Evaluating Early Intervention: Accountability Methods for Service Delivery Innovations

Providing accountability as a core professional role includes documenting the outcomes of consultations with parents and teachers. Furthermore, these consultations can serve as building blocks for evaluating overall intervention program effectiveness. We report the use of single-case accountability...

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Bibliographic Details
Published in:The Journal of special education 1999-10, Vol.33 (3), p.177-188
Main Authors: Barnett, David W., Pepiton, Amy E., Bell, Susan H., Gilkey, Christine M., Smith, Jacqueline J., Stone, Candace M., Nelson, Karin I., Maples, Kelly A., Helenbrook, Kristen, Vogel, Laurel H.
Format: Article
Language:English
Subjects:
Accountability
Case Studies
Delivery Systems
Disabilities
Early Identification
Early Intervention
Early intervention programmes
Effectiveness
Measures
Ohio
Outcomes of Education
Preschool Children
Preschool Education
Preschool Teachers
Program Design
Program Effectiveness
Program Evaluation
Special needs children
Teaching Methods
USA
Young Children
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Summary:Providing accountability as a core professional role includes documenting the outcomes of consultations with parents and teachers. Furthermore, these consultations can serve as building blocks for evaluating overall intervention program effectiveness. We report the use of single-case accountability designs for examining individual child outcomes and evaluating the Ohio Early Childhood Intervention (ECI) project. Procedural guidelines (termed PASSKey) were used to help structure the process of ecobehavioral analysis, collaborative consultation, and naturalistic intervention design for children's learning, developmental, and behavioral problems. The methods serve as examples of functional assessment, accountability, and program evaluation efforts appropriate for early intervention consultations. Moreover, the results offer evidence for the effectiveness of the ECI model.
ISSN:0022-4669
1538-4764
DOI:10.1177/002246699903300305