Speaker and author: Misja Eiberg, mei@sfi.dk, SFI – The Danish National Centre for Social Research (Denmark) Background In a randomized controlled trial (RCT) of educational support interventions for children in care, the... [ view full abstract ]
Speaker and author: Misja Eiberg, mei@sfi.dk, SFI – The Danish National Centre for Social Research (Denmark)
Background
In a randomized controlled trial (RCT) of educational support interventions for children in care, the cognitive abilities, executive functioning, scholastic achievement, behavior, wellbeing and self-image of 151 children (55 boys and 96 girls) in foster care were assessed at baseline in 2014. The children were 6-14 years of age and attending regular schooling.
Objectives
This is the first study in Denmark that has systematically assessed children in foster care in regard to academic performance as well as cognition, executive functioning, wellbeing and self-perception. The objectives of this presentation will be (a) to use the numerous sources of data available to provide new insight into aspects of the general mental health and cognitive and academic profiles of this particular group and (b) to enable investigation of the correlations among different aspects of development and aptitudes.
Method
The children were assessed with standardized instruments in reading and math. General cognitive abilities were measured with the WISC IV, and executive function was measured with the Behavior Rating Inventory of Executive Function (BRIEF), in both the teacher and parent versions. Cognitive flexibility, inhibition and working memory were furthermore assessed with the Contingency Naming Test (CNT). Other domains, such as perception, language comprehension, communication skills and acquisition of academic skills, were assessed using the 5-15 Questionnaire. Also, the Strengths and Difficulties Questionnaire (SDQ), the This is Me Questionnaire (originally ‘Sådan er jeg’), and survey data were employed.
Key results
The results indicated that the mean global IQ in the sample was within the normal range but in the lower region, and the distribution was negatively skewed. The highest global IQ score in the sample was 115 (1.0 SD above average), and the lowest score was 42 (3.87 SD below average). The working memory index score was particularly low, with a mean approximately 1.0 SD below average.
BRIEF scores were generally high, with almost two thirds of the children scoring in the 90th percentile or higher when rated by their foster mothers. Additionally, the results suggested that the risk of scoring in the 90th percentile or higher on the BRIEF increased as the global IQ scores decreased.
Both reading accuracy and reading speed were generally below average, but with large variation in scores. The math achievement test results were negatively skewed, and almost one in five children attained test scores indicating severe learning disabilities in math.
Additionally, the survey data showed that both foster parents and teachers generally had low educational expectations of the children. The expectations for the children with low IQ scores were particularly low; above-average IQ, on the other hand, did not raise expectations correspondingly.
Implications
The major findings of this study--selected mental health, cognitive, and academic profiles of the sample of children in care, together with correlations among their cognitive skills, executive functions, and academic achievement-- will be used to identify key educational needs of the children and suggest feasible interventions to meet these needs.
Conference Topics/Themes:
1. Education and qualification of children and young people in care
2. Mental health of children and young people in care
Format
Oral communication (paper for a symposium)
Mental health of children and young people in care , Education and qualification of children and young people in care
