1. Program Design: Analyzing Program Models
PS 430 Unit 7
Program Design: Analyzing Program Models

2. Unit 7 Project
View this data for Pathway High School, determine results and analyze results:
Minimum of 2 pages
APA format including in text citations and references
Minimum of 2 academic sources which can include your textbook
Determine the purpose of each data requirement above by discussing how it can be used in the program planning process. Identify each type of data collected as either quantitative or qualitative

3. Unit 7 Project
Figure 1: The occurrence of aggressive behavior incidents reported before and after the program began
Using the data in Figure 1, discuss the level of challenging behavior incidents reported before and after the program began (include discussion of the need for the program and the general impact the program had on challenging behavior).

4. Figure 1

5. Figure 2
Using the data in Figure 2, calculate the mean (average) score on the observational checklist before the program was implemented and after. Use this data to discuss the impact of the program on behavior correction procedures in the classroom.
To Calculate the mean
Add all the numbers
Divide by how many numbers
Use excel fx average

6. Calculate the Mean
Scores on the observational checklist was compiled to measure correct implementation of behavior correction procedures before and after program implementation. The scores are as follows:
What is the mean score for each condition?
Scores on Observational Checklist (out of 100)
Before Program Implementation
After Program Implementation
Teacher A 65 95
Teacher B 85
100
Teacher C 40 75
Teacher D 60
Teacher E 50 80
Teacher F
Teacher G
Teacher H 90

7. Figure 3
Using the data in Figure 3, calculate the percentage of students who rated their school experience at the highest level (5) and the lowest level (1). Discuss these results as they relate to student satisfaction after the SWPBS program was implemented.
How to calculate %:
X/Y *100
# of students who rated 1/total # of student * 100

8. Calculate the %
Worst
Best
Rating Scale Score 1 2 3 4 5
# of students before program start 70 85 40 30
# of students 3 months after program start 25 45 95 15
# of students 6 months after program start 10 35
115 50
What % of students rated their school experience at the highest versus lowest level during each condition (before program, 3 months after program start, 6 months after program start)?
Total # of students surveyed = 225

9. Elements of a Program

10. Program Design
Program design refers to identifying and defining the elements that goes into the delivery of a service.

11. Inputs
Inputs to a program include five elements representing an agency's resources and raw materials.
Client and Consumers
Staff
Physical Resources:
Materials
Facilities
Equipment

12. Throughputs
Procedures that will be implemented to carry out the program
The more traditional systems theory language uses the term throughputs in place of activities.
Service Definition
Brief definition of the services to be provided
Narrows down the service
Service Tasks
Helps to define the activities that go into the provision of the service
Brings clearer definition of:
Who does what with clients
For what purpose
Under what conditions

13. Throughputs Cont’d Methods of Intervention
Explains the way that services will be delivered
Includes words such as: teaching, facilitating, enabling
Important to identify best practice

14. Outputs Direct products of program activities
Number of sessions provided
Number of seminars taught
The purpose of measuring output is to determine how much of an available service a client actually received and whether the client completed treatment or received the full complement of services as specified in the program design.
Units of Service
Contact units: 1 contact between worker and client
Material Units: tangible resource provided to the client
Time Units: can refer to direct client contact/paperwork completion

15. Outputs Cont’d Service Completion Final input
When will client be finished with the service?
Defined at the time the program is designed
Can be difficult to define depending on the service
Defining output prior to implementation of a program also enables evaluators to distinguish between someone who completes the program and someone who drops out.

16. More on Outputs Quality Frequently addressed with the use of standards
Must be well defined
Melded with units of service and tracked

17. Outcomes Do client improve due to services?
How do you define or measure improvement?
Standardized Measures
Have been validated
Level of Functioning Scale
Specific to the program of service
Requires that practitioners rate their clients on several aspects of functioning.
Client Satisfaction
Client satisfaction scores provide a one-time statement of a client's perception of the usefulness of the services provided.

18. Outcomes Cont’d Intermediate Outcomes Final Outcomes
Changes in the quality of life if the client measured at the completion of service
Final Outcomes
Changes in the clients life as measured in follow up

19. Impact
Measurable change occurring in organizations, communities, or systems as a result of services.
It is always possible to aggregate data, but not possible to disaggregate.

20. Program Design Evaluation
Look at example in textbook Pg 154
What are the strengths and weaknesses of each?
With consideration of all the different aspects of programs we have just discussed which program would you choose? Why?