Evaluating programs in applied settings through behavioral consultation

A behavioral consultation school psychology service model is presented which provides a vehicle for services and communication of process and outcome measures in program evaluation research. Within the context of the problem-solving perspective of applied behavior analysis, the consultation model (a) promotes process and outcome evaluation across a wide variety of settings, situations, and time; (b) leads to use of an applied research technology with wide applicability in educational settings; and (c) provides a communication technology for the program evaluation process through a four-stage problem-solving strategy. It is argued that the professional behavioral school psychologist can provide technical expertise to function as a system change agent within this evaluation model.     

School professionals and the evaluation function

Evaluation is assumed to be an integral part of the professional delivery of school services. As such, professionals employed in school systems are called upon to define alternative roles they might play in evaluation, to consider alternative ways to organize for evaluation, and to focus on various objects of evaluation. Listed alternatives were drawn from emerging literature in school evaluation. Standards suggested for judging school evaluation included those addressing accuracy, utility, propriety, and feasibility of the evaluation.