ps 430 unit 7
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PS 430 Unit 7. Program Design: Analyzing Program Models. Unit 7 Project. V iew this data for Pathway High School, determine results and analyze results: Minimum of 2 pages APA format including in text citations and references Minimum of 2 academic sources which can include your textbook - PowerPoint PPT PresentationTRANSCRIPT
PS 430 Unit 7Program Design: Analyzing Program Models
Unit 7 Project
0View this data for Pathway High School, determine results and analyze results:
0Minimum of 2 pages0APA format including in text citations and references0Minimum of 2 academic sources which can include your
textbook
0Determine the purpose of each data requirement above by discussing how it can be used in the program planning process. Identify each type of data collected as either quantitative or qualitative
Unit 7 Project
0Figure 1: The occurrence of aggressive behavior incidents reported before and after the program began
0Using the data in Figure 1, discuss the level of challenging behavior incidents reported before and after the program began (include discussion of the need for the program and the general impact the program had on challenging behavior).
Figure 1
SEPT OCT NOV DEC JAN FEB MAR APR MAY0
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Figure 1
Month
# o
f ch
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beh
avio
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ents
program implemented
Figure 2
0Using the data in Figure 2, calculate the mean (average) score on the observational checklist before the program was implemented and after. Use this data to discuss the impact of the program on behavior correction procedures in the classroom.
0To Calculate the mean1. Add all the numbers2. Divide by how many numbers3. Use excel fx average
Calculate the Mean0Scores on the observational checklist was compiled to
measure correct implementation of behavior correction procedures before and after program implementation. The scores are as follows:
0What is the mean score for each condition?
Scores on Observational Checklist (out of 100)
Before Program Implementation After Program Implementation
Teacher A 65 95
Teacher B 85 100
Teacher C 40 75
Teacher D 60 100
Teacher E 50 80
Teacher F 65 100
Teacher G 40 85
Teacher H 60 90
Figure 3
0Using the data in Figure 3, calculate the percentage of students who rated their school experience at the highest level (5) and the lowest level (1). Discuss these results as they relate to student satisfaction after the SWPBS program was implemented.
0How to calculate %:0X/Y *1000# of students who rated 1/total # of student * 100
Calculate the %
0
0 What % of students rated their school experience at the highest versus lowest level during each condition (before program, 3 months after program start, 6 months after program start)?
Worst Best
Rating Scale Score 1 2 3 4 5
# of students before program start 70 85 40 30 0
# of students 3 months after program start 25 45 95 45 15
# of students 6 months after program start 10 35 115 50 15
Total # of students surveyed = 225
Elements of a Program
Program Design
0Program design refers to identifying and defining the elements that goes into the delivery of a service.
Inputs
0 Inputs to a program include five elements representing an agency's resources and raw materials.0 Client and Consumers0 Staff0 Physical Resources:
0Materials0Facilities 0Equipment
Throughputs
0 Procedures that will be implemented to carry out the program0 The more traditional systems theory language uses the term
throughputs in place of activities.0 Service Definition
0 Brief definition of the services to be provided0 Narrows down the service
0 Service Tasks0 Helps to define the activities that go into the provision of the service0 Brings clearer definition of:
0 Who does what with clients0 For what purpose0 Under what conditions
Throughputs Cont’d
0Methods of Intervention0 Explains the way that services will be delivered0 Includes words such as: teaching, facilitating, enabling
0 Important to identify best practice
Outputs
0 Direct products of program activities0 Number of sessions provided0 Number of seminars taught
0 The purpose of measuring output is to determine how much of an available service a client actually received and whether the client completed treatment or received the full complement of services as specified in the program design.
0 Units of Service0 Contact units: 1 contact between worker and client0 Material Units: tangible resource provided to the client0 Time Units: can refer to direct client contact/paperwork completion
Outputs Cont’d
0Service Completion0 Final input0 When will client be finished with the service?0 Defined at the time the program is designed0 Can be difficult to define depending on the service0 Defining output prior to implementation of a program
also enables evaluators to distinguish between someone who completes the program and someone who drops out.
More on Outputs
0Quality0 Frequently addressed with the use of standards0 Must be well defined0 Melded with units of service and tracked
Outcomes
0 Do client improve due to services?0 How do you define or measure improvement?0 Standardized Measures
0 Have been validated0 Level of Functioning Scale
0 Specific to the program of service0 Requires that practitioners rate their clients on several aspects
of functioning.0 Client Satisfaction
0 Client satisfaction scores provide a one-time statement of a client's perception of the usefulness of the services provided.
Outcomes Cont’d
0 Intermediate Outcomes0 Changes in the quality of life if the client measured at the
completion of service0Final Outcomes
0 Changes in the clients life as measured in follow up
Impact
0Measurable change occurring in organizations, communities, or systems as a result of services.
0 It is always possible to aggregate data, but not possible to disaggregate.
Program Design Evaluation
0Look at example in textbook Pg 154
0What are the strengths and weaknesses of each?0With consideration of all the different aspects of
programs we have just discussed which program would you choose? Why?