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EDC 503 > Ch 16/17 (Outcome Research & Accountability) > Flashcards

Ch 16/17 (Outcome Research & Accountability) Flashcards

1
Q

Why is research important?

A
  • maintains accountability
  • ensures nonmaleficence
  • validates/professionalizes counseling
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2
Q

What is the scientist-practitioner model?

A

View counseling as a formal research project

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3
Q

Clinical efficacy studies

A

tightly controlled experiments

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4
Q

Effectiveness research

A

more practical; examines what works and doesn’t in a variety of settings

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5
Q

Outcome research

A

measures effectiveness of treatment and/or counselor

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6
Q

What are the 3 main methods of research?

A
  1. Clinical trial
  2. Qualitative Analysis
  3. Meta-Analysis
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7
Q

Clinical Trial

A

single study of specific treatment/approach/client. Can be measured against comparison groups, outcome measures and standard protocols

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8
Q

Qualitative Analysis:

A

examine & summarize trends across clients, studies & contexts

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9
Q

Meta-Analysis

A

quantitative, amasses and summarizes results from numerous studies

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10
Q

Effect Size

A

the difference between control and treatment groups to determine effectiveness of treatment

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11
Q

What factors contribute to the positive outcomes of counseling compared to placebo & control groups?

A
  1. Brief/solution-focused (improvement by 8th session)
  2. Premature termination (avoiding)
  3. Patient-therapist match
  4. Therapeutic alliance
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12
Q

What are commonalities that predict premature termination?

A

lower SES, lower education, African American racial heritage

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13
Q

What can decrease likelihood of premature termination?

A
  • relationship building
  • skillful, trustworthy & competent
  • convey respect, establish mutual goals/expectations
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14
Q

What is the MOST important predictor of positive counseling outcomes?

A

The therapeutic alliance/relationship

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15
Q

Group counseling is generally ___ effective as individual counseling for most conditions

A

AS

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16
Q

What factors contribute to positive group therapy outcomes?

A
  1. group planning (10 or less sessions)
  2. group structure (boundaries, trust, cohesion)
  3. pre-group training
  4. therapeutic factors
  5. leader characteristics
17
Q

What are the duties and responsibilities of a school counselor?

A

Consultation, classroom guidance, peer mediation, personal issues, behavior modification, career interventions, etc

18
Q

What are the 5 steps to ensure empirically based treatment?

A
  1. determine clinical question
  2. find empirical literature
  3. evaluate evidence
  4. use results to shape treatment
    5, evaluate outcome of intervention
19
Q

Needs Assessment

A

Process to identify needs of various sub populations in a community. Establishes priorities for a counseling program

20
Q

What are the two types of needs assessments?

A
  1. Data-driven

2. Perceptions-based

21
Q

What are the steps to conducting a needs assessment?

A
  1. identify guiding questions & goals
  2. identify populations to be assessed
  3. collect needs assessment data
  4. analyze and interpret data
22
Q

Data-Driven Needs Assessment

A

Objectively identify needs of client populations by looking at existing data. Look at aggregated results of performance

23
Q

Perceptions Based Needs Assessment

A

Content driven and subjective. Utilize surveys and focus groups to identify subjective needs.

24
Q

Tips to develop a Needs Assessment

A
  1. Use sequencing questions
  2. Use wording questions
  3. Establish/keep rapport & cooperation
  4. Give instructions
25
Q

Steps to convert Needs into program goals/objectives

A
  1. prioritize needs
  2. translate needs into goals
  3. operationalize goals into learning objectives
  4. write objectives &goals in ABCD model (Audience, Behavior, Conditions, Description)
26
Q

ABCD model of converting needs into program goals and objectives

A

Audience, Behavior, Conditions, Description

27
Q

Aggregated Outcomes

A

Combining results to globalize or generalize them

28
Q

What are the designs for outcomes research?

A
  1. Non-experimental
  2. Quasi-experimental
  3. True experimental
29
Q

Non-Experimental Designs

A

Can’t control nonmanipulated variable (ex age), little to no attempt to control internal validity

  1. Pretest-Posttest Single Group (only one group, can’t control for other factors affecting outcome)
  2. Case Study (can’t control for nonexperimental variables, no internal validity)
  3. Static Group Comparison (compare intervention group to non intervention group, no pretest/baseline or control over nonmanipulated variables)
30
Q

Quasi-Experimental Designs

A

Can’t control nonmanipulated variable (ex age), some attempt to control internal validity

  1. Two Sample Pretest-Posttest (two groups but can’t be randomly assigned, ex grouped by personality, both get intervention)
  2. Nonequivalent Control Group (two groups but can’t be randomly assigned, ex grouped by personality, only one gets intervention)
  3. Time series (only one group; can’t control for other factors that may have co-occurred with intervention)
31
Q

True Experimental

A

Can control nonmanipulated variables, attempts to control internal validity

  1. Randomized Pretest-Posttest Control Group (controls for individual differences, compares to normed group)
  2. Randomized Posttest Only (randomized group, but doesn’t account for differences before intervention)
32
Q

What are the 3 questions you should ask yourself when deciding which research design to use?

A
  1. Has the treatment already been implemented?
  2. Can I randomly assign participants?
  3. Can I conduct one (or several) pretest, posttest, or both?
33
Q

What are the most common Single Subject Research Designs?

A
  1. AB (observation before and after intervention)

2. ABAB (same as AB, but you remove the intervention and observe and then re-implement it and observe)

EDC 503 (13 decks)

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