A single case cohort analysis : the Vision 180 Program for Aboriginal children at risk for academic vulnerability and mental health concerns

• Main Author: Wawrykow, Natasha Alexandria
• Format: Text
• Language: English
• Published: University of British Columbia 2014
• Subjects: First Nations
• Online Access: https://dx.doi.org/10.14288/1.0135588; https://doi.library.ubc.ca/10.14288/1.0135588

Increased risks in behavioural difficulties have been found for Aboriginal children that contribute to academic vulnerability and mental health concerns. This study examined the relation between an after-school-program (i.e., Vision 180), levels of academic vulnerability (i.e., student school attendance and student tardies), and mental health concerns, in an experimental intervention study of Aboriginal elementary school children, aged 9-11. Vision 180 Program was designed to strengthen urban children’s commitment to school activities and school attendance. A withdrawal design across one cohort (N = 18) was used. The design included seven phases: baseline, intervention, withdrawal, intervention, withdrawal, intervention, and withdrawal (i.e., ABABABA design). Consistent with a withdrawal design, onset and subsequent withdrawal of the intervention was made. Withdrawal phases occurred due to natural breaks in Vision 180 programing, scheduled by the elementary school, and not by experimental manipulation. Visual and statistical analysis was used to evaluate experimental effect (i.e., decrease in desired behaviors when intervention was withdrawn and increase when re-instated). Results reveal that implementation of the intervention was associated with no statistically significant improvement in academic vulnerability for Aboriginal children in a school-based environment. The social validity of the intervention, however, was rated highly by parents indicating that parents were able to observe positive behavioural changes associated with the intervention. Inception of this project came from collaboration with a First Nations group, who identified these topics as problem areas for children in their community. Knowledge translation was upheld through collaboration between the community and this researcher.