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About Family Check-Up

Follow-Up: School Success

As a part of the ecological approach of the FCU, we gather information from many of a child’s environments, including talking to teachers, school counselors, and other relevant school staff. Schools often are the referral source for families who come in for services, so it will be natural to make the school connection; at other times we are the ones who begin to build the bridge between services.

Regardless of who begins to build the bridge, it is important to put it in place. During the academic year, children spend up to 30% of their waking hours in school. This not only makes school a great resource for gathering ecological information about the child, it also makes school a promising environment in which to implement interventions.

Intervention in the schools often takes place separately from interventions in the home. Helping set up communication systems so parent(s) are informed about school progress and the school is informed about progress at home creates consistent support for each child. To foster these connections, home–school behavior plans can be put in place to track behaviors at the school (i.e., check in, check out) and offer incentives at home. This strategy can also enable parents to put goals in place at home that are similar to the goals at school (e.g., following directions).

To facilitate parent support of school success, the curriculum can be used to help caregivers structure routines related to school (e.g., establish morning routines to maintain attendance, establish homework routines to support completion of work). Video and worksheet support are available for these modules.

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