Poster #100 - Assessing the Training-Related Needs of Foster Caregivers of Children With Developmental Disabilities (DD)

• In Event: 2-002 - Special Poster Session 05 with Continental Breakfast Reception
  In Poster Session: PS 05 - Interdisciplinary Section

Integrative Statement

Children with developmental disabilities are at an increased risk for experiencing maltreatment in the forms of abuse or neglect. Several disability-specific risk factors make these children more vulnerable to maltreatment, such as a diminished ability to defend themselves, impaired communication, and potential for exhibiting problem behaviors (Shannon & Agorastou, 2006). As a result, children with DD are at an increased risk for involvement with the child welfare system and subsequent placement in a foster care setting (Slayter & Springer, 2011). Following placement in foster care, children and youth with DD continue to experience poor outcomes including placement instability, lower rates of adoption and reunification with birth families, longer lengths of stay in the foster care system, and increased incidence of maltreatment (Rosenberg & Robinson, 2004; Steen & Harlow, 2012; Sullivan & Knutson, 2000).
Lack of adequate training and support for foster caregivers has been identified as a systemic issue that may contribute to continued disparities and negative outcomes for children and youth with DD. Foster caregivers often lack the fundamental knowledge about their foster child’s disability and the skills needed to effectively parent their foster child. In addition, many foster caregivers are unaware of the supports and resources available to help them meet their child’s special needs. Previous research in this area has frequently relied on researcher-defined constructs to determine the most important issues facing foster parents (Brown & Rodger, 2009). These issues include behavioral challenges, opportunities for self-care and respite, social support, financial support, preparation and training, and dealing with systems and professionals (Brown & Rodger, 2009). However, few studies have addressed the needs of foster caregivers by speaking directly with those who provide care for a foster child with DD. The present study asked foster caregivers to report on their training experiences and areas in which they hoped to receive additional training and support to more effectively care and assist foster children and youth with DD. The purpose of this study is to discover the most salient issues facing foster caregivers that provide care for foster children with DD.
Project Design and Expected Outcomes
Semi-structured interviews were conducted in Spring, 2018 with 30 foster caregivers with experience caring for children and youth with DD. The goal of these interviews was to engage foster parents in discussion about perceived challenges associated with caring for a child with DD, their level of awareness of available supports and resources, and their perceptions of the adequacy of the training they received. All interviews have been transcribed and are in the process of being coded using inductive thematic coding procedures (Braun & Clarke, 2006) to identify potential themes across the interviews. It is expected that the information shared by participants will provide insight into the challenges and training needs of foster caregivers of children and youth with DD. Implications for how professionals and policymakers can adapt foster caregiver training programs to better meet the needs of children with DD will be discussed.

Authors

• Mariah Winslow, North Carolina State University
  Presenting Author

• Kate E Norwalk, North Carolina State University
  Non-Presenting Author

• Delaney Thibodeau, North Carolina State University
  Non-Presenting Author