Universal assessment and tiered intervention: A model of care to meet the pediatric oncology psychosocial standard of care for school support

Abstract

AbstractObjectiveThe feasibility and acceptability of a tiered intervention model of school intervention services was investigated in response to the publication of evidence‐based Psychosocial Standards of Care for Children with Cancer and their Families.MethodChildren with newly diagnosed malignancy or transitioning to long‐term survivorship care were eligible. Families received universal school needs assessment and intervention targeted at the level of risk identified. Academic risk and resource utilization data collected over 1 year were used to evaluate model feasibility and surveys evaluated family and medical provider satisfaction with the model.ResultsOne hundred and eight children were enrolled and had academic risk assessed at enrollment as high (25%), moderate (44.4%) or low (30.6%) risk. School liaison staff time spent providing intervention was related to the level of risk. 54.6% of patients reported a decrease in risk status at the end of 1 year of intervention. Parents (94%) and medical providers (100%) chose responses of “agree” or “strongly agree” when asked if they were satisfied with the intervention received over the year.ConclusionsThe tiered model of care identifies the students with the highest need for intervention, allows for more targeted use of resources, and successfully meets the Psychosocial Standard of Care for academic needs.