Lessons Learned From a Randomized Controlled Trial of a Family-Based Intervention to Promote School Functioning for School-Age Children With Sickle Cell Disease.
In: Journal of Pediatric Psychology, Jg. 40 (2015-11-01), Heft 10, S. 1085-1094
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Zugriff:
Objective: Tested a family-based group problem-solving intervention, "Families Taking Control," (FTC) to improve school functioning and health-related quality of life (HRQL) for children with sickle cell disease. Method: Children and caregivers completed questionnaires assessing HRQL and school functioning and children completed performance-based measures of IQ and achievement at baseline and 6 months later. Families were randomized to the intervention (FTC, n = 42) or delayed intervention control (DIC, n = 41) group. FTC involved a full-day workshop followed by 3 booster calls. Results: There were no differences between FTC completers (n = 24) and noncompleters (n = 18). FTC group (n = 24) and DIC group (n = 38) did not differ significantly on primary outcomes at follow-up: number of formal academic and disease-related accommodations, individualized education plan/504 service plan, school absences, school HRQL, or academic skills. Conclusions: Although families found FTC to be acceptable, there were no intervention effects. Challenges of the trial and implications for future research are discussed. [ABSTRACT FROM AUTHOR]
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Lessons Learned From a Randomized Controlled Trial of a Family-Based Intervention to Promote School Functioning for School-Age Children With Sickle Cell Disease.
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Autor/in / Beteiligte Person: | Daniel, Lauren C. ; Li, Yimei ; Smith, Kelsey ; Tarazi, Reem ; Robinson, M. Renee ; Patterson, Chavis A. ; Smith-Whitley, Kim ; Stuart, Marie ; Barakat, Lamia P. |
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Zeitschrift: | Journal of Pediatric Psychology, Jg. 40 (2015-11-01), Heft 10, S. 1085-1094 |
Veröffentlichung: | 2015 |
Medientyp: | academicJournal |
ISSN: | 0146-8693 (print) |
DOI: | 10.1093/jpepsy/jsv063 |
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