Knowledge translation in child welfare: improving educational outcomes

INTERVENTION: 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 blocks. Randomization is done site‐wise. Each family enrolled in the study will be randomized to either receive the EAS intervention from a practitioner trained in the intervention or receive regular child welfare support from a practitioner who has not been trained in EAS. 1. The experimental intervention is Enhanced Academic Support, which is a flexible and locally tailored research supported intervention delivered in‐home to families in Child Welfare by Child Welfare practitioners in addition to the help or care the families already receive. Enhanced Academic Support is based on common elements of effective community‐ and home‐based interventions to improve educational attainment for children at risk of failing in school. It includes guidance in positive parental involvement, academic training with direct instruction in reading and math, guidance in structure and routines for homework, and guidance in positive reinforcement, praise and correctional feedback. 2. The comparison condition is business as usual in Norwegian Child Welfare services, which includes a variety of measures such as advice and guidance, parent training, financial aid, parent relief etc. Participating children and parents will be assessed before the intervention starts, after the intervention has concluded (approximately after six months) and again six months later. CONDITION: Education for children in families receiving support from Child Welfare services ; Not Applicable SECONDARY OUTCOME: 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 Organizational readiness for change, assessed using unpublished questionnaire made by study authors, administered pre and post intervention; 2.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 Practitioner's perceived competence in providing academic support, assessed using unpublished questionnaire made by study authors, administered pre and post intervention; 4.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. 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 PRIMARY OUTCOME: 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 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