In discussing WSIPP’s cost-benefit analysis of Teaching-Family Model group homes, we cited a 2004 study (Larzelere, et. al. 2004) from Boys Town that measured pre-post outcomes of Teaching-Family Model treatment on standardized child welfare outcome measures beyond recidivism.
The study used the Child Behavior Checklist (CBCL), a standardized and scientifically valid parent-report of a child’s behavior and part of the Achenbach System of Empirically Based Assessment, to demonstrate the effects of Teaching-Family Model treatment on a wide range of behavior issues including but not limited to delinquency.
Both boys and girls measured by the study showed significant and large improvements from intake to discharge on many of the narrow-band scales measured by the CBCL, such as the Anxious/Depressed scale, Attention Problems, and Delinquent Problems.
These improvements demonstrate the effectiveness of Teaching-Family Model treatment on a wide range of mental health and behavioral issues relevant to child welfare populations.
Individualization and client-determination of treatment, as outlined by the Teaching-Family Model, in concert with the evidence- and strengths-based, adaptable teaching procedures allow clients to improve on a wider range of behavioral issues compared to treatments designed narrowly for specific diagnoses.
The graphs we put together below show the significant improvements made by the children on the aggregate, broad-band scales like internalizing and externalizing problems, and total behavior problems.
|Mean CBCL T-Scores on Broad-band Behavior Scales Pre/Post-Teaching-Family Model Treatment (Boys, n = 133). Click to expand.||Mean CBCL T-Scores on Broad-band Behavior Scales Pre/Post-Teaching-Family Model Treatment (Girls, n = 87). Click to expand.|
On these broad-band scales, the average participant scored in the borderline or clinical range at intake. To put things in perspective, individuals who score in the clinical range of externalizing problems tend to be clinically diagnosed with behavior disorders such as oppositional defiant disorder (ODD) or conduct disorder (CD).
Post Teaching-Family Model treatment, however, the average participant scored well within the “normal” range on all three scales.
The Teaching-Family Model is a evidence- and strengths-based, trauma-informed treatment model developed specifically for child welfare and juvenile justice populations, (and adapted successfully for other populations as well).
The Model’s standards and integrated systems, in addition to the Teaching-Family Association’s triennial accreditation process, ensure quality and trauma-informed treatment delivery, and the treatment procedures can be used in a variety of contexts towards a variety of treatment goals.
These systems make the Teaching-Family Model more than an effective treatment – the Teaching-Family Model is an evidence-based full model of care, promoting quality and sustainability in human services organizations. It provides both treatment and administrative tools and support systems that allow clients to flourish in a strengths-based culture.
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