Evidence-Based Practice in Foster Parent Training and Support ...

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EBP in Foster Parent Training and SupportChildren and Youth Services Review, 18,221-242.Population: Youth admitted to aresidential treatment program on referralby social servicesadmitted to the residential treatment program (n=84; mean age 14.4 years); virtually allof the comparison group youth received counseling or other treatmentFindings: TFM youth reported an increase in GPA while they were in residence. Itdecreased after leaving the program, but remained significantly higher than thecomparison group’s GPA. TFM youth completed years of school at a faster rate thancomparison students, but this rate decreased significantly after leaving treatment.Ratings on importance of education increased for the TFM group, but decreased for thecomparison group. This difference remained after departure. Treatment youth had morehelp with homework both during and after the program than did comparison youth.Limitations: Youth in the current study attended special schools, which has not beenthe case in other evaluations of the TFM. Thus generalizations should be made withcaution.Specialized Foster Parent Training ProgramsAttachment and Biobehavioral Catch-Up (ABC) Promising PracticeDozier, M., Brohawn, D., Lindheim, O.,Perkins, E., & Peloso, E. (in press). Effectsof a foster parent training program onyoung children's attachment behaviors:Preliminary evidence from a randomizedclinical trial. Child and Adolescent SocialWork Journal.Population: Family-based foster careMethod: This study utilized an RCT to examine the attachment outcomes of 46 children(aged 4 months – 3 years) who were randomly assigned to either a group whichreceived the Attachment and Biobehavioral Catchup (ABC) intervention or to acomparison group which received the Developmental Education for Families (DEF)program. Parents kept diaries of attachment related behavior (e.g., help-seekingbehaviors) by children, their own behavioral response, and infants' response to fosterparents' behavior for a period of 3 days. Diaries were coded for child security (proximityseeking, contact maintenance, and successful calming) and avoidance (child anger andinability to be soothed).The Attachment and Biobehavioral Catch-Up intervention was designed to help childrendevelop regulatory capabilities. It targeted three specific issues: helping caregiverslearn to reinterpret children’s alienating behaviors, helping caregivers override their ownissues which interfered with providing nurturing care, and providing an environment thathelps children develop regulatory capabilities.The control intervention (DEF) was designed to enhance cognitive and linguisticdevelopment.Center for Advanced Studies in Child Welfare (CASCW)University of Minnesota School of Social WorkContact: Kristine N. Piescher, Ph.D. kpiesche@umn.edu 81
EBP in Foster Parent Training and SupportDozier, M., Peloso, E., Lindheim, O.,Gordon, M. K., Manni, M., Sepulveda, S.et al. (2006). Developing evidence-basedinterventions for foster children: Anexample of a randomized clinical trial withinfants and toddlers. Journal of SocialIssues, 62, 767-785.Population: Family-based foster careFindings: Children in the ABC intervention condition had lower levels of avoidance thanchildren in the DEF group. The two groups did not differ on security scores.Method: This study used an RCT 2 of 60 children (aged 20-60 months) to compare theoutcomes of children who participated in the Attachment and Biobehavioral Catch-Up(ABC) intervention to those who participated in the Developmental Education forFamilies (DEF) program. Both interventions consisted of 10 individually administeredsessions carried out at approximately weekly intervals. An additional 104 children wereincluded in secondary analyses to allow comparisons with children who were not in thefoster care system.Findings: Children whose caregivers received the Attachment and BiobehavioralCatch-Up intervention showed more typical production of cortisol than children whosecaregivers received the control intervention, suggesting less risk of developing mentaldisorders later on in life. Parents in the attachment intervention also reported relativelyfewer problem behaviors for older versus younger children.Limitations: Small sample sizes and a brief time frame support the need for replication.Findings are not generalizable to children of different ages.Caring for Infants with Substance Abuse Promising PracticeBurry, C. L. (1999). Evaluation of a trainingprogram for foster parents of infants withprenatal substance effects. Child Welfare,78, 197-214.Population: Family-based foster careMethod: Researchers examined the impact of an in-service training program designedto enhance the competency of foster parents who were caring for infants with prenatalsubstance effects, and to promote the intent to foster such infants.Samples of foster parents self selected to either the treatment group (n=28) or thecomparison group (n=60). Participants in the treatment group received specializedtraining on caring for infants with prenatal substance effects while participants in thecontrol group attended televised foster parent training programs on other topics. Bothgroups represent typical foster parents who attend foster parent training.2 Randomized Controlled Trial (RCT) – participants are randomly assigned to treatment and control groups.Center for Advanced Studies in Child Welfare (CASCW)University of Minnesota School of Social WorkContact: Kristine N. Piescher, Ph.D. kpiesche@umn.edu 82
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