Maryland early childhood mental health consultation ecmhc evaluation
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Maryland Early Childhood Mental Health Consultation (ECMHC) Evaluation. Webinar Presentation by Deborah F. Perry Ph.D. Georgetown University October 27, 2010. Overview of Presentation. Overview of statewide ECMHC evaluation in Maryland Maryland’s approach Logic model and components

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Maryland early childhood mental health consultation ecmhc evaluation l.jpg

Maryland Early Childhood Mental Health Consultation (ECMHC) Evaluation

Webinar Presentation

by Deborah F. Perry Ph.D.

Georgetown University

October 27, 2010


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Overview of Presentation Evaluation

  • Overview of statewide ECMHC evaluation in Maryland

  • Maryland’s approach

  • Logic model and components

  • Levels of data collection and other features

  • Future directions


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Maryland ECMHC Evaluation Evaluation

  • Funding:

    • Maryland State Department of Education (MSDE), Division of Early Childhood

  • Involves 12 sites across Maryland

  • Three year evaluation (2008-2011), with two option years

  • Principal Investigators:

    • Sharon Stephan: University of Maryland

    • Bruno Anthony, PhD & Deborah Perry, PhD: Georgetown University

  • Minority Business partner: CKD Communications, LLC


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Early Childhood Mental Health Consultation (ECMHC) Evaluation

Collaborative, capacity building services provided to early care and education (ECE) providers and family members

Can be initiated in response to concerns about an individual child’s social-emotional or behavioral development

The impact can be measured in the domains of child, parent, staff, and family


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Approach to Evaluation Evaluation

  • Collaborative

  • Participatory

  • Comprehensive

  • Sensitive to respondent burden

  • No site comparisons

  • Technical assistance related to evaluation and data collection provided



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Evaluation Logic Model Evaluation

Early Childhood Mental Health Consultation

Skills and Qualifications

Satisfaction

Relationship

Early Care and Education

- Attitudes, Beliefs, and Stress

- Classroom Environment

Parenting

- Behavior and Attitudes

- Stress

Expulsions

Young Children

↓Challenging Behavior

↑Social Skills


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Evaluation Components Evaluation

Exiting Child Study

Implementation Factors

Core Outcomes

ECE Providers

SDQ

TOS

RQS

DECA

Program Directors

Model

Description,

Quarterly

Interview

Consultants,

ECE Directors,

ECE Providers,

and Parents

Qualitative

Interviews

Parents

PSI

PBI

DECA

Consultants

Knowledge

& Skills,

Service Log,

Exiting Child Form,

Roster, Preschool

Climate Scale

ECE Directors

GAS

Consultants

Climate

RQS

Note: instruments in pink will only be collected for child-specific referrals


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Levels of Data Collection Evaluation

  • Program-level outcomes

    • Measures assess changes in: ECE provider behaviors and beliefs; job stress; structural and interpersonal characteristics of the ECE setting; and the quality of the relationship between the MHC and ECE providers.

  • Child-/Family level outcomes

    • For child-specific referrals:

      • Measures assess changes in the child’s behavior (rated by teacher and parent), parenting stress and behaviors; and the quality of the relationship between the MHC and ECE providers.




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Preschool/Infant Climate Scale Evaluation

  • These tools are completed by the mental health consultants for every child-specific and programmatic consultation they initiate.

    • Preschool Mental Health Climate Scale (Gilliam, undated)

    • Infant Climate Scale (FSU, 2009)

  • The instruments assess multiple dimensions of the classroom environment and ECE providers’ behaviors.

  • Consultants complete these scales at baseline, at 4 months or at discharge; and if ongoing, every 4 months thereafter.




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Parents Evaluation

* For those who consent to long-term follow along


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Exit Study Interviews Evaluation

  • Motivated by MSDE’s interest in this policy-relevant (but infrequent) outcome

  • Always interview the consultant; seek the additional perspectives of ECE Director, provider and parent

  • Includes open-ended questions such as:

    • What behaviors led to the child’s exit?

    • What was done to try to maintain the child in the placement?

    • Did you expect this child to be expelled? Why or why not?


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Working with MSDE, established process for ECE Directors and Providers to get professional activity units when complete baseline and follow-up measures for evaluation

Increase participation and help with follow-up data

Professional Activity Units


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Current Status and Future Directions Providers to get professional activity units when complete baseline and follow-up measures for evaluation

  • Data collection in the field: good participation from all sites

  • Exit interviews completed with consultants, and a few ECE providers

  • Comparison group

  • Addition of CLASS as objective measure of change

  • Paper on Preschool Mental Health Climate Scale with Walter Gilliam


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