Journal of Early Intervention, 2001
Vol. 24, No. 1, 1-14
Copyright 2001 by the Division of Early Childhood, Council for Exceptional Children
FEATURE ARTICLE
Evaluating Parent Involvement and Family
Support in Early Intervention and
Preschool Programs
DONALD B. BAILEY, JR.
University of North Carolina at Chapel Hill
Early intervention and preschool programs for children with disabilities are also accountable
for providing certain types of support for families. How should these efforts be evaluated? This
article describes three potential levels of accountability: (a) providing the legally required
services for familiesf (b) providing services that are considered recommended, and (c)
achieving certain outcomes as a result of working with families. Issues and considerations
related to each level of accountability are discussed and recommendations are made for
advancing policy and practice related to the evaluation of parent involvement and family
support efforts.
A combination of legislative initiatives, fam-
ily advocacy efforts, theory, and research has
led to wide acceptance of the assumption that
early intervention exists not just to support
young children with disabilities, but also to
support their families. Exactly what is meant
by parent involvement and family support
continues to be discussed, but at least three
themes have emerged around which there is
general consensus (Bailey et al., 1986; Bailey
et al., 1998; Brewer, McPherson, Magrab, &
Hutchins, 1989; Dunst, 1985; Shelton, Jepp-
son, & Johnson, 1987). First, parent involve-
ment and family support programs need to be
individualized, given the diversity of family
resources, priorities, concerns, and cultures.
Second, parents should be given every oppor-
tunity to participate as active partners in plan-
ning services for their child and for them-
selves, requiring professionals to engage in
practices that recognize, value, and support
this type of relationship. Third, since families
are the ultimate decision makers and long-
term care providers for their children, services
should be organized in ways that enable fam-
ilies to feel and be competent in advocating
for services and otherwise meeting the needs
of their young child with a disability.
As states and local programs strive to provide
a variety of family support initiatives, a funda-
mental question remains unanswered: How
should we evaluate whether parent involvement
and family support efforts have been successful?
In this paper I place this question in the context
of accountability and propose three potential
levels of accountability. Challenges associated
with each level are presented, and I conclude
with several potential recommendations for the
field.
PROGRAM EVALUATION AND
ACCOUNTABILITY
The principles and processes underlying pro-
gram evaluation have been well described over
the past few decades (Fink, 1995; Popham,
1993; Walberg & Haertel, 1990; Worthen, Sand- ...
Discussion 2 Understanding Measures of Quality Within the Field.docxfelipaser7p
Discussion 2: Understanding Measures of Quality Within the Field
As you have been learning, the field of early childhood is one of great breadth. Understanding the field requires knowledge of the rich and complex variety of early programs and services that exist in support of young children and their families, where programs are offered and to whom, the standards that shape programs, and how programs are monitored and funded. Each of these factors can affect outcomes for children and families directly and indirectly. Take time to review the multimedia piece "Five Sectors in the Early Childhood Field," paying close attention to the monitoring, funding, and quality segments, and consider what you have learned about the incredible breadth of the field as well as information on program effectiveness, standards, and monitoring as presented in your learning resources. With this in mind, consider the following:
Although the field of early childhood has long debated the use of universal standards, increasing concerns about the discrepancy of quality in and across programs has led to growing support of universal standards for teacher preparation, program administration, curriculum, assessment, and parent/family communication (Seefeldt, 2005). Consider the universal standards movement, the state of existing standards within the field, and what you have learned about quality related to early childhood education programs.
After you have considered these factors:
By Thursday of Week 1:
Post:
What you view as the existing gaps in monitoring quality standards within the field
Your perspective with regard to the benefits of universal standards
Your perspective with regard to potential challenges and/or drawbacks to implementing universal standards
Be sure to include references to and examples from the readings and multimedia presentation to support your answers
http://nieer.org/resources/policybriefs/2.pdf
_ Reading
http://www.researchconnections.org/childcare/resources/818/pdf
_ Reading
The reading will help with this discussion question
.
Running head JUVENILE DELINQUENCY POLICY .docxwlynn1
Running head: JUVENILE DELINQUENCY POLICY
JUVENILE DELINQUENCY POLICY
Juvenile Delinquency Policy
Student's Name
Institutional Affiliation
Often policies aimed at improving the situation of certain conditions in the society are formulated, passed and made ready for implementation. However, challenges face the implementation phase of the policies. There are a number of challenges that may hinder the implementation of a certain policy. These range from physical, social, economic, environmental and economic factors. this paper will seek to exploit the cost factors that affect the implementation of the juvenile delinquency policy. These fall under the economic factors of the above-named factors. These include a measure of the benefits that are to be realized upon switching to the new policy.
Training Costs.
Implementation of any policy involves capacity building of individuals who are going to disseminate the information to different part of the nation. This includes carrying out training in different places so as to ensure that the public is sensitized on the importance of this particular policy of juvenile delinquency for our case. This may include training in the institutions and also community-based training all of which will require funds for facilitation.
Incorporations Cost
The implementation of this policy will involve the provision of education to children in order to mold them to the desirable state of behavior. There will be a need of taking even the children who do not have access to education to institutions by ensuring that education is free of charge to all. To ensure these, the government of the day is obliged to sponsor these programs hence will need to source funds for the program.
Program Sustenance Cost
Once a program to support this policy is started, it important to ensure that the program is kept going on. There should be a consideration of the ways to sustain the program through the provision of necessities like learning materials among other education materials.
Administrative Costs.
These are the costs that are incurred to run the program in different places. This includes salaries for the officer responsible for overseeing the policy implementation in the different locations. This is also a great factor to put into consideration.
Ensuring The Participation of Different Groups in This Policy.
The involvement of the groups within the society is very important as it boosts this policy implementation. There are a number of ways that can be used to ensure the participation of these individual groups within society. The mass media being one of the groups can be involved through carrying out the campaigns via the media houses. The media houses can air any information that is supposed to pass across to the society. The media houses can also horst in.
Journal Article Critque: An overview of prevention and intervention programs ...LaKeisha Weber
Greenwood, P. & Turner, S. (2009). An overview of prevention and intervention programs for juvenile offenders. Victims and Offenders, 4, 365-374. Retrieved from Academic Search Complete database.
As you have been learning, the field of early childhood is one o.docxcargillfilberto
As you have been learning, the field of early childhood is one of great breadth. Understanding the field requires knowledge of the rich and complex variety of early programs and services that exist in support of young children and their families, where programs are offered and to whom, the standards that shape programs, and how programs are monitored and funded. Each of these factors can affect outcomes for children and families directly and indirectly. Take time to review the multimedia piece "Five Sectors in the Early Childhood Field," paying close attention to the monitoring, funding, and quality segments, and consider what you have learned about the incredible breadth of the field as well as information on program effectiveness, standards, and monitoring as presented in your learning resources. With this in mind, consider the following:
Although the field of early childhood has long debated the use of universal standards, increasing concerns about the discrepancy of quality in and across programs has led to growing support of universal standards for teacher preparation, program administration, curriculum, assessment, and parent/family communication (Seefeldt, 2005). Consider the universal standards movement, the state of existing standards within the field, and what you have learned about quality related to early childhood education programs.
After you have considered these factors:
By Day 4
Post:
What you view as the existing gaps in monitoring quality standards within the field
Your perspective with regard to the benefits of universal standards
Your perspective with regard to potential challenges and/or drawbacks to implementing universal standards
Be sure to include references to and examples from the readings and multimedia presentation to support your answers.
.
The Expansion of School-Community Partnershipsnoblex1
Across the country, states and communities are mobilizing to focus attention on young children and families, and many benefits could accrue from an integration of community–school efforts with early childhood initiatives. Ample evidence from research supports such integration.
Source: https://ebookscheaper.com/2021/02/10/the-expansion-of-school-community-partnerships/
This document summarizes research on strategies to reduce high turnover rates among child welfare caseworkers. It finds that annual turnover rates in the US are typically between 20-40%, which is higher than the optimal rate of 10-12%. Common themes in effective initiatives include investing in strong leadership, involving employees in decision-making, and maintaining open communication. Specific strategies discussed are developing self-care plans, employee recognition programs, peer support, casework teaming, and New Jersey's approach which reduced turnover from 14.7% to 4.3% through initiatives like a peer support hotline, field training units, and job fairs.
This report summarizes the findings from the first year of a study evaluating 14 tribes that received grants to coordinate their Tribal Temporary Assistance for Needy Families (TANF) and child welfare services programs. Key findings include:
1) Tribes implemented diverse service models and activities informed by their unique cultural practices to meet the needs of at-risk families in their communities.
2) Common services addressed family needs like violence prevention, substance abuse treatment, and parenting education. Supportive services included childcare and meeting basic needs.
3) Tribes worked with partners like family violence programs and improved coordination between programs through information sharing and cross-training staff.
4) Significant progress was made implementing system
Running head PSYCHOLOGY1PSYCHOLOGY7Programmatic pur.docxtoltonkendal
Running head: PSYCHOLOGY
1
PSYCHOLOGY
7
Programmatic purposes and outcomes
Shekima Jacob
South University
Programmatic purposes and outcomes
Select and discuss three programmatic purposes and outcomes that should be evaluated. In your discussion, provide the rationale for the purposes and outcomes selected. It will be assumed the purposes and outcomes selected were influenced by the program being evaluated.
The program that I will be discussing is human service programs. In the abiding endeavor to enhance human service programs, service providers, policy makers and funders are more and more recognizing the significance of thorough program evaluations. They want to know what the programs achieve, what they spend, and how they must be operated to attain maximum cost efficiency. They want to recognize which programs function for which groups, and they need endings based on proof, as opposed to impassioned pleas and testimonials. The purposes should state the extensive, extensive range result that maintains the mission of the program, including content information areas, performance prospects, and values anticipated of program graduates. Purposes can be stated in wider and more stirring language than outcomes that have to be measurable and specific. Outcome is the reason nonprofit organizations struggle to build capacity and deliver programs. Measurement of outcomes is the systematic way of assessing the extent to which a program has attained its intended results.
The programmatic purposes and outcomes that should be evaluated include:
Programmatic purposes
· To monitor functions for the Health and Human Services department.
Without departments, the purpose or goals of human services would be very hard to fulfill. Human services is a very large sector that entails a wide range of skills, knowledge and disciplines focused on enhancing the well being of human both collectively and individually. Just like there are a lot of sectors in human services, so too there are a huge variety of functions of the human service programs that need to be evaluated so as to accomplish the purpose of the program (Connell, Kubisch, Schorr & Weiss, 1995). One of the programmatic purposes of human service programs is to monitor functions for the Health and Human Services department. Any department or even sector requires frequent checks to make sure that it is functioning well and according to the purpose. This purpose is very crucial in the execution of the human service program goals. It needs to be evaluated to make sure that the functions of the health and human service department are in line with the programmatic purposes of the program.
· Assessing internal control over compliance requirements to provide reasonable assurance.
The compliance requirements are very crucial in every program as they make sure that the program is in line with its goals and makes sure it works towards achieving its stipulated outcomes. This purpose needs to be evaluated to m ...
Discussion 2 Understanding Measures of Quality Within the Field.docxfelipaser7p
Discussion 2: Understanding Measures of Quality Within the Field
As you have been learning, the field of early childhood is one of great breadth. Understanding the field requires knowledge of the rich and complex variety of early programs and services that exist in support of young children and their families, where programs are offered and to whom, the standards that shape programs, and how programs are monitored and funded. Each of these factors can affect outcomes for children and families directly and indirectly. Take time to review the multimedia piece "Five Sectors in the Early Childhood Field," paying close attention to the monitoring, funding, and quality segments, and consider what you have learned about the incredible breadth of the field as well as information on program effectiveness, standards, and monitoring as presented in your learning resources. With this in mind, consider the following:
Although the field of early childhood has long debated the use of universal standards, increasing concerns about the discrepancy of quality in and across programs has led to growing support of universal standards for teacher preparation, program administration, curriculum, assessment, and parent/family communication (Seefeldt, 2005). Consider the universal standards movement, the state of existing standards within the field, and what you have learned about quality related to early childhood education programs.
After you have considered these factors:
By Thursday of Week 1:
Post:
What you view as the existing gaps in monitoring quality standards within the field
Your perspective with regard to the benefits of universal standards
Your perspective with regard to potential challenges and/or drawbacks to implementing universal standards
Be sure to include references to and examples from the readings and multimedia presentation to support your answers
http://nieer.org/resources/policybriefs/2.pdf
_ Reading
http://www.researchconnections.org/childcare/resources/818/pdf
_ Reading
The reading will help with this discussion question
.
Running head JUVENILE DELINQUENCY POLICY .docxwlynn1
Running head: JUVENILE DELINQUENCY POLICY
JUVENILE DELINQUENCY POLICY
Juvenile Delinquency Policy
Student's Name
Institutional Affiliation
Often policies aimed at improving the situation of certain conditions in the society are formulated, passed and made ready for implementation. However, challenges face the implementation phase of the policies. There are a number of challenges that may hinder the implementation of a certain policy. These range from physical, social, economic, environmental and economic factors. this paper will seek to exploit the cost factors that affect the implementation of the juvenile delinquency policy. These fall under the economic factors of the above-named factors. These include a measure of the benefits that are to be realized upon switching to the new policy.
Training Costs.
Implementation of any policy involves capacity building of individuals who are going to disseminate the information to different part of the nation. This includes carrying out training in different places so as to ensure that the public is sensitized on the importance of this particular policy of juvenile delinquency for our case. This may include training in the institutions and also community-based training all of which will require funds for facilitation.
Incorporations Cost
The implementation of this policy will involve the provision of education to children in order to mold them to the desirable state of behavior. There will be a need of taking even the children who do not have access to education to institutions by ensuring that education is free of charge to all. To ensure these, the government of the day is obliged to sponsor these programs hence will need to source funds for the program.
Program Sustenance Cost
Once a program to support this policy is started, it important to ensure that the program is kept going on. There should be a consideration of the ways to sustain the program through the provision of necessities like learning materials among other education materials.
Administrative Costs.
These are the costs that are incurred to run the program in different places. This includes salaries for the officer responsible for overseeing the policy implementation in the different locations. This is also a great factor to put into consideration.
Ensuring The Participation of Different Groups in This Policy.
The involvement of the groups within the society is very important as it boosts this policy implementation. There are a number of ways that can be used to ensure the participation of these individual groups within society. The mass media being one of the groups can be involved through carrying out the campaigns via the media houses. The media houses can air any information that is supposed to pass across to the society. The media houses can also horst in.
Journal Article Critque: An overview of prevention and intervention programs ...LaKeisha Weber
Greenwood, P. & Turner, S. (2009). An overview of prevention and intervention programs for juvenile offenders. Victims and Offenders, 4, 365-374. Retrieved from Academic Search Complete database.
As you have been learning, the field of early childhood is one o.docxcargillfilberto
As you have been learning, the field of early childhood is one of great breadth. Understanding the field requires knowledge of the rich and complex variety of early programs and services that exist in support of young children and their families, where programs are offered and to whom, the standards that shape programs, and how programs are monitored and funded. Each of these factors can affect outcomes for children and families directly and indirectly. Take time to review the multimedia piece "Five Sectors in the Early Childhood Field," paying close attention to the monitoring, funding, and quality segments, and consider what you have learned about the incredible breadth of the field as well as information on program effectiveness, standards, and monitoring as presented in your learning resources. With this in mind, consider the following:
Although the field of early childhood has long debated the use of universal standards, increasing concerns about the discrepancy of quality in and across programs has led to growing support of universal standards for teacher preparation, program administration, curriculum, assessment, and parent/family communication (Seefeldt, 2005). Consider the universal standards movement, the state of existing standards within the field, and what you have learned about quality related to early childhood education programs.
After you have considered these factors:
By Day 4
Post:
What you view as the existing gaps in monitoring quality standards within the field
Your perspective with regard to the benefits of universal standards
Your perspective with regard to potential challenges and/or drawbacks to implementing universal standards
Be sure to include references to and examples from the readings and multimedia presentation to support your answers.
.
The Expansion of School-Community Partnershipsnoblex1
Across the country, states and communities are mobilizing to focus attention on young children and families, and many benefits could accrue from an integration of community–school efforts with early childhood initiatives. Ample evidence from research supports such integration.
Source: https://ebookscheaper.com/2021/02/10/the-expansion-of-school-community-partnerships/
This document summarizes research on strategies to reduce high turnover rates among child welfare caseworkers. It finds that annual turnover rates in the US are typically between 20-40%, which is higher than the optimal rate of 10-12%. Common themes in effective initiatives include investing in strong leadership, involving employees in decision-making, and maintaining open communication. Specific strategies discussed are developing self-care plans, employee recognition programs, peer support, casework teaming, and New Jersey's approach which reduced turnover from 14.7% to 4.3% through initiatives like a peer support hotline, field training units, and job fairs.
This report summarizes the findings from the first year of a study evaluating 14 tribes that received grants to coordinate their Tribal Temporary Assistance for Needy Families (TANF) and child welfare services programs. Key findings include:
1) Tribes implemented diverse service models and activities informed by their unique cultural practices to meet the needs of at-risk families in their communities.
2) Common services addressed family needs like violence prevention, substance abuse treatment, and parenting education. Supportive services included childcare and meeting basic needs.
3) Tribes worked with partners like family violence programs and improved coordination between programs through information sharing and cross-training staff.
4) Significant progress was made implementing system
Running head PSYCHOLOGY1PSYCHOLOGY7Programmatic pur.docxtoltonkendal
Running head: PSYCHOLOGY
1
PSYCHOLOGY
7
Programmatic purposes and outcomes
Shekima Jacob
South University
Programmatic purposes and outcomes
Select and discuss three programmatic purposes and outcomes that should be evaluated. In your discussion, provide the rationale for the purposes and outcomes selected. It will be assumed the purposes and outcomes selected were influenced by the program being evaluated.
The program that I will be discussing is human service programs. In the abiding endeavor to enhance human service programs, service providers, policy makers and funders are more and more recognizing the significance of thorough program evaluations. They want to know what the programs achieve, what they spend, and how they must be operated to attain maximum cost efficiency. They want to recognize which programs function for which groups, and they need endings based on proof, as opposed to impassioned pleas and testimonials. The purposes should state the extensive, extensive range result that maintains the mission of the program, including content information areas, performance prospects, and values anticipated of program graduates. Purposes can be stated in wider and more stirring language than outcomes that have to be measurable and specific. Outcome is the reason nonprofit organizations struggle to build capacity and deliver programs. Measurement of outcomes is the systematic way of assessing the extent to which a program has attained its intended results.
The programmatic purposes and outcomes that should be evaluated include:
Programmatic purposes
· To monitor functions for the Health and Human Services department.
Without departments, the purpose or goals of human services would be very hard to fulfill. Human services is a very large sector that entails a wide range of skills, knowledge and disciplines focused on enhancing the well being of human both collectively and individually. Just like there are a lot of sectors in human services, so too there are a huge variety of functions of the human service programs that need to be evaluated so as to accomplish the purpose of the program (Connell, Kubisch, Schorr & Weiss, 1995). One of the programmatic purposes of human service programs is to monitor functions for the Health and Human Services department. Any department or even sector requires frequent checks to make sure that it is functioning well and according to the purpose. This purpose is very crucial in the execution of the human service program goals. It needs to be evaluated to make sure that the functions of the health and human service department are in line with the programmatic purposes of the program.
· Assessing internal control over compliance requirements to provide reasonable assurance.
The compliance requirements are very crucial in every program as they make sure that the program is in line with its goals and makes sure it works towards achieving its stipulated outcomes. This purpose needs to be evaluated to m ...
Evidence-based intervention and services for high-riskyouthBetseyCalderon89
Evidence-based intervention and services for high-risk
youth: a North American perspective on the challenges of
integration for policy, practice and research
James K. Whittaker
Charles O. Cressey Endowed Professor Emeritus, School of Social Work, University of Washington, Seattle,
Washington, USA
A B S T R AC T
This paper explores the cross-national challenges of integrating
evidence-based interventions into existing services for high-resource-
using children and youth. Using several North American model
programme exemplars that have demonstrated efficacy, the paper
explores multiple challenges confronting policy-makers, evaluation
researchers and practitioners who seek to enhance outcomes for
troubled children and youth and improve overall service effective-
ness. The paper concludes with practical implications for youth and
family professionals, researchers, service agencies and policy–makers,
with particular emphasis on possibilities for cross-national
collaboration.
Correspondence:
James K. Whittaker,
School of Social Work,
University of Washington,
4101 Fifteenth Avenue NE,
Seattle, WA 98105-6299,
USA
E-mail: [email protected]
Keywords: children in need (services
for), evidence-based practice,
research in practice, therapeutic
social work
Accepted for publication: January
2009
I N T R O D U C T I O N
Across many national boundaries and within multiple
service contexts – juvenile justice, child mental and
child welfare – there is a growing concern about a
proportionately small number of multiply challenged
children and youth who consume a disproportionate
share of service resources, professional time and public
attention. While accurate, empirically validated popu-
lation estimates and descriptions remain elusive. The
consensus of many international youth and family
researchers, including those reported by McAuley
and Davis (2009) (UK), Pecora et al. (2009a) (US)
and Egelund and Lausten (2009) (Denmark) in this
present volume seems to be that some combination of
externalizing, ‘acting-out’ behaviour, problems with
substance abuse, identified and often untreated mental
health problems, experience with trauma and challeng-
ing familial and neighbourhood factors are often, and
in various combinations, manifest in the population of
children and youth most challenging to serve. Many of
these find their way into intensive out-of-home care
services, and Thoburn (2007) provides a useful
window into the out-of-home care status of children in
14 countries and offers useful observations on
improvements in collecting administrative data for
child and family services to inform both policy and
practice. Others call for a critical re-examination of the
present status of ‘placement’ as a central fulcrum
in child and family services policy and practice
(Whittaker & Maluccio 2002).
A sense of urgency is conveyed by the fact that
many child and youth clients of ‘deep-end’, restrictive
(out-of-home) services disproportionately represent
underserved ...
The document provides an introduction to a research report that compares perspectives and measures of quality in early years education and care. It discusses three approaches to measuring quality that are examined in the research: Ofsted inspection reports, the Environment Rating Scales (ECERS and ITERS), and quality assurance schemes. The introduction outlines the background context on the importance of quality early years provision. It defines different stakeholders involved in improving quality, including parents, local authorities, early years providers, and central government. It then presents the research questions focusing on stakeholder perspectives of quality and the associations between the different quality measures. The structure of the report is outlined across seven chapters, with the remainder providing context on approaches to measuring quality, the research methodology,
This document provides a toolkit for organizing a Petals & Pearls program to address the issue of adolescent pregnancy. The program is designed to involve mothers and daughters through activities focused on youth development, family involvement, and cultural relevance. The toolkit outlines the problem of adolescent pregnancy in the US and Tennessee, best practices for prevention programs, and steps for conducting a Petals & Pearls event, including forming a planning committee to oversee implementation.
Approaches To Working With Children And Families A Review Of The Evidence Fo...Ashley Carter
This document provides a review of various approaches to working with children and families in children's services and social care contexts. It summarizes key theories and models including psychosocial theories, psychodynamic theories, attachment theory, cognitive behavioral approaches, systemic theories, social democratic theory, and social pedagogy. For each approach, it discusses the supporting evidence and limitations. The overall conclusion is that while certain approaches and principles show promise, there is limited evidence to support any single wholesale approach over others for working with children and families in local authorities. Adopting elements from different approaches may be most effective.
2o C Parte 3 Primary Prevention Mental Health Programsc.meza
The document discusses several topics related to primary prevention mental health programs including methodology, outcomes, prevention in other areas, issues with study inclusion and classification, ecological impact, parent programs, and cost analyses. Key points include that collectively studies have examined large samples and focused on outcomes like antisocial behavior, aggression, and risk status. Prevention research tends to be categorized which limits learning across fields, and some non-mental health focused programs have achieved positive mental health outcomes. Involving parents in programs remains a challenge with low attendance rates. Cost analyses have shown some prevention programs can return $8-45 for every dollar spent but support depends on multiple factors beyond cost savings.
This document discusses evaluation practices and challenges in violence prevention. It provides examples of evaluations conducted on child sexual abuse prevention programs in Massachusetts and shaken baby syndrome prevention programs. It also discusses using evaluation to promote sustainability, dissemination, and teaching evaluation practices to social workers. Key challenges discussed include understanding stakeholder culture and complexity in real-world settings.
SOCW 6311 wk 8 peer responses Respond to at least two collea.docxsamuel699872
SOCW 6311 wk 8 peer responses
Respond to at least two colleagues by doing all of the following:
Name first and references after every person
Indicate strengths of their needs assessment plan that will enable the needs assessments to yield support for the program that they want to develop.
Offer suggestions to improve the needs assessment plan in areas such as:
Defining the extent and scope of the need
Obtaining important information about the target population
Identifying issues that might affect the target population’s ability to access the program or services
Instructor wants lay out like this:
Respond to at least two colleagues ( 2 peers posts are provided) by doing all of the following:
Identify strengths of your colleagues’ analyses and areas in which the analyses could be improved.
Your response
Address his or her evaluation of the efficacy and applicability of the evidence-based practice,
Your response
[Evaluate] his or her identification of factors that could support or hinder the implementation of the evidence-based practice,
Your response
And [evaluate] his or her solution for mitigating those factors.
Your response
Offer additional insight to your colleagues by either identifying additional factors that may support or limit implementation of the evidence-based practice or an alternative solution for mitigating one of the limitations that your colleagues identified.
Your response
References
Your response
Peer 1: McKenna Bull
RE: Discussion - Week 8
COLLAPSE
Top of Form
Needs assessments are a form of research conducted to gather information about the needs of a population or a group in a community (Tutty & Rothery, 2010, p. 149). One purpose of a needs assessment is to explore in more depth whether a new program within an organization or agency is needed (Dudley, 2014, p. 117). Key questions of this type of needs assessment may revolve around: (1) whether there are enough prospective clients to warrant this type of program, (2) the different activities or programs that the respondents would be interested in using, priorities for some activities over others, (3) importance of the activities, and (4) times in which this program would be desired and used (Dudley, 2014, p. 117). Potential barriers for the implementation of a new program should also be assessed to ensure the best possible outcome. Some barriers to services could include factors such as: location, costs, potential need for fees, and possible psychological issues related to such things. The following is an assessment of an intensive outpatient program for youth, and a potential need that is currently being unmet.
Post a needs assessment plan for a potential program of your choice that meets a currently unmet need. Describe the unmet need and how current information supports your position that a needs assessment is warranted.
The intensive outpatient program (IOP) at Provo Canyon Behavioral H.
Running head FUNDAMENTAL ASSESSMENT CHILD WELFARE UNIVERSAL ORGAN.docxwlynn1
Running head: FUNDAMENTAL ASSESSMENT CHILD WELFARE UNIVERSAL ORGANIZATION
Capstone Project Part I
Alexis Lowe
Professor Marnie Carroll
HUMN 6660: Social Change, Leadership, and Advocacy for Human Service Professionals
Walden University
June 16, 2019
Part 1
The Core Values of the Universal Child Care Organization
The universal child welfare value is the intervening ethical end aimed by the entire characteristics of the child welfare part of the practice. Also, it is a source integration of general basic values of social work because, for children, liberty comprises of the likelihood to grow as well as build up without harm as well as exploitation. The justice of children includes right to basic needs along with nurturance. Moreover, a child does not request to be produced, therefore it is children birthright. Additionally, these privileges are present for the reason that children, similar to adults, are also human beings having intrinsic as well as irreducible value. As a final point, if we do possess some selfless obligation to fellow individuals, it is particularly likely for children because we are the ones who create them to be, reliant on us, they are weak, as well as they lack power and influence.
Another important core value of the universal child welfare organization is known as transparency. through the Universal Child Welfare Organization is allowing the character of human service professionals to walk before them, and use their heart to speak boldly, clearly and with confidence on the societal issue of child welfare. Each year, more than thirty billion dollars is spent on a federal, state and local level in order to stimulate the well-being of vulnerable children and their families. However, with the core value of transparency involved in this nonprofit organization, we are able to promote ongoing quality improvement in child welfare. Even with the core value of transparency, there comes some sort of accountability within the child protection system; as the more we increase transparency in our child protection system the more aware the public is about what is taking place in a day-to-day child protection work, the less likely issues within the system will be overlooked until yet another tragedy takes place.
To contribute to the well-being of the people, groups, families, and global communities, the child welfare agency has formed numerous policy and norms to direct practiced activity, for instance, the application of change theory which will be applied by altering the performance of foster care as well as policies employed to foster care along with the community’s opinion of foster children. Also, it shall start with providing the problems to be transformed to the related parties as well as influencing them to create a way for a change in the manner foster children are treated.
What is its mission?
The mission of the Child welfare is to protect, promote, and improve the protection, wellbeing as well as the healt.
6.1 Theoretical Models and ResearchThe traditional parent involv.docxalinainglis
6.1 Theoretical Models and Research
The traditional parent involvement model for early care and education programs was a professionally driven parent-education model, with educators using parents to improve the child's home environment and to implement what educators believed to be good educational and parenting practices. This model was based on the belief that educational and human service professionals knew what was best for the child and family, based on their education and expertise. The parent component of an early care and education program was designed to teach parents good education-related practices and to improve the home environment as a place to develop good behaviors and optimal learning. This practice of parent involvement was also the accepted approach used by professionals working with families of children with developmental delays (Gargiulo & Kilgo, 2005).
To inform our understanding of effective partnerships between programs and families, it is important to examine approaches that have been shown to work. To do so, current research findings on effective family-program partnerships must be explored. Unfortunately, however, research in effective ways to enhance family-program partnerships is quite limited, particularly in early childhood programs.
There are many reasons why there is so little research in this area. Because there is a variety of ways to involve parents in the care and education of their children in a program, there is no agreed-upon definition or measurement of effective parent involvement. For example, are we looking at parents volunteering in the program, supporting their children at home, or effective communication between the home and program (Hill & Taylor, 2004)? Further, we do not know how one kind of involvement may positively influence another and thus have a multiplying, additive effect on children's development and learning. For example, how might parent involvement in the early childhood center increase the quality of parenting skills practiced in the home?
There is also a lack of agreement regarding who should be the subject of the research. Who should be questioned and given surveys when studying parent involvement: parents, teachers, or administrators? This dilemma is compounded by several factors, including research that indicates teachers tend to evaluate the involvement of African-American and low-income parents more negatively than that of European and higher-income parents (Epstein & Dauber, 1991). Finally, the research available has been conducted largely in elementary schools and not early childhood programs. As presented later in this chapter, this is also a dilemma when examining the various family-program partnership models. From a research perspective, the more different an early care or education program is from a traditional public elementary school, the less valid are these elementary school-based results for family-program collaboration in early care and education settings (Hil.
Assignment Content1. Top of FormProfessional dispositions ha.docxbraycarissa250
Assignment Content
1.
Top of Form
Professional dispositions have been defined as the “values, commitments, and professional ethics that influence behavior toward candidates, families, colleagues and communities and affect candidate learning, motivation and development as well as the educator’s own professional growth” (NCATE, 2000).
Dispositions can also be described as attitudes and beliefs about counseling, as well as professional conduct and behavior. Not all dispositions can be directly assessed, but aspects of professional behavior are assessed during classes and field experiences in counseling settings.
Review the Master of Science in Counseling Professional Dispositions.
To prepare for professional dispositions assessments in this program, write a 700 word paper in which you:
· Reflect on your personal strengths in connection to the dispositions. Support your ideas with examples.
· Identify areas for personal growth in connection to the dispositions. Support your ideas with examples.
· Outline an action plan for developing the identified areas for personal growth.
· Describe why it is important to adhere to the dispositions. How do they support professionalism in counseling? How do they make a counselor effective?
Format your assignment according to course-level APA guidelines.
Bottom of Form
The title for this Special Section is Developmental Research and Translational
Science: Evidence-Based Interventions for At-Risk Youth and Families, edited by
Suniya S. Luthar and Nancy Eisenberg
Processes of Early Childhood Interventions to Adult Well-Being
Arthur J. Reynolds, Suh-Ruu Ou, Christina F. Mondi, and Momoko Hayakawa
University of Minnesota
This article describes the contributions of cognitive–scholastic advantage, family support behavior, and school
quality and support as processes through which early childhood interventions promote well-being. Evidence
in support of these processes is from longitudinal cohort studies of the Child–Parent Centers and other pre-
ventive interventions beginning by age 4. Relatively large effects of participation have been documented for
school readiness skills at age 5, parent involvement, K-12 achievement, remedial education, educational attain-
ment, and crime prevention. The three processes account for up to half of the program impacts on well-being.
They also help to explain the positive economic returns of many effective programs. The generalizability of
these processes is supported by a sizable knowledge base, including a scale up of the Child–Parent Centers.
Growing evidence that early childhood experiences
can improve adult well-being and reduce educa-
tional disparities has increased attention to preven-
tion (Braveman & Gottlieb, 2014; Power, Kuh, &
Morton, 2013). Early disparities between high- and
low-income groups are evident in school readiness
skills, which increase substantially over time in
rates of achievement proficiency, delinquency, and
educational attainment (Braveman ...
Running Head FEDERAL EDUCATION PROPOSAL1FEDERAL EDUCATION.docxcharisellington63520
Running Head: FEDERAL EDUCATION PROPOSAL
1
FEDERAL EDUCATION PROPOSAL
10
Federal Education Proposal
Cornelius Kealoha
Ashford University
Capstone Final: Federal Education Proposal: Early Childhood Education
Introduction
In the United States of America the demand for early childhood education and care programs continue to increase due to two reasons; high demand for out of home care for child and due to recognition that educational experience is very important during the early ages of development in a child (Blenkin, 2012). Research has indicated that high quality and appropriate early childhood set of programs lead to both short and long term positive impact on the child’s social and cognitive development. But with this understanding in mind, we see a program that is ill informed and with policies that are insufficient being imparted into the lives of the children. The programs that are existent in most cases have relied upon approaches that fragmented, and piecemeal to the complex matters that face children and their families at this early stage in their lives. Effective policies have not been frequently been funded at the most appropriate level in order to provide support to the families and the children (Gullo, 2014).
It is my belief that currently United States is at crossroads, and it is important that we must be able to come up with an integrated system of early childhood care and education which is made up of comprehensive approaches which directly brings together families and communities in the design, evaluation and implementation. It is important to invest in a child at an early age and be able to rip benefits that involve cost saving in the future. If we fail to make this investment on early child education, it means that we will be facing an uncertain future as America that will be at risk of increased delinquency, lowered levels of productivity, lower adults ready to be productive and less economic development (Blenkin, 2012).
Background of this paper
After suggesting above that the early education system in the United States might be lacking in one or two areas, one area in which I find the system to have a big problem is in formative assessment. It is important that we should understand that there is a relationship which exists between assessment in early childhood education and teaching and learning (Gullo, 2014).
i. Purpose
This is a paper that is created to make a review of issues in early childhood education and make proposal when it comes to formative assessment. The findings of this paper is intended to better the early childhood education in United States since it will be used in support of the development framework for the early education and learning (Gullo, 2014). This is a paper that is created in order to answer questions that are related to formative assessment in early childhood education.
ii. Curriculum relation to assessment
Features of curriculum such as degree of formality and informality cannot be s.
This document outlines strategies for engaging parents in mentoring and afterschool programs. It discusses defining parent engagement, challenges to engagement, and best practices supported by research. Effective approaches involve parents as partners through collaboration, engage and serve families by addressing their needs, and incorporate parents in meaningful ways while respecting their roles and strengths. The document provides discussion topics, scenarios, and resources for programs to improve engagement practices.
2009 Quality Costs (Mike Brewer, Kate Goddard, Sandra Gruescu, Maxine Hill, Emma Knight, Jonathan Rallings) Funded by the Nuffield Foundation, this research looked at the costs and options for improving the quality of childcare in Britain.
2012 Improving Quality in the Early Years (Sandra Mathers, Rosanna Singler and Arjette Karemaker)
This research, undertaken in partnership with the University of Oxford, looks at how different groups – parents, Ofsted and early years providers – understand quality. It was funded by the Nuffield Foundation.
Running head LOGIC MODELLOGIC MODEL 2Logic modelStu.docxwlynn1
Running head: LOGIC MODEL
LOGIC MODEL
2
Logic model
Student’s name
University affiliation
Date
References
Blue-Howells, J., McGuire, J., & Nakashima, J. (2008). Co-location of health care services for homeless veterans: a case study of innovation in program implementation. Social work in health care, 47(3), 219-231.
Output
Integrating patient care
Communication and collaboration between workers hence resulting to communities of practicing clinicians
Attracting new patients to GLA
Funding a two-year pilot grant
Effective process for psychiatric screening for homeless patients
Outcomes
Homeless project were integrated
The issues of homeless veterans were addressed due to institutional barriers
There was creation of coalition and linking the project to legitimate VA-wide goals
Good sustained program maintenance, process evaluation and encouraging development of communities.
Activities
Building a coalition of decision makers
Introduction of a new integrated program
Inputs
The decision to implement
Initial implementation
Sustained maintenance
Termination or transformation
Running head: PROGRAM EVALUATION 1
PROGRAM EVALUATION 2
Program Evaluation
Institutional Affiliation
Insert the student’s name
Instructor’s name
Course
Date
Introduction
Evaluation of the program is usually done to in order to determine the quality of the program, how effective the program is and how the program is performing. This can help to know if the program is making a significant difference among the targeted people. It can also assist to know if the program is functioning or not. This paper therefore seeks to evaluate the program which is assisting the homeless people within the community.
The two program evaluation questions are: what is the reach of the program? And what has been the impact of the program on the homeless people? The answers to these questions would elicit both qualitative and quantitative results. Therefore, the program evaluation will require both quantitative and qualitative data collection plan. This is because the use of mixed-method approach is convenient since the results and findings would be reliable (Creswell, 2017). After identifying the evaluation program questions, the next step will be to come up with plan of evaluating a program. The plan should consist of methods of collecting data, evidences, the person responsible and the duration.
Program Evaluation Question
Evidence
Methods and sources of collecting data
Person in charge
Duration
1. What is the reach of the program?
Number of building materials distributed
Records of the program
Robert
One month
2. What has been the impact of the program on the homeless people?
Number of people resettled
Number of people not yet re.
Respond to this classmates like in the other posts you have done.docxinfantkimber
Respond to this classmates like in the other posts you have done
Carolina
1
Based on the needs assessment of the Carilion Clinic, they immediately began to work on investments such as new accessible health service buildings in different areas of the region and community. This was done by collaborating with a variety of organizations, such as the United Way of Roanoke Valley. For instance, New Horizons Dental Clinic was created based on the data presented by the community needs assessment demonstrating the great need for accessible dental care. Nancy Agee, President and CEO of Carilion Clinic states in the video that collaborating with many different organizations is critical in order to “look at the whole diversity of our region and strengthen relationships so we’re not replicating efforts, but rather we’re complementing and strengthening our efforts to improve health” (2015). I believe the needs assessment allowed them to specifically pinpoint what their community needed, and this allowed them to truly help the community directly. I would recommend the clinic to continue to utilize surveys and the needs assessment to focus on the community itself. This is because the alternative data sources available on a national and state level is not sufficient. The more Carilion Clinic interacts with the community directly, the more beneficial it will be for communities across the region, as well as themselves.
2
Needs assessment, program planning and evaluation are all integrated. For instance, as the book states “the evaluation of a program begins with its needs assessment. Data collected during a needs assessment can often serve as part of the baseline or “pretest” data needed for impact and outcome evaluations” (
Hodges & Videto, 2011, p.4). In other words, in order to for program planning to be successful, it is critical a needs assessment is done and followed by an evaluation of the needs assessment.
3
MAPP, as stated in the text, begins with the development of partnerships and identifying the participants for the needs assessment (Hodges & Videto, 2011, p.10). MAPP was used by Carilion Clinic though the use of their collaboration with other organizations, non-profits, health agencies, and the government. This strengthened the Carilion clinic’s goal as it provided more resources to accomplish the shared vision of improving the communities’ quality of life and delivery of care. APEXPH was used through its three parts throughout Carilion Clinic’s process. The first part, which as mentioned in the book is the self-assessment, was illustrated in the beginning of the video when Nancy, President and CEO, states the issues and goals at hand. The second part, the community process, is demonstrated with the community health needs assessment committee. This is the part where the program objective is derived from. The third part, concluding the cycle, is seen in the example of the New Horizon’s Dental Clinic, where Carilion’s decision based on the ne ...
first responseForum 5 - Evaluations - Joslyn Hamby-KingJoslyn.docxzollyjenkins
first response:
Forum 5 - Evaluations - Joslyn Hamby-King
Joslyn Hamby-King
(Aug 30, 2016 11:47 AM)
- Read by: 6
Reply
Last Edited By Joslyn Hamby-King on Aug 30, 2016 11:50 AM
Good Morning, Professor Nissa and Fellow Classmates:
The three basic types of evaluation in Family Life Education is the assessing needs and assets evaluation which is the most important stage of the evaluation because involves identifying a plan as to what will be needed in order to reach the goal or program to be set in place after the evaluation is completed. The evaluation is a process vice an event; the formative evaluation generates information with the purpose to plan, monitor, and improve programs which is also referred to as process evaluations. Formative evaluations describe a program and provide feedback as to how the program is working by using surveys midway through the program in order to view if the program is working and to identify if the information needs to be retaught or reinforced and the summative evaluation sometimes referred to as the outcome evaluation which is viewing the end result of a program such as how is the program working; are the goals being met and if not determining if the program should be expanded, copied or removed. (Darling, Cassidy, & Powell, 2014, pp. 155-156). Basically establishing a programs worth by focusing on the outcome.
The formative assessment goal is to gather feedback that can be used by the family life educator as a guide improvements in the ongoing teaching and learning context. Summative assessment is to measure the level of success that has been obtained after improvements have been identified and used. (Author unknown, 2016).
The program I will use as an example would be marriage enrichment program. The program will meet twice a month, biweekly for 2 hours, and for one year. Initially using the needs and assets assessing evaluation I would complete a mini study on who my target audience would be (how many married couples are in the area – identify my target audience), what resources are available such as are there churches offering martial counseling or retreats that perhaps I could partner with or expand on what is being done already also ensuring if there is a need for this program and will the community support this program.
Once the program is established I would introduce the formative evaluation stage by submitting surveys for the participants’ midway through the program to ensure there aren’t any problems that may hinder the participants’ participation in the program such as work hours or babysitting issues, material to vague, material to overwhelming, or class too condensed to cover the amount of material submitted. The main goal being that everyone leaves the program with a better understanding on how to have a successful marriage.
The summative evaluation will be the participants completing an interview to determine if the information provided to them will assist them in their marriage relation.
Implementing Strengthening Families Leadership Team Discussionk.stepleton
The document discusses the Strengthening Families initiative, which aims to promote optimal child development and prevent child abuse. It does this through a framework focused on building protective factors in families and communities, rather than targeting individual risks. The initiative started in early childhood programs but has expanded to other fields. Research identified factors reducing abuse and how programs build these. Pilot programs showed how policy and practice must change to implement the model statewide through partnerships. Now many states and organizations support the approach through leadership teams coordinating efforts across early childhood and social services.
Developmental Psychology And National Occupational StandardsRikki Wright
A school can communicate its ethos, mission, and values through its prospectus, website, open days,
and daily interactions. The prospectus and website clearly outline the school's vision and principles
in an accessible way. Open days allow the school to demonstrate its culture in practice. On a daily
basis, living out the values through curriculum, extracurricular activities, and relationships builds
understanding within the school community.
- There is a need for a more collaborative business model between EPE and programs to better integrate epidemiology, evaluation and programmatic expertise from the beginning of planning through implementation and evaluation.
- An ideal model would have epidemiologists, evaluators and program staff working more as horizontal partners at each stage of the public health process.
- This could involve co-locating staff when possible, as well as better aligning goals and communication across divisions.
- Developing joint logic models and sharing data more openly were discussed as ways to break down barriers between groups and improve multi-disciplinary work.
1. Discuss the organization and the family role in every one of the.docxcroysierkathey
1. Discuss the organization and the family role in every one of the heritages mentioned about and how they affect (positively or negatively) the delivery of health care.
2. Identify sociocultural variables within the Irish, Italian and Puerto Rican heritage and mention some examples.
References must be no older than 5 years. A minimum of 700 words is required.
.
1. Compare and contrast DEmilios Capitalism and Gay Identity .docxcroysierkathey
1. Compare and contrast D'Emilio's
Capitalism and Gay Identity
with the
From Mary to Modern Woman
reading. What patterns do you see that are similar to the modern American society? What can be said about global notions of gender in the modern age? Feel free to invoke Foucault.
2. How is the writer's experience important in the story being told in
Middlesex
? Describe your reaction to the reading and invoke some of the concepts discussed in the
Queer Theory
reading to try to make sense of sexuality when it does not match your own conventions. Compare both readings, but go deeper to explore your own stereotypes and socialization.
**PLEASE READ THE READINGS IN ODER TO DO THIS ASSIGNMENT.
.
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Evidence-based intervention and services for high-riskyouthBetseyCalderon89
Evidence-based intervention and services for high-risk
youth: a North American perspective on the challenges of
integration for policy, practice and research
James K. Whittaker
Charles O. Cressey Endowed Professor Emeritus, School of Social Work, University of Washington, Seattle,
Washington, USA
A B S T R AC T
This paper explores the cross-national challenges of integrating
evidence-based interventions into existing services for high-resource-
using children and youth. Using several North American model
programme exemplars that have demonstrated efficacy, the paper
explores multiple challenges confronting policy-makers, evaluation
researchers and practitioners who seek to enhance outcomes for
troubled children and youth and improve overall service effective-
ness. The paper concludes with practical implications for youth and
family professionals, researchers, service agencies and policy–makers,
with particular emphasis on possibilities for cross-national
collaboration.
Correspondence:
James K. Whittaker,
School of Social Work,
University of Washington,
4101 Fifteenth Avenue NE,
Seattle, WA 98105-6299,
USA
E-mail: [email protected]
Keywords: children in need (services
for), evidence-based practice,
research in practice, therapeutic
social work
Accepted for publication: January
2009
I N T R O D U C T I O N
Across many national boundaries and within multiple
service contexts – juvenile justice, child mental and
child welfare – there is a growing concern about a
proportionately small number of multiply challenged
children and youth who consume a disproportionate
share of service resources, professional time and public
attention. While accurate, empirically validated popu-
lation estimates and descriptions remain elusive. The
consensus of many international youth and family
researchers, including those reported by McAuley
and Davis (2009) (UK), Pecora et al. (2009a) (US)
and Egelund and Lausten (2009) (Denmark) in this
present volume seems to be that some combination of
externalizing, ‘acting-out’ behaviour, problems with
substance abuse, identified and often untreated mental
health problems, experience with trauma and challeng-
ing familial and neighbourhood factors are often, and
in various combinations, manifest in the population of
children and youth most challenging to serve. Many of
these find their way into intensive out-of-home care
services, and Thoburn (2007) provides a useful
window into the out-of-home care status of children in
14 countries and offers useful observations on
improvements in collecting administrative data for
child and family services to inform both policy and
practice. Others call for a critical re-examination of the
present status of ‘placement’ as a central fulcrum
in child and family services policy and practice
(Whittaker & Maluccio 2002).
A sense of urgency is conveyed by the fact that
many child and youth clients of ‘deep-end’, restrictive
(out-of-home) services disproportionately represent
underserved ...
The document provides an introduction to a research report that compares perspectives and measures of quality in early years education and care. It discusses three approaches to measuring quality that are examined in the research: Ofsted inspection reports, the Environment Rating Scales (ECERS and ITERS), and quality assurance schemes. The introduction outlines the background context on the importance of quality early years provision. It defines different stakeholders involved in improving quality, including parents, local authorities, early years providers, and central government. It then presents the research questions focusing on stakeholder perspectives of quality and the associations between the different quality measures. The structure of the report is outlined across seven chapters, with the remainder providing context on approaches to measuring quality, the research methodology,
This document provides a toolkit for organizing a Petals & Pearls program to address the issue of adolescent pregnancy. The program is designed to involve mothers and daughters through activities focused on youth development, family involvement, and cultural relevance. The toolkit outlines the problem of adolescent pregnancy in the US and Tennessee, best practices for prevention programs, and steps for conducting a Petals & Pearls event, including forming a planning committee to oversee implementation.
Approaches To Working With Children And Families A Review Of The Evidence Fo...Ashley Carter
This document provides a review of various approaches to working with children and families in children's services and social care contexts. It summarizes key theories and models including psychosocial theories, psychodynamic theories, attachment theory, cognitive behavioral approaches, systemic theories, social democratic theory, and social pedagogy. For each approach, it discusses the supporting evidence and limitations. The overall conclusion is that while certain approaches and principles show promise, there is limited evidence to support any single wholesale approach over others for working with children and families in local authorities. Adopting elements from different approaches may be most effective.
2o C Parte 3 Primary Prevention Mental Health Programsc.meza
The document discusses several topics related to primary prevention mental health programs including methodology, outcomes, prevention in other areas, issues with study inclusion and classification, ecological impact, parent programs, and cost analyses. Key points include that collectively studies have examined large samples and focused on outcomes like antisocial behavior, aggression, and risk status. Prevention research tends to be categorized which limits learning across fields, and some non-mental health focused programs have achieved positive mental health outcomes. Involving parents in programs remains a challenge with low attendance rates. Cost analyses have shown some prevention programs can return $8-45 for every dollar spent but support depends on multiple factors beyond cost savings.
This document discusses evaluation practices and challenges in violence prevention. It provides examples of evaluations conducted on child sexual abuse prevention programs in Massachusetts and shaken baby syndrome prevention programs. It also discusses using evaluation to promote sustainability, dissemination, and teaching evaluation practices to social workers. Key challenges discussed include understanding stakeholder culture and complexity in real-world settings.
SOCW 6311 wk 8 peer responses Respond to at least two collea.docxsamuel699872
SOCW 6311 wk 8 peer responses
Respond to at least two colleagues by doing all of the following:
Name first and references after every person
Indicate strengths of their needs assessment plan that will enable the needs assessments to yield support for the program that they want to develop.
Offer suggestions to improve the needs assessment plan in areas such as:
Defining the extent and scope of the need
Obtaining important information about the target population
Identifying issues that might affect the target population’s ability to access the program or services
Instructor wants lay out like this:
Respond to at least two colleagues ( 2 peers posts are provided) by doing all of the following:
Identify strengths of your colleagues’ analyses and areas in which the analyses could be improved.
Your response
Address his or her evaluation of the efficacy and applicability of the evidence-based practice,
Your response
[Evaluate] his or her identification of factors that could support or hinder the implementation of the evidence-based practice,
Your response
And [evaluate] his or her solution for mitigating those factors.
Your response
Offer additional insight to your colleagues by either identifying additional factors that may support or limit implementation of the evidence-based practice or an alternative solution for mitigating one of the limitations that your colleagues identified.
Your response
References
Your response
Peer 1: McKenna Bull
RE: Discussion - Week 8
COLLAPSE
Top of Form
Needs assessments are a form of research conducted to gather information about the needs of a population or a group in a community (Tutty & Rothery, 2010, p. 149). One purpose of a needs assessment is to explore in more depth whether a new program within an organization or agency is needed (Dudley, 2014, p. 117). Key questions of this type of needs assessment may revolve around: (1) whether there are enough prospective clients to warrant this type of program, (2) the different activities or programs that the respondents would be interested in using, priorities for some activities over others, (3) importance of the activities, and (4) times in which this program would be desired and used (Dudley, 2014, p. 117). Potential barriers for the implementation of a new program should also be assessed to ensure the best possible outcome. Some barriers to services could include factors such as: location, costs, potential need for fees, and possible psychological issues related to such things. The following is an assessment of an intensive outpatient program for youth, and a potential need that is currently being unmet.
Post a needs assessment plan for a potential program of your choice that meets a currently unmet need. Describe the unmet need and how current information supports your position that a needs assessment is warranted.
The intensive outpatient program (IOP) at Provo Canyon Behavioral H.
Running head FUNDAMENTAL ASSESSMENT CHILD WELFARE UNIVERSAL ORGAN.docxwlynn1
Running head: FUNDAMENTAL ASSESSMENT CHILD WELFARE UNIVERSAL ORGANIZATION
Capstone Project Part I
Alexis Lowe
Professor Marnie Carroll
HUMN 6660: Social Change, Leadership, and Advocacy for Human Service Professionals
Walden University
June 16, 2019
Part 1
The Core Values of the Universal Child Care Organization
The universal child welfare value is the intervening ethical end aimed by the entire characteristics of the child welfare part of the practice. Also, it is a source integration of general basic values of social work because, for children, liberty comprises of the likelihood to grow as well as build up without harm as well as exploitation. The justice of children includes right to basic needs along with nurturance. Moreover, a child does not request to be produced, therefore it is children birthright. Additionally, these privileges are present for the reason that children, similar to adults, are also human beings having intrinsic as well as irreducible value. As a final point, if we do possess some selfless obligation to fellow individuals, it is particularly likely for children because we are the ones who create them to be, reliant on us, they are weak, as well as they lack power and influence.
Another important core value of the universal child welfare organization is known as transparency. through the Universal Child Welfare Organization is allowing the character of human service professionals to walk before them, and use their heart to speak boldly, clearly and with confidence on the societal issue of child welfare. Each year, more than thirty billion dollars is spent on a federal, state and local level in order to stimulate the well-being of vulnerable children and their families. However, with the core value of transparency involved in this nonprofit organization, we are able to promote ongoing quality improvement in child welfare. Even with the core value of transparency, there comes some sort of accountability within the child protection system; as the more we increase transparency in our child protection system the more aware the public is about what is taking place in a day-to-day child protection work, the less likely issues within the system will be overlooked until yet another tragedy takes place.
To contribute to the well-being of the people, groups, families, and global communities, the child welfare agency has formed numerous policy and norms to direct practiced activity, for instance, the application of change theory which will be applied by altering the performance of foster care as well as policies employed to foster care along with the community’s opinion of foster children. Also, it shall start with providing the problems to be transformed to the related parties as well as influencing them to create a way for a change in the manner foster children are treated.
What is its mission?
The mission of the Child welfare is to protect, promote, and improve the protection, wellbeing as well as the healt.
6.1 Theoretical Models and ResearchThe traditional parent involv.docxalinainglis
6.1 Theoretical Models and Research
The traditional parent involvement model for early care and education programs was a professionally driven parent-education model, with educators using parents to improve the child's home environment and to implement what educators believed to be good educational and parenting practices. This model was based on the belief that educational and human service professionals knew what was best for the child and family, based on their education and expertise. The parent component of an early care and education program was designed to teach parents good education-related practices and to improve the home environment as a place to develop good behaviors and optimal learning. This practice of parent involvement was also the accepted approach used by professionals working with families of children with developmental delays (Gargiulo & Kilgo, 2005).
To inform our understanding of effective partnerships between programs and families, it is important to examine approaches that have been shown to work. To do so, current research findings on effective family-program partnerships must be explored. Unfortunately, however, research in effective ways to enhance family-program partnerships is quite limited, particularly in early childhood programs.
There are many reasons why there is so little research in this area. Because there is a variety of ways to involve parents in the care and education of their children in a program, there is no agreed-upon definition or measurement of effective parent involvement. For example, are we looking at parents volunteering in the program, supporting their children at home, or effective communication between the home and program (Hill & Taylor, 2004)? Further, we do not know how one kind of involvement may positively influence another and thus have a multiplying, additive effect on children's development and learning. For example, how might parent involvement in the early childhood center increase the quality of parenting skills practiced in the home?
There is also a lack of agreement regarding who should be the subject of the research. Who should be questioned and given surveys when studying parent involvement: parents, teachers, or administrators? This dilemma is compounded by several factors, including research that indicates teachers tend to evaluate the involvement of African-American and low-income parents more negatively than that of European and higher-income parents (Epstein & Dauber, 1991). Finally, the research available has been conducted largely in elementary schools and not early childhood programs. As presented later in this chapter, this is also a dilemma when examining the various family-program partnership models. From a research perspective, the more different an early care or education program is from a traditional public elementary school, the less valid are these elementary school-based results for family-program collaboration in early care and education settings (Hil.
Assignment Content1. Top of FormProfessional dispositions ha.docxbraycarissa250
Assignment Content
1.
Top of Form
Professional dispositions have been defined as the “values, commitments, and professional ethics that influence behavior toward candidates, families, colleagues and communities and affect candidate learning, motivation and development as well as the educator’s own professional growth” (NCATE, 2000).
Dispositions can also be described as attitudes and beliefs about counseling, as well as professional conduct and behavior. Not all dispositions can be directly assessed, but aspects of professional behavior are assessed during classes and field experiences in counseling settings.
Review the Master of Science in Counseling Professional Dispositions.
To prepare for professional dispositions assessments in this program, write a 700 word paper in which you:
· Reflect on your personal strengths in connection to the dispositions. Support your ideas with examples.
· Identify areas for personal growth in connection to the dispositions. Support your ideas with examples.
· Outline an action plan for developing the identified areas for personal growth.
· Describe why it is important to adhere to the dispositions. How do they support professionalism in counseling? How do they make a counselor effective?
Format your assignment according to course-level APA guidelines.
Bottom of Form
The title for this Special Section is Developmental Research and Translational
Science: Evidence-Based Interventions for At-Risk Youth and Families, edited by
Suniya S. Luthar and Nancy Eisenberg
Processes of Early Childhood Interventions to Adult Well-Being
Arthur J. Reynolds, Suh-Ruu Ou, Christina F. Mondi, and Momoko Hayakawa
University of Minnesota
This article describes the contributions of cognitive–scholastic advantage, family support behavior, and school
quality and support as processes through which early childhood interventions promote well-being. Evidence
in support of these processes is from longitudinal cohort studies of the Child–Parent Centers and other pre-
ventive interventions beginning by age 4. Relatively large effects of participation have been documented for
school readiness skills at age 5, parent involvement, K-12 achievement, remedial education, educational attain-
ment, and crime prevention. The three processes account for up to half of the program impacts on well-being.
They also help to explain the positive economic returns of many effective programs. The generalizability of
these processes is supported by a sizable knowledge base, including a scale up of the Child–Parent Centers.
Growing evidence that early childhood experiences
can improve adult well-being and reduce educa-
tional disparities has increased attention to preven-
tion (Braveman & Gottlieb, 2014; Power, Kuh, &
Morton, 2013). Early disparities between high- and
low-income groups are evident in school readiness
skills, which increase substantially over time in
rates of achievement proficiency, delinquency, and
educational attainment (Braveman ...
Running Head FEDERAL EDUCATION PROPOSAL1FEDERAL EDUCATION.docxcharisellington63520
Running Head: FEDERAL EDUCATION PROPOSAL
1
FEDERAL EDUCATION PROPOSAL
10
Federal Education Proposal
Cornelius Kealoha
Ashford University
Capstone Final: Federal Education Proposal: Early Childhood Education
Introduction
In the United States of America the demand for early childhood education and care programs continue to increase due to two reasons; high demand for out of home care for child and due to recognition that educational experience is very important during the early ages of development in a child (Blenkin, 2012). Research has indicated that high quality and appropriate early childhood set of programs lead to both short and long term positive impact on the child’s social and cognitive development. But with this understanding in mind, we see a program that is ill informed and with policies that are insufficient being imparted into the lives of the children. The programs that are existent in most cases have relied upon approaches that fragmented, and piecemeal to the complex matters that face children and their families at this early stage in their lives. Effective policies have not been frequently been funded at the most appropriate level in order to provide support to the families and the children (Gullo, 2014).
It is my belief that currently United States is at crossroads, and it is important that we must be able to come up with an integrated system of early childhood care and education which is made up of comprehensive approaches which directly brings together families and communities in the design, evaluation and implementation. It is important to invest in a child at an early age and be able to rip benefits that involve cost saving in the future. If we fail to make this investment on early child education, it means that we will be facing an uncertain future as America that will be at risk of increased delinquency, lowered levels of productivity, lower adults ready to be productive and less economic development (Blenkin, 2012).
Background of this paper
After suggesting above that the early education system in the United States might be lacking in one or two areas, one area in which I find the system to have a big problem is in formative assessment. It is important that we should understand that there is a relationship which exists between assessment in early childhood education and teaching and learning (Gullo, 2014).
i. Purpose
This is a paper that is created to make a review of issues in early childhood education and make proposal when it comes to formative assessment. The findings of this paper is intended to better the early childhood education in United States since it will be used in support of the development framework for the early education and learning (Gullo, 2014). This is a paper that is created in order to answer questions that are related to formative assessment in early childhood education.
ii. Curriculum relation to assessment
Features of curriculum such as degree of formality and informality cannot be s.
This document outlines strategies for engaging parents in mentoring and afterschool programs. It discusses defining parent engagement, challenges to engagement, and best practices supported by research. Effective approaches involve parents as partners through collaboration, engage and serve families by addressing their needs, and incorporate parents in meaningful ways while respecting their roles and strengths. The document provides discussion topics, scenarios, and resources for programs to improve engagement practices.
2009 Quality Costs (Mike Brewer, Kate Goddard, Sandra Gruescu, Maxine Hill, Emma Knight, Jonathan Rallings) Funded by the Nuffield Foundation, this research looked at the costs and options for improving the quality of childcare in Britain.
2012 Improving Quality in the Early Years (Sandra Mathers, Rosanna Singler and Arjette Karemaker)
This research, undertaken in partnership with the University of Oxford, looks at how different groups – parents, Ofsted and early years providers – understand quality. It was funded by the Nuffield Foundation.
Running head LOGIC MODELLOGIC MODEL 2Logic modelStu.docxwlynn1
Running head: LOGIC MODEL
LOGIC MODEL
2
Logic model
Student’s name
University affiliation
Date
References
Blue-Howells, J., McGuire, J., & Nakashima, J. (2008). Co-location of health care services for homeless veterans: a case study of innovation in program implementation. Social work in health care, 47(3), 219-231.
Output
Integrating patient care
Communication and collaboration between workers hence resulting to communities of practicing clinicians
Attracting new patients to GLA
Funding a two-year pilot grant
Effective process for psychiatric screening for homeless patients
Outcomes
Homeless project were integrated
The issues of homeless veterans were addressed due to institutional barriers
There was creation of coalition and linking the project to legitimate VA-wide goals
Good sustained program maintenance, process evaluation and encouraging development of communities.
Activities
Building a coalition of decision makers
Introduction of a new integrated program
Inputs
The decision to implement
Initial implementation
Sustained maintenance
Termination or transformation
Running head: PROGRAM EVALUATION 1
PROGRAM EVALUATION 2
Program Evaluation
Institutional Affiliation
Insert the student’s name
Instructor’s name
Course
Date
Introduction
Evaluation of the program is usually done to in order to determine the quality of the program, how effective the program is and how the program is performing. This can help to know if the program is making a significant difference among the targeted people. It can also assist to know if the program is functioning or not. This paper therefore seeks to evaluate the program which is assisting the homeless people within the community.
The two program evaluation questions are: what is the reach of the program? And what has been the impact of the program on the homeless people? The answers to these questions would elicit both qualitative and quantitative results. Therefore, the program evaluation will require both quantitative and qualitative data collection plan. This is because the use of mixed-method approach is convenient since the results and findings would be reliable (Creswell, 2017). After identifying the evaluation program questions, the next step will be to come up with plan of evaluating a program. The plan should consist of methods of collecting data, evidences, the person responsible and the duration.
Program Evaluation Question
Evidence
Methods and sources of collecting data
Person in charge
Duration
1. What is the reach of the program?
Number of building materials distributed
Records of the program
Robert
One month
2. What has been the impact of the program on the homeless people?
Number of people resettled
Number of people not yet re.
Respond to this classmates like in the other posts you have done.docxinfantkimber
Respond to this classmates like in the other posts you have done
Carolina
1
Based on the needs assessment of the Carilion Clinic, they immediately began to work on investments such as new accessible health service buildings in different areas of the region and community. This was done by collaborating with a variety of organizations, such as the United Way of Roanoke Valley. For instance, New Horizons Dental Clinic was created based on the data presented by the community needs assessment demonstrating the great need for accessible dental care. Nancy Agee, President and CEO of Carilion Clinic states in the video that collaborating with many different organizations is critical in order to “look at the whole diversity of our region and strengthen relationships so we’re not replicating efforts, but rather we’re complementing and strengthening our efforts to improve health” (2015). I believe the needs assessment allowed them to specifically pinpoint what their community needed, and this allowed them to truly help the community directly. I would recommend the clinic to continue to utilize surveys and the needs assessment to focus on the community itself. This is because the alternative data sources available on a national and state level is not sufficient. The more Carilion Clinic interacts with the community directly, the more beneficial it will be for communities across the region, as well as themselves.
2
Needs assessment, program planning and evaluation are all integrated. For instance, as the book states “the evaluation of a program begins with its needs assessment. Data collected during a needs assessment can often serve as part of the baseline or “pretest” data needed for impact and outcome evaluations” (
Hodges & Videto, 2011, p.4). In other words, in order to for program planning to be successful, it is critical a needs assessment is done and followed by an evaluation of the needs assessment.
3
MAPP, as stated in the text, begins with the development of partnerships and identifying the participants for the needs assessment (Hodges & Videto, 2011, p.10). MAPP was used by Carilion Clinic though the use of their collaboration with other organizations, non-profits, health agencies, and the government. This strengthened the Carilion clinic’s goal as it provided more resources to accomplish the shared vision of improving the communities’ quality of life and delivery of care. APEXPH was used through its three parts throughout Carilion Clinic’s process. The first part, which as mentioned in the book is the self-assessment, was illustrated in the beginning of the video when Nancy, President and CEO, states the issues and goals at hand. The second part, the community process, is demonstrated with the community health needs assessment committee. This is the part where the program objective is derived from. The third part, concluding the cycle, is seen in the example of the New Horizon’s Dental Clinic, where Carilion’s decision based on the ne ...
first responseForum 5 - Evaluations - Joslyn Hamby-KingJoslyn.docxzollyjenkins
first response:
Forum 5 - Evaluations - Joslyn Hamby-King
Joslyn Hamby-King
(Aug 30, 2016 11:47 AM)
- Read by: 6
Reply
Last Edited By Joslyn Hamby-King on Aug 30, 2016 11:50 AM
Good Morning, Professor Nissa and Fellow Classmates:
The three basic types of evaluation in Family Life Education is the assessing needs and assets evaluation which is the most important stage of the evaluation because involves identifying a plan as to what will be needed in order to reach the goal or program to be set in place after the evaluation is completed. The evaluation is a process vice an event; the formative evaluation generates information with the purpose to plan, monitor, and improve programs which is also referred to as process evaluations. Formative evaluations describe a program and provide feedback as to how the program is working by using surveys midway through the program in order to view if the program is working and to identify if the information needs to be retaught or reinforced and the summative evaluation sometimes referred to as the outcome evaluation which is viewing the end result of a program such as how is the program working; are the goals being met and if not determining if the program should be expanded, copied or removed. (Darling, Cassidy, & Powell, 2014, pp. 155-156). Basically establishing a programs worth by focusing on the outcome.
The formative assessment goal is to gather feedback that can be used by the family life educator as a guide improvements in the ongoing teaching and learning context. Summative assessment is to measure the level of success that has been obtained after improvements have been identified and used. (Author unknown, 2016).
The program I will use as an example would be marriage enrichment program. The program will meet twice a month, biweekly for 2 hours, and for one year. Initially using the needs and assets assessing evaluation I would complete a mini study on who my target audience would be (how many married couples are in the area – identify my target audience), what resources are available such as are there churches offering martial counseling or retreats that perhaps I could partner with or expand on what is being done already also ensuring if there is a need for this program and will the community support this program.
Once the program is established I would introduce the formative evaluation stage by submitting surveys for the participants’ midway through the program to ensure there aren’t any problems that may hinder the participants’ participation in the program such as work hours or babysitting issues, material to vague, material to overwhelming, or class too condensed to cover the amount of material submitted. The main goal being that everyone leaves the program with a better understanding on how to have a successful marriage.
The summative evaluation will be the participants completing an interview to determine if the information provided to them will assist them in their marriage relation.
Implementing Strengthening Families Leadership Team Discussionk.stepleton
The document discusses the Strengthening Families initiative, which aims to promote optimal child development and prevent child abuse. It does this through a framework focused on building protective factors in families and communities, rather than targeting individual risks. The initiative started in early childhood programs but has expanded to other fields. Research identified factors reducing abuse and how programs build these. Pilot programs showed how policy and practice must change to implement the model statewide through partnerships. Now many states and organizations support the approach through leadership teams coordinating efforts across early childhood and social services.
Developmental Psychology And National Occupational StandardsRikki Wright
A school can communicate its ethos, mission, and values through its prospectus, website, open days,
and daily interactions. The prospectus and website clearly outline the school's vision and principles
in an accessible way. Open days allow the school to demonstrate its culture in practice. On a daily
basis, living out the values through curriculum, extracurricular activities, and relationships builds
understanding within the school community.
- There is a need for a more collaborative business model between EPE and programs to better integrate epidemiology, evaluation and programmatic expertise from the beginning of planning through implementation and evaluation.
- An ideal model would have epidemiologists, evaluators and program staff working more as horizontal partners at each stage of the public health process.
- This could involve co-locating staff when possible, as well as better aligning goals and communication across divisions.
- Developing joint logic models and sharing data more openly were discussed as ways to break down barriers between groups and improve multi-disciplinary work.
Similar to Journal of Early Intervention, 2001 Vol. 24, No. 1, 1-14 C.docx (20)
1. Discuss the organization and the family role in every one of the.docxcroysierkathey
1. Discuss the organization and the family role in every one of the heritages mentioned about and how they affect (positively or negatively) the delivery of health care.
2. Identify sociocultural variables within the Irish, Italian and Puerto Rican heritage and mention some examples.
References must be no older than 5 years. A minimum of 700 words is required.
.
1. Compare and contrast DEmilios Capitalism and Gay Identity .docxcroysierkathey
1. Compare and contrast D'Emilio's
Capitalism and Gay Identity
with the
From Mary to Modern Woman
reading. What patterns do you see that are similar to the modern American society? What can be said about global notions of gender in the modern age? Feel free to invoke Foucault.
2. How is the writer's experience important in the story being told in
Middlesex
? Describe your reaction to the reading and invoke some of the concepts discussed in the
Queer Theory
reading to try to make sense of sexuality when it does not match your own conventions. Compare both readings, but go deeper to explore your own stereotypes and socialization.
**PLEASE READ THE READINGS IN ODER TO DO THIS ASSIGNMENT.
.
1.Purpose the purpose of this essay is to spread awareness .docxcroysierkathey
1.
Purpose: the purpose of this essay is to spread awareness around stereotyping and how it can be very hurtful to some people.
2.
Audience: Anyone that uses stereotypical jokes or saying around people that are different than them even without realizing that they are making a stereotypical joke or statement.
3.
Genre: the genre that I will be trying to reach out to in this essay will be informational, reason being is that I mainly look at informational online documentaries and stories.
4.
Stance and tone: I’m just a young man who grew up around a lot of people from different places and have different cultures and never paid attention in my younger years to what was happening from stereotyping others that they are different till recently.
5.
Graphic design
: My essay will be a strict academic essay
.
1. Tell us why it is your favorite film.2. Talk about the .docxcroysierkathey
1. Tell us why it is your favorite film.
2. Talk about the interconnection between the aesthetic and the technical aspects of the film. This should include at least seven of the following: Editing, Film Structure, Cinematography, Lighting, Colors, Screenwriting, Special effects, Sound and Music.
3. After this course, will you see you favorite film in a different light? Why or why not?
.
1.What are the main issues facing Fargo and Town Manager Susan.docxcroysierkathey
1.What are the main issues facing Fargo and Town Manager Susan Harlow?
Fargo and Town Manager Harlow are on a slippery slope to corruption. I think that Harlow is handling her position the correct way by trying to remain neutral and sticking to a code of ethics so the problem really comes down to the political actors in the town. It is good that Harlow declined the invite to the dinner party, and cracked down on employees playing politics at work, that is a step in the right direction to removing the possibility of political corruption.
2.What is the basis for your answer to question #1?
At the end of the article Harlow remembers another city manager saying “you never have more authority than the day you walk into your office” What I get from that, and what I think Harlow got from that is that when you come into a position as a public manager everyone is going to want something from you. Political actors are going to want political favors, quid pro quos, you have something that everyone else wants and they are going to try and get that from you.
3.What are your recommended solutions to the problems you identified?
I think the best thing to do would be to continue to try to remain neutral. It will always be impossible to please absolutely everybody so the best thing to do is try to avoid doing everything everyone asks and stick to some sort of code of ethics.
4.What points do you agree, disagree or want further discussion from your fellow classmates and why? (tell them not me)
I think the overarching theme of this article is that people are going to want things from the government. I agree with Harlow's steps to avoid political corruption in her administration by cracking down on political favors with the snow plows and referring to the ICMA code of ethics.
.
1.Writing Practice in Reading a PhotographAttached Files.docxcroysierkathey
This document provides instructions for analyzing a photograph by Jonathan Bachman titled "Bachman, Ieshia Evans, Baton Rouge (2016)". Students are asked to select three rhetorical elements from a provided list and write three paragraphs analyzing how each element contributes to the overall meaning or message of the photograph. Additional context is provided about when and where the photo was taken, and that it was a finalist for a Pulitzer Prize. Students are then given similar instructions to analyze a political advertisement, and to watch and take notes on the documentary film "Advertising and the End of the World" by Sut Jhally. A folder of additional images is also provided for future analysis.
1.Some say that analytics in general dehumanize managerial activitie.docxcroysierkathey
1.Some say that analytics in general dehumanize managerial activities, and others say they do not. Discuss arguments for both points of view.
2.What are some of the major privacy concerns in employing intelligent systems on mobile data?
3. Identify some cases of violations of user privacy from current literature and their impact on data science as a profession.
4.Search the Internet to find examples of how intelligent systems can facilitate activities such as empowerment, mass customization, and teamwork.
Note: Each question must be answered in 5 lines and refrences must be APA cited.
.
1.What is the psychological term for the symptoms James experiences .docxcroysierkathey
1.What is the psychological term for the symptoms James experiences after abstaining from consuming
alcohol? How do changes in the functioning of neurotransmitter systems produce these symptoms?
2.With reference to associative learning principles/models/theories, why does James consume alcohol
to alleviate these symptoms? What motivates his drinking behaviour given that he no longer enjoys this
activity (most of the time)?
3.How do these factors prevent James from quitting his drinking, and lead to a cycle of relapse when he
attempts to do so? Why are these processes important for our understanding of addiction and
substance use disorders.
1 Page
at least 3 sources
APA
.
1.Write at least 500 words discussing the benefits of using R with H.docxcroysierkathey
1.Write at least 500 words discussing the benefits of using R with Hadoop. Use APA format and Include at least 3 quotes from your sources enclosed in quotation marks.
2.Write at least 500 words discussing how insurance companies use text mining to reduce fraud. Use APA format and Include at least 3 quotes from your sources enclosed in quotation marks.
.
1.What is Starbucks’ ROA for 2012, 2011, and 2010 Why might focusin.docxcroysierkathey
1.What is Starbucks’ ROA for 2012, 2011, and 2010? Why might focusing specifically on ROA be misleading when assessing asset management (aka management efficiency)?
2.Why is ROE considered the most useful metric in measuring the overall ability of a business strategy to generate returns for shareholders?
3. How do the financial statements reveal company strategy (i.e., what story do the numbers tell and does that story align with the strategy of Starbucks?)?
.
1. Discuss the cultural development of the Japanese and the Jewis.docxcroysierkathey
This assignment requires discussing the cultural development of the Japanese and Jewish heritage in regards to their health care beliefs and how those beliefs influence evidence-based health care delivery. At least two references no older than five years must be used, and the paper must be a minimum of 600 words excluding the cover page and references.
1. Discuss at least 2 contextual factors(family, peers, school,.docxcroysierkathey
1.
Discuss at least 2 contextual factors(family, peers, school, community, work, etc.) that might make young people more or less likely to experience adolescence as a period of storm and stress.
2. How might the dramatic physical changes that adolescents undergo—and the accompanying reactions from others—influence other aspects of development, such as social or emotional development?
3. Describe some ways in which adolescent decision making is a product of interactions among puberty, brain development, cognitive growth, and contextual influences such as parents, peers, and community.
.
1.Write at least 500 words in APA format discussing how to use senti.docxcroysierkathey
1.Write at least 500 words in APA format discussing how to use sentiment analysis how political speech affects voters. Use at least 3 references in APA format.
2.Read the below article(link below) on statistics for categorical variables. Write at least 500 words in APA format discussing how to use these statistics to help understand big data.
Link: https://uc-r.github.io/descriptives_categorical
.
1.The following clause was added to the Food and Drug Actthe S.docxcroysierkathey
1.The following clause was added to the Food and Drug Act:
“the Secretary [of the Food and Drug Administration] shall not approve for use in food any chemical additive found to induce cancer in man, or, after tests, found to induce cancer in animals.”
After this clause was adopted, no new additives could be approved for use in food if they caused cancer in people or animals.
The public loved this and industry hated it.
What do you think of this clause? Do you support it or do you oppose it?
At the top of your post, please indicate SUPPORT or OPPOSE and then give your rationale. Then after you can view your classmates' posts, make your case to your fellow students.
2.There was a law that individuals who were indigent and who wished to litigate could apply to the courts for a total waiver of the normal filing fee. In the legislative session, however, a statute was enacted which limits the courts' authority to waive filing fees in lawsuits brought by prisoners against the state government.
Under this new law, a court has to require the prisoner to pay a filing fee "equal to 20 percent ... of the average monthly deposits made to the prisoner's [prison] account ... or the average balance in that account", whichever is greater (unless this calculation yields a figure larger than the normal filing fee).
A prisoner (who was indigent) wanted to appeal his case and was to be charged this fee. He filed suit claiming it was unconstitutional to charge this fee to prisoners.
Choose the side of the prisoner or the side of the state and tell why you would rule for the side you chose.
At the top of your post, please indicate SUPPORT PRISONER or OPPOSE PRISONER and then give your rationale. After you can view your classmates' posts, make your case to your fellow students.
3.A defendant pleaded guilty to receiving and possessing child pornography and was sentenced to 108 months in prison. The sentencing judge raised the defendant’s base offense level….by two levels because "a computer was used for the transmission" of the illegal material.
The appeal filed challenged the punishment enhancement (not his guilt of the base punishment.)
The defendant argued the law did not apply to him because he did not use a computer to transmit the material. (ie He was the receiver, not the sender, of the child pornography.)
Do you believe that the sentence enhancement should be upheld? Give an economic analysis and rational for your choice.
At the top of your post, please indicate SENTENCE UPHELD or SENTENCE REVERSED and then give your economic analysis/rationale. After you can view your classmates' posts, make your case to your fellow students.
4.The ordinance was enacted that gives tenants more legal rights including:
the payment of interest on security deposits;
requires that those deposits be held in Illinois banks;
allows (with some limitations) a tenant to withhold rent in an amount reflecting the cost to him of the landlord's v.
1.What are social determinants of health Explain how social determ.docxcroysierkathey
1.What are social determinants of health? Explain how social determinants of health contribute to the development of disease. Describe the fundamental idea that the communicable disease chain model is designed to represent. Give an example of the steps a nurse can take to break the link within the communicable disease chain.
Resources within your text covering international/global health, and the websites in the topic materials, will assist you in answering this discussion question.
2. Select a global health issue affecting the international health community. Briefly describe the global health issue and its impact on the larger public health care systems (i.e., continents, regions, countries, states, and health departments). Discuss how health care delivery systems work collaboratively to address global health concerns and some of the stakeholders that work on these issues.
Resources within your text covering international/global health, and the websites in the topic materials, will assist you in answering this discussion question.
.
1.This week, we’ve been introduced to the humanities and have ta.docxcroysierkathey
1.
This week, we’ve been introduced to the humanities and have taken some time to consider the role of the humanities in establishing socio-cultural values, including how the humanities differ from the sciences in terms of offering unique lenses on the world and our reality. Since one of the greatest rewards of being a human is engaging with different forms of art, we’ve taken some time this week to learn about what it means to identify and respond to a work of art. We’ve learned about the difference between abstract ideas and concrete images and concepts like structure and artistic form. To help you deepen your understanding of these foundational ideas, your Unit 1 assignment will consist of writing an essay addressing using the following criteria:
Essay Requirements:
• 1,000 words or roughly four double-spaced pages.
• Make use of at least three scholarly sources to support and develop your ideas. Our course text may serve as one of these three sources.
• Your essay should demonstrate a thorough understanding of the READ and ATTEND sections.
• Be sure to cite your sources using proper APA format (7th edition).
Essay Prompt:
• In this essay, you will consider the meaning of art and artistic form by responding to these questions:
o To what extent does Kevin Carter’s Pulitzer Prize-winning photograph (figure 2-5) have artistic form?
o Using what you’ve learned in Chapters 1, 2 and 14 explain if you consider Carter’s photograph a work of art? Be sure to point to specific qualities of the photograph to support/develop your response.
o How do you measure the intensity of your experience in response to Carter’s photograph? What does it make you see/feel/imagine and how does your response/reaction support Carter’s image as a work of art?
.
1.What are barriers to listening2.Communicators identif.docxcroysierkathey
1.
What are barriers to listening?
2.
Communicators identified the following as major listening poor habits. Search what each poor habit means and try to set an example using your own experience.
Poor listening habit:
Pseudo-listening, Stage hogging, Filling in gaps, Selective listening, Ambushing (
Definition & Example)
.
1.Timeline description and details There are multiple way.docxcroysierkathey
1.
Timeline description and details
: There are multiple ways to construct a timeline. Find one that fits you and your information.
Include 10-15 events, each including the following descriptors:
- titles of books or writings or some sort of identifier
- your age or some time reference
- and whether it was a positive or negative experience
.
1.The PresidentArticle II of the Constitution establishe.docxcroysierkathey
1.
The President
Article II of the Constitution established the institution of the presidency. Select any TWO Presidents prior to 1933 and any TWO Presidents since 1933 and for EACH one:
a.
Discuss
any
expressed
power used by each president and the
impact
that decision had on American society at the time of its use
b.
Explain
whether you
agree/disagree
with the presidential action taken and
WHY
c.
Describe
one
legislative initiative
promoted by each president and the
impact
on America at the
time of its passage
as well as what the impact of that legislation is
TODAY
d.
Discuss
one
executive order
issued by each president and whether you
agree/disagree
with the order and
WHY
1.
Select any FOUR United States Supreme court decisions related to Civil Rights/Civil Liberties and for
each one
:
a.
Describe
the facts of the case
b.
Discuss
the arguments of each side as it pertains to the
Constitutional issue
being addressed
c.
Explain
the decision citing
Constitutional rationale
of the court including any dissenting opinion if not a unanimous verdict
d.
Explain
whether you
agree/disagree
with the court’s decision and
WHY
.
1.What other potential root causes might influence patient fal.docxcroysierkathey
1.
What other potential root causes might influence patient falls?
2.
Equipped with the data, what would you do about the hypotheses that proved to be unsupported?
3.
Based on the correctly identified hypothesis in the case scenario, what would be your course of action if you were the CEO/president of St. Xavier Memorial Hospital?
4.
What do you think of the CNO’s (Sara Mullins) position of “waiting and seeing what the data tells us” instead of immediately jumping to conclusions?
.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
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Journal of Early Intervention, 2001 Vol. 24, No. 1, 1-14 C.docx
1. Journal of Early Intervention, 2001
Vol. 24, No. 1, 1-14
Copyright 2001 by the Division of Early Childhood, Council for
Exceptional Children
FEATURE ARTICLE
Evaluating Parent Involvement and Family
Support in Early Intervention and
Preschool Programs
DONALD B. BAILEY, JR.
University of North Carolina at Chapel Hill
Early intervention and preschool programs for children with
disabilities are also accountable
for providing certain types of support for families. How should
these efforts be evaluated? This
article describes three potential levels of accountability: (a)
providing the legally required
services for familiesf (b) providing services that are considered
recommended, and (c)
achieving certain outcomes as a result of working with families.
Issues and considerations
related to each level of accountability are discussed and
recommendations are made for
advancing policy and practice related to the evaluation of parent
involvement and family
support efforts.
A combination of legislative initiatives, fam-
ily advocacy efforts, theory, and research has
2. led to wide acceptance of the assumption that
early intervention exists not just to support
young children with disabilities, but also to
support their families. Exactly what is meant
by parent involvement and family support
continues to be discussed, but at least three
themes have emerged around which there is
general consensus (Bailey et al., 1986; Bailey
et al., 1998; Brewer, McPherson, Magrab, &
Hutchins, 1989; Dunst, 1985; Shelton, Jepp-
son, & Johnson, 1987). First, parent involve-
ment and family support programs need to be
individualized, given the diversity of family
resources, priorities, concerns, and cultures.
Second, parents should be given every oppor-
tunity to participate as active partners in plan-
ning services for their child and for them-
selves, requiring professionals to engage in
practices that recognize, value, and support
this type of relationship. Third, since families
are the ultimate decision makers and long-
term care providers for their children, services
should be organized in ways that enable fam-
ilies to feel and be competent in advocating
for services and otherwise meeting the needs
of their young child with a disability.
As states and local programs strive to provide
a variety of family support initiatives, a funda-
mental question remains unanswered: How
should we evaluate whether parent involvement
and family support efforts have been successful?
In this paper I place this question in the context
of accountability and propose three potential
levels of accountability. Challenges associated
3. with each level are presented, and I conclude
with several potential recommendations for the
field.
PROGRAM EVALUATION AND
ACCOUNTABILITY
The principles and processes underlying pro-
gram evaluation have been well described over
the past few decades (Fink, 1995; Popham,
1993; Walberg & Haertel, 1990; Worthen, Sand-
ers, & Fitzpatrick, 1997). Many definitions of
Bailey 1
evaluation have been offered, but the essence of
each focuses on determining the worth of a pol-
icy, program, or practice. Evaluation can and
usually should involve multiple methods of data
collection, analysis, and interpretation. Unlike
more basic research, however, which seeks to
understand fundamental laws or principles that
underlie behavioral or biological phenomena,
evaluation seeks to determine whether a partic-
ular policy, program, or practice is worthwhile,
better than other alternatives, affordable, ac-
ceptable to others, and effective in meeting the
needs of the individuals it is designed to serve.
Before an evaluation can be done, a clear de-
scription of the policy, program, or practice be-
ing evaluated is essential. An obvious challenge
is that parent involvement and family support
efforts in early intervention are multifaceted and
4. can be conceptualized simultaneously as a set
of policies, a set of program models, and a var-
iable set of practices. As a policy, parent in-
volvement and family support efforts are rooted
primarily in the Individuals with Disabilities Ed-
ucation Act (IDEA). Part C of IDEA explicitly
acknowledges that a primary goal of early in-
tervention is to help families meet the special
needs of their infant and toddler with disabili-
ties. Part B, which addresses preschoolers and
school-aged children, is less explicit about fam-
ily support as a primary goal, but contains a
number of provisions regarding family rights
and responsibilities in the context of deciding
on goals and needed services for their children.
As a program, no one model characterizes
parent involvement and family support pro-
grams in early intervention and preschool pro-
grams, as enormous variability exists (Beck-
man, 1996; Harbin, McWilliam, & Gallagher,
2000). Although IDEA describes 16 compo-
nents required of a statewide system of early
intervention, within these guidelines states are
given tremendous latitude in the way state and
local programs are organized. Parent involve-
ment and family support efforts are often part
of a larger program of services, and might in-
clude home visits, parent support groups, par-
ent training activities, respite care, resource
and referral, or service coordination.
As a set of practices, there is also enormous
variation in the behaviors and activities of
professionals who are affiliated with parent in-
5. volvement and family support programs.
Working with families includes a wide variety
of practices that cumulatively lead to a per-
ceived and actual level of family support. Ear-
ly intervention and preschool personnel estab-
lish relationships with families, listen and re-
spond to families' priorities and concerns, try
to understand family perspectives, build on
(and try not to supplant) informal support sys-
tems, employ help-giving practices and atti-
tudes that are consistent with current litera-
ture, and assist families in accessing commu-
nity resources (Bailey, 1994; Dunst, Trivette,
& Deal, 1994).
A fourth dimension could also be added,
namely that many of these programs and prac-
tices are based on philosophical perspectives
and assumptions which have consequences for
the nature and type of services provided. For
example, one program might have family em-
powerment as its primary goal, based on the
philosophical assumption that the primary
goal of early intervention is to enable families
to secure their own services and make major
decisions about allocations of time and re-
sources (e.g., Dunst, Trivette, & Deal, 1988).
Another program, however, might have "par-
ents as teachers" as its primary goal, based
on the philosophy that families are the best
and most important teachers of their children,
but might need help in understanding and us-
ing developmentally appropriate styles of in-
teracting and communication with their chil-
dren (e.g., Mahoney, Boyce, Fewell, Spiker,
& Wheeden, 1998).
6. Historically, evaluation efforts have been
categorized into two broad types of activity
(Scriven, 1967). Formative evaluation is in-
tended to provide staff with evaluation infor-
mation that could be used to help change or
improve the program. Usually formative eval-
uation occurs during the implementation phas-
es of a project and attempts to document
whether the practices designed to constitute
the program are indeed in place and whether
any initial effects in the hypothesized direc-
tion are evident. This information is then used
to improve the program and to bring it in line
with the originally proposed model. In some
2 JEI, 2001, 24:1
cases, this information actually might result in
changes in the model.
In contrast, summative evaluation is typi-
cally conducted at the end of a period of pro-
gram implementation. The purpose of sum-
mative evaluation is to determine whether the
program did, in fact, accomplish its aims. This
would include a focus on the practices in the
program (e.g., Did the program provide what
it said it would provide?) as well as on the
outcomes of the program (e.g., Were the goals
of the program achieved?).
Questions regarding program evaluation
may also be considered in the context of ac-
7. countability. Questions of accountability seek
to determine that for which programs and ser-
vice systems are responsible. Unlike a general
summative evaluation model that asks, "What
did this program accomplish?", accountability
asks, "Did this program accomplish the spe-
cific goals for which it was established?" In
this article, I focus on summative evaluation
questions couched in the context of program
accountability. I argue that early intervention
programs could be held accountable for three
things: (a) providing the legally required ser-
vices for families, (b) providing services that
are consistent with current philosophy about
recommended practices, and (c) achieving
certain outcomes as a result of working with
families. In describing and discussing these
three potential levels of accountability, I draw
parallels for each from prior efforts to evalu-
ate child care and early intervention programs.
The field has a great deal of experience in
documenting these levels of accountability in
the context of programs for children. Exam-
ining the types of approaches that have been
used at each level in evaluating child-focused
efforts might help clarify some of the issues
and approaches that will be needed in evalu-
ating family-centered services.
THREE LEVELS OF
ACCOUNTABILITY
Are We Providing the Services to
Which Families Are Legally Entitled?
The first question addresses the extent to
which early intervention and preschool pro-
8. grams provide the parent involvement and
family support activities for which they are
legally responsible. In child care, this would
be comparable to the basic licensing regula-
tions for any early childhood program. All
states have requirements for certain aspects of
child care such as adult-child ratios, square
footage per child, safety requirements for
playground equipment, and so forth. Although
a list of comparable specificity regarding fam-
ily support activities does not exist in most
states, the federally mandated components of
Part C and Part B of IDEA, as well as any
additionally legislated state requirements, pro-
vide the basis for determining these respon-
sibilities. A list of questions summarizing the
major legislative requirements for early inter-
vention and preschool programs is provided
in Table 1.
Evaluating legal accountability to families
assesses the extent to which early intervention
programs comply with state and federal rules
and regulations. This form of evaluation con-
stitutes a monitoring function. Although di-
mensions of quality could be assessed, at this
level evaluation focuses primarily on compli-
ance with explicitly required dimensions of
practice, such as the requirement that the In-
dividualized Family Service Plan (IFSP) be
completed within 45 days of referral or the
inclusion of all required domains on the IFSP.
This level of evaluation is essential, as fam-
ilies must be offered all of that to which they
9. are entitled. In some respects this is the sim-
plest of the three accountability questions, but
even here a number of challenges become ap-
parent. Assuring this level of accountability
requires a formal monitoring of practices by
state and federal agencies. IDEA and the ac-
companying federal regulations have in-
creased the expectation that states be able to
document full compliance with the require-
ments of the law.
Who will do the evaluation? The U.S. De-
partment of Education will provide one level
of evaluation at the state level through the
Continuous Improvement Monitoring Pro-
gram (CIMP; Office of Special Education
Programs, 2000). It is, however, each state's
responsibility to establish the policies and pro-
Bailey 3
Table 1.
Legal Accountability to Families: Federal Requirements for
Parent Involvement and Family Sup-
port Activities
A. Responsibilities of Part C programs serving infants and
toddlers
1. Were families a part of each IFSP team?
2. Did the early intervention program use family-directed
assessment of family resources, priorities, and
concerns?
3. Did all IFSPs contain, if the family so desired, procedures to
10. address both child and family needs?
4. Was a full explanation of each IFSP provided in the family's
native language and informed consent
obtained prior to the provision of early intervention services?
5. Were parents fully informed of their right to accept or
decline any early intervention services?
6. Were all specified procedural safeguards in place?
7. Was a service coordinator identified for each family who was
responsible for implementing the plan
and coordinating with other agencies and persons?
8. Was a review of the IFSP provided for each family at least
every 6 months?
9. Was written prior notice provided to parents before initiating
or changing any child's identification,
placement, or services?
B. Responsibilities of Part B programs serving 3- and 4-year-
olds
1. Was informed parent consent attained before evaluating or
reevaluating each child?
2. Were parents included as members of any group making
decisions regarding eligibility for services?
3. Were parents included as members of any group making
decisions about the placement of the child?
4. Were parents included as members of each IEP team?
5. Did parents agree to and sign all IEPs prior to the initiation
of services?
6. Did the school use simple, understandable terms in each
family's native language to describe family
rights?
7. Were parents given access to all records relating to their
children?
11. 8. Did the school provide an adequate set of procedural
safeguards for families, including due process
and a voluntary mediation process?
9. Was written prior notice provided to parents before initiating
or changing any child's identification,
placement, or services?
cedures by which these evaluations will occur
at the local level. In states where education is
not the lead agency for Part C, this could
mean a dual system of evaluation for Part C
and Part B services. Ideally, agencies would
work together to assure comparability of stan-
dards and guidelines for assessment.
How will compliance be assessed? Assess-
ment procedures and guidelines will need to
be developed. Under the CIMP program, the
Office of Special Education Programs has de-
veloped "cluster areas" in which indicators
are listed as ways to provide evidence for doc-
umenting that states are complying with fed-
eral legislation. States are expected to design
and implement an ongoing self-assessment
process. In many states, this might result in a
checklist for documenting whether or not the
practice or regulation has been implemented.
However, a simple checklist might not ade-
quately reflect practice, and gradients of im-
plementation might be necessary. For exam-
ple, a quantitative gradient could document
whether each regulation has been implement-
ed with all or only some families served by
12. the program. More challenging will be the ad-
dition of a qualitative gradient. Clearly there
will be different levels of quality in imple-
menting the requirements of the legislation.
Take, for example, the requirement of "full
explanation of the IFSP in the family's native
language and informed consent obtained." A
factual presentation of the IFSP might meet
the letter of the law, but documentation of
"full explanation" would also require some
determination of whether or not families ac-
tually understood the IFSP.
To complicate matters further, the CIMP
4 JEI, 2001, 24:1
process even includes evaluation criteria that
are related to, but not explicitly part of the
regulations listed in Table 1. For example,
component CF.l states that "Community out-
reach is provided in family-centered language,
locations, and formats," and CF.2 states that
"The needs of families with eligible infants
and toddlers are identified and addressed
through the family-centered orientation of pol-
icies, procedures, and practices." Although
some indicators of family-centered practices
are provided (e.g., services and support sys-
tems are flexible, accessible, comprehensive,
and responsive to diverse family-identified
needs), we see here a blurring of the lines be-
tween this level of accountability (for the
things to which families are legally entitled)
13. and the next level of accountability (for pro-
viding high quality services). This will un-
doubtedly cause some potential conflicts as
states and the federal government negotiate
required versus optional components of ser-
vice.
What will be the source of information?
Documenting legal accountability to families
will be a complex undertaking. It will likely
require gathering information from a number
of different sources, including a review of
documents, information from staff and super-
visors, and, ideally, input from families. Al-
though the regulations seem straightforward at
first glance and some can easily be docu-
mented from a records review (e.g., Have 6-
month reviews of IFSPs been conducted?),
parent perspectives on guidelines such as fam-
ily-directed assessments, being fully in-
formed, and being included as part of the team
will likely be important. Gathering informa-
tion effectively from families, however, will
require fully informing families of their rights
so that they can determine for themselves
whether they have received all required ser-
vices.
Are Parent Involvement and Family
Support Programs of High Quality?
The next level of accountability refers to our
obligation to provide parent involvement and
family support services that are of high qual-
ity and consistent with recommended practic-
es. In child care, a considerable amount of re-
14. search has been devoted to determining how
to measure quality, typically by using scales
to rate the quality of environments and inter-
actions (e.g., Harms, Clifford, & Cryer, 1998),
describing the range of quality that currently
exists in child care, examining factors that ac-
count for variation in quality (e.g., education
of teachers, private versus public childcare),
and determining the relationship between
quality of care and outcomes for children
(e.g., Cost, Quality, and Child Outcomes
Study Team, 1995). Generally this work has
shown that multiple dimensions of quality can
be measured, that considerable variation is ev-
ident in quality, and that quality makes a dif-
ference in developmental and behavioral out-
comes for children,
Much has been written about quality in the
ways we work with families, building on var-
ious theories, constructs, and practices such as
enablement, empowerment, help giving, par-
ticipatory service planning, open communi-
cation, collaborative goal setting, advocacy,
and support (e.g., Beckman, 1996; Dunst et
al., 1988; McWilliam, Winton, & Crais, 1996;
Turnbull & Turnbull, 1997). Federal and state
legislation provides the context in which these
practices might or might not be exhibited, but
the legislation does not mandate them.
A list of questions summarizing the major
components of high-quality services described
in the literature is provided in Table 2. Two
essential dimensions of quality are reflected.
The first dimension is the extent to which par-
15. ent involvement and family support services
are reflected in the overall philosophy and
model of services provided by the local pro-
gram. A family focus should be central to the
program and shared by all team members. Ide-
ally, families should have collaborated with
professionals in the development of such a
philosophy. Families should be viewed as
competent and legitimate participants in the
team, and interactions with families should
generally be of a positive nature. All team
members should recognize and respect the di-
versity evident in family resources, priorities,
and concerns, responding appropriately in ac-
cordance with this variability. A logical con-
Bailey 5
Table 2.
Are Early Intervention Programs Providing Parent Involvement
and Family Support Services of
High Quality?
A. Philosophy and program models
1. Was a family focus central to the program and shared by all
team members?
2. Were families invited to collaborate in the development of
the program philosophy?
3. Were families viewed as competent and legitimate
participants on each early intervention team?
4. Were interactions with families positive?
5. Did all team members respect and respond appropriately to
family diversity in beliefs, values, and
16. coping styles?
6. Were services flexible enough to meet individual family
needs?
B. Practices with families
1. Did professionals engage in well-documented help-giving
practices, such as active listening, clarifying
concerns and needs, and so forth?
2. Was family participation in decision-making processes
actively supported throughout all phases of
intake, evaluation, program planning, program implementation,
and program evaluation?
3. Were families actively supported in their efforts to serve as
agents of intervention in promoting the
child's acquisition of competencies?
4. Were families supported in their efforts to create and use
natural supports?
5. Were families supported and mentored in their efforts to
develop skills in advocating for themselves
and their children?
6. To the extent they desire, were families supported in their
efforts to assume primary responsibility for
service coordination?
sequence of this diversity is that services must
be flexible enough to meet individual family
needs.
The second dimension is the implementa-
tion of certain practices identified as important
to a family-centered approach. Professionals
17. should engage in well-documented help-giv-
ing practices, such as active listening, clari-
fying concerns, and so forth. Family partici-
pation in all aspects of decision making (e.g.,
intake, assessment, program planning, service
delivery) should be actively sought and en-
couraged. Families should have available to
them appropriate assistance to enable them to
provide developmentally appropriate and
stimulating environments for their children
and to access and use a range of formal and
informal support systems. Services should
help families develop skills in advocating for
themselves and in identifying and accessing
needed services.
As is evident in this list of factors, most of
the practices described as part of a family-
centered approach have to do with the nature
and quality of the relationship between par-
ents and professionals (Dinnebeil, Hale, &
Rule, 1996; Dunst, Johanson, Trivette, &
Hamby, 1991). For example, in a study of pro-
fessionals rated high on family-centered prac-
tices and some of the families those profes-
sionals served, McWilliam, Tocci, and Harbin
(1998) found five underlying components of
family-centered practice: positiveness, respon-
siveness, orientation to the whole family,
friendliness, and sensitivity.
Assessing the extent to which early inter-
vention and preschool programs provide qual-
ity services to families goes beyond monitor-
ing compliance with regulations. This level of
18. evaluation raises its own set of unique issues:
What do we mean by quality? Are there di-
mensions of quality on which we can all agree
as being essential? What specific indicators
should be used to document quality? How
would one validate a quality of family servic-
es scale? What about the subjective nature of
quality (i.e., quality as perceived by families
versus quality relative to some set of practices
or standards)? Do cultural variations exist in
assumptions about quality practices, and if so,
6 JEl 2001, 24:1
how can such variations be meaningfully in-
corporated in a quality assessment? Who
should be responsible for documenting quali-
ty?
It is in this area of accountability that the
most measurement work has been done thus
far. A number of groups and individuals have
developed or are in the process of developing
scales to rate various dimensions of quality of
family services. A brief description of several
of these measures is provided in Table 3. The
scales vary widely in terms of the number of
items and the organization of items into clus-
ters. All are ratings based on impressions and
experiences, rather than direct observation of
practice. Some include parents as respondents,
whereas others involve ratings by professional
staff. No single measure has been adopted by
the field as the standard for assessing quality,
19. and no studies have compared one scale with
another. Perhaps most important, only limited
research has addressed the relationship be-
tween quality and outcomes for children and
families, and the results to date have been
mixed. For example, Trivette, Dunst, Boyd,
and Hamby (1995) found that help-giving
practices by professionals in early interven-
tion programs were strongly related to par-
ents' reports of personal control. Mahoney
and Bella (1998), however, found that moth-
ers' ratings of the family-focused quality of
early intervention were not related to chil-
dren's developmental functioning, maternal
interaction styles, family functioning, or ma-
ternal stress.
Cultural variation in families complicates
issues regarding documentation of quality
practices. Although it is clear that certain fun-
damental aspects of practice (e.g., respect for
the individual family's values and priorities,
effective listening skills) generally transcend
cultural contexts in their importance, it is
equally clear that professional interactions
with families will need to vary in accordance
with cultural expectations and practices. Cre-
ating an evaluation system that considers this
important dimension of practice but also rec-
ognizes the tremendous variability and indi-
vidualization in the way these practices must
be implemented will be a considerable chal-
lenge.
Most professionals and family members
20. feel strongly that the provision of high-quality
services is a moral imperative for early inter-
vention. Yet the limited research in this area
suggests that high standards of quality often
are not being met, and numerous barriers
(training, lack of administrative support, lim-
ited resources) are often mentioned as imped-
iments to quality (Bailey, Buysse, Edmond-
son, & Smith, 1992). Thus a fundamental is-
sue is the extent to which early intervention
and preschool programs should be held ac-
countable for providing a higher quality of
family services.
Accountability for Family Outcomes
A third level of accountability addresses the
family outcomes of parent involvement and
family support programs. The focus here is on
the changes or benefits to families as a result
of such services. This differs fundamentally
from the first two levels of evaluation, both of
which seek to determine the extent to which
certain practices occur. Here we ask whether
these practices have any functional conse-
quences.
In the child care and early intervention lit-
erature, much effort has been focused on doc-
umenting outcomes of child care and early in-
tervention programs. Typical child outcomes
assessed in almost any study include devel-
opmental progress, school achievement, social
or behavioral outcomes, school placement,
and the need for special services. In the family
arena, however, this level of evaluation is
challenging because there is relatively little
21. consensus (or until recently even discussion)
in the field as to what might constitute a de-
sirable family outcome.
There have been a number of studies that
have described particular outcome domains
and have attempted to explore the relationship
between early intervention programs or prac-
tices and specific family outcomes, often de-
pending upon the philosophy and assumptions
underlying the program being tested. For ex-
ample, studies have investigated the extent to
which various parent training programs have
Bailey 7
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JEI, 2001, 24:1
been able to influence interactions between
parents and their child with a disability
(McCollum & Hemmeter, 1997). Other efforts
have suggested that early intervention can
help families build stronger formal and social
support systems (Shonkoff, Hauser-Cram,
Kraus, & Upshur, 1992) or help empower
families (Trivette et al., 1995). Recent re-
search by Thompson et al. (1997) suggested
31. that there might be multiple pathways by
which these outcomes are achieved, but the
fact remains that attaining family outcomes
through early intervention is indeed possible.
In several recent efforts, researchers have
attempted to think more broadly about the ar-
ray of possible family outcomes in early in-
tervention and have suggested frameworks
around which such an evaluation might be de-
veloped. A summary of these recommenda-
tions is provided in Table 4. Each group has
chosen to describe potential family outcomes
in a different way, but there is considerable
overlap across the four models. The three
most common domains of potential family
outcomes of parent involvement and family
support efforts are: (a) family satisfaction with
services, (b) the family's knowledge of child
development and their ability to provide a de-
velopmentally supportive environment and
advocate for their child's needs, and (c) the
overall quality of the family's life and the
changes that are needed in order to meet their
child's needs.
A fundamental issue is whether we really
want or expect to be held accountable for
achieving outcomes for families beyond the
traditional satisfaction with services. This area
is fraught with conceptual, methodological,
and resource challenges. One could argue that
high-quality interactions with families that
fulfill all of the state and federal requirements
for early intervention and preschool programs
are worthwhile and should be provided on the
32. basis of their inherent merit. In an era of out-
comes-based assessment, however, there
might come a day when the field is asked to
show whether family-centered practices have
actually made any difference.
The evaluation of family outcomes will re-
quire some consensus on what those outcomes
should be. The four models described in Table
4 each conceptualize family outcomes in dif-
ferent ways, but there are no fundamental in-
consistencies among them, rather just varying
areas of emphasis. Perhaps the field should try
to identify one or two core outcomes on which
everyone can agree and for which we think
there is consensus that, in fact, early interven-
tion should and can result in those outcomes.
A range of strategies then should be devel-
oped to assess those outcomes and studies
conducted to determine the extent to which
they have been achieved. Current efforts by
the Early Childhood Research Institute on
Measuring Growth and Development (1998),
as well as the National Early Intervention
Longitudinal Study (a nationally representa-
tive study of characteristics, services, and out-
comes of early intervention programs funded
by the Office of Special Education Programs
and led by SRI International) should provide
important information in this regard.
Of course, identifying common outcomes in
some ways is contrary to the spirit of a fam-
ily-centered approach, which argues for indi-
vidualization of services based on each fam-
33. ily's resources, priorities, and concerns. This
perspective would suggest that the full range
of family outcomes described above might not
be equally applicable across all families, and
thus assessing the extent to which they are
achieved in early intervention might tell us
very little unless we know whether families
wanted or needed those outcomes. My own
perspective is that it is still reasonable to ask
if early intervention as a national endeavor
has, for example, provided services that fam-
ilies consider satisfactory or has enabled fam-
ilies to feel more confident in their ability to
support their child's development and to ac-
cess needed formal and informal support sys-
tems. If we cannot demonstrate these out-
comes for the system as a whole, then we
probably need to reexamine the assumptions
and practices underlying the system.
CONCLUSIONS AND
RECOMMENDATIONS
In this article I have addressed issues and con-
siderations in evaluating parent involvement
Bailey 9
Table 4.
Examples of Suggested Family Outcomes
Source Suggested Family Outcomes or Domains
Bailey et al. (1998)
34. Early Childhood Research Institute
on Measuring Growth and De-
velopment (1998)
Roberts, Innocenti, & Goetz
(1999)
Turnbull, Turbiville, & Turnbull
(2000)
Family perceptions of the early intervention (EI) experience
1. Does the family see EI as appropriate in making a difference
in their child's life?
2. Does the family see EI as appropriate in making a difference
in the family's life?
3. Does the family have a positive view of professionals and the
special service system?
Family impact
1. Did EI enable the family to help their child grow, learn, and
develop?
2. Did EI enhance the family's perceived ability to work with
professionals and advocate for services?
3. Did EI assist the family in building a strong support system?
4. Did EI help enhance an optimistic view of the future?
5. Did EI enhance the family's perceived quality of life?
1. Families will have a basic understanding of child
development
and will be able to identify needs for their child, including
35. those related to cultural, linguistic, or disability specific issues.
2. Families will be able to assess how their child's development
is
progressing related to general outcomes identified on the IEP
or IFSR
3. Families will be confident in their abilities to make choices
about
interventions for their child and will be able to implement
those interventions effectively.
4. Families will feel that their beliefs and values are respected
by
other members of their child's team and will see themselves as
equal and integral members.
1. Service-related outcomes (e.g., whether families received
desired
services, the level of difficulty in obtaining services, level of
parents' influence over decisions)
2. Satisfaction outcomes (e.g., satisfaction with services,
families'
feelings of competence)
3. Quality of life outcomes (e.g., family participation in
community
activities, successful accommodations to family and communi-
ty challenges)
1. Motivation outcomes (e.g., perceived self-efficacy, perceived
control, hope, energy, persistence)
2. Knowledge or skill outcomes (e.g., information, problem-
solving,
36. coping skills, communication skills)
and family support programs in the context of
early intervention. I have suggested that this
evaluation could occur at three levels: (a) the
extent to which programs meet federal and
state standards for working with families, (b)
the extent to which programs provide services
that go beyond the required standards to pro-
vide services widely acknowledged as consti-
tuting high quality, and (c) the extent to which
families realize selected outcomes as a result
of parent involvement and family support pro-
grams.
T h e first level of evaluation is essential and
states must develop strategies for assuring the
provision of minimal requirements for servic-
es. It will be difficult, however, to avoid issues
10 JEI, 2001, 24:1
of quality at this level, and thus it will almost
be inevitable that some aspects of Level-2
evaluations (of program quality) will be con-
ducted in almost every state. This work could
be conducted in the context of broader efforts
to determine quality in all aspects of early in-
tervention, not just those aspects associated
with working with families (Aytch, Cryer,
Bailey, & Selz, 1999). Level-3 evaluations
(documenting family outcomes) are contro-
versial, but must be addressed. Without a clear
37. statement of desired outcomes, efforts to doc-
ument quality become less compelling, be-
cause what we mean by quality might vary
depending upon the outcome that is to be
achieved.
What will be necessary to help states and
local programs move toward a more system-
atic evaluation of parent involvement and
family support programs? At least five activ-
ities seem important:
Develop Partnerships Between Parents
and Professionals to Address Issues
Related to Program Evaluation
Families have an inherent interest in each lev-
el of evaluation and would be directly affected
as participants in the evaluation, as well as by
the results of the evaluation. Parents need to
be involved as key participants in discussions
about and implementation of program evalu-
ation efforts. Care will need to be taken to
assure that the parents who participate in these
activities reflect and can speak for the diver-
sity of families currently participating in early
intervention programs. In addition, parent per-
spectives on issues related to evaluation meth-
ods, goals, and findings should be solicited us-
ing a variety of methods such as surveys, in-
terviews, and focus groups.
Develop and Evaluate Assessment
Instruments and Procedures
Although considerable effort has been direct-
ed in recent years towards measurement issues
regarding quality of family services and doc-
38. umentation of family outcomes, much work
remains to be done. States are now embarking
on quality assurance initiatives of varying de-
grees of complexity and comprehensiveness.
Although there is something to be said for a
number of groups working on the same task,
some coordination of these efforts would be
useful. Measurement issues such as reliability
and validity will need to be addressed, with
particular attention paid, however, to the
unique reliability and validity issues associ-
ated with assessment of family practices and
outcomes (Henderson, Aydlett, & Bailey,
1993).
Develop, Implement, and Evaluate
Models of Technical Assistance to Aid
State and Local Programs in
Developing Evaluation and Program
Improvement Efforts
Evaluation ideally should be conducted in the
context of program improvement initiatives. It
is, of course, at the local program level that
parent involvement and family support activ-
ities are provided. Local programs will look
more favorably upon evaluation efforts if they
feel that they can ultimately improve what
they are doing in a positive manner. Some
models for program improvement have been
described (e.g., Bailey, McWilliam, & Win-
ton, 1992; Olson, Murphy, & Olson, 1998;
Snyder & McWilliam, 1999; Summers,
McMann, & Fuger, 1997), and states have be-
gun to tackle this issue from a number of per-
spectives (McWilliam et al., 1996; Roberts,
39. Innocenti, & Goetze, 1999). These models are
only sporadically available, however, and a
more systematic framework for evaluation and
local support for improvement of practices
will be necessary.
Convene a National Forum on Family
Outcomes
Enough conceptual work has now been done
on family outcomes to warrant convening a
national forum to reach some consensus on
what, indeed, should be expected of early in-
tervention. This forum, which should include
parents, practitioners, policy makers, and re-
searchers, should address the diversity of is-
sues inherent in assessing family outcomes
and make some recommendations to the field
for a core set of outcomes that could be stud-
ied more systematically.
Bailey 11
Conduct Research to Describe the
National Status of Parent Involvement
and Family Support Programs, and the
Costs, Quality, and Outcomes of Such
Programs
We know very little from a national perspec-
tive about the real nature and distribution of
parent involvement and family support pro-
grams. Efforts such as the ongoing National
Early Intervention Longitudinal Study will
provide some important information in this re-
gard, but more work is needed to understand
40. the variability in program models and practic-
es, and factors contributing to that variability.
Barriers to the full implementation of what the
field considers are high quality practices need
to be identified and strategies for overcoming
those barriers need to be developed and tested.
Ultimately research is needed in which the
provision of key aspects of parent involve-
ment and family support programs is linked
with outcomes, to determine the extent to
which our espoused practices are resulting in
the outcomes that families desire.
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14 JEI, 2001, 24:1
50. year-olds who attended publicly funded prekindergarten
programs in the USA. Results
indicated that after controlling for child and family
characteristics, the perceived
quality of the parent–teacher relationship during
prekindergarten was associated with
prekindergarten teachers’ ratings of children’s social
development during prekinder-
garten and kindergarten teachers’ ratings at the beginning of
kindergarten. Further-
more, the association between quality of the parent–teacher
relationship and
reductions in problem behavior was stronger among children
who experienced social/
economic risks.
Keywords: social competence; parent–teacher relations;
preschool; at-risk youth
Introduction
The promotion of children’s social and behavioral competence
is arguably one of the
most important outcomes of early childhood education. Social
and behavioral compe-
tencies in preschool are strong predictors of school readiness
and adjustment (Rimm-
Kaufman, Pianta, & Cox, 2000), and the quality of the
relationships children form with
their preschool teachers has significant concurrent (Garner &
Waajid, 2008; Mashburn
et al., 2008) and long-term consequences for children’s
outcomes (Hamre & Pianta,
2003; O’Connor & McCartney, 2007; Peisner-Feinberg et al.,
2001).
52. defined as family–school connectedness, this intersection
between the family and the
school can facilitate valuable communication and socialization
practices that promote
children’s school success (Downer & Myers, 2009; Epstein,
2001).
Recently in the USA, the federal government and most states
have invested in
publicly funded prekindergarten (pre-k) programs that are
designed to provide oppor-
tunities for four-year-olds to develop school readiness skills
prior to entry into kinder-
garten. The growth and expansion of pre-k continue to be
spurred by developmental
research, particularly new discoveries about cognition and brain
development suggest-
ing greater brain plasticity before the age of five, and a strong
base of evidence
showing that pre-k programs produce demonstrable gains in the
social, emotional,
behavioral, and cognitive attributes that characterize school
readiness (e.g., Barnett &
Masse, 2007; Reynolds, Temple, Robertson, & Mann, 2001).
The value of pre-k is well
established; however, an important caveat is that the quality of
children’s experiences
in pre-k is critical to ensure positive child outcomes (e.g.,
Mashburn & Pianta, 2010).
Strong family–school connections are a hallmark of quality pre-
k programs in the USA
(NAEYC, 2002).
Although family–school connections are posited to play a
central role in children’s
early development, the body of empirical studies examining this
53. association in pre-k is
limited. Furthermore, much of the research has focused on the
degree to which parents
are involved with school (i.e., quantity or frequency of contacts
or events attended)
rather than on the quality of parents’ relationships with teachers
(Adams & Christen-
son, 2000). The current study contributes to the existing
literature by examining two
facets of family–school connections in pre-k—the frequency of
parent–teacher con-
tacts and the quality of parent–teacher relationships—and their
associations with
children’s development of social competencies in pre-k and in
kindergarten. In addi-
tion, the study examines the extent to which the quality of the
parent–teacher relation-
ship has stronger associations with the development of social
outcomes for children
who experience greater levels of social and economic risk.
Why Family–School Connections Should Matter
The case for family–school connections playing a significant
role in children’s early
social development is theoretically strong. A number of
theorists (e.g., Bronfenbrenner,
1994; Harkness & Super, 1996; Sameroff, 1975) suggest that
child development is best
conceived in terms of a set of interdependent systems that
simultaneously exert their
influence on children. Particularly relevant in the current study
are mesosystem pro-
cesses or the interrelations between a child’s most proximal
socializing contexts—
family and school. These interrelations are defined by two
55. high-quality family–school connections can facilitate children’s
development by pro-
viding opportunities for a bidirectional exchange of information
about a child that
helps align parents’ and teachers’ goals (Epstein, 2001). Within
family–school con-
nections, the parent–teacher relationship-quality dimension
appears to be particularly
important for facilitating meaningful information exchanges and
parental involvement
in school. While a quality of parent–teacher relationship likely
facilitates more parent
involvement, it can also influence children’s perception of the
importance of school
and can enhance their engagement with school (Grolnick &
Slowiaczek, 1994; Hughes
& Kwok, 2007). Conversely, children’s perception that the
parent–teacher relationship
is weak or that parents and teachers have differing expectations
and goals may exac-
erbate any existing school-adjustment problems or may create
new ones (Hoover-
Dempsey & Sandler, 1995).
Family–School Connections and Children’s Social Outcomes
The association between family–school connections and
children’s outcomes in pre-k
is largely extrapolated from a number of studies examining
these connections at the
elementary-school level. This literature generally shows that
more parent–teacher
contacts and parent participation in school activities yield
improved social and aca-
demic outcomes (see Seginer, 2006 for a review). However, this
literature is replete
56. with definitional ambiguities, methodological inconsistencies,
and selection issues that
may compromise these conclusions (Fan & Chen, 2001). An
additional issue is that
many studies rely on teacher ratings for both parental
involvement and children’s
outcomes. As such, measures of involvement represent teachers’
perceptions, and these
are not necessarily congruent with more objective indices of
involvement (Waanders,
Mendez, & Downer, 2007).
Teachers’ perceptions about children and parents—in and of
themselves—can affect
children’s development and well-being. The influence of
teachers’ perceptions on
children’s outcomes has a long history in educational research,
and more positive
perceptions may influence the amount of time the teacher
spends with the child in the
classroom, the quality of interactions between the teacher and
the child, and the
likelihood that the teacher labels the child as having behavioral
problems. Further,
there is an emerging literature demonstrating that teachers’
perceptions about parents
are associated with their attitudes about and behaviors toward
parents. For example,
teachers’ perceptions of a high-quality of parent–teacher
relationship predict parents’
school-based involvement (Nzinga-Johnson, Baker, &
Aupperlee, 2009), and teacher
perceptions of parents’ attitudes toward school are strong
predictors of children’s early
school outcomes (Rimm-Kaufman, Pianta, Cox, & Bradley,
2003).
58. are scant. Existing
studies at the elementary-school level suggest that the parent–
teacher relationship is a
stronger predictor of children’s social adjustment and
achievement than is the fre-
quency of family–school contacts (Rimm-Kaufman, Pianta, Cox,
& Bradley, 2003). To
our knowledge, only two studies have examined a facet of
parent–teacher relationship
quality in pre-k: Waanders et al. (2007) and Arnold et al.
(2008). However, both studies
examine quality as the connection and ease of parent–teacher
communication and not
as encompassing affective qualities such as trust or emotional
tone. Further, neither
study examined the association between parent–teacher
relationship quality and chil-
dren’s development of social skills and positive relationships
with their teachers.
Family Factors Related to Family–School Connections
Families with social risks frequently have fewer financial and
social resources as well
as reduced time to invest in their children’s education (Garcia-
Coll et al., 1996), which
may constrain the number of contacts between parents and
teachers. Indeed, research-
ers have documented low levels of family–school connections
among families of low
income and/or racial/ethnic minority status (Nzinga-Johnson et
al., 2009; Waanders
et al., 2007). Other proxies for socioeconomic status, such as
low levels of parental
education and single parenthood, have also shown to affect
adversely the number of
59. family–school contacts (Arnold et al., 2008; Kohl, Lengua, &
McMahon, 2000). One
study surprisingly indicates that family factors do not appear to
predict the frequency
of family–school contacts in preschool and kindergarten (Rimm-
Kaufman & Pianta,
2005). However, other studies show that the relationships
between family factors and
homeschool communications may be more nuanced. For
example, mothers who work
part-time have higher levels of involvement than those who
work full-time. However,
unemployed mothers not currently looking for work have the
lowest levels of involve-
ment (Weiss et al., 2003).
In addition to having fewer contacts with teachers, parents who
are culturally or
socioeconomically different from their children’s teachers may
also experience sub-
optimal and strained relationships with teachers (Waanders et
al., 2007), marked by
low levels of cooperation and trust (see Boethel, 2003 for a
review). In early childhood,
poor parent–teacher relationships in families with social risks
may be attributable to
differences in child-rearing beliefs, communication styles, and
expectations regarding
children’s behavior (Churchill, 2003; Harkness & Super, 1996).
English language
proficiency is also an important determinant of school-based
involvement among
language minority and immigrant populations (Wong & Hughes,
2006).
Quality parent–teacher relationships may be an important
61. parent–teacher relation-
ships and parent–teacher contacts) associated with children’s
social development? This
question is examined using four sets of outcomes: pre-k
teachers’ perceptions of
children’s social competence and problem behaviors; pre-k
teachers’ perceptions of
the degree of closeness and conflict in their relationships with
children; kindergarten
teachers’ perceptions of children’s social competence and
problem behaviors; and
kindergarten teachers’ perceptions of the degree of closeness
and conflict in their
relationships with children. The second research question asks:
To what extent are the
associations between family–school connections and children’s
development of social
outcomes moderated by child and family characteristics (sex,
primary home language,
race/ethnicity, family income, and maternal education)?
Methods
Participants
Participants come from two large-scale studies of state-funded
pre-k programs: the
National Center for Early Development and Learning’s
(NCEDL) Multi-State Study of
Pre-Kindergarten (Multi-State Study), and the NCEDL–National
Institute for Early
Education Research State-Wide Early Education Programs
Study (SWEEP Study).
The Multi-State Study included a stratified random sample of 40
state-funded pre-k
programs within each of the six states (GA, IL, KY, OH, and
63. 2012
consent, (2) met the age criteria for kindergarten eligibility
during the following year,
(3) according to the teacher, did not have an individualized
education plan, and (4)
according to the teacher, spoke English or Spanish well enough
to understand simple
instructions. The group of eligible children was stratified by
gender, and in each class,
whenever possible, two boys and two girls were randomly
selected. The resulting
sample included 2966 children from 704 pre-k classrooms
within 11 states. Table 1
Table 1. Child Characteristics, Family Characteristics, Parent–
Teacher Relation-
ship and Teacher Ratings of Child Competencies
N % Missing Mean SD Range
Child characteristics
Gender 0
Boy 1459 49
Girl 1507 51
English is the first language 43
No 664 23
Yes 2259 77
Race 68
African-American 533 18
Latino 764 26
65. 2012
provides the demographic composition of children in this study.
The sample repre-
sented both genders nearly equally (49 percent boys and 51
percent girls), and approxi-
mately one quarter (23 percent) of the children did not speak
English as their primary
language. The sample was ethnically and racially diverse: 41
percent of children were
White, 18 percent were African-American, 26 percent were
Latino, and 14 percent
were other race. Over half of the children (58 percent) were
from families that were
categorized as poor, designated as such if their family’s total
income fell below 150
percent of the federal poverty threshold based on family size.
The average number of
years of maternal education was 12.6 years (SD = 2.4 years).
In the analysis examining associations between parent–teacher
relationships and
children’s social outcomes during pre-k, we used the entire
sample of 2966 children.
In the analysis examining these outcomes at kindergarten entry,
the subsample of 1939
children for whom kindergarten teachers completed assessments
for the outcomes of
interest was included. Attrition bias analyses were conducted to
compare the demo-
graphic characteristics, the social outcomes at the beginning of
pre-k, and the family–
school connectedness of 1939 children included in the
kindergarten analysis, with the
66. 1027 children who were excluded due to missing teachers’
reports of these outcomes.
There were no statistically significant differences between the
children who were
excluded and retained from the kindergarten analysis with
regard to gender (c2 = 2.84,
p = .09), frequency of parent phone contacts (t = -1.36, p = .18),
parent voluntary
contacts (t = -1.82, p = .07), or parent–teacher conferences (t =
1.39, p = .17). However,
children excluded from the analysis were less likely to speak
English as a first language
(c2 = 27.3, p = .00), more likely to identify as Latino and other
(c2 = 36.5, p = .00),
more likely to come from families categorized as poor (c2 =
87.7, p = .00), had mothers
with, on average, fewer years of education (t = -5.83, p = .00),
had lower social
competence (t = -2.68, p = .00) and greater problem behaviors
at pre-k entry (t = 2.57,
p = .00), and had higher quality of parent–teacher relationships
(t = 2.81, p = .00).
Measures
Child and Family Characteristics. These data were provided by
parents/primary car-
egivers on the demographic questionnaire completed at the start
of the pre-k year.
Demographic characteristics included in this study were gender
(boy is the reference
group), English is the child’s first language (‘no’ is the
reference group), race/ethnicity
(White is the reference group), whether the family is poor (‘not
poor’ is the reference
group), and years of maternal education.
68. such that higher scores
indicate a better quality relationship. The mean of the seven
items was computed and
used to represent teachers’ reports of the overall quality of the
parent–teacher rela-
tionship. Internal consistency (Cronbach’s alpha) for the scale
was .92, and on average,
teachers reported positive relationships with parents (M = 3.55,
SD = .51, range = 1–4).
The frequency of different types of contact that teachers’ had
with parents was
assessed in the spring via teacher ratings on six items. Using a
4-point Likert scale with
anchors (1 = never, 2 = once or twice a year, 3 = almost every
month, 4 = almost every
week, and 5 = more than once per week), teachers’ reported the
frequency of the
following types of contacts: parent called teacher, teacher called
parent, parent
attended group function, parent attended a special event, parent
attended parent–
teacher conference, and parent volunteered. These items were
subjected to an explor-
atory factor analysis, and three dimensions of the frequency of
parent–teacher contacts
were identified. The first subscale assessed the frequency of
phone contacts, and it
included the frequency of the parent calling the teacher and the
teacher calling the
parent; the internal consistency (Cronbach’s alpha) was .73, and
the mean for the
subscale was 2.42 (SD = .88). The second subscale assessed the
frequency of voluntary
contacts, and it included the frequency that the parent attended
a non-mandatory event
69. including a group function, a special event, and volunteered; the
internal consistency
(Cronbach’s alpha) was .75, and the mean for the subscale was
1.94 (SD = .67). The
third subscale assessed the frequency of parent–teacher
conferences. This subscale
comprises a single item with a mean of 2.07 (SD = .45).
Social Skills. In the fall and spring of pre-k and the fall of
kindergarten, the child’s
teacher completed the teacher–child rating scale (Hightower et
al., 1986), a behavioral
rating scale designed to assess two dimensions of children’s
social–emotional adjust-
ment in preschool through third grade: social competence and
problem behaviors. An
evaluation of its normative and psychometric characteristics is
reported by Weissberg
et al. (1987). Examples of items that assess social competence
include ‘participation in
class discussions’ and ‘well liked by classmates’, and teachers
used a 5-point scale
(1 = not at all, 3 = moderately well, and 5 = very well) to
indicate how well each statement
described the child. The social competence scale was computed
as the mean of 20 items
and achieved a Cronbach’s alpha of .95, and in general, teachers
reported high levels of
social competence. Examples of items that assess behavior
problems include ‘disruptive
in class’ and ‘difficulty in following directions’. Teachers used
a 5-point scale (1 = not a
problem, 3 = moderate, and 5 = very serious problem) to
indicate how well each
statement described the child. The problem behaviors scale was
computed as the mean
71. somewhat, and 5 = definitely
applies. The closeness scale was computed as the mean of seven
items and achieved a
Cronbach’s alpha of .86. The conflict scale was computed as the
mean of eight items
and achieved a Cronbach’s alpha of .89. Teachers, on average,
rated their relationships
with study children as close and with relatively low levels of
conflict (see Table 1 for
descriptive statistics).
Table 2 presents bivariate correlations among child
characteristics, family charac-
teristics, and teachers’ reports of parent–teacher relationships;
and Table 3 presents
bivariate correlations between teachers’ reports of parent–
teacher relationships and
children’s social outcomes at the beginning of pre-k, end of pre-
k, and beginning of
kindergarten.
Analyses
This study involves a nested design in which four children were
included within each
participating pre-k classroom. Given the multilevel nature of the
data in which multiple
children (level 1) are nested within classrooms (level 2),
hierarchical linear modeling
(Raudenbush & Bryk, 2002) was used to examine (1) the extent
to which family–
school connections in pre-k were associated with children’s
social outcomes during
pre-k and at kindergarten entry, and (2) the extent to which
these associations were
moderated by child and family characteristics (skills at pre-k
72. entry, gender, race,
whether English was the child’s first language, poverty status,
and maternal education).
Equation 1 specifies the models that examine the associations
between the measures
of family–school connections (relationship quality, frequency of
phone contacts, fre-
quency of parents attending voluntary functions, and frequency
of parents attending
parent–teacher conferences) and children’s social outcomes
(social competence,
problem behaviors, teacher–child closeness, and teacher–child
conflict) during pre-k
and at the beginning of kindergarten. The equation specifies
that each outcome (Y) for
a child (i) who is in pre-k classroom (j) is a function of the
intercept [the estimated
mean score for children in that classroom (B00)] after adjusting
for the following level
1 characteristics: teachers’ ratings in the fall of pre-k (B01),
child and family demo-
graphic characteristics (B02-B08), quality of the parent–teacher
relationship (B09), each
of the three measures of the frequency of contacts between the
parent and the teacher—
phone contacts (B10), voluntary contacts (B11), parent–teacher
conferences (B12)—and
the error terms associated with within-class variability (rij) and
between-class variabil-
ity (u0j) in the outcomes. Given that assessments of teacher–
child closeness and conflict
were not conducted during fall of pre-k, we computed a fall
pretest measure for these
outcomes that combined teachers’ reports of the child’s social
competence and
118. quality (B13), phone contacts (B14), voluntary contacts (B15),
and parent–teacher con-
ferences (B16). These coefficients determine the extent to
which teachers, who on
average, report higher quality relationships and more contacts,
have students who on
average, develop positive social outcomes at a greater rate.
Y B B fall pretest B child and family characterij -= + ( ) +00 01
02 08 iistics
B relationship quality B phone contacts B
( )
+ ( ) + ( ) +09 10 111
12 13
voluntary contacts
B parent teacher conferences B
( )
+ !( ) + mmean relationship quality
B mean phone contacts B m
( )
+ ( ) +14 15 eean voluntary contacts
B mean parent teacher conferenc
( )
+ !16 ees r uij j( ) + + 0 .
(1)
To address the second research question that examines the
extent to which the
119. associations between quality of the parent–teacher relationship
and children’s social
outcomes were moderated by the child and family
characteristics, interaction terms
were added to Equation 1. Specifically, an interaction term was
computed for the
within-class measure of relationship quality and for each of the
child and family
characteristics (fall pretest, gender, English is the first
language, race, poverty status,
and years of maternal education). Each interaction term was
entered separately in the
models to examine the extent to which relationship quality had
a differential associa-
tion with children’s development for different subgroups of
children.
Missing data were estimated using multiple imputation
procedures, which created
20 data files with complete data. The multilevel analyses were
conducted for each of
the 20 imputed data files using Proc Mixed in SAS (SAS
Institute Inc., Cary, NC;
Singer, 1998). Coefficients and SE resulting from each analysis
were pooled to provide
estimates of the associations between each predictor and
outcome.
Results
Family–School Connectedness and Children’s Social Outcomes
during Pre-k
Preliminary analyses were conducted to estimate intra-class
correlations (ICCs) to
determine the proportion of the total variance (within- and
121. pre-k and the following
predictors: child and family characteristics (fall pretest scores,
gender, English is the
child’s first language, race/ethnicity, poverty status, and
maternal education), quality of
the parent–teacher relationship, and frequency of contacts
between the teacher and
each child’s parent in three contexts (phone contacts, parent
attended voluntary func-
tions, and parent–teacher conferences). Unstandardized
regression coefficients (B) and
standard errors (SE) are provided that indicate the direction and
magnitude of these
associations.
For each of the four outcomes, fall ratings were significantly
associated with spring
ratings, and there was a significant gender effect, such that
compared with girls, boys
were rated as having significantly lower social competence (B =
-.11) and closeness
with teachers (B = -.08), and greater problem behaviors (B =
.09) and conflict in their
relationships with teachers (B = .12). There were also
differences in problem behaviors
and teacher–child conflict related to children’s race/ethnicity.
Specifically, African-
American children were rated as having more problem behaviors
(B = .05) and more
conflict in their relationships with teachers (B = .11) compared
with White children.
Further, children whose mothers had fewer years of education
were rated by teachers
as having greater levels of problem behavior than children with
mothers with more
years of education (B = -.01).
122. There were significant associations between the group-mean-
centered teachers’
reports of the quality of their relationships with parents and
with each of the four
outcomes. Specifically, relative to other children in the
classroom, children whose
teachers reported having a higher quality relationship with their
parents were rated by
the teacher to be more socially competent (B = .28), to have
fewer problem behaviors
(B = -.21), and to have formed closer relationships with
teachers (B = .35) and have
less conflict in their relationships (B = -.38) with teachers.
These associations were
also evident at the classroom level in which teachers’ average
ratings of family–school
connectedness for children in their classes were entered in the
level 2 model. Specifi-
cally, teachers, who reported on average higher quality
relationships with parents, also
judged these children to develop greater levels of social
competence (B = .36), lower
levels of problem behaviors (B = -.20), and relationships with
the teacher marked by
high levels of closeness (B = .51) and low levels of conflict (B
= -.29).
There were also significant associations between the frequency
of phone contacts
and the children’s social outcomes during pre-k. Specifically,
teachers, who reported a
greater number of phone contacts with a child’s parents relative
to the number of phone
contacts the teacher had with the other children in the
classroom, also reported that the