title: An adaptive approach to family-centered intervention in schools: linking intervention engagement to academic outcomes in middle and high school.
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.
authors.affiliation: Counseling Psychology Program, Child and Family Center, University of Oregon, Eugene, OR 97401-3408, USA. bstorm@uoregon.edu
authors.forename: Elizabeth A
authors.initials: EA
authors.lastname: Stormshak
authors.forename: Arin
authors.initials: A
authors.lastname: Connell
authors.forename: Thomas J
authors.initials: TJ
authors.lastname: Dishion
mesh_terms: D000041:Absenteeism; D000293:Adolescent; D002648:Child; D004522:Educational Status; D005190:Family; D005260:Female; D006801:Humans; D008297:Male; D015205:Northwestern United States; D010287:Parent-Child Relations; D016487:Parenting; D012574:Schools