National Research Institute Current Projects
The National Research Institute staff is involved in a number of research and evaluation projects that range from requests for data about specific clinical and administrative questions to multi-year research projects. The projects listed here are examples of those that cover an extended time period, involve multiple staff, and seek to answer important organizational research and evaluation questions.
Outcome Follow-Up Studies
We are conducting several follow-up studies that are in various stages of development. Our primary goal is to interview youth and/or their families at differing lengths of post-departure to assess their current functioning and satisfaction with Boys Town services.
Short-Term Follow-Up Study (6-, 12-, and 24-month post-departure) – Our routine follow-up data collection is completed in interviews 6, 12, and 24 months after youth and families finish Treatment Family Services and In-Home Family Services programs at Boys Town sites. The main focus of these interviews is on functional outcomes for youth and families. Results are summarized quarterly for quality improvement, business development, and research purposes.
Contact Beth Chmelka at (402) 498-1258 or chmelkab@boystown.org for more information.
Long-Term Follow-Up (5- and 16-year post-departure) – We have recently completed 16-year and 5-year post-departure follow-up studies with youth who were served in our Treatment Family Homes Program. The goal of these studies was to measure functional outcomes of our former youth in various stages of adulthood. Results for both studies indicate that quality care is associated with many beneficial outcomes later in life.
Contact Jay Ringle at (402) 498-1259 or ringlej@boystown.org for more information.
- Selected Follow-up Citations
Kingsley, D., Ringle, J.L., Thompson, R.W., Chmelka, M.B., & Ingram, S.D. (2008). Cox Proportional Hazards Regression Analysis as a modeling technique for informing program improvement: Predicting recidivism in a Boys Town five-year follow-up study. The Journal of Behavior Analysis of Offender and Victim Treatment and Prevention, 1, 82-97.
Huefner, J.C., Ringle, J.L., Chmelka, M.B., & Ingram, S.D. (2007). Breaking the cycle of intergenerational abuse: The long-term impact of a residential care program. Child Abuse & Neglect, 31, 187–199.
Thompson, R.W., Huefner, J.C., Ringle, J.L., & Daly, D.L. (2005). Adult outcomes of Boys Town youth: A follow-up report. In C. Newman, C.J. Liberton, K. Kutash, &
R.M. Friedman (Eds.), Proceedings of the 17th Annual Florida Mental Health Institute
Conference. A system of care for children’s mental health: Expanding the research base (pp. 529-534). Tampa: University of South Florida.
Treatment Family Homes Program
Treatment Family Homes are residential group homes staffed by a married couple and a full-time assistant who provide care and treatment to six to eight boys or girls, typically ages 12 to 18. Numerous studies of this intervention have been completed by Boys Town staff and colleagues, and this research continues today.
Gender Differences – Most intervention programs for youth with disruptive behavior problems have been designed for boys. Boys Town has served girls in Treatment Family Homes for nearly thirty years. This research was designed to discover any differences between girls and boys who were recently admitted to this program. Results indicated that girls were more troubled at admission than boys, but made more progress during treatment. In fact, at departure, girls were rated as being more successful than boys by clinical staff. The intervention model, which emphasizes positive social interaction and relationships, may be even more effective for girls, despite the fact that it was initially developed for boys.
Contact Jonathan Huefner at (402) 498-1257 or huefnerj@boystown.org for more information.
Peer Contagion – One of the criticisms of residential care and treatment is peer contagion. This refers to the research that indicates that if youth with disruptive behaviors are put in group settings, their behavior problems frequently become worse. As a result, treatment foster care has been suggested as an alternative since only one child is usually placed in these homes at a time. We did a study of Boys Town Treatment Family Homes and Treatment Foster Homes to address this question. Results indicated that youth placed in Treatment Family Homes (group care) actually had more positive outcomes than youth placed in Treatment Foster Homes (individual care) at six months post-discharge. It was suggested that peer contagion does not necessarily occur in family-style group care settings with a highly structured, effective treatment intervention.
Contact Ron Thompson at (402) 498-1254 or thompsonr@boystown.org for more information.
Psychotropic Medication Study – There is very little research on psychotropic medication use in residential treatment settings. The purpose of this study was to examine psychotropic medication utilization for children and adolescents admitted to family-style residential care. Participants were youth admitted for the first time to Boys Town Home Campus Treatment Family Homes from 2001 through 2004. The results indicated that utilization of psychotropic medications was significantly reduced during care. It was suggested that physicians who treat youth who are placed in highly structured residential treatment programs closely monitor the need for psychotropic medications.
Contact Gail Smith (402) 498-1263 or smithg@boystown.org for more information.
- Selected Treatment Family Homes Citations
Lee, B.R., & Thompson, R.W. (in press). Comparing outcomes for youth in treatment foster care and family-style group care. Children and Youth Services Review.
Handwerk, M., Smith, G.L., Thompson, R., Chmelka, M.B., Howard, B.K., & Daly, D. (2008). Psychotropic medication utilization at a group home residential care facility. In C. Newman, C.J. Liberton, K. Kutash, & R.M. Friedman (Eds.), Proceedings of the 20th Annual Florida Mental Health Institute Research Conference. A system of care for children's mental health: Expanding the research base. (pp. 297-300). Tampa: University of South Florida.
Handwerk, M.L., Clopton, K., Huefner, J.C., Smith, G.L., Hoff, K.E., & Lucas, C.P. (2006). Gender differences in adolescents in residential treatment. American Journal of Orthopsychiatry, 76, 312-324.
Aftercare Studies
When children come to Boys Town Treatment Family Homes for help, they have many more risk factors compared to other children their age. Yet, based on our follow-up surveys, Boys Town youth reveal amazing turnaround; nevertheless, many youth still struggle. Our goal is to develop and evaluate aftercare interventions to meet the transitional needs of those youth and families that still need assistance and guidance after discharge.
Family-Centered Academic Re-integration Intervention Model – The aim of this four-year, Institute of Educational Sciences-funded study is to develop and collect preliminary evidence on the effectiveness of an aftercare model for adolescents re-integrating into the home and school setting following an out-of-home care stay. The target youth will be those with high-incidence educational and behavioral disabilities. Three evidence-based components will be combined and integrated: Check & Connect, Common Sense Parenting, and a self-management homework intervention. Directed by a Boys Town Family Consultant, the intervention will address the primary factors that affect the negative long-term academic outcomes of this population: school dropout, poor parental support and home-school communication, and low levels of homework completion.
Contact Alex Trout (402) 472-3803 or atorkelson-trout2@unl.edu for more information.
Family Reunification Program Evaluation – The Boys Town Family Reunification Program was developed to provide intensive services to a child’s family immediately upon the child’s admission to the Treatment Family Home Program. Family Consultants provide services to the family during the time the youth is placed out of home. When the youth departs the program, the Consultant continues to provide aftercare services to the family and youth to help with the transition back into the family home and local school setting. This program is expected to reduce the youth’s out-of-home stay by three to four months, improve family involvement in care, and improve the child’s long-term behavioral and emotional outcomes following discharge.
Contact Tanya Shaw at (402) 498-1262 or shawt@boystown.org for more information.
- Selected Aftercare Citations
Trout, A.L., Chmelka, M.B., Thompson, R.W., Epstein, M.H., Tyler, P., & Pick, R. (in press). The departure status of youth from residential group care: Implications for aftercare. Journal of Child and Family Studies.
Ringle, J.L., Ingram, S., Newman, V., Thompson, R.W., & Waite, T. (in press). Preparing youth for the transition into adulthood: A process description. Residential Treatment for Children and Youth.
- Aftercare Funding
Department of Education, Institute for Education Sciences
Office of Juvenile Justice and Delinquency Prevention
In-Home Family Services
Boys Town is committed to expanding and carefully studying the evidence base for In-Home Family Services. In an effort to support Boys Town’s strategic plan, multiple evaluations are being conducted, including an independent evaluation of these services.
Boys Town of Nevada Pilot Study – The pilot study’s objective was to evaluate pre-post gains of children and families entering Boys Town Family Preservation Services in Las Vegas, Nevada. Family Consultants conduct an intensive, six- to eight-week, in-home program designed to treat and serve families directly, thereby improving their functioning and keeping the family together. Areas of interest included child and family functioning, child behavior, placement stability, and program fidelity. Standardized Consultant and family assessments indicated that parents who participated in Boys Town In-Home Family Services made significant improvements in parenting skills and abilities, and that children’s well-being also improved.
Contact Stephanie Ingram at (402) 498-1260 or ingrams@boystown.org for more information.
Boys Town of South Florida Pilot Study – The goal of this research project is to examine the pre-to-post outcomes for youth and families in Family-Centered Services (a three- to six-month early intervention program designed to teach new skills and reduce out-of-home placement) and Family Preservation Services (a short-term, six- to eight-week, intensive program designed to prevent imminent out-of-home placement and keep families together). Our aim is to identify who the program works for and the conditions under which the program is successful. Specifically, the objective is to assess child and family functioning, child behavior, adaptive skills, placement stability, and program fidelity.
Contact Stephanie Ingram at (402) 498-1260 or ingrams@boystown.org for more information.
- Selected In-Home Services Citations
Ingram, S., Shaw, T., Munger, R., Thompson, R.W., & Simpson, A. (2007). Development and testing of a model fidelity assessment package for an ecological family-based intervention program. In C. Newman, C.J. Liberton, K. Kutash, & R.M. Friedman (Eds.), Proceedings of the 19th Annual Florida Mental Health Institute Research Conference. A system of care for children’s mental health: Expanding the research base (pp. 407-410). Tampa: University of South Florida.
Thompson, R.W., Sinisterra, D., North, T., & Castrianno, L. (2001). An evaluation system for
community-based, family-centered services. In C.C. Newman, C.J. Liberton, K.
Kutash, & R.M. Friedman (Eds.), Proceedings of the 13th Annual Florida Mental Health
Institute Research Conference. A system of care for children’s mental health: Expanding
the research base (pp. 363-364). Tampa: University of South Florida.
Treatment Fidelity and Implementation
Treatment fidelity is a key element of program evaluation and continues to gain more attention in the human services field. Using treatment fidelity data to assess training needs, determine strengths and weaknesses of individuals and programs, and identify the relationship between specific treatment components and outcomes is crucial in evidence-based practice. Various studies are being conducted to gain a better understanding of program fidelity and implementation with Boys Town programs.
Treatment Family Services and Assessment and Short Term Residential Model Fidelity – This comprehensive model fidelity observation instrument contains 71 items that define the core elements of the Boys Town Teaching Model: Teaching Social Skills, Building Healthy Relationships, Encouraging Moral and Spiritual Development, Creating a Family-Style Environment, and Promoting Self-Government and Self-Determination. This instrument has been integrated into training, consultation, and staff evaluation procedures, and has also been adapted for use in our In-Home Family Services and Treatment Foster Care programs. Results from studies on this treatment fidelity instrument suggest that the instrument is reliable (high inter-rater agreement) and valid (Family-Teachers with more experience had higher levels of treatment fidelity).
Contact Tanya Shaw at (402) 498-1262 or shawt@boystown.org for more information.
Assessing Quality of Treatment Implementation and Its Relationship to Youth Outcomes Study – This research is a three-year pilot study funded by the National Institute of Mental Health that will build on Boys Town’s research on treatment fidelity. It seeks to examine the psychometrics of comprehensive treatment implementation measures administered in Boys Town Treatment Family Services and In-Home Family Services programs. It also will assess other key treatment ingredients and examine if any core components are essential to successful behavioral and emotional outcomes for youth and families.
Contact Kristin Duppong Hurley at (402) 472-5501 or kdupponghurley2@unl.edu for more information.
- Selected Implementation Citations
Duppong Hurley, K., Shaw, T., Thompson, R.W., Griffith, A. K., Farmer, E.M.Z., & Tierney, J. (2008). Assessing staff competence at implementing a multi-faceted residential program for youth: Development and initial psychometrics of a staff observation form. Residential Treatment for Children and Youth, 23, 83-104.
Shaw, T., & Tierney, J. (2006, November). Revising long-standing staff evaluation methods in a residential care program: Process & consequences. Poster session presented at the American Evaluation Association Conference, Portland, OR.
Oats, R., & Shaw, T. (2004, November). Assessing the impact of a model fidelity instrument on the consultation process: Can a fidelity instrument serve multiple purposes? Poster session presented at the American Evaluation Association Conference, Atlanta, GA.
- Funding
National Institute of Mental Health
Education
Education is integral to providing effective treatment for children. We are conducting research on two major education-related areas: 1) On our Home Campus, a comprehensive series of studies is underway to assess the academic, behavioral, and school-related risks of youth entering out-of-home care who have or are at risk for educational disabilities; and 2) At various sites around the country, we are evaluating the Boys Town Education Model – a structured system for improving youth behavior and academic engagement in the classroom.
Boys Town Academic Studies – Several research questions will be addressed during this three-year project. First, we have examined the characteristics of children at the time of entry to Treatment Family Homes. Then, to determine program effects, follow-up data are being collected one year after admission. These follow-up data will allow for the evaluation of specific gains made during treatment, and for the evaluation of several related questions, such as differences across specific subpopulations of children in care (e.g., special education populations, youth with ADHD) and predictor variables (e.g., co-morbid diagnoses) that may impact academic growth.
Contact Alex Trout (402) 472-3803 or atorkelson-trout2@unl.edu for more information.
Education Model – The Boys Town Education Model is designed to increase time for academic instruction by reducing the time needed to address inappropriate behaviors in the classroom. Teachers, building administrators, and support staff are trained to implement a school-wide social skills and classroom management curriculum, administrative intervention processes, and proactive classroom behavior management approaches. We are currently evaluating the implementation and outcomes of the Education Model with schools in Connecticut, New Mexico, and Arizona.
Contact Rob Oats at (402) 498-1261 or oatsr@boystown.org for more information.
- Selected Education Citations
Trout, A.L., Hagaman, J., Casey, K., Reid, R., & Epstein, M.H. (in press). The academic status of children in out-of-home care: A review of the literature. Children and Youth Services Review.
Burke, R., O’Neill Fichtner, L., Oats, R., DelGaudio, M., & Powell, W. (2007). Relationships among model fidelity, dosage, and student outcomes in high-risk elementary schools. In C. Newman, C.J. Liberton, K. Kutash, & R.M. Friedman (Eds.), Proceedings of the 19th Annual Florida Mental Health Institute Research Conference. A system of care for children’s mental health: Expanding the research base (pp. 215-218). Tampa: University of South Florida.
Burke, R.V., Guck, T.P., Robinson, M.L., Powell, W., & O’Neill Fichtner, L. (2006). Overcoming resistance to implementing classroom management strategies: Use of the transtheoretical model to explain teacher behavior. Research in the Schools, 13, 1-12.
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