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Educational Status of Children Who Are Receiving Services in an Urban Family Preservation and Reunification SettingMichael H. Epstein, EdD, is a professor at the University of Nebraska. His interests include strength-based assessment and evaluation of comprehensive programs for children with emotional and behavioral disorders. Michael H. Epstein, Dept. of Special Education and Communication Disorders, Barkley Center. University of Nebraska, Lincoln, NE 68583–0738.
Madhavi Jayanthi, EdD, is an independent research consultant. Her current interests include home—school collaboration and effective instructional strategies for children with disabilities.
Karl Dennis has served as the executive director of Kaleidoscope, Inc., for the past 21 years. He has been a major proponent of wraparound services, unconditional care, and family involvement.
Kathy L. Dennis is the director of training and development for Kaleidoscope. She provides technical assistance and training on wraparound services, financing children's services, and consumer advocacy.
Ron Hardy is the program administrator of the Satellite Intensive Therapeutic Services Program. His areas of expertise are wraparound services, foster care programs, and staff development.
Vivian Fueyo, PhD, is a professor of education at Florida State University. Her research interests include instructional strategies for teaching diverse learners and systematic approaches to teacher education reform.
Erin Frankenberry, BS, is currently a doctoral student in community clinical psychology at DePaul University. Her interests are health psychology and community prevention and intervention programs.
Janet Mckelvey, BS, is a research assistant at the Community WrapAround Initiative in Broadview, Illinois. Her interests include family-based support programs and community-based services. In recent years, the number of children placed in child welfare programs has substantially increased. The familial, social, and mental health needs of this child population has been well documented. However, their educational status and needs have received less attention. This study examines the educational performance of children who are receiving services from an urban child care service agency, with an emphasis on family preservation and reunification. The participants for the study were 56 children (30 boys; 26 girls), ranging from first to eighth grade or between ages 6 and 15. Information on the educational performance of the participants was collected using the Educational Status Form, a 24-item questionnaire. Data included educational performance, attendance pattern, and family status. No relationships were reported between school performance and family status. The results of the study, limitations, future research needs, and the need for early intervention are discussed.
Journal of Emotional and Behavioral Disorders, Vol. 6, No. 3,
162-169 (1998) This article has been cited by other articles:
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