Follow-up with Unique Insights on Program Evaluation

1988 ◽  
Vol 13 (1) ◽  
pp. 33-35
Author(s):  
Robert R. Blake ◽  
Jane Srygley Mouton
Keyword(s):  
Program Evaluation

Theoretical and Methodological Problems of a 10-Year Follow-Up Program Evaluation Study

2002 ◽  
Vol 18 (3) ◽  
pp. 229-241 ◽  
Author(s):  
Kurt A. Heller ◽  
Ralph Reimann
Keyword(s):  
Program Evaluation ◽  
Evaluation Studies ◽  
Evaluation Study ◽  
Control Groups ◽  
Cross Sectional ◽  
Long Term Study ◽  
Partial Inclusion ◽  
Methodological Problems

Summary In this paper, conceptual and methodological problems of school program evaluation are discussed. The data were collected in conjunction with a 10 year cross-sectional/longitudinal investigation with partial inclusion of control groups. The experiences and conclusions resulting from this long-term study are revealing not only from the vantage point of the scientific evaluation of new scholastic models, but are also valuable for program evaluation studies in general, particularly in the field of gifted education.

scholarly journals Initiating Hybrid Closed Loop: A Program Evaluation of an Educator‐Led Control‐IQ Follow‐up at a Large Pediatric Clinic

2021 ◽  
Author(s):  
Laurel H. Messer ◽  
Cari Berget ◽  
Ashlee Ernst ◽  
Lindsey Towers ◽  
Robert H. Slover ◽  
...  
Keyword(s):  
Program Evaluation ◽  
Closed Loop ◽  
Pediatric Clinic

Evaluation of an affection, love and sex education program for people with moderate intellectual disabilities

2011 ◽  
Vol 26 (S2) ◽  
pp. 899-899 ◽  
Author(s):  
G. Couture ◽  
M.S. Daigle
Keyword(s):  
Program Evaluation ◽  
Intellectual Disabilities ◽  
Sex Education ◽  
Education Program ◽  
Research Team ◽  
Group Leaders ◽  
Implementation Framework ◽  
Implementation Evaluation ◽  
Service Managers

IntroductionThe Programme d’éducation à la vie affective, amoureuse et sexuelle (ÉVAAS), an affection, love and sex education program for people with moderate intellectual disabilities (Desaulniers, Boucher, Boutet, & Voyer, 2001), is widely used in Quebec and is applied in several locations in Belgium, France and Switzerland.ObjectivesAn implementation evaluation was recently completed as the first stage of a program evaluation.AimsThe aim of the project was to establish the value of this program.MethodsFor the purpose, 73 ÉVAAS sessions at five different sites were observed and questionnaires and interviews with 10 group leaders and their supervisors were analyzed.ResultsIt was found above all that the program was normally implemented in accordance with its spirit and objectives. However, it was also noted that follow-up to interventions carried out during ÉVAAS sessions was much less structured and sustained, particularly as regards those intended for friends and family.ConclusionsThe research team formulated seven recommendations regarding the program's implementation framework and adjustments required to ensure the achievement of its objectives. The recommendations concern the authors of the program, the educators who use it, their supervisors, as well as service managers.

scholarly journals One State’s Use of Program Evaluation to Improve Correctional Practices

2018 ◽  
Vol 34 (1) ◽  
pp. 81-96 ◽  
Author(s):  
Lori Brusman Lovins ◽  
Edward J. Latessa
Keyword(s):  
Program Evaluation ◽  
Criminal Justice ◽  
Residential Treatment ◽  
Outcome Evaluation ◽  
The State ◽  
Treatment Services ◽  
Study Results ◽  
Risk Principle

Trends in criminal justice programming can sometimes lead one to question the direction the field is taking related to rehabilitation. This article presents one state’s attempt to evaluate the quality of residential treatment services in the state across a primary and then follow-up outcome evaluation. This article outlines study results specific to treatment effects by risk. The study finds consistent evidence in support of the risk principle across both studies. The article also outlines what the state did with the recommendations from these studies, and how that affected the delivery of correctional programming in that state.

Telephone Follow-Up Program Evaluation: Application of Orem's Self-Care Model

1994 ◽  
Vol 19 (5) ◽  
pp. 287-292 ◽  
Author(s):  
Bonnie L. Closson ◽  
Lisa J. Mattingly ◽  
Katherine M. Finne ◽  
Judee A. Larson
Keyword(s):  
Program Evaluation ◽  
Self Care ◽  
Care Model

The Food Allergy Parent Mentoring Program: A Pilot Intervention

2021 ◽  
Author(s):  
Ashley Ramos ◽  
Frances Cooke ◽  
Emily Miller ◽  
Linda Herbert
Keyword(s):  
Social Support ◽  
Program Evaluation ◽  
Food Allergy ◽  
Young Children ◽  
Psychosocial Functioning ◽  
Future Research ◽  
Newly Diagnosed ◽  
Mentorship Program ◽  
Peer Mentorship

Abstract Objective  Parents of young children with newly diagnosed food allergy (FA) are at risk for poor psychosocial outcomes due to FA’s life-threatening nature and demanding management routines. Presently, there are no interventions to support FA parents during this adjustment phase. This single-arm pilot study explores the feasibility, acceptability, and preliminary efficacy of a novel intervention using peer mentorship to improve psychosocial functioning in parents of young children with newly diagnosed FA. Methods  Parent mentors were trained in mentorship and ethics and then matched with a mentee for a 6-month intervention period. Mentees, parents of children (under age 5 years) diagnosed with FA within 1 year, completed baseline and follow-up questionnaires to assess demographic and medical characteristics, FA knowledge, quality of life, self-efficacy, and social support and a program evaluation. Follow-up focus groups with mentors and individual interviews with mentees were conducted. Results  Participants were 8 mentors and 10 mentees (Mage = 36.60 years, 80% Caucasian) of children ages 0–3 years (Mage = 16.15 months; 60% male). Mentees reported high acceptability for the intervention in program evaluation and interviews, noting improvements in their social support, FA-related stress, confidence in FA management, and positive changes in FA parenting behaviors. Conclusion  This study supports the use of a peer mentorship program to support parents of children with newly diagnosed FA. Future research is needed to determine how to scale this intervention to meet the needs of a large medical division.

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