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Evaluation of progress using the context input process and product model.

M Sims, G Bridgman

    Child: Care, Health and Development
    |November 1, 1984
    PubMed
    Summary
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    This study assessed therapeutic systems for children with Down's syndrome and multiple handicaps. The Auckland program showed superior outcomes due to structured programming and parent contact, not just resources.

    Area of Science:

    • Developmental Psychology
    • Special Education
    • Health Services Research

    Background:

    • Traditional program evaluations often rely on process data for internal monitoring.
    • Input and product evaluations, considering context and consequences, are less common in therapeutic systems.
    • Assessing therapeutic system effectiveness requires a comprehensive approach beyond simple process metrics.

    Purpose of the Study:

    • To evaluate and compare the effectiveness of two distinct therapeutic systems for children with intellectual disabilities.
    • To identify key determinants of success in therapeutic programs for Down's syndrome and multiply-handicapped children.
    • To utilize input and product evaluations to assess child progress over 18 months.

    Main Methods:

    • Comparative analysis of child progress in two therapeutic systems (Auckland Branch vs. outside Auckland Branches).

    Related Experiment Videos

  • Involved twelve children with Down's syndrome and twelve multiply-handicapped children over an 18-month period.
  • Employed input and product evaluations, focusing on program structure, detail, assessment quality, and parent contact.

    • Main Results:

    • Children in the Auckland therapeutic system demonstrated significantly better progress across several areas compared to those in outside branches.
    • Programmatic factors like structure, detailed assessments, and quality parent contact were more influential than staff ratios or time in class.
    • Outcomes for the Down's syndrome group were comparable to other established Down's syndrome programs.

    Conclusions:

    • The quality of program structure, assessment detail, and parent engagement are critical for effective therapeutic interventions.
    • Resource allocation (e.g., staff ratios) is less important than the specific design and implementation of therapeutic services.
    • The findings support a nuanced approach to evaluating and developing services for children with intellectual disabilities.