Behavior problems, academic skill delays and school failure among school-aged children in foster care: Their relationship to placement characteristics

被引：1
作者：
Zima B.T. [1 ,5 ]
Bussing R. [2 ]
Freeman S. [1 ]
Yang X. [1 ]
Belin T.R. [3 ]
Forness S.R. [4 ]
机构：
[1] Department of Psychiatry and Biobehavioral Sciences, University of California at Los Angeles, Los Angeles, CA
[2] Departments of Psychiatry and Health Policy and Epidemiology, University of Florida, Gainesville, FL
[3] Departments of Biostatistics and Psychiatry and Biobehavioral Sciences, University of California at Los Angeles, Los Angeles, CA
[4] Department of Psychiatry and Biobehavioral Sciences, University of California, Los Angeles, CA
[5] UCLA Health Services Research Center, Los Angeles, CA 90024-6505
来源：
Journal of Child and Family Studies | 2000年 / 9卷 / 1期
关键词：
Academic delays; Behavior problems; Children; Foster care; School failure;
D O I：
10.1023/A:1009415800475
中图分类号：
学科分类号：
摘要：
We describe the level of behavior problems, academic skill delays, and school failure among school-aged children in foster care. We also examine how behavior problems are associated with academic problems, and explore how these outcomes are related to children's placement characteristics. Foster parent and child home interviews, as well as teacher telephone interviews were conducted from a randomly selected sample of 302 children aged 6 through 12 years living in out-of-homeplacement. Interviews included standardized screening measures. Results showed that 27% of the children scored in the clinical range for a behavior problem, and 34% were rated as having at least one behavior problem in the classroom. Twenty-three percent of the children had severe delays in reading or math, 13% had repeated a grade, and 14% had a history of school suspension and/or expulsion. Behavior problems by foster parent report were related to child suspension and/or expulsion from school, but were not associated with severe academic delays or grade retention. Placement characteristics were only sometimes related to these outcomes. Future studies examining the mental health and educational needs of this population should take into account the child's sociodemographic and placement characteristics. © 2000 Human Sciences Press, Inc.
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页码：87 / 103
页数：16
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