Research That Matters (January 17 - 20, 2008)


Diplomat Ballroom (Omni Shoreham)

Child Welfare and Children with Developmental Disabilities: a Challenging Relationship

Patrick Shannon, PhD, State University of New York at Buffalo.

Background and Purpose Child welfare systems have struggled to meet the needs of children with developmental disabilities due to the complexity of their needs (Hanley, 2002). The purpose of this study was to examine the child welfare response to children with developmental disabilities in one child welfare system. This study focused on CPS worker training and knowledge of developmental disabilities, developmental screening and assessment capabilities, treatment planning for open cases with children with developmental disabilities, support for biological and foster families that include a child with a developmental disability, and interagency collaboration. Method This inquiry was conducted using constructivist research methods (Lincoln, & Guba, 1985). A purposeful sample of 42 stakeholders was selected including: Central intake workers (n=8), child welfare office staff (n=13), administrators (n=3), biological families (n=5), foster care families (n=5), developmental services staff (n=4), and collaborating agency staff (n=4). Ethnographic interviews were conducted with participants that lasted an average of 90 minutes. Repeat interviews were conducted with 32 participants to verify and expand on developing themes. The interview schedule was semi-structured and included questions about (a) screening and assessment, (b) service planning, (c) staff training, (f) family support, and (g) interagency collaboration. Data were recorded via field notes and were analyzed using Atlas.ti. A grounded theory process was used to unitize data and then reconstruct the data into themes. Methodological rigor strategies included triangulation, peer review, member checking, maintaining a paper trail, and reflexive journaling. An external auditor conducted an audit of the report. Results Findings indicated inconsistency across the child welfare service delivery continuum (e.g., intake, assessment, placement, treatment planning) related to assessment of developmental disabilities. For example, at intake, the presence of a disability is treated as a risk factor but does not trigger a unique response to meeting the child's needs. Knowledge of developmental disabilities varied considerably between CPS and Foster Care staff which complicated the transition of information about the child from one level of service to another (e.g., from intake to assessment). Specialized treatment for children with disabilities also varied depending on the knowledge and skills of individual CPS workers. For example, staff with disability experience understood distinctions between disability-specific behaviors and disruptive behaviors. Conclusions and Implications The intake screening and subsequent assessment should include mechanisms for identifying developmental disabilities and then trigger a system response to meet the needs of children. Orientation and training efforts must include an emphasis on childhood development and disabilities. Greater collaboration between child welfare, developmental disability, education, and medical care providers is needed to provide services that encompass the developmental needs of each child. Finally, children with disabilities experience emotional trauma as a result of maltreatment just as other children, but, their reaction to this trauma may be different and the response to their need should be flexible. References Hanley, B. (2002). Intersection of the fields of child welfare and developmental disabilities. 40, 413-415. Lincoln, Y.S., & Guba, E. (1985). Naturalistic inquiry. Beverly Hills, CA: Sage.