Preface |
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ix | |
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1 | (20) |
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2 | (4) |
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Program Evaluation Defined |
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6 | (1) |
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Reasons Why Programs Are Evaluated |
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7 | (5) |
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Overcoming the Subjective Perspective |
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12 | (6) |
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18 | (3) |
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The Evaluation of Need: Needs Assessment |
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21 | (30) |
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Planning Needs Assessments |
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25 | (1) |
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Selecting a Needs Assessment Approach |
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26 | (11) |
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Needs Assessment Illustration 1 |
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37 | (3) |
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Thinking Creatively about Needs Assessments |
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40 | (1) |
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Needs Assessment Illustration 2 |
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41 | (3) |
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44 | (7) |
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Qualitative Evaluation: Formative and Process Evaluation, Program Monitoring, and Quality Assurance |
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51 | (34) |
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51 | (3) |
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Conducting a Formative Evaluation |
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54 | (3) |
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57 | (3) |
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60 | (13) |
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73 | (3) |
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Improving Quality---Recent Themes |
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76 | (2) |
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78 | (7) |
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Goal Attainment Scaling and Client Satisfaction Studies |
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85 | (22) |
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Goal Attainment Scaling (GAS) |
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86 | (1) |
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Case Example of Goal Attainment Scaling |
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87 | (3) |
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GAS and Program Evaluation |
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90 | (1) |
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Variations of Goal Attainment Scaling |
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91 | (1) |
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Problems with Goal Attainment Scaling |
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92 | (2) |
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Client Satisfaction Studies |
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94 | (5) |
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99 | (3) |
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102 | (5) |
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Single System Research Designs |
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107 | (24) |
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Selecting Outcome Measures |
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108 | (2) |
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Conducting Needs Assessments |
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110 | (4) |
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114 | (2) |
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Quality Assurance Studies |
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116 | (1) |
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117 | (4) |
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121 | (5) |
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126 | (5) |
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131 | (30) |
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Starting an Outcome Evaluation |
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131 | (3) |
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Outcome Evaluation Designs |
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134 | (3) |
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Pre-Experimental Evaluation Designs |
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137 | (4) |
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Quasi-Experimental and Experimental Evaluation Designs |
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141 | (5) |
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Eliminating Alternative Explanations |
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146 | (1) |
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Threats to Internal Validity |
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146 | (3) |
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Protection Against Alternative Explanations |
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149 | (1) |
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150 | (5) |
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155 | (6) |
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Cost Effectiveness and Cost Analysis Designs |
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161 | (14) |
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Example of a Cost-Effectiveness Evaluation |
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163 | (2) |
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How to Do a Cost-Effectiveness Study |
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165 | (2) |
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Other Methods of Cost Analysis |
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167 | (3) |
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Final Thoughts on Cost Analysis |
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170 | (5) |
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Measurement Tools and Strategies for Program Evaluation |
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175 | (32) |
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177 | (4) |
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181 | (7) |
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188 | (2) |
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Locating Appropriate Instruments |
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190 | (3) |
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When Reference Books Don't Provide the Instrument You Want |
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193 | (2) |
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Constructing ``Good'' Evaluation Instruments |
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195 | (12) |
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Illustrations of Instruments |
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207 | (24) |
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Child Abuse Potential Inventory |
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208 | (3) |
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211 | (2) |
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213 | (2) |
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UCLA Loneliness Scale (Version 3) |
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215 | (3) |
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Rosenberg Self-Esteem Scale |
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218 | (2) |
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Adult-Adolescent Parenting Scale |
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220 | (2) |
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222 | (2) |
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Child Sexual Behavior Inventory |
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224 | (2) |
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226 | (5) |
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Pragmatic and Political Considerations |
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231 | (30) |
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Guidelines for Evaluation in Politically Charged Areas |
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235 | (3) |
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238 | (1) |
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239 | (6) |
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245 | (3) |
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248 | (1) |
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249 | (3) |
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252 | (2) |
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254 | (7) |
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Making Sense of Evaluation Data |
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261 | (30) |
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263 | (6) |
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269 | (5) |
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Multivariate Analysis of Data |
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274 | (2) |
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Myths about Statistical Significance |
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276 | (2) |
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278 | (3) |
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Using Statistics in Reports |
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281 | (2) |
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283 | (8) |
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Writing the Evaluation Report |
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291 | (28) |
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291 | (16) |
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307 | (5) |
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Checklist for Writing and Assessing Evaluation Reports |
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312 | (7) |
Index |
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319 | |