From Flawed Design to Misleading Information
The U.S. Department of Education's Early Intervention Child Outcomes Evaluation
Datos Bibliográficos
| ID | 12470898 |
|---|---|
| Autores | Steven A Rosenberg (0000-0002-8939-8910, Department of Psychiatry, University of Colorado School of Medicine, Aurora, CO, USA, autor de correspondencia), Batya Elbaum (0000-0002-1257-8251, University of Miami), Cordelia Robinson Rosenberg (0000-0002-2175-6638, University of Colorado Anschutz Medical Campus), Yvonne Kellar‐Guenther (0000-0003-1753-7173, Colorado School of Public Health), Yvonne Kellar-Guenther (Colorado School of Public Health), Beth M Mcmanus (0000-0002-2481-0812, Colorado School of Public Health) |
| Año | 2017 |
| Volumen | 39 |
| Número | 3 |
| Páginas | 350-363 |
| Fecha de publicación | 2017-09-26 |
| Peer Reviewed | Sí |
| Open Access | Sí |
| Tipo | ARTICLE |
| Revista | American Journal of Evaluation (JOURNAL) |
| Identificadores de la revista | ISSN: 1098-2140 • E-ISSN: 1557-0878 |
| Editorial | SAGE Publishing (PUBLISHER • US) |
| DOI | 10.1177/1098214017732410 |
| OpenAlex | W2759133519 |
| Idioma | EN |
| Citas recibidas | 3 |
| Referencias citadas | 23 |
It is a matter of concern when large, federally funded programs are evaluated using designs that produce misleading information. In this article, we discuss problems associated with an evaluation design that was adopted by the U.S. Department of Education, Office of Special Education Programs (OSEP) to document the performance of a major early intervention (EI) program, serving young children with developmental delays and disabilities. In particular, we focus on OSEP’s requirement that states use a single group pre–post comparison design to evaluate the impact of EI on child outcomes. We also provide a data-based illustration that shows this evaluation design cannot distinguish child progress that is due to EI services from changes associated with other factors, such as regression to the mean. We hope this work will support the adoption of evaluation designs that are more in line with accepted principles of program evaluation
Actuarial science · Business · Focus group · Intervention (counseling · Management science · Medical education · Political science · Program Design Language · Program evaluation · Research design · Sociology · Software engineering · Work (physics · Applied Psychology · Computer Science · Early Childhood Education and Development · Engineering · Family and Disability Support Research · Infant Development and Preterm Care · Medicine · Psychology · Marketing
Single group, pre- and post-test research designs
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Proposed Changes to the American Psychiatric Association Diagnostic Criteria for Autism Spectrum Disorder
Regional Variations in Early Intervention Utilization for Children with Developmental Delay
The efficacy of psychological, educational, and behavioral treatment
Unlocking the Potential of the “What Works” Approach to Policymaking and Practice
An Assessment of Evaluation Designs
Quality in Early Childhood Programs
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| Obras citantes distintas | 3 |
|---|---|
| Citas por año | 1 |
| Intervalo de citas | 2023 - 2026 (4) |
| Velocidad de citación | current |
| Altamente citado | No |
| Tipos de cita | Neutras: 3 |