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Please use this identifier to cite or link to this item: http://hdl.handle.net/1807/29499

Title: Using program evaluation to inform the assignment of clients to treatments
Authors: Ross, John A.
Regan, Ellen
Keywords: Evaluation
Case Studies
Clinical Diagnosis
Consultants
Educational Assessment
Evaluation Methods
Evaluation Utilization
Knowledge Level
Mental Health Programs
Mental Health Workers
Needs Assessment
Patients
Placement
Professional Development
Program Evaluation
Theories
Issue Date: 1993
Publisher: Sage Publications, Inc.
Citation: Evaluation Practice, 14(1), 17-23
Abstract: Assigning clients to the best treatment is a challenging task that can be made easier if evaluators produce information about the differential effects of programs. But there has been little discussion of this evaluation purpose in research and craft reports. The article describes a four step procedure for using evaluation to generate the kind of information which would be helpful in client assignment. The procedure is illustrated with data from an appraisal of a professional development program delivered to teacher consultants. The illustrative evaluation provided information that was used to focus recruitment efforts on those who were most likely to benefit from the current version of the in-service program and to develop a new version for clients who's needs were not being met.
Description: Clients respond to treatments in different ways. A program which is successful overall can have a positive, negative, or nil impact on a given individual. Consequently, matching clients with the best available treatment in a key task for clinicians, counsellors, teachers, and managers. Evaluators can contribute to the search for optimal matches by providing credible data on the interaction of client characteristics with program outcomes. But the use of evaluation to inform the assignment of clients to treatments has been neglected in evaluation research and in craft reports. Recent overviews of evaluation purposes (e.g. Posavac & Carey, 1989; Shadish, Cook & Leviton, 1991; Worthen, 1900) do not even mention it. This neglect may be attributed to despair over the preponderance of nonsignificant findings in aptitude-treatment interaction research and/or it may be the result of the unavailability of alternate treatments in many institutions (Corno & Snow, 1986). The purpose of this article is to describe a four step procedure for using evaluation to contribute to the knowledge that intake staff need to assign clients. The procedure will be illustrated with data from an evaluation of a professional development program delivered to teacher consultants.
URI: http://hdl.handle.net/1807/29499
Appears in Collections:Faculty (CTL)

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