10212-023-00682-9 |
| تدمد: | 0256-2928 1878-5174 |
| مستخلص: | Children in out-of-home care persistently show poorer educational and developmental outcomes than their peers. This study investigates the effect of the comprehensive educational intervention, "LUKoP," in a randomized controlled trial, compared to treatment-as-usual (TAU). Outcome measures included reading and math abilities, IQ and executive function, learning skills, and psychosocial functioning. One hundred foster children (66% female) aged 6-14 (M = 10.5, SD = 2.1) from 80 regular schools participated in the study. We applied a fixed-effects regression analysis. Regardless of group allocation, the children demonstrated significant progress in cognitive development, including IQ (ES = 0.40, p < 0.001), verbal comprehension (ES = 0.29, p = 0.02), and perceptual reasoning (ES = 0.60, p < 0.001) over time. The children who received the LUKoP intervention also had a significant increase in word-reading speed (ES = 0.21, p = 0.02) and a significant additional gain in IQ (ES = 0.34, p = 0.02) and verbal comprehension (ES = 0.41, p = .03), compared to TAU. No significant effect was found on the other outcome measures for either the TAU group (ES range = - 0.13 to 0.47, p > 0.05) or the LUKoP group (ES range = - 0.15 to 0.42, p > 0.05). We found no compelling evidence that the LUKoP intervention gives overall benefit to academic achievement; however, LUKoP demonstrated a greater effect on cognitive abilities than TAU. The findings and future directions for educational interventions for children in out-of-home care are discussed. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| رقم الانضمام: | EJ1416569 |
| قاعدة البيانات: | ERIC |
| تدمد: | 0256-2928 1878-5174 |
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| DOI: | 10.1007/s10212-023-00682-9 |