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Tricky Terminology: Making Sense Of and Applying Research and Evidence-Based Science to Our Work
Tricky Terminology: Making Sense Of and Applying Research and Evidence-Based Science to Our Work
Tricky Terminology: Making Sense Of and Applying Research and Evidence-Based Science to Our Work
Tricky Terminology: Making Sense Of and Applying Research and Evidence-Based Science to Our Work
Tricky Terminology: Making Sense Of and Applying Research and Evidence-Based Science to Our Work
Tricky Terminology: Making Sense Of and Applying Research and Evidence-Based Science to Our Work
Tricky Terminology: Making Sense Of and Applying Research and Evidence-Based Science to Our Work
Tricky Terminology: Making Sense Of and Applying Research and Evidence-Based Science to Our Work
Tricky Terminology: Making Sense Of and Applying Research and Evidence-Based Science to Our Work
Tricky Terminology: Making Sense Of and Applying Research and Evidence-Based Science to Our Work
Tricky Terminology: Making Sense Of and Applying Research and Evidence-Based Science to Our Work
Tricky Terminology: Making Sense Of and Applying Research and Evidence-Based Science to Our Work
Tricky Terminology: Making Sense Of and Applying Research and Evidence-Based Science to Our Work
Tricky Terminology: Making Sense Of and Applying Research and Evidence-Based Science to Our Work
Tricky Terminology: Making Sense Of and Applying Research and Evidence-Based Science to Our Work
Tricky Terminology: Making Sense Of and Applying Research and Evidence-Based Science to Our Work
Tricky Terminology: Making Sense Of and Applying Research and Evidence-Based Science to Our Work
Tricky Terminology: Making Sense Of and Applying Research and Evidence-Based Science to Our Work
Tricky Terminology: Making Sense Of and Applying Research and Evidence-Based Science to Our Work
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Tricky Terminology: Making Sense Of and Applying Research and Evidence-Based Science to Our Work

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  • 1. CE Conference, October 20, 2010
  • 2. Wow. I’m sure this will work. It has strong, scientific studies to back it up.Sounds like an interesting idea but how do you know it will work? Hmmm.This sounds promising and there’s some good evaluation but the evidence is limited.
  • 3. Evidence-based Research-based Evidence-informed
  • 4.  Have a better understanding of the terms research-based, evidence-based and evidence- informed, and examples of FLP,WNEP and 4-H resources corresponding to these terms  Explore how various settings and learning environments determine the level of research and evidence used in programming efforts  Apply principles of effective programs to current efforts
  • 5.  Medical model –What is the body of evidence for prescribing a drug or recommending a treatment?  How rigorously has this drug/treatment been tested?  Have results been confirmed through multiple studies?  Are there conflicting studies?  What ‘risk to benefit’ needs to be considered?  Adopted by education and programs
  • 6.  Developed and grounded in a clear theoretical foundation  Carefully implemented and evaluated (in rigorous experimental or quasi-experimental studies)  Evaluation findings document expected positive outcomes  Critical peer review of findings  Program has been replicated
  • 7.  Draw on published research about the causes and consequences of an issue  Vary considerably in scientific rigor  With rigorous evaluation, some research- based programs have potential to become evidence-based programs
  • 8. Research-Based Programs Evidence-Based Programs
  • 9. No evidence Evidence-based Research-based
  • 10.  Evidence Informed Program Improvement (EIPI) • A process for improving program quality and impact (in new or existing programs) • Draws on the principles of effective prevention programs • Helps existing programs become more aligned with these principles
  • 11. I. Program Design and Content  Theory-driven and research-based  Sufficient dosage and intensity  Comprehensive  Limit use of fear and punishment  Active learning techniques
  • 12. II. Program Relevance  Developmentally appropriate  Reach participants when ready to change  Socio-culturally relevant III. Program Delivery  Foster good relationships  Well-trained and committed staff
  • 13. IV. Program Assessment and Quality Assurance  Well-documented  Evaluation and refinement
  • 14.  How might removing a portion of this lesson affect its effectiveness?  Will adding something to this lesson affect its effectiveness?  How could shortening a series of lessons affect the impact of the program?  What adaptations might be needed for this program to be more effective?
  • 15. No research or evidence base Research-based Evidence-based Parent Education The Mozart Effect (Linking intelligence to listening to classical music) How to Talk So Kids Will Listen and Listen So Kids Will Talk Raising a Thinking Child Strengthening Families Program for Youth 10-14 Parenting Wisely Childhood Obesity Power Panther word search Loving Your Family, Feeding Their Future Color Me Healthy We Can! (Ways to Enhance Children’s Activity & Nutrition) Out of School Time Recreation at the YMCA 4-H after-school programs Quantum opportunities program
  • 16.  Increases the chances that the program will be effective  Greater efficiency  Increased accountability  Funders and policy makers recommending & sometimes requiring  Cost-effectiveness  Availability of good science  Marketability  Ethics
  • 17. WhatWorksWisconsin: Effective Prevention Programs for Children,Youth and Families http://whatworks.uwex.edu/index.html Evidence-Based Programs: AnOverview http://whatworks.uwex.edu/attachment/whatworks _06.pdf Evidence-Based Program Registries http://whatworks.uwex.edu/attachment/EBRegistrie sAug2009.pdf Evidence-Based Parenting Programs http://whatworks.uwex.edu/attachment/Directoryof eb.pdf WhatWorks for Health: Programs and Policies to ImproveWisconsin’s Health http://whatworksforhealth.wisc.edu/intro.asp Wisconsin Clearinghouse for Prevention Resources http://wch.uhs.wisc.edu/01-Prevention/01-Prev- EvidenceBased-rating.html Social Programs thatWork http://evidencebasedprograms.org Guide to Community Prevention Services http://www.thecommunityguide.org/index.html Centers for Disease Control and Prevention (CDC), Recommended Community Strategies and Measurements to Prevent Obesity in the United States http://www.cdc.gov/mmwr/preview/mmwrhtml/rr58 07a1.htm Comprehensive site listing evaluated, effective programs for parenting, early childhood, school-aged children, and teens http://www.cyfernet.org "Out-of-school time program research & evaluation database" at the Harvard Family Research Project http://www.hfrp.org/out-of-school-time/ost- database-bibliography/database
  • 18.  Where would you put it on the continuum?Why?  What would be needed to move it further along the continuum to evidence-based? No evidence Evidence-basedResearch-based

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