Knowledge translation in child welfare: improving educational outcomes

Implementation and evaluation of enhanced academic support to improve educational outcomes for children in child welfare

Status

Active, not recruiting

Phases

Unknown

Study type

Interventional

Source

ISRCTN

Registry ID

ISRCTN38968073

Enrollment

120

Registered

2017-09-18

Start date

2017-09-08

Completion date

Unknown

Last updated

2024-01-08

For informational purposes only — not medical advice. Sourced from public registries and may not reflect the latest updates. Terms

Conditions

Education for children in families receiving support from Child Welfare services Not Applicable

Interventions

The method of randomization is block randomization with a block size of ten. A computer software (confirmit) generates a random numbers table-approach to assign random numbers to participants within b

Eligibility

Sex/Gender

All

Inclusion criteria

Inclusion criteria: 1. Children in families receiving services from municipal Child Welfare Services 2. Children (boys and girls) in 1st to 7th grade and their parents/caregivers Consent, assent and the questionnaires will be available in Norwegian, English, Arabic, and Somali. The study also includes practitioners at local child welfare services in and around Oslo, Norway

Exclusion criteria

Exclusion criteria: 1. Developmental disability 2. Parents not able to give informed consent due to language restriction (not able to understand Norwegian, English, Arabic or Somali)

Design outcomes

Primary

Measure	Time frame
Primary outcome measure as of 22/10/2018: Primary effectiveness outcomes: 1. Children's reading abilities, assessed using the Oral Reading Fluency Test, Arnesen et al., 2016 2. Children's mathematical abilities, assessed using Regnefaktaprøven, Lesesenteret 3. Parental involvement in school, assessed using Parent and School Survey, Ringenberg et al., 2005 Assessed pre-intervention, post-intervention (after 6 months) and at follow up (after 12 months) in the families homes by trained interviewers Primary implementation outcomes are indexed by intervention specific fidelity-checklists measuring: 1. Adherence to core intervention components and competence in delivery 2. Parent comprehension of core components 3. User involvement and satisfaction with delivery of intervention components Checklists are completed by child welfare practitioners using smartphones after each intervention session, and by parents answering the same questions in telephone interviews after each intervention session. Checklists include: 1. Acceptability of Intervention Measure (AIM, Weiner et al., 2018) 2. Intervention Appropriateness Measure (IAM, Weiner et al., 2018) 3. Feasibility of Intervention Measure (FIM, Weiner et al., 2018) Previous primary outcome measure: Primary effectiveness outcomes: 1. Children's reading abilities, assessed using the Oral Reading Fluency Test, Arnesen et al., 2016 2. Children's mathematical abilities, assessed using Regnefaktaprøven, Lesesenteret 3. Parental involvement in school, assessed using Parent and School Survey, Ringenberg et al., 2005 Assessed pre-intervention, post-intervention (after 6 months) and at follow up (after 12 months) in the families homes by trained interviewers Primary implementation outcomes are indexed by intervention specific fidelity-checklists measuring: 1. Adherence to core intervention components and competence in delivery 2. Parent comprehension of core components 3. User involvement and satisfaction with delivery of intervention	—

Measure

Time frame

Primary outcome measure as of 22/10/2018: Primary effectiveness outcomes: 1. Children's reading abilities, assessed using the Oral Reading Fluency Test, Arnesen et al., 2016 2. Children's mathematical abilities, assessed using Regnefaktaprøven, Lesesenteret 3. Parental involvement in school, assessed using Parent and School Survey, Ringenberg et al., 2005 Assessed pre-intervention, post-intervention (after 6 months) and at follow up (after 12 months) in the families homes by trained interviewers Primary implementation outcomes are indexed by intervention specific fidelity-checklists measuring: 1. Adherence to core intervention components and competence in delivery 2. Parent comprehension of core components 3. User involvement and satisfaction with delivery of intervention components Checklists are completed by child welfare practitioners using smartphones after each intervention session, and by parents answering the same questions in telephone interviews after each intervention session. Checklists include: 1. Acceptability of Intervention Measure (AIM, Weiner et al., 2018) 2. Intervention Appropriateness Measure (IAM, Weiner et al., 2018) 3. Feasibility of Intervention Measure (FIM, Weiner et al., 2018) Previous primary outcome measure: Primary effectiveness outcomes: 1. Children's reading abilities, assessed using the Oral Reading Fluency Test, Arnesen et al., 2016 2. Children's mathematical abilities, assessed using Regnefaktaprøven, Lesesenteret 3. Parental involvement in school, assessed using Parent and School Survey, Ringenberg et al., 2005 Assessed pre-intervention, post-intervention (after 6 months) and at follow up (after 12 months) in the families homes by trained interviewers Primary implementation outcomes are indexed by intervention specific fidelity-checklists measuring: 1. Adherence to core intervention components and competence in delivery 2. Parent comprehension of core components 3. User involvement and satisfaction with delivery of intervention

—

Secondary

Measure	Time frame
Secondary implementation measures: 1. Organizational readiness for change, assessed using unpublished questionnaire made by study authors, administered pre and post intervention 2. Organizational climate for implementing evidence based practice, assessed using Implementation Climate Scale, Aarons & Ehrhart, administered pre and post intervention 3. Practitioner's perceived competence in providing academic support, assessed using unpublished questionnaire made by study authors, administered pre and post intervention 4. Satisfaction with implementation process and intervention, assessed using focus groups with practitioners and collaborators conducted post intervention Secondary effectiveness measures and covariates, administered pre, post and follow up: 1. Child mental health, assessed using Strengths and Difficulties Questionnaire, Goodman 2. Social skills, assessed using Social Skills Rating System, Gresham & Elliot 3. Executive functions, assessed Five to Fifteen, Kadesjö et al. Semi-structured interviews are also conducted with participating families after the intervention to learn more about their experiences with the intervention.	—

Measure

Time frame

Secondary implementation measures: 1. Organizational readiness for change, assessed using unpublished questionnaire made by study authors, administered pre and post intervention 2. Organizational climate for implementing evidence based practice, assessed using Implementation Climate Scale, Aarons & Ehrhart, administered pre and post intervention 3. Practitioner's perceived competence in providing academic support, assessed using unpublished questionnaire made by study authors, administered pre and post intervention 4. Satisfaction with implementation process and intervention, assessed using focus groups with practitioners and collaborators conducted post intervention Secondary effectiveness measures and covariates, administered pre, post and follow up: 1. Child mental health, assessed using Strengths and Difficulties Questionnaire, Goodman 2. Social skills, assessed using Social Skills Rating System, Gresham & Elliot 3. Executive functions, assessed Five to Fifteen, Kadesjö et al. Semi-structured interviews are also conducted with participating families after the intervention to learn more about their experiences with the intervention.

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Countries

Norway

Outcome results

None listed

Source: ISRCTN (via WHO ICTRP) · Data processed: Mar 4, 2026