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Session Title: Considering Developmental Issues as Critical Facets to the Evaluation Context
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Panel Session 477 to be held in Suwannee 17 on Friday, Nov 13, 9:15 AM to 10:45 AM
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Sponsored by the Human Services Evaluation TIG
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| Chair(s): |
| Tiffany Berry, Claremont Graduate University, tiffany.berry@cgu.edu
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| Discussant(s):
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| Katherine Byrd, Claremont Graduate University, katherine.byrd@cgu.edu
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| Abstract:
What does training in developmental psychology afford the evaluation community? What do evaluators who work with programs serving children need to know about developmental issues? How do evaluation practices change as a result of incorporating salient developmental issues? The purpose of this panel is three-fold: (1) introduce salient developmental issues relevant to the evaluation of programs serving children and youth; (2) describe the unique developmental issues involved with evaluation methods (e.g., design, measurement, assessment, etc.); and (3) illustrate how these salient developmental issues can integrated feasibly and efficiently into an existing evaluation framework (i.e., Center for Disease Control's framework). Ultimately, considering developmental issues as critical facets to the evaluation context may improve evaluation practice, as well as the sensitivity of the evaluation for picking up program effects.
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An Overview of Child Development: Theories, Domains, and Tasks
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| Susan Menkes, Claremont Graduate University, susan.menkes@cgu.edu
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| Krista Collins, Claremont Graduate University, krista.collins@cgu.edu
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In the evaluations of programs serving children and youth, understanding developmental issues is paramount to delivering effective program evaluation. Thus, the purpose of this paper is to provide an overview of salient issues in child development that specifically relate to program evaluation practices (e.g., measuring outcomes, specifying a design, aligning program activities with outcomes, etc.). This paper will present developmental theory to orient the audience towards understanding how children interact with and are influenced by the program context. We will also discuss how children change across developmental domains (e.g., social-emotional, cognitive) and within key age groups (e.g., infancy, preschool, school age, and adolescence). Ultimately, this paper will describe key developmental tasks useful in establishing developmentally appropriate evaluations.
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Overcoming Methodological Challenges When Evaluating Programs Serving Children
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| Katherine Bono, California State University Fullerton, kbono@gmail.com
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This paper will focus on several methodological issues relevant to evaluating programs that serve children. First and most importantly, children are developing while participating in any program. Thus, how does an evaluator discern program effects from typical development? Simple pre-post designs without any source of comparison are usually not adequate. Another methodological issue is related to the choice of short-term versus long-term outcomes for desired program changes. It is often necessary to measure precursors to desire behavioral change rather than a behavior that may not change for months or years after the completion of the program. The evaluator must also choose measures that will most accurately indicate behavioral changes related to the program. These decisions often lead to a cost-benefit analysis regarding various measurement strategies (e.g., standardized assessment vs. teacher- or parent-report). Several examples from actual program evaluations will be discussed related to these methodological challenges.
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Applying Child Development to Evaluation: Incorporating Developmental Issues Into Existing Evaluation Frameworks
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| Tiffany Berry, Claremont Graduate University, tiffany.berry@cgu.edu
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Building upon the previous two presentations, this paper will apply developmental issues of theory, methods, and design within the context of a practical program evaluation. Specifically, we will illustrate how evaluation practices change when the developmental context is considered. The six-step evaluation framework developed by the Centers for Disease Control (CDC) will guide our discussion of salient developmental issues. The CDC six-step evaluation framework includes the following: (1) engaging stakeholders, (2) describe the program, (3) focus the design, (4) gather evidence, (5) justify conclusions, and (6) share lessons learned. Building upon the CDC's evaluation framework, we will illustrate how, when, and where salient developmental issues related to theory, methods, or design (as well as measurement, assessment, ethics, data collection strategies with youth, etc.) could be meaningfully and feasibly incorporated into evaluation practice. Ultimately, we plan to demonstrate how evaluation practice improves when practitioners consider the developmental context of evaluation.
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