Toward a theory of formative program evaluation

McClintock, Charles

doi:10.1002/ace.36719842411

Cited by 13 publications

(8 citation statements)

References 26 publications

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“…Researchers can then generate information about the specific program to identify discrepancies between this intended model and actual practice to provide stakeholders with a more complete understanding of the central components of their program. This approach provides agencies with information about their program performance but also addresses important questions about program processes and the structure of service delivery (McClintock 1984).…”

Section: Present Studymentioning

confidence: 99%

Engagement, Residential Treatment Staff Cognitive and Behavioral Disputations, and Youths’ Problem-Solving

Raftery

Steinke

Nickerson

2010

Child Youth Care Forum

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In this study, the researchers examined the relationship between residential treatment staff members' use of cognitive and behavioral disputations and problem-solving skills just prior to discharge for 59 youths with emotional and behavioral disorders. The researchers also assessed the direct and indirect effects of engagement in treatment on problem-solving. Measures completed by youths, childcare staff, and clinicians were used in order to comprehensively understand these relationships. The relationship between cognitive and behavioral disputations, as measured by both youth and staff, and problemsolving skills was not significant. Youth and staff reports of engagement in treatment related directly to youth report, but not staff report, of cognitive and behavioral disputations. Youth report of engagement was the only predictor of problem-solving just prior to discharge. Implications for engaging youth in treatment are discussed.

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Section: Present Studymentioning

confidence: 99%

Engagement, Residential Treatment Staff Cognitive and Behavioral Disputations, and Youths’ Problem-Solving

Raftery

Steinke

Nickerson

2010

Child Youth Care Forum

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“…To assess fidelity to the internal validity and integrity of the intervention by examining the adherence of the implementation to the intervention core elements (McClintock, 1986).…”

Section: Introductionmentioning

confidence: 99%

Implementation and evaluation of an HIV/STD intervention in Peru

Maiorana

Kegeles

Fernández

et al. 2007

Evaluation and Program Planning

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This paper presents the lessons learned through a process evaluation (PE) after one year of implementation of a two-year community intervention in Lima, Peru. The intervention consisted of training and motivating community popular opinion leaders (CPOLs) for three marginal population segments to disseminate prevention messages among their peers. PE data included: observations, qualitative interviews with CPOLS, conversations and messages delivered by CPOLs, training facilitators' perceptions about implementation, and a survey of CPOLs. The PE helped to document and enhance the intervention. CPOLs were motivated to talk to their peers. CPOLs perceived that their participation had an effect on their own risk behaviors and saw their role as beneficial to their community. The PE was helpful in examining training delivery and the feasibility and acceptability of the intervention in order to assess the elements related to program success necessary to replicate the CPOL model.

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“…Yet, as experience was gained with major evaluations of public programs in this era, there was a growing awareness that program evaluation was deeply intertwined with politics, and that perhaps its greatest utility was as a means of learning how to improve programs and understand their implementation in varied contexts (Cronbach et al, 1980;Woodhead, 1988). Few decisions to terminate a program were made on the basis of scientific evidence alone, and evaluators began to view their work as integral to program adjustment and accommodation (McClintock, 1986).…”

Section: Breaking Out Of the Goal Attainment Framementioning

confidence: 97%