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Evaluation of general budget support: synthesis report …

(2) "Program evaluation" means a systematic method of collecting, analyzing, and using information to answer questions about developmental education courses, interventions, and policies, particularly about their effectiveness and cost-efficiency.

The Joint Evaluation of General Budget Support ..

School-wide positive behavior support (SWPBS) has been implemented in more than 4,000 schools as a means of addressing problem behavior in a systemic fashion. Preliminary outcomes (e.g., office discipline referrals, suspensions) indicate the effectiveness of SWPBS in decreasing school-wide behavior problems and creating a positive school climate. Although the results of a majority of the program evaluations yielded significant findings, there has been a lack of measurement of treatment fidelity, possibly due to the absence of expedient, effective assessment tools. This article describes the theoretical background and development, including a qualitative pilot study and psychometric properties, of the School-wide Benchmarks of Quality (BoQ; Kincaid, Childs, & George, 2005), a tool intended to measure the implementation of SWPBS. Descriptive data on the instrument, including internal consistency, test-retest reliability, interrater reliability, and concurrent validity, were collected and analyzed. Results indicate that the BoQ for SWPBS is a reliable, valid, efficient, and useful instrument for measuring the fidelity of implementation of the primary or universal level of PBS application in individual schools. Future considerations for evaluating the psychometric properties of the BoQ include extending the data collection and analysis to many more schools across multiple states.

Joint evaluation of general budget support, 1994 - 2004

Evaluation of General Budget Support: Synthesis Report

Borgmeier, C., Horner, R. H., & Koegel, L. K. (2006). An evaluation of the predictive validity of confidence ratings in identifying accurate functional behavioral assessment hypothesis statements. Journal of Positive Behavior Interventions, 8(2), 100-105.

Faced with limited resources, schools require tools that increase the accuracy and efficiency of functional behavioral assessment. Yarbrough and Carr (2000) provided evidence that informant confidence ratings of the likelihood of problem behavior in specific situations offered a promising tool for predicting the accuracy of function-based hypotheses developed from staff interviews. The current study evaluated conditions in which a similar rating of informant confidence was effective in predicting the accuracy of functional assessment hypothesis statements. Nine students with problem behavior were identified, and functional behavioral assessment interviews with confidence scores were completed with 58 staff members. Between five and eight adults were interviewed about each student. The adults were selected based on their range of contact with the student (0 to 10+ hours per week) and their self-assessed knowledge about behavioral theory (no knowledge to extensive knowledge). Functional analyses were conducted to assess agreement with functional assessment hypotheses and the predictive value of confidence ratings. Results suggested limitations to the general use of confidence ratings in distinguishing accurate from inaccurate functional hypotheses across school staff with a broad range of contact with the target student. The study did find that informants who were both highly confident and who identified accurate functional assessment hypotheses had significantly higher levels of contact with the student in the target routine than those informants who had low confidence ratings and/or identified an incorrect function for the problem behavior.

Borgmeier, C., Horner, R. H., & Koegel, L. K. (2006). An evaluation of the predictive validity of confidence ratings in identifying accurate functional behavioral assessment hypothesis statements. Journal of Positive Behavior Interventions, 8(2), 100-105.

Faced with limited resources, schools require tools that increase the accuracy and efficiency of functional behavioral assessment. Yarbrough and Carr (2000) provided evidence that informant confidence ratings of the likelihood of problem behavior in specific situations offered a promising tool for predicting the accuracy of function-based hypotheses developed from staff interviews. The current study evaluated conditions in which a similar rating of informant confidence was effective in predicting the accuracy of functional assessment hypothesis statements. Nine students with problem behavior were identified, and functional behavioral assessment interviews with confidence scores were completed with 58 staff members. Between five and eight adults were interviewed about each student. The adults were selected based on their range of contact with the student (0 to 10+ hours per week) and their self-assessed knowledge about behavioral theory (no knowledge to extensive knowledge). Functional analyses were conducted to assess agreement with functional assessment hypotheses and the predictive value of confidence ratings. Results suggested limitations to the general use of confidence ratings in distinguishing accurate from inaccurate functional hypotheses across school staff with a broad range of contact with the target student. The study did find that informants who were both highly confident and who identified accurate functional assessment hypotheses had significantly higher levels of contact with the student in the target routine than those informants who had low confidence ratings and/or identified an incorrect function for the problem behavior.

Joint Evaluation of General Budget Support - ref. 951665

General Budget Support Evaluability Study Phase 1 Synthesis Report

School-wide positive behavior support (SWPBS) is a systematic and effective approach for broadly improving student behavior across school environments. SWPBS includes data-based strategies for supporting all students along a continuum of need and intensity based on a three-tiered model of prevention. Students with the most significant behavioral challenges are provided with assessment-based, individualized supports. To date, considerable evaluation research has demonstrated the benefits of SWPBS, documenting behavioral improvements using the whole school as the unit of analysis. Notably, less evaluation research has focused on the effects of SWPBS on the behavior of individual students with the most significant disabilities. In this paper, we describe SWPBS with an emphasis on the conceptual and procedural elements that are intended to benefit the full range of students within a school, with a particular focus on those students with the most intense needs. We discuss the SWPBS process, provide case illustrations, and call for additional research on the inclusion of students with significant disabilities with all applications of SWPBS.

School-wide positive behavior support (SWPBS) is a systematic and effective approach for broadly improving student behavior across school environments. SWPBS includes data-based strategies for supporting all students along a continuum of need and intensity based on a three-tiered model of prevention. Students with the most significant behavioral challenges are provided with assessment-based, individualized supports. To date, considerable evaluation research has demonstrated the benefits of SWPBS, documenting behavioral improvements using the whole school as the unit of analysis. Notably, less evaluation research has focused on the effects of SWPBS on the behavior of individual students with the most significant disabilities. In this paper, we describe SWPBS with an emphasis on the conceptual and procedural elements that are intended to benefit the full range of students within a school, with a particular focus on those students with the most intense needs. We discuss the SWPBS process, provide case illustrations, and call for additional research on the inclusion of students with significant disabilities with all applications of SWPBS.

A Joint Evaluation of General Budget Support 1994-2004 ..
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evaluation synthesis of budget support effects and ..

FAO is committed to collaborating with sister agencies on joint evaluation and synthesis activities. In the past biennium, for example, the agency participated in the following:

Evaluation of General Budget Support

IDD and Associates (2006) Evaluation of General Budget Support: Synthesis report Birmingham: International Development Department, University of Birmingham

General budget support 1994-2004: evaluation report …

Lister et al (2006) Joint Evaluation of General Budget Support: Uganda Country Report Stephen Lister, Wilson Baryabanoha, Jesper Steffensen and Tim Willamson. Glasgow. DFID.

General budget support 1994-2004: evaluation report Related documents

In late 2013, OED and IFAD’s Evaluation Office conducted the Joint Synthesis Report of FAO/IFAD Engagement with Pastoral Development, covering the period of 2003-2013. The purpose of this evaluation was to: i) create and share awareness and knowledge of the respective agencies’ work and comparative advantage on pastoral development; ii) increase effectiveness, including widening the possible impact of evaluation work; and iii) provide a platform for reflection aimed at improving the agencies’ future approaches to engaging with pastoral development.

Evaluation of General Budget Support: Synthesis report ..

FAO participates in inter-agency learning events several times each year. Past topics have included gender analysis in evaluations of agriculture and food and nutrition security; evaluating humanitarian action; and new methodologies for evaluating complexity.

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