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Design of a Randomized Controlled Trial to Improve Educational Outcomes of Young People in Out-of-Home Care.

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  1. Design of a Randomized Controlled Trial to Improve Educational Outcomes of Young People in Out-of-Home Care Robert Flynn, Tim Aubry, Marie-Pierre Paquet, & Robyn MarquisSchool of Psychology& Centre for Research on Educational and Community ServicesUniversity of Ottawa, Canada Care Matters: Transforming Lives - Improving OutcomesJuly 7-9, 2008 - Keble College, Oxford, UK The RESP for Kids in Care Project is being conducted by the Centre for Research on Educational and Community Services, University of Ottawa, Canada, funded in part by the Government of Canada, Canada Education Savings Program.

  2. Outline ● Purpose & funding of RESPs for Kids in Care Project ● Research on low educational achievement: US, UK, Canada ●RESP for Kids in Care Project: Methodology ►Hypothesis ► Participants ► Interventions ► Design ► Outcome measures ●Potential implications

  3. RESPs for Kids in Care Project (2007-2010) • RESPs: Registered Education Savings Plans • Purposes: • Short-term: Improve educational performance • Long-term: Increase participation in post-secondary education • Funding: • $346,190 (2007-2010) • From the Canada Education Savings Program, Human Resources and Social Development Canada

  4. Research on low educational achievement of young people in care • Research on problem: examples: • USA: Trout et al. (2008) • UK: Jackson (2007) • Canada: Flynn et al. (1998, 2004) • Research on interventions: Very limited • Barth & Ferguson (2004) • Trout et al. (2008)

  5. Methodologyof RESPs for Kids in Care Project • Hypothesis • Participants (target N = 150): • Young people in care (grades 4-7, ages 9-12) • Foster parents or kinship caregivers (tutors) • Interventions: • Control condition: RESP (with orientation) • Experimental condition: RESP (with orientation) + foster parent tutoring (using Maloney’s [1998] educational model and materials, based on direct instruction, precision teaching, & behaviour management)

  6. Methodologyof RESPs for Kids in Care Project (cont’d):RCT Design

  7. Methodologyof RESPs for Kids in Care Project (cont’d) • Standardized outcome measures: • Wide Range Achievement Test (WRAT4) (Wilkinson & Robertson, 2005) • The Conners’ Parent Rating Scale-Revised (Conners, 2001). • 1-2 other brief behavioural measures • Potential implications of project: • For educational attainment • For behavioural improvement • For wider application

  8. References Barth, R. P. & Ferguson, C. (2004). Educational risks and interventions for children in foster care. Stockholm, Sweden:Institute for Evidence-Based Social Work Practice. National Board of Health and Welfare. Bereiter, C., & Kurland, M. (1981-1982). A constructive look at Follow Through results. Interchange, 12(1), 1-22. Conners, C. K. (2001). Conners’ Rating Scales-Revised (CRS-R). Toronto, ON: Multi-Health Systems Inc. Flynn, R. J., & Biro, C. (1998). Comparing developmental outcomes for children in care with those of other children in Canada. Children and Society, 12, 228-233. Flynn, R. J., Ghazal, H., Legault, L., Vandermeulen, G., & Petrick, S. (2004). Use of population measures and norms to identify resilient outcomes in young people in care: An exploratory study. Child and Family Social Work, 9, 65-79. Jackson, S. (2007). Progress at last? Adoption and Fostering, 31(1), 3-5. Maloney, M. (1998). Teach your children well: A solution to some of North America’s educational problems. Belleville, ON: QLC Educational Services. Trout, A. L., Hagaman, J., Casey, K., Reid, R., & Epstein, M. H. (2008). The academic status of children and youth in out-of-home care: A review of the literature. Children and Youth Services Review, doi;ao.1016/ j.childyouth.2007.11.019. Wilkinson, G. S., & Robertson, G. J. (2005). Wide Range Achievement Test 4 (WRAT4). Lutz, FL: Psychological Assessment Resources.

  9. For further information, please contact: Marie-Pierre Paquet, Coordinator, RESPs for Kids in Care Project: (mppaquet@uottawa.ca) (613)562-5800 ext. 8860

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