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1 7-3 Final Project Submission: Research Study Report Emily Cowick Southern New Hampshire University MAT 133: Intro to Statistical Analysis Tara K. Banks 2023 04 16

2 I chose the research study on, Exploring How Intervention Characteristics Affect Implementability: A Mixed Methods Case Study of Common Elements-Based Academic Support in Child Welfare Services. The study focus is on the implementation and interventions of strategies of Enhanced Academic Support (EAS) for adolescents and children between the ages of 12 through 18, along with the child welfare services (CWS) in Norway. Workers for child welfare services were able to give and or help with Enhanced Support toward the families by doing home visits or where the families wanted the seasons to take place. Six months of follow up with the families is when this research study was provided. The purpose of this study was to help close knowledge gaps in subjects like reading and math in children and adolescents. Also, to see if EAS or Out-of-school-time academic (OSTA) is beneficial to children is CWS. A handbook was made for the practitioners and managers. “The handbook is thirty-two pages and details the basic structure of EAS, core elements and components, key determinants of success, adaptation alternatives, suggestions for between- session assignments, and examples of “tips and advice.” The handbook also includes brief material that supplements core elements and components, such as guidance for carrying out activities (e.g., brief paired reading instructions), educational material to use in sessions and give to parents, family planners and an EAS goals tracker, and information related to the research project (Engell, Lovstad, Kirkøen , Ogden, & Amlund Hagen, 2021).” OSTA is the inventor of the handbook and the research study. OSTA interventions were a combination of parent training in positive academic involvement, home learning support, and structed academic tutoring to children, for example paired reading.

3 The characteristic of this group of children between the ages of 12-18 years of age in need of academic interventions within CWS. In Norway, eight out of ten children in CWSs struggle academically (Engell, Lovstad, Kirkøen , Ogden, & Amlund Hagen, 2021). Unfortunately, this study did not target the biggest population of children in CWSs, or elementary school children living in the home with their biological parents. There are twenty- four practitioners and supervisors with one family that are in this study. "Their professions were child welfare educator (n = 9), social worker (n = 6), Family therapist (n = 2), education specialist (n = 2), social anthropologist (n = 1), and social educator (n = 1). Nine out of twenty- one eligible (three lost to turnover) took part in the qualitative interviews (42.86%). All participants in the qualitative sample took part in the quantitative sample (Engell, Lovstad, Kirkøen , Ogden, & Amlund Hagen, 2021).” The hypothesis of this study is that EAS and OSTA interventions are beneficial to children in CWS in Norway. There are a total of four concepts that were used in this research: Feasibility, acceptability, appropriateness, and intervention usability. The intervention was made flexible so practitioners could incorporate the elements of EAS to the family needs while supplying academic help. • "The four elements of EAS are delivered to families in six sessions over a period of six months with support and follow-up between sessions" (Engell, Lovstad, Kirkøen , Ogden, & Amlund Hagen, 2021). After each season with the family practitioners were asked to complete a 5-to-10-minute text survey to supply feedback on EAS. Then we came to the semi-structured focus group that lasted 2 hours for the first interview with four of the participants. Three out of those four participants went on to have a second interview which lasted a little bit over 2 hours. The educated practitioners for CWS were interested in seeing if these interventions were implementable for CWS. There were also two

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4 telephone calls that were recorded: one was 37 minutes long, while the other was 52 minutes long. The interviews could be like at like a focus group in terms of a common goal of improving CWS with EAS. The research question that was found within this mixed methods study were as follows: 1. How possible, proper, acceptable, and usable is EAS perceived to be by practitioners and supervisors in Norwegian CWSs? 2. What characteristics of EAS influence its implementability, and how? 3. How can the implementability of EAS be improved? Mixed methods analysis supplied both qualitative (descriptive) and quantitative results while implementing EAS. This made it easier to understand the characteristics of EAS influenced by the research. The implementability index of EAS scored 75.33 (SD=15.57) out of 100 (Engell, Lovstad, Kirkøen , Ogden, & Amlund Hagen, 2021). The data that was collect is as followed:  Feasibility of Intervention Measure (FIM) of child welfare services (CWS) scored 78.54 (SD=14.10).  Intervention Appropriateness Measure (IAM) score 71.88 (SD=22.16).  Acceptability of Intervention Measure (AIM) score 82.50 (SD=18.30).  Usability scores 67.78 (SD=16.32). These scores show that EAS is implementable for most families and CWS. Participants said the best part of the project was the flexibility they were able to use in EAS. Homes with more serious cases involving violence were viewed as more challenging to set up EAS. The participants in this study felt that in the more serious situations they needed to get a handle on

5 that before gently introducing EAS to the family. The ways that made EAS considered flexible were tailoring practices and processes, and flexible cross-domain integration. There were parents along with practitioners that believed the school system could work together and focus on helping tutor children in certain areas of studies for academic success. “Compatibility and perceptions about relevance seemed to influence opinions, with the skeptic participants finding tutoring outside the scope of their work, and more as a responsibility of schools" (Engell, Lovstad, Kirkøen , Ogden, & Amlund Hagen, 2021). The quantitative samples in this study unfortunately the data was too small to have a proper implementation. The ways future studies could have an impact on this type of research would be by having more families take part and having more interventions. EAS core elements that are used are beneficial and can be looked further into for future case studies. This study has given me more knowledge on children in child welfare services and the importance of helping the children achieve academic success. Even with the sample sized being small for both quantitative and qualitative data. The core elements being home learning, parental involvement, positive reinforcement used in EAS and OSTA. Will have a major impact on children, their families, and the practitioners working for and with child welfare services. This study opens doors to future studies from school counselors to teacher to engage in EAS. 

6 References Engell, T., Lovstad, A., Kirkøen , B., Ogden, T., & Amlund Hagen, K. (2021, 10). Childern and Youth Services Review Volume 129. Retrieved from ScienceDirect: https://doi- org.ezproxy.snhu.edu/10.1016/j.childyouth.2021.106180

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