1 / 58

Effectively Utilizing Data Collection: A Case Study of a Functioning System

Effectively Utilizing Data Collection: A Case Study of a Functioning System. Robert Bartelt & Kristen Gay Silver Springs – Martin Luther School. Design. Improve. Measure. Assess. Where to Start. Agency Values Frame Questions Work with Others Leaders Direct Care Staff

jeroen
Download Presentation

Effectively Utilizing Data Collection: A Case Study of a Functioning System

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Effectively Utilizing Data Collection: A Case Study of a Functioning System Robert Bartelt &Kristen Gay Silver Springs – Martin Luther School

  2. Design Improve Measure Assess Where to Start • Agency Values • Frame Questions • Work with Others • Leaders • Direct Care Staff • Families and Children • Pilot

  3. Data Collection What you get out of your data is only as good as what you put in….

  4. Data Collection Process • Choosing What Data to Collect • Clinically Meaningful • Does the data add to your understanding of how clients are doing? • Will your findings help you effect change in your program?

  5. Data Collection Process • Choosing What Data to Collect • User Friendly for Staff • Who is going to be collecting the data? • Are measures easy to understand? • How much training is required? • How many measures do you need? • How much time is available for data collection?

  6. Data Collection Process • Choosing What Data to Collect • “Crunchable” • Does the measure provide information that is meaningful for individual analysis? • Does the measure provide information that is meaningful for aggregate analysis? • Do you have/how will you get the tools to manage the data?

  7. Data Collection Process • Choosing What Data to Collect • Information Required from Third Parties • What are the requirements from third parties? • Can your data collection system be set up so as to satisfy these requirements? • How will the data represent your agency and services?

  8. Data Collection Process • Choosing What Data to Collect • Is the data collection system flexible? • When a managed care company or a county calls to request data on only “their” children, can you do that easily? • Can you respond to new requirements without expending a lot of additional resources?

  9. Data Collection Process • Choosing What Data to Collect • Do you want to engage in benchmarking? • Other similar organizations • MCO expectations • County expectations • National norms

  10. Examples of Data to Collect • Behavioral Rating Scales • Frequencies/Counts (i.e., Lengths of Stay) • Patterns of Diagnostic Groups/Presenting Problems • Demographics of Population • Contacts with Families • Critical Incidents • Satisfaction Surveys • Aftercare Data • County, MCO, etc. Requests

  11. Design Measure Improve Assess Evolution of Data Collection • As the agency and/or service provided becomes more sophisticated, you want to know more information. • Start collecting data • Ask new questions • What other data will you want to collect? • Do you have the flexibility to ask more questions and gather more data?

  12. A Look at a Specific Outcome • Restraints • A high-risk activity • Upfront goal to reduce the use of restraints • What data is needed by internal committees: • How do you provide the most meaningful data to internal committees? • How frequently will the data be required? • What variables are important?

  13. Restraint Reduction • Collection of Data • What do you want to know? • Frequency of Restraints • Child • Staff Who Initiates • Time of Day • Length of Restraint • Result (injury of child, injury of staff) • Children with multiple restraints • Type of restraint used

  14. Restraint Reduction Flowchart: Developing a data collection system

  15. Data Input

  16. Data Input

  17. Data Input List Manager

  18. Data Input

  19. Data Input

  20. Data Input

  21. Data Input

  22. Data Input

  23. Data Input

  24. Data Input

  25. Data Output

  26. Data Output Restraint Data

  27. Restraint Reduction • Different Types of Reports • Trends Over Time

  28. Restraint Reduction • Different Types of Reports • By Unit

  29. Restraint Reduction • Different Types of Reports • Restraints by Type of Restraint

  30. Restraint Reduction • Different Types of Reports • Restraints by Child

  31. Restraint Reduction • Different Types of Reports • Restraints and Injury

  32. Restraint Reduction • Different Types of Reports • Children with Frequent Restraints

  33. Reporting to Third Parties • HCSIS reporting

  34. Reporting to Third Parties • Reports to MCOs

  35. Reporting to Third Parties • Reports to MCOs

  36. Reporting to Third Parties • Reports to MCOs

  37. Reporting to Third Parties • Reports to MCOs

  38. Responding to Requests by Funders • Dilemma: • Multiple expectations for reporting • Various requirements re data structure • Example: • Specific request from DHS to produce structured case notes

  39. Structured Case Note:A Request by DHS

  40. Measuring Symptom Reduction: An Example of the Use of Individual vs. Aggregate Data Youth Outcomes Questionnaire (YOQ) • 64-item standardized measure • Total Score and Six Subscales • Intrapersonal Distress • Somatic • Interpersonal Relations • Social Problems • Behavioral Dysfunction • Critical Items

  41. Measuring Symptom Reduction Youth Outcomes Questionnaire (YOQ) Individual Results

  42. Measuring Symptom Reduction Individual Results

  43. Measuring Symptom Reduction: A Look at One Child - Two Measures

  44. Measuring Symptom Reduction • YOQ – Aggregate Results • Of the children discharged in 2008-2009, 42% showed a decrease in YOQ scores from the second administration of the YOQ until the time they were discharged. • Children with higher YOQ Discharge Scores (suggesting more clinical symptoms) have a higher numbers of restraints.

  45. Development of a New Measure: Family Work • What do we want to know? • How often do families have therapy sessions? • Do families see therapy sessions as helpful? • Do children participate in the sessions? • Do meetings address issues that are important to the family? • How can we measure it?

  46. Design Improve Measure Assess Development of a New Measure: Family Work • Design • Measure • Assess • Improve

  47. Development of a New Measure: Family Work

  48. Discharge and Aftercare Data • At Discharge • Restrictiveness of Living Scale (ROLES) • Aftercare Survey • Interviews occur at four points in time: • 3-6 months post discharge • 1 year post discharge • 2 years post discharge • 3 years post discharge

  49. At Discharge • The Restrictiveness of Living Scale (ROLES) 85% were discharged to a home setting

  50. Aftercare • The intent of the Aftercare Study is to look at whether children are: • At Home • Still in less restrictive setting • Disruptions in placement • In School • Suspensions • Expulsions • Out of Trouble • Reported Drug/Alcohol Use • Involvement with Legal System • Healthy • Have regular medical and dental appointments

More Related