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A comparison of school -based and community -based wraparound approaches for children with emotional disturbance
Research and evaluation of the wraparound approach has typically focused on outcomes, service providers, and costs. While many of these studies describe a process that is consistent with the wraparound approach, few studies have reported attempts to monitor or measure the treatment fidelity of the wraparound approach. The purpose of this dissertation was to: (a) assess the implementation of wraparound in school-based settings and (b) compare the implementation of wraparound in school-based and community-based settings to determine if there is a statistically significant difference in the implementation of wraparound across settings. In order to address these research purposes the results from 109 observations of school-based wraparound family planning meetings indicated that for the most part care coordinators adhered to the essential elements of the wraparound approach. Families were treated as active partners in the process and services were individualized to meet the needs of the child and family. However, some areas that needed improvement included the use of community resources and consistent measurement of outcomes. The results of observations made at 109 school-based and 85 community-based family planning meetings indicated that there are a number of similarities between the two settings, such as incorporating a family driven approach and providing unconditional care. However, the school-based approach was significantly more likely to adhere to the Interagency/Collaboration characteristic and Care Coordination characteristic than the community-based approach. Implications and suggestions for future research are discussed. ^
Health Sciences, Mental Health|Education, Special
Nordness, Philip David, "A comparison of school -based and community -based wraparound approaches for children with emotional disturbance" (2003). ETD collection for University of Nebraska - Lincoln. AAI3092581.