Evaluating Human Services: A Practical Approach for the Human Service Professional, enables students to learn the skills of evaluation through practical application and analysis - from the simple to the complex.  It is designed to equip the front-line human service practitioner with the ability to evaluate services in a practical step-by-step format.  For, it covers both quantitative and qualitative research methods, includes all the essential concepts enumerated in social work accreditation standards, and addresses cultural competence in regard to research.     In addition, while the process of evaluation research remains the book's focus, all essential concepts of research are included - and remain centered on competencies, rather than broad-based abstractions.  Therefore, the model of this text is both developmental and experiential.  Not only does it provide a clear progression from simple to more complex concepts and tasks, it also calls upon the learner to apply their research.  

Table of Contents:
Part I: Evaluation Research and Scientific Inquiry ­­­­­­­­­­­ Chapter 1: The Nature of Scientific Research The Nature of Scientific Inquiry [1.A] An Examination of Some Common Sense Principles [1.B] Evaluation Research Uses a Process of Discovery, Not Justification. [1.B.1] Don't Re-invent the Wheel!  [1.B.2] Don't Put the Cart Before the Horse!  [1.B.3] Two Heads are Better than One!  [1.B.4] Some Things Happen Just by Chance!  [1.B.5] When We Wear the Research Hat, We must be Very Cautious in Our Conclusions.  [1.B.6] Applying the Basic Principles--Does the Full Moon Make People Act Different? [1.C] Studies on the effect of the full moon [1.C.1] Ethics in Social Research [1.D] Four Purposes of Research [1.E] How are different types of research similar?  [1.F] Two Processes of Scientific Inquiry--Deductive and Inductive [1.G] Two Forms of Information–Quantitative and Qualitative [1.H] Four Methods of Gathering Information: Surveys, Interviews, Direct Observation, and Documents [1.I] Scientific Research and Cultural Competence.  [1.J] Summary Quiz   Chapter 2:  Conducting a Study to Illustrate Common Sense Principles of Science A Brief Review of Research Ethics before We Begin Our Study [2.A] Our Initial Steps in the Study [2.B] Let’s make sure we are not re-inventing the wheel. [2.B.2] Let’s make sure we are using a process of discovery, not justification.  [2.B.3] Are we putting the cart before the horse?  [2.B.4] The Next Steps in Our Study Process [2.C] Calculating the Number of Your Soul Urge [2.C.1] Taking into Consideration that Some Things Happen Just by Chance.  [2.C.2] We’re wearing the research hat, so let’s be sure we are cautious in our conclusions.  [2.C.3] Quiz   Chapter 3: An Overview of Evaluation Research What is Evaluation? [3.A] Key Questions in Evaluation [3.B] How well are our services reaching the target population? [3.B.1] Are clients satisfied?  [3.B.2] Have our clients experienced growth?  [3.B.3] Did the service cause the client growth?  [3.B.4] The Scope of Evaluation Research [3.C] The Nature of Program Evaluation Research [3.C.1] The Nature of Clinical Evaluation Research [3.C.2] Types of Evaluation [3.D] The Evaluation of Need [3.D.1] The Evaluation of Service Process [3.D.2] The Evaluation of Efficiency [3.D.3] The Evaluation of Outcome [3.D.4] The Evaluation of Client Satisfaction [3.D.5] Using Client Surveys to Assess Outcome Retrospectively [3.D.6] Selected Models of Evaluation [3.E] The Experiment [3.E.1] The Case Study Method [3.E.2] Utilization-focused Evaluation [3.E.3] Summary Quiz   Chapter 4:  Preliminary Exercises in the Evaluation of Human Services Exercise A: Using NGT to Evaluate Client Need The NGT Process Advantages and Limitations of NGT Step-by-Step Procedures for Using Nominal Group Technique (NGT) Determining Whether to Use NGT Preparing for the NGT Meeting Convening the Meeting and Introducing the NGT Process Step 1: The Silent Generation of Ideas in Writing Step 2: The Roundrobin Recording of Ideas Step 3: Serial Discussion for Clarification Step 4: Preliminary Vote on Item Importance Step 5: Discussion of the Preliminary Vote Step 6: Final Vote Forms to be used with the NGT procedures. Exercise B: Preliminary Examination of Service Process Identifying the Program and Client Needs Assessing Service Process Exercise C: Preliminary Design of an Outcome Study Task #1: Identifying the target behavior Task #2: Identifying the Intervention. Task #3: Identifying the means to measure client progress.   Chapter 5:  Assuring the Protection of the Rights of Study Subjects Objectives Overview [5.A] What Types of Evaluation Studies must be Reviewed? [5.B] Three Major Principles about Protection of Human Subjects in Research [5.C] Informed Consent and Privacy [5.C.1] Risks and Benefits [5.C.2] Justice [5.C.3] Types of Review [5.D] Quiz   Part II: Process Evaluation   Chapter 6:  Process Evaluation and Qualitative Research The Systems Model Re-visited [6.A] An Overview of Process Evaluation [6.B] Evaluating Treatment Sessions [6.B.1] An Overview of Qualitative Research [6.C] When should you use Quantitative and Qualitative Approaches? [6.D] Qualitative research for human service evaluation [6.E] Approaches to Qualitative Research [5.F] Ethnography as One Approach to Qualitative Research [6.G] Grounded Theory as One Approach to Qualitative Research [6.H] Cultural Competence and Grounded Theory.  [6.I] The Case Study Method as One Approach to Qualitative Research [6.J.I] Basic Components of the Case Study Design [6.J.1] Desired Skills for the Case Study Researcher [6.J.2] The Case Study Protocol [6.J.3] Sources of Evidence in Case Studies [6.J.4] Principles of Data Collection in Case Studies [6.J.5] Data Collection in Qualitative Research [6.K] The Interview as One Method of Data Collection  [6.K.1] The Focus Group as a Data Collection Method [6.K.2] Direct Observation as One Approach to Data Collection [6.K.3] The Survey as One Approach to Data Collection [6.K.4] When should you use each approach to data collection? [6.K.5] Data Analysis in Qualitative Research [6.L] Content Analysis as a Method of Data Analysis [6.L.1] Coding in Content Analysis [6.L.2] Analytic Comparison in Content Analysis [6.L.3] One Suggested Format for Content Analysis [6.L] Summary Quiz   Chapter 7: An Exercise in Content Analysis An Overview of the Study. An Overview of the Exercise. Preliminary steps in the Study. Bracketing of my own ideas on this subject. Data analysis 1.       First level coding of data in Table 7.1. 2.       Credibility assessment. 3.  Second level coding of data in Table 7.1. 4.  Enumeration for Table 7.1. 5.  First level coding for Table 7.2. 6.  Second level coding for Table 7.2. 7. Enumeration for Table 7.2 8.  First level coding for Table 7.3. 9.  Second level coding for Table 7.3. 10.  Enumeration for data in Table 7.3. 11.  Saturation assessment. 12. Third level coding. 13.  Drawing conclusions.     Part III: Basic Concepts in Outcome Evaluation   Chapter 8: The Phases of Outcome Evaluation An Overview of Outcome Evaluation [8.A] The Identification and Analysis of Target Behavior.   [8.B] The Basic Design of the Intervention.  [8.C] The Model of the Intervention [8.C.1] The Selection of the Study Sample [8.D] The Selection of the Means for Measuring Client Progress [8.E] Selecting the Research Design.  [8.F] Implementing the Intervention  [8.G] Analyzing the Data  [8.H] Drawing Conclusions  [8.I] Quiz     Chapter 9: A Case Example Illustrating Basic Concepts in Outcome Evaluation--Is the New Hope Treatment Program Effective in Reducing Depression? The Target Behavior of the New Hope Treatment Center Clients The Nature of the Intervention given the Clients of the New Hope Treatment Center The Study Sample and Population for the Study of the New Hope Treatment Center The Measurement of Target Behavior for Clients of the New Hope Treatment Center The Research Design used by the Study of New Hope Treatment Center The Implementation of the Intervention used by New Hope Treatment Center The Collection and Analysis of Data for the Study of New Hope Treatment Center Data Analysis Drawing Conclusions from the Study of New Hope Treatment Center Quiz     Part IV: Intermediate Concepts in Outcome Evaluation   Chapter 10:  Understanding intermediate Concepts in the Evaluation of Human Service Outcomes Objectives The Evaluation Research Process Revisited [10.A] The Identification and Analysis of Target Behavior. [10.B] The Description of the Intervention. [10.C] Goals and objectives  [10.C.1] Structure and personnel   [10.C.2] Selecting the Study Sample.  [10.D] Measuring Client Progress [10.E] Selecting the Research Design. [10.F] Threats to internal validity [10.F.1] The most common group designs [10.F.2] Single-subject designs [10.F.3] Implementing the Intervention [10.G] Analyzing the data [10.H] Drawing Conclusions [10.I] Summary [10.J] Quiz   Chapter 11:  An Example Demonstrating Intermediate Concepts in Outcome Evaluation: Is Play Therapy Effective in the Treatment of Attachment Disorder? The Definition of the Target Behavior The Analysis of the Target Behavior The Description of Play Therapy as the Intervention. Structure and personnel The Intervention Model Description of the sample and population Measurement Research design. Implementation of the intervention The collection and analysis of data Drawing conclusions.   Part V: Critical Concepts for Specific Steps of Outcome Evaluation   Chapter 12:  Identifying and Analyzing Target Behavior   Reflections on Content from Prior Chapters The Process of Identifying and Analyzing Target Behavior [12.A] Selecting and Defining the Target Behavior [12.B] Analyzing Target Behavior[12.C] Seeking Evidence[12.D] Cultural Diversity and Problem Analysis [12.E] Summary Quiz   Chapter 13:  Describing the Intervention or Program Reflecting on Content from Prior Chapters Overview [13.A] The Model of the Intervention or Program [13.B] The Structure of the Intervention or Program [13.C] The form of the intervention  [13,C.1] Intensity of the intervention  [13.C.2] The unit of service  [13.C.3] Goals and objectives for the intervention or program [13.D] Personnel for the intervention or program [13.E] Summary [13.F] Quiz   Chapter 14:  Selecting the Sample and Measuring Target Behavior Objectives Selecting the Study Sample [14.A] The Study Sample and the Study Population [14.A.1] Sampling Elements, Sampling Intervals, and Sampling Error [14.A.2] Non-probability Samples  [14.A.3] Probability Samples  [14.A.4] Measuring Target Behavior–An Overview [14.B] Assessing the Validity and Reliability of Measurement Tools [14.C] Reliability  [14.C.1] Validity  [14.C.2] Types of Measurement Tools [14.D] Individualized Measurement Tools   [14.D.1] Standardized Rating Scales [14.D.2] Determining Practical Significance [14.E] Cultural Competence and Measurement [14.F] Checklist for Selecting Measurement Tools [14.G] Summary Quiz   Chapter 15:  Selecting the Research Design for a Single Client Review of Prior Chapters [15.A] Procedures for Evaluating Outcome with a Single-subject Design [15.B] General Types of Research Designs–Group and Single-system [15.C] Threats to internal validity.  [15.D] Which threats should be of special concern to me? [15.E] Single-subject Designs that Fail to Address Maturation or History [15.F] The B Single-Subject Design [15.F.1] The Limited AB Design [15.F.2] Two Single-subject Designs that Address Maturation but not History [15.G] The AB design [15.G.1] The ABC design [15.G.2] The BC design [15.G.3] Single-system designs that address both maturation and history [15.H] The ABA design [15.H.1] The ABAB design  [15.H.2] The BAB design  [15.H.3] Summary [15.I] Quiz   Chapter 16:  Selecting a Research Design for Groups of Clients Threats to Internal Validity for Group Designs [16.A] An Overview of Group Research Designs [16.B] One Group Posttest-only Design [16.C] The One-group Pretest-posttest Design [16.D] The Alternative Treatment Design [16.E] The Comparison Group Design [16.F] The Basic Experimental Design (Pretest-Posttest Control Group) [16.G] Posttest-only Control Group Design [16.H] Comparing the Designs [16.I] Quiz     Chapter 17: Writing the Evaluation Report for the Outcome Study Objectives Writing the Title and Introduction [17.A] Principle 1: The title should concisely identify the essence of the study. Principle 2:  The introduction should be brief; full explanation of theories or research findings should be reserved for the literature review section.  [17.A.1] Principle 2: Begin the introduction with a description of the problem and the reasons for its importance   [17.A.2] Principle 3: Clarify the purpose of the study after the description of the problem.   [17.A.3] Writing the Literature Review of the Target Behavior [17.B] Principle 1: Select a target behavior and an intervention to be tested that can contribute the most to the effectiveness of your professional efforts.  [17.B.1] Principle 2: Develop a first draft of an outline of the target behavior analysis before you begin writing.  [17.B.2] Principle 3: Divide the behavior analysis into sections with headings.  [17.B.3] Principle 4: Use a reference format consistently throughout your paper.  [17.B.4] Principle 5: Use internet sources carefully.   [17.B.5] Principle 6: Use direct quotes sparingly.   [17.B.6] Principle 7: Establish the authority behind what you say.   [17.B.7] Writing the Research Hypothesis [17.C] Principle 1: The evaluative research hypothesis should identify the target behavior and the intervention.   [17.C.1] Principle 2: The variables named in the hypothesis should be operationally defined.   [17.C.2] Principle 3: The evaluative research hypothesis should avoid statements about causation.  [17.C.3] Writing the Methods Section of the Evaluation Report [17.D] Principle 1: The basic study design should be presented in sufficient detail to facilitate replication.  [17.D.1] Principle 2: Identify the instruments employed to measure study variables and the definition of the variables they were designed to measure.  [17.D.2] Principle 3: If you employ a published scale, identify whether reliability and validity have been addressed and refer to the source of the instrument. [17.D.3] Principle 4: If you employ a non-published scale, describe the instrument in detail and report on the ways that reliability and validity have been addressed.  [17.D.4] Principle 5: Define the study population and the sampling method employed.  [17.D.5] Principle 6: Describe the characteristics of the study sample.  [17.D.6] Writing the Results Section of the Evaluation Report [17.E] Principle 1: Organize the presentation of data around the research questions or study hypotheses.  [17.E.1] Principle 2: Organize large amounts of data into tables and refer only to the data highlights in the narrative.  [17.E.2] Principle 3: Present explanatory and evaluative results with statistical details in parenthesis.  [17.E.3] Writing the Conclusions Section of the Evaluation Report [17.F] Principle 1: At the beginning of the Conclusions section, restate the study question or hypothesis and summarize the evidence presented in its behalf.  [17.F.1] Principle 2: In the Conclusions section, present only the highlights of the results rather than restating them in detail.  [17.F.2] Principle 3: Discuss the limitations of the study.  [17.F.3] Quiz   Chapter 18: An Exercise in Outcome Evaluation Assignment A - Describing the Practice Setting Assignment B - Identifying the Target Behavior Task B-1: Selecting the Target Behavior Task B-2; Defining the Target Behavior. Task B-3: Identifying Client Need Assignment C - Analyzing the Target Behavior Assignment D - Describing the Intervention Task D-1: Identifying goals and objectives Task D-2: Identifying the structure of the intervention Task D-3: Identifying the personnel of the intervention Task D-4: Identifying the model of the intervention Assignment E - Describing the Study Sample and Study Population Assignment F - Selecting a Means for Measuring Client Progress Finding a Measurement Tool Assignment G - Selecting the Research Design Summary     Part VI.  Elementary Analysis of Quantitative Data   Chapter 19:  An Introduction to Data Analysis The Model of Elementary Analysis [19.A] Basic Concepts in Evaluation [19.B] The Hypothesis [19.B.1] Qualitative and Quantitative Measurement [19.B.2] Levels of Measurement [19.B.3] Target behavior [19.B.4] Single-system and group designs [19.B.5] Baseline period and treatment period [19.B.6] Statistical significance and practical significance [19.B.7] Data patterns, trends, and slopes [19.B.8] Using Excel Spreadsheets to Analyze Data [19.C] An exercise in the use of the Excel Spreadsheet [19.C.1] Quiz   Chapter 20:  Elementary Data Analysis for Single-System Designs Objectives Visual Analysis of Single-system Data [20.A] Steps in the Visual Analysis of Data with the AB Single-system Design [20.A.1] Notes for Visual Analysis [20.B] Elementary Statistical Analysis for Single-system Designs [20.C] Elementary Statistical Analysis with the B Single-system Design [20.D] Elementary Statistical Analysis with the AB Single-System Design [20.D] Guides for Statistical Analysis of AB Single-System Data [20.E] Guide 2-A: The Proportion Approach [20.E.1] When you have baseline trend data that reveals a slope.  [20.E.1.a] When your target behavior is measured as a dichotomy.  [20.E.1.b] Guide 2-B: The Standard Deviation Approach [20.E.2] Guide 2-C: Using the one-sample t test with a single score to represent the baseline [20.E.3] Summary   Chapter 21: Elementary Data Analysis with Group Designs Objectives Overview Note A: Comparing Posttest Scores with a Threshold Score [21.A] Note B: Comparing Pretest and Posttest Scores for One Group with Interval Data [21.B] Note C: Comparing Pretest and Posttest Data when Behavior is measured as a Dichotomy [21.C] Note D: Comparing Gain Scores between Groups with Interval Data [21.D] Note E: Comparing Groups when Behavior is measured as a Dichotomy [21.E] Summary