An Adaptive Approach to Family-Centered Intervention in Schools: Linking Intervention Engagement to Academic Outcomes in Middle and High School |
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Authors: | Elizabeth A Stormshak Arin Connell Thomas J Dishion |
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Institution: | (1) Counseling Psychology Program, Child and Family Center, University of Oregon, 195 West 12th Avenue, Eugene, OR 97401-3408, USA;(2) Psychology and School Psychology, Child and Family Center, University of Oregon, 195 West 12th Avenue, Eugene, OR 97401-3408, USA;(3) Psychology, Case Western Reserve University, Cleveland, OH, USA |
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Abstract: | This study examined the impact of an adaptive approach to family intervention in public schools on academic outcomes from
age 11 to 17. Students were randomly assigned to the three-session Family Check-Up (FCU), which is designed to motivate change
in parenting practices by using an assessment-driven approach and strengths-based feedback. All services were voluntary, and
approximately 25% of the families engaged in the FCU. Compared with matched controls, adolescents whose parents received the
FCU maintained a satisfactory GPA into high school, and intervention engagement was associated with improved attendance. The
highest-risk families were the most likely to engage in the family-centered intervention, suggesting the efficacy of integrating
supportive services to families in the context of other schoolwide approaches to promote the success and achievement of vulnerable
students. |
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Keywords: | Family intervention Dosage GPA School absence Early adolescence |
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