1. Direct Practice in Social Work, 2e Scott W. Boyle Grafton H. Hull, Jr. Jannah Hurn Mather Larry Lorenzo Smith O. William Farley University of Utah, College of Social Work This multimedia product and its contents are protected under copyright law. The following are prohibited by law: any public performance or display, including transmission of any image over a network; Preparation of any derivative work, including the extraction, in whole or in part, of any images; Any rental, lease, or lending of the program. © 2009 Allyn & Bacon Power Points by Julie Emmer, University of Central Florida

2. Direct Practice in Social Work © 2009 Allyn & Bacon In Chapter 13, we will explore: How evaluation applies to direct practice Qualitative and quantitative evaluation designs Threats to both internal and external validity Cultural competence in evaluation

3. Evaluation: determining the effectiveness and accomplishment of outcomes It allows us to determine what works It is an ethical obligation It provides accountability to our funding sources It encourages efficiency It motivates clients by providing positive feedback © 2009 Allyn & Bacon

4. Ethical concerns in evaluation Confidentiality Conflicting loyalty Client influence Client consent Objectivity Accurate generalization of findings © 2009 Allyn & Bacon

5. Evaluation approaches for direct practice Quantitative vs. Qualitative Evaluation © 2009 Allyn & Bacon

6. Single system designs Social workers collect data from: Clients Family members Organizational records (school, employer) Behavioral observation Rating scales © 2009 Allyn & Bacon

7. Example of an AB design The phase before the intervention (“A” Phase) is compared to the phase after the intervention (“B” Phase) © 2009 Allyn & Bacon

8. Example of a B design Intervention begins immediately, without establishing an “A” Phase baseline © 2009 Allyn & Bacon

9. Example of an ABA design A regular AB design is followed by a period in which no intervention occurs © 2009 Allyn & Bacon

10. Example of an ABAB design Involves two baseline and two intervention phases © 2009 Allyn & Bacon

11. Example of an ABCD design Used when multiple specific interventions are introduced © 2009 Allyn & Bacon

12. Example of multiple goals and baselines © 2009 Allyn & Bacon

13. Goal attainment scaling Step One: Identify client problems Step Two: Select client problems to work on Step Three: Identify scale of behaviors Step Four: Complete the goal attainment sheet Step Five: Evaluate outcomes Step Six: Calculate overall GAS score & each scale score © 2009 Allyn & Bacon

14. Completed goal attainment scaling sheet © 2009 Allyn & Bacon

15. Goal attainment scaling AdvantagesDisadvantages Flexibility, reliability, face validityMay not capture client’s real situation Increases client motivationSome goals are not scaled easily Can be used with all systems levels Goals must be measurable Can rank multiple goals Can scale goals in terms of desired outcome © 2009 Allyn & Bacon

16. Target problem scaling Each Problem is assessed using the following scale: Extremely serious (ES) Very serious (VS) Serious (S) Not very serious (NVS) No Problem (NP) Following interventions, the clinician and client rate the symptoms together: 1 = Worse 2 = No change 3 = A little better 4 = Somewhat better 5 = A lot better © 2009 Allyn & Bacon

17. Task achievement scale © 2009 Allyn & Bacon

18. Satisfaction studies © 2009 Allyn & Bacon

19. Group designs Experimental designs  Pre-test post-test control group design  Post-test only control group design Quasi-experimental designs  Nonequivalent control groups Time series designs Multiple time series designs © 2009 Allyn & Bacon

20. Time series designs © 2009 Allyn & Bacon

21. Threats to internal validity Instrumentation Maturation Mortality Selection bias Statistical regression Diffusion of treatment Testing History © 2009 Allyn & Bacon

22. Threats to external validity Differences in clients Practitioner effects Measurement differences Different dependent variables Interaction of history and intervention Different interventions © 2009 Allyn & Bacon

23. Cultural competence in evaluation Learn about the culture of the clients Try to use interviewers of the same culture Review resulting data by gender and ethnic groups Clarify your assumptions Consult with those of the client culture Do not over-generalize findings to other groups Recognize that existing literature is biased Screen instruments for unintended cultural interpretations Avoid any bias in final report Ensure that instrumentation is not biased Be sure minority groups are represented in sampling Recognize that findings may not apply to another cultural group Interview in the appropriate language Identify any agency bias © 2009 Allyn & Bacon