Making the Next Step: Using Evaluability Assessment to Improve Correctional Programming

2001 ◽  
Vol 81 (4) ◽  
pp. 454-472 ◽  
Author(s):  
BETSY MATTHEWS ◽  
DANA JONES HUBBARD ◽  
EDWARD LATESSA
Keyword(s):  
Assessment Tool ◽  
Program Assessment ◽  
Program Quality ◽  
Effective Intervention ◽  
Treatment Programs ◽  
Evaluability Assessment ◽  
Correctional Programming ◽  
What Works

The research on what works in correctional interventions provides a powerful agenda for correctional programming. Evaluability assessment is a tool that can be used to help put this research into practice by providing a measure of program quality. This article describes Gendreau and Andrews's Correctional Program Assessment Inventory (CPAI) as one example of an evaluability assessment tool that is designed to ascertain how well programs are meeting certain principles of effective intervention. It also reports the results of CPAIs conducted on 86 treatment programs. The results indicate that these programs are not adequately incorporating the principles into their correctional programming. Common shortcomings are discussed, and potential resolutions are offered.

Principles of Effective Intervention with Incarcerated Offenders

2016 ◽  
Author(s):  
Claire Goggin
Keyword(s):  
Effective Intervention ◽  
Treatment Programs ◽  
Research And Practice ◽  
What Works ◽  
Institutional Treatment ◽  
Correctional Rehabilitation ◽  
1960S And 1970S ◽  
The 1960S ◽  
Meta Analyses

This essay summarizes the literature regarding the principles of effective correctional programming-offender risk, needs, and responsivity (RNR)-and the contribution of these principles to establishing “what works” in correctional rehabilitation. Origins of the rehabilitative ideal are reviewed, followed by its progress through the 1960s and 1970s, including the near-fatal blow dealt by Martinson in the mid-1970s. The research response to Martinson is discussed in conjunction with the role of meta-analyses in resuscitating the rehabilitative ideal and developing the RNR principles. Issues surrounding effective prison treatment programs are presented followed by descriptions of several exemplary institutional treatment programs currently in use. Next steps for research and practice in the area are also reviewed.

Assessing States’ Intimate Partner Violence Offender Treatment Standards using a Principles of Effective Intervention Framework

2021 ◽  
pp. 088626052110500
Author(s):  
Tara N. Richards ◽  
Angela R. Gover ◽  
Caralin Branscum ◽  
Alyssa Nystrom ◽  
Taylor Claxton
Keyword(s):  
Intimate Partner Violence ◽  
Partner Violence ◽  
Intimate Partner ◽  
Effective Intervention ◽  
Treatment Modalities ◽  
Treatment Programs ◽  
Offender Treatment ◽  
Treatment Standards ◽  
Risk Levels ◽  
Training Requirements

Court-ordered treatment programs are a widely used response to intimate partner violence (IPV) and many states have developed standards to guide programs. The current study provides an update to Maiuro and Eberle’s. (2008) review of states’ standards and extends the literature by using the principles of effective intervention (PEIs; i.e., risk, need, responsivity, treatment, and fidelity) as an organizational framework to examine standards. Findings showed that 84% of states had standards in 2020, compared to 88% in 2007, and extensive changes both within and across states’ standards had occurred. Regarding the PEIs, in line with the risk principle most states mandated the use of risk assessments; inconsistent with the needs principle, few states used these assessments to classify clients into risk levels or inform individualized treatment. The majority of standards addressed the treatment principle by outlining a required structure and duration, but few attended to responsivity factors (e.g., identifying treatment modalities, attending to specific client factors). Regarding the fidelity principle, most standards outlined education or training requirements for staff and required periodic program reviews or audits, but few standards were evidenced-based and only about half required that programs collect data to measure effectiveness. Taken together, findings suggest that standards have continued to evolve and that the integration of PEIs into IPV treatment is only just beginning. Standards provide a rich opportunity for future researcher–practitioner partnerships in the field of IPV intervention.

Development of Faculty Course Assessment Reports for ME Program ABET Accreditation

2009 ◽  
Author(s):  
Shanzhong Shawn Duan ◽  
Kurt Bassett
Keyword(s):  
Student Performance ◽  
Assessment Tool ◽  
Program Assessment ◽  
Program Outcomes ◽  
Engineering Programs ◽  
Course Assessment ◽  
Course Objectives ◽  
Program Outcome ◽  
Outcome Criterion ◽  
Assessment Reports

The assessment of program outcomes for ABET accreditation has become a challenge for engineering programs nationwide. Various methods and approaches have been investigated to develop good practices for program assessment. At South Dakota State University (SDSU), an approach called Faculty Course Assessment Reports (FCAR) has been explored for mechanical engineering (ME) program assessment. FCAR provides an assessment tool to correlate the ME program outcomes with the outcomes of the core ME courses, and to evaluate student performance at the course level based on ABET outcome criterion. This process begins with the development of course objectives and outcomes. Then these course objectives and outcomes are directly mapped with the ME program objectives and outcomes respectively. Further the quantitative and qualitative details generated in the FCAR are lined up directly to ABET program outcome a to k criterion through FCAR rubrics. By use of the FCAR process, all ME program outcomes are evaluated at the course level based on the ABET program outcomes. The assessment results are being used for improvement of the ME curriculum. The process was developed to provide an effective tool for the ME program outcome assessment at the course level with reasonable effort.

scholarly journals Spanish Transcultural Adaptation and Validity of the Behavioral Inattention Test

2017 ◽  
Vol 2017 ◽  
pp. 1-7
Author(s):  
Ángel Sánchez-Cabeza ◽  
Elisabet Huertas-Hoyas ◽  
Nuria Máximo-Bocanegra ◽  
Rosa María Martínez-Piédrola ◽  
Marta Pérez-de-Heredia-Torres ◽  
...  
Keyword(s):  
Assessment Tool ◽  
Specific Treatment ◽  
Spatial Neglect ◽  
Treatment Programs ◽  
Card Sorting ◽  
Stroke Patients ◽  
Cross Sectional ◽  
Unilateral Spatial Neglect ◽  
Complete Test ◽  
Healthy Control

Objective. To adapt, validate, and translate the Behavioral Inattention Test as an assessment tool for Spanish individuals with unilateral spatial neglect. Design. A cross-sectional descriptive study. Setting. University laboratories. Participants. A sample of 75 Spanish stroke patients and 18 healthy control subjects. Interventions. Not applicable. Main Outcome Measures. The Behavioral Inattention Test. Results. The Spanish version of the Behavioral Inattention Test shows a high degree of reliability both in the complete test (α = .90) and in the conventional (α = .93) and behavioral subtests (α = .75). The concurrent validity between the total conventional and behavioral scores was high (r=-.80; p<0.001). Significant differences were found between patients with and without unilateral spatial neglect (p<0.001). In the comparison between right and left damaged sides, differences were found in all items, except for article reading (p=0.156) and card sorting (p=0.117). Conclusions. This measure is a useful tool for evaluating unilateral spatial neglect as it provides information on everyday problems. The BIT discriminates between stroke patients with and without unilateral spatial neglect. This measure constitutes a reliable tool for the diagnosis, planning, performance, and design of specific treatment programs intended to improve the functionality and quality of life of people with unilateral spatial neglect.

scholarly journals MiniCex as an Assessment Tool of a Medical Course Internship Program

2020 ◽  
Vol 44 (1) ◽  
Author(s):  
Céres Larissa Barbosa de Oliveira ◽  
Simone Appenzeller ◽  
Cezar Augusto Muniz Caldas
Keyword(s):  
Medical Students ◽  
Teaching And Learning ◽  
Planning Process ◽  
Rating Scale ◽  
Assessment Tool ◽  
Real Life ◽  
Program Assessment ◽  
Basic Knowledge ◽  
Course Management ◽  
Cross Sectional

Abstract: Introduction: Program assessment is the process of data collection about a course or teaching program that takes into consideration the aspects of cost-effectiveness, checking the adequacy of the evaluation according to the course purpose and the program capacity to yield changes in real life. Such regular assessments provide feedback to the decision-making process that aim at better teaching and learning practices. The Mini Clinical Evaluation Exercise (MiniCex) is a performance rating scale designed to assess the skills that medical students and residents need in real-life situations with patients. Considering the importance of program assessment for an institution, the utilization of the MiniCex data might be of great value for the follow-up of students and the course, helping the planning process and generating improvements in the institution. Therefore, the objective of this study is to assess the program using MiniCex in the beginning of the medical internship, aiming to determine in what areas of the basic and pre-clinical course the students have more difficulties. Methods: A cross-sectional descriptive study was carried out, using the retrospective data obtained by the MiniCex forms that were applied to the 9th-semester medical students, which correspond to the first semester of medical internship in the Federal University of Pará. A total of 111 students was assessed, among the 154 students eligible for internship, from August 2017 to July 2018. Results: Among the performed evaluations, with 97% being requested by the teachers, most of them (72%) were about new cases, and 45% and 38% had low or moderate complexity, respectively. There was a predominance of musculoskeletal system disorders (27.7%), followed by the gastrointestinal/hepatology system (14.8%). Concerning the skills in each domain, the performance was satisfactory in all of them. We observed that 12% of the students had difficulties in at least one area, followed by 6.3% of students with difficulties in 2 areas and 4.5% with an unsatisfactory performance in 3 or more areas. Conclusion: the MiniCex, when applied to internship students, showed to be a source of important and useful information, as part of a program assessment concerning the areas preceding the internship. The analysis of the obtained data was sent to teachers of the pre-internship, internship and course management areas. To the first ones, with the objective of reviewing their programs, detecting where they can intervene and, thus, make changes that aim a better acquisition of basic knowledge by the students and, consequently, improve their performance. To the second ones, to provide an overview of where they will have to focus their programs according to the needs of the medical students who reach the internship. Finally, to the course management, as a guide of what should be supervised by the professionals teaching the semesters that precede the internship.

Domestic Violence Treatment in Colorado: An Overview of an Evidence-Based Approach

Partner Abuse ◽  
2020 ◽  
Vol 11 (3) ◽  
pp. 268-291
Author(s):  
Dana L. Radatz ◽  
Jesse Hansen ◽  
Carolina Thomasson
Keyword(s):  
Domestic Violence ◽  
State Standards ◽  
The State ◽  
Differential Treatment ◽  
Effective Intervention ◽  
Evidence Based ◽  
Treatment Model ◽  
Evidence Based Practices ◽  
Correctional Programming ◽  
Domestic Violence Treatment

In 2010, the State of Colorado revised its state standards to create consistency across the state for its domestic violence (DV) cases by placing emphasis on the integration of evidence-based practices into its DV treatment programming. Since then, Colorado has established a three-tiered differential treatment model informed by the principles of effective intervention (PEI), an evidence-based framework found in correctional programming. This article reviews the PEI framework, outlines the emerging research that explores the principles among DV offenders and their treatment, and provides an overview of Colorado's differentiated DV treatment model. Policy and research considerations are also discussed.

Putting the “What Works” Research into Practice

2002 ◽  
Vol 29 (4) ◽  
pp. 472-492 ◽  
Author(s):  
Jennifer L. Ferguson
Keyword(s):  
Assessment Tool ◽  
Daily Practice ◽  
Lessons Learned ◽  
Correctional Services ◽  
The Past ◽  
What Works ◽  
Assessment And Treatment ◽  
Practical Guidance ◽  
Implementation Steps ◽  
Made In

Significant advances have been made in correctional research over the past decade. The research has highlighted the key elements of effective correctional assessment and treatment. However, organizations that wish to engage in effective correctional services by implementing the findings of correctional research have been given minimal practical guidance. This article discusses the experience of one probation department and its implementation of a risk and needs assessment tool as part of the daily practice of the organization. The implementation steps are identified as well as the challenges faced and the lessons learned.

Sign in / Sign up

Export Citation Format

Share Document