Abstract
Eva Tideman, Bo Vinnerljung, Kristin Hintze and Anna Aldenius Isaksson report on the results of a Swedish project aimed at improving foster children's school achievements. Standardised psychological and pedagogical instruments were used for assessing each individual foster child's potential, her or his educational service needs, and for tailoring the individualised educational and psychological support that was provided for two years. After this period, the 25 children included in the project were re-tested with the same instruments. Post-intervention test results were compared to preintervention scores for assessing outcomes. Results showed significant gains in IQ (as measured by WISC-III), reading and spelling skills, but weaker, non-significant improvements in maths skills.
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