Experimental study of a self-determination intervention for youth in foster care
Geenen, S., Powers, L.E., Powers, J., Cunningham, M., McMahon, L., Nelson, M., Dalton, L.D., Swank, P., Fullerton, A. and Research Consortium to Increase the Success of Youth in Foster Care (2013). Career Development and Transition for Exceptional Individuals, 36(2), 84-95. https://journals.sagepub.com/doi/full/10.1177/2165143412455431.
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examining123Students, grades9-11
Practice Guide
Review Details
Reviewed: January 2024
- Practice Guide (findings for TAKE CHARGE)
- Randomized Controlled Trial
- Meets WWC standards without reservations because it is a randomized controlled trial with low attrition.
This review may not reflect the full body of research evidence for this intervention.
Evidence Tier rating based solely on this study. This intervention may achieve a higher tier when combined with the full body of evidence.
Findings
|
Outcome measure |
Comparison | Period | Sample |
Intervention mean |
Comparison mean |
Significant? |
Improvement index |
Evidence tier |
|---|---|---|---|---|---|---|---|---|
|
Grade Point Average (GPA) |
TAKE CHARGE vs. Business as usual |
0 Days |
Full sample;
|
N/A |
N/A |
No |
-- |
|
Outcome measure |
Comparison | Period | Sample |
Intervention mean |
Comparison mean |
Significant? |
Improvement index |
Evidence tier |
|
|---|---|---|---|---|---|---|---|---|---|
|
Postsecondary preparation |
TAKE CHARGE vs. Business as usual |
0 Days |
Full sample;
|
2.53 |
1.52 |
Yes |
|
|
|
| Show Supplemental Findings | |||||||||
|
Postsecondary preparation |
TAKE CHARGE vs. Business as usual |
9 Months |
Full sample;
|
2.58 |
2.56 |
No |
-- | ||
|
Outcome measure |
Comparison | Period | Sample |
Intervention mean |
Comparison mean |
Significant? |
Improvement index |
Evidence tier |
|
|---|---|---|---|---|---|---|---|---|---|
|
Researcher-Developed Career Development Measure |
TAKE CHARGE vs. Business as usual |
0 Days |
Full sample;
|
2.64 |
2.04 |
Yes |
|
|
|
| Show Supplemental Findings | |||||||||
|
Researcher-Developed Career Development Measure |
TAKE CHARGE vs. Business as usual |
9 Months |
Full sample;
|
2.18 |
2.01 |
No |
-- | ||
|
Outcome measure |
Comparison | Period | Sample |
Intervention mean |
Comparison mean |
Significant? |
Improvement index |
Evidence tier |
|
|---|---|---|---|---|---|---|---|---|---|
|
Researcher-developed self-attribution of accomplishments |
TAKE CHARGE vs. Business as usual |
0 Days |
Full sample;
|
2.75 |
1.95 |
Yes |
|
|
|
|
AIR (American Institue for Research) Self-Determination Scale: Parent |
TAKE CHARGE vs. Business as usual |
0 Days |
Full sample;
|
66.43 |
63.52 |
No |
-- | ||
|
Goals self-report |
TAKE CHARGE vs. Business as usual |
0 Days |
Full sample;
|
2.30 |
2.05 |
No |
-- | ||
|
Anxiety Scale (Youth Self-Report) |
TAKE CHARGE vs. Business as usual |
0 Days |
Full sample;
|
53.60 |
56.19 |
No |
-- | ||
| Show Supplemental Findings | |||||||||
|
Anxiety Scale (Youth Self-Report) |
TAKE CHARGE vs. Business as usual |
9 Months |
Full sample;
|
54.09 |
54.61 |
No |
-- | ||
|
Child Behavior Checklist - anxious-depressed |
TAKE CHARGE vs. Business as usual |
9 Months |
Full sample;
|
56.20 |
59.00 |
No |
-- | ||
|
Child Behavior Checklist - somatic complaints |
TAKE CHARGE vs. Business as usual |
0 Days |
Full sample;
|
57.84 |
60.70 |
No |
-- | ||
|
Child Behavior Checklist - withdrawn-depressed |
TAKE CHARGE vs. Business as usual |
9 Months |
Full sample;
|
58.23 |
61.19 |
No |
-- | ||
|
Child Behavior Checklist - anxious-depressed |
TAKE CHARGE vs. Business as usual |
0 Days |
Full sample;
|
55.33 |
60.43 |
No |
-- | ||
|
Child Behavior Checklist - withdrawn-depressed |
TAKE CHARGE vs. Business as usual |
0 Days |
Full sample;
|
58.89 |
62.36 |
No |
-- | ||
|
Child Behavior Checklist - somatic complaints |
TAKE CHARGE vs. Business as usual |
9 Months |
Full sample;
|
55.56 |
60.00 |
No |
-- | ||
|
Teacher Report Form: Anxious-Depressed |
TAKE CHARGE vs. Business as usual |
0 Days |
Full sample;
|
N/A |
N/A |
-- |
-- | ||
|
Teacher Report Form: Withdrawn-Depressed |
TAKE CHARGE vs. Business as usual |
0 Days |
Full sample;
|
N/A |
N/A |
-- |
-- | ||
|
Teacher Report Form: Somatic Complaints |
TAKE CHARGE vs. Business as usual |
0 Days |
Full sample;
|
N/A |
N/A |
-- |
-- | ||
|
Outcome measure |
Comparison | Period | Sample |
Intervention mean |
Comparison mean |
Significant? |
Improvement index |
Evidence tier |
|
|---|---|---|---|---|---|---|---|---|---|
|
Credits earned toward high school graduation |
TAKE CHARGE vs. Business as usual |
0 Days |
Full sample;
|
N/A |
N/A |
No |
-- | ||
| Show Supplemental Findings | |||||||||
|
Credits earned toward high school graduation |
TAKE CHARGE vs. Business as usual |
9 Months |
Full sample;
|
N/A |
N/A |
No |
-- | ||
|
Outcome measure |
Comparison | Period | Sample |
Intervention mean |
Comparison mean |
Significant? |
Improvement index |
Evidence tier |
|
|---|---|---|---|---|---|---|---|---|---|
|
School drop out |
TAKE CHARGE vs. Business as usual |
0 Days |
Full sample;
|
0.07 |
0.05 |
No |
-- | ||
| Show Supplemental Findings | |||||||||
|
School drop out |
TAKE CHARGE vs. Business as usual |
9 Months |
Full sample;
|
0.10 |
0.17 |
No |
-- | ||
|
Outcome measure |
Comparison | Period | Sample |
Intervention mean |
Comparison mean |
Significant? |
Improvement index |
Evidence tier |
|
|---|---|---|---|---|---|---|---|---|---|
|
Researcher-Created Educational Planning Assessment: Student Version (SEPA) |
TAKE CHARGE vs. Business as usual |
0 Days |
Full sample;
|
26.10 |
23.65 |
No |
-- | ||
|
Researcher-Created Educational Planning Assessment: Parent Version (PEPA) |
TAKE CHARGE vs. Business as usual |
0 Days |
Full sample;
|
22.13 |
19.32 |
No |
-- | ||
|
Researcher-Created Educational Planning Assessment: Teacher Version (TEPA) |
TAKE CHARGE vs. Business as usual |
0 Days |
Full sample;
|
20.40 |
17.89 |
No |
-- | ||
| Show Supplemental Findings | |||||||||
|
Researcher-Created Educational Planning Assessment: Parent Version (PEPA) |
TAKE CHARGE vs. Business as usual |
9 Months |
Full sample;
|
22.62 |
19.40 |
Yes |
|
||
|
Researcher-Created Educational Planning Assessment: Student Version (SEPA) |
TAKE CHARGE vs. Business as usual |
9 Months |
Full sample;
|
26.61 |
23.93 |
Yes |
|
||
Evidence Tier rating based solely on this study. This intervention may achieve a higher tier when combined with the full body of evidence.
Sample Characteristics
Characteristics of study sample as reported by study author.
-
Female: 46%
Male: 54% -
Urban
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Race Asian 1% Black 29% Native American 7% Other or unknown 7% Two or more races 6% White 50% -
Ethnicity Hispanic 7% Other or unknown 93% -
Eligible for Free and Reduced Price Lunch Other or unknown 100%
Study Details
Setting
The study took place in a set of high schools in one urban school district in the United States. The district, city, and state were not identified by the authors.
Study sample
The researchers randomly assigned 133 students to the intervention and comparison group. A total of 123 students were included in the study. Approximately 46% were female, 50% were white, 29% African American, 7% Native American, 6% multiethnic, 1% Asian, and 7% were Hispanic. The average age of the sample was 15.5 years. In terms of special education eligibility, 42 percent were eligible based on emotional/behavior considerations, 27 percent were eligible for based on learning challenges, 15 percent were eligible for special education based on speech/language issues, and eight percent were eligible based on an intellectual disability.
Intervention Group
The TAKE CHARGE intervention is designed to boost the school performance of students in special education and foster care. The program included two components: (1) individualized coaching to aid students in boosting self-determination skills so that they can achieve their educational goals, and to encourage them to attend educational planning meetings; (2) group mentoring provided by foster care alumni who had completed high school and were either working or in college. The intervention lasted approximately 9 months, with coaches and youth typically meeting weekly for 60 to 90 minutes. Students were also invited to participate in three mentoring workshops. The intervention’s primary focus is self-determination.
Comparison Group
Students in the comparison group received business-as-usual high school and special education instruction, including related services, exchanges with special education case managers, individualized educational planning, and extracurricular activities provided by their schools.
Support for implementation
The intervention was an out-of-school program; intervention coaches received training and were observed. Coaches also attended weekly meetings to discuss their work with youth and so they could receive ongoing support. The coaches completed weekly logs to document their activities with students.
Single Study Review
Review Details
Reviewed: November 2021
- Single Study Review (findings for TAKE CHARGE)
- Randomized Controlled Trial
- Meets WWC standards without reservations because it is a randomized controlled trial with low attrition.
This review may not reflect the full body of research evidence for this intervention.
Evidence Tier rating based solely on this study. This intervention may achieve a higher tier when combined with the full body of evidence.
Findings
|
Outcome measure |
Comparison | Period | Sample |
Intervention mean |
Comparison mean |
Significant? |
Improvement index |
Evidence tier |
|
|---|---|---|---|---|---|---|---|---|---|
|
School drop out |
TAKE CHARGE vs. Business as usual |
0 Days |
Full sample;
|
7.00 |
5.00 |
No |
-- | ||
| Show Supplemental Findings | |||||||||
|
School drop out |
TAKE CHARGE vs. Business as usual |
9 Months |
Full sample;
|
10.00 |
17.00 |
No |
-- | ||
|
Outcome measure |
Comparison | Period | Sample |
Intervention mean |
Comparison mean |
Significant? |
Improvement index |
Evidence tier |
|
|---|---|---|---|---|---|---|---|---|---|
|
Child Behavior Checklist: Anxious-Depressed Subscale |
TAKE CHARGE vs. Business as usual |
0 Days |
Full sample;
|
55.33 |
60.43 |
Yes |
|
|
|
|
Youth Self-Report: Anxious-Depressed Subscale |
TAKE CHARGE vs. Business as usual |
0 Days |
Full sample;
|
53.60 |
56.19 |
No |
-- | ||
|
Child Behavior Checklist: Withdrawn-Depressed Subscale |
TAKE CHARGE vs. Business as usual |
0 Days |
Full sample;
|
58.89 |
62.36 |
No |
-- | ||
|
Child Behavior Checklist: Somatic Complaints Subscale |
TAKE CHARGE vs. Business as usual |
0 Days |
Full sample;
|
57.84 |
60.70 |
No |
-- | ||
|
Teacher Report Form: Somatic Complaints Subscale |
TAKE CHARGE vs. Business as usual |
0 Days |
Full sample;
|
54.98 |
55.89 |
No |
-- | ||
|
Teacher Report Form: Anxious-Depressed Subscale |
TAKE CHARGE vs. Business as usual |
0 Days |
Full sample;
|
57.62 |
58.10 |
No |
-- | ||
|
Teacher Report Form: Withdrawn-Depressed Subscale |
TAKE CHARGE vs. Business as usual |
0 Days |
Full sample;
|
58.05 |
57.39 |
No |
-- | ||
| Show Supplemental Findings | |||||||||
|
Child Behavior Checklist: Somatic Complaints Subscale |
TAKE CHARGE vs. Business as usual |
9 Months |
Full sample;
|
55.56 |
60.00 |
Yes |
|
||
|
Child Behavior Checklist: Anxious-Depressed Subscale |
TAKE CHARGE vs. Business as usual |
9 Months |
Full sample;
|
56.20 |
59.00 |
No |
-- | ||
|
Child Behavior Checklist: Withdrawn-Depressed Subscale |
TAKE CHARGE vs. Business as usual |
9 Months |
Full sample;
|
58.23 |
61.19 |
No |
-- | ||
|
Teacher Report Form: Somatic Complaints Subscale |
TAKE CHARGE vs. Business as usual |
9 Months |
Full sample;
|
55.20 |
56.10 |
No |
-- | ||
|
Youth Self-Report: Anxious-Depressed Subscale |
TAKE CHARGE vs. Business as usual |
9 Months |
Full sample;
|
54.09 |
54.61 |
No |
-- | ||
|
Teacher Report Form: Withdrawn-Depressed Subscale |
TAKE CHARGE vs. Business as usual |
9 Months |
Full sample;
|
57.57 |
57.61 |
No |
-- | ||
|
Teacher Report Form: Anxious-Depressed Subscale |
TAKE CHARGE vs. Business as usual |
9 Months |
Full sample;
|
59.22 |
59.00 |
No |
-- | ||
Evidence Tier rating based solely on this study. This intervention may achieve a higher tier when combined with the full body of evidence.
Sample Characteristics
Characteristics of study sample as reported by study author.
-
Female: 46%
Male: 54% -
Urban
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- B
- A
- C
- D
- E
- F
- G
- I
- H
- J
- K
- L
- P
- M
- N
- O
- Q
- R
- S
- V
- U
- T
- W
- X
- Z
- Y
- a
- h
- i
- b
- d
- e
- f
- c
- g
- j
- k
- l
- m
- n
- o
- p
- q
- r
- s
- t
- u
- v
- x
- w
- y
West
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Race Asian 1% Black 29% Native American 7% Other or unknown 13% White 50% -
Ethnicity Hispanic 7% Not Hispanic or Latino 94%
Study Details
Setting
The study appears to have been conducted in the Pacific Northwest (i.e., Oregon), however the location is not specifically mentioned by the authors. The study included youth in foster care who were receiving special education services from public schools in an urban school district. Students were in ninth, tenth, or eleventh grade.
Study sample
On average, the students were 15 years old, with slightly more males (54%) than females (46%). The majority (82%) were in non-relative foster care. Approximately one-third of the students attended school in an alternative setting due to emotional, behavioral, or attendance issues. Over one-third of the participating students experienced physical (38%) or sexual abuse (33%).
Intervention Group
The TAKE CHARGE intervention included two components: (1) individualized coaching to aid students in boosting self-determination skills so that they can achieve their educational goals, and to encourage them to attend educational planning meetings; (2) group mentoring provided by foster care alumni who had completed high school and were either working or in college. The intervention lasted approximately 9 months, with coaches and youth typically meeting weekly for 60 to 90 minutes. Students were also invited to participate in workshops (three in total).
Comparison Group
The students in the comparison group received business-as-usual services including general and special education classes, services, interaction with special education case managers, individualized educational planning, and extracurricular activities.
Support for implementation
Intervention coaches completed formal training and observation, and attended weekly meetings to discuss their work with youth. The coaches also completed weekly logs to document their activities with students.
Additional Sources
In the case of multiple manuscripts that report on one study, the WWC selects one manuscript as the primary citation and lists other manuscripts that describe the study as additional sources.
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Geenen, S., & Powers, L. E. (2006). Are we ignoring youths with disabilities in foster care? An examination of their school performance. Social work, 51(3), 233-241.
An indicator of the effect of the intervention, the improvement index can be interpreted as the expected change in percentile rank for an average comparison group student if that student had received the intervention.
For more, please see the WWC Glossary entry for improvement index.
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A finding that is included in the effectiveness rating. Excluded findings may include subgroups and subscales.
The sample on which the analysis was conducted.
The group to which the intervention group is compared, which may include a different intervention, business as usual, or no services.
The timing of the post-intervention outcome measure.
The number of students included in the analysis.
The mean score of students in the intervention group.
The mean score of students in the comparison group.
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Study findings for this report.
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Tier 2 Moderate indicates moderate evidence of effectiveness, and
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as defined in the
non-regulatory guidance for ESSA
and the regulations for ED discretionary grants (EDGAR Part 77).