Given the substantial increase in the numbers of students identified with an autism spectrum disorder, it is imperative that effective training for classroom teachers, administrators, and other support staff be undertaken to increase the capacity within schools to effectively educate these students. Although many professional development programs exist, the outcomes of these programs are seldom evaluated. This article discusses the benefits of using a logic model framework to develop and measure the outcomes of professional development programs. The article discusses two main types of goals that need to be developed and included in such evaluations: (a) knowledge, awareness, and perception goals and (b) action goals. This article presents detailed information about the use of logic models in training program evaluations and gives examples of how program elements can be planned, presented, and evaluated in light of the utility of logic models.
Armstrong, E.G., & Barsion, S.J. ( 2006). Using an outcomes-logic-model approach to evaluate a faculty development program for medical educators. Academic Medicine, 81, 483-488.
2.
Bellini, S., & Akullian, J. ( 2007). A meta-analysis of video modeling and video self-modeling interventions for children and adolescents with autism spectrum disorders . Exceptional Children, 73, 261-284.
3.
Bull, B., & Buechler, B. ( 1997). Planning together: Professional development for teachers of all students. Bloomington, IN: Indiana Education Policy Center.
4.
Cato, B. ( 2006). Enhancing prevention programs’ credibility through the use of a logic model. Journal of Alcohol & Drug Education , 50, 8-20.
5.
Desimone, L.M. ( 2009). Improving impact studies of teachers’ professional development: Toward better conceptualizations and measures. Educational Researcher, 38, 181-199. doi:10.3102/0013189X08331140
6.
Gallagher, J.J. ( 2000). The beginnings of federal help for young children with disabilities. Topics in Early Childhood Special Education , 20(1), 3-6.
7.
Hernandez, M. ( 2000). Using logic models and program theory to build outcome accountability. Education and Treatment of Children, 23, 22-40.
8.
Hirsch, S., & Killion, J. ( 2009). When educators learn, students learn. Phi Delta Kappan, 90(7), 464-469.
9.
Joyce, B., & Showers, B. ( 2002). Student achievement through staff development. Alexandria, VA: ASCD.
10.
Kogan, M.D., Blumberg, S.J., Schieve, L.A., Boyle, C.A., Perrin, J.M., Ghandour, R.M., . . . van Dyck, P.C. (2009). Prevalence of parent-reported diagnosis of autism spectrum disorder among children in the US, 2007. Pediatrics, 124, 1395-1403. doi:10.1542/peds.2009-1522
11.
McLaughlin, J., & Jordan, G. ( 1999). Logic models: A tool for telling your program’s performance story. Evaluation and Program Planning, 22, 65-72.
12.
Medeiros, L., Butkus, S., Chipman, H., Cox, R., Jones, L., & Little, D. ( 2005). A logic model framework for community nutrition education . Journal of Nutritional Education and Behavior, 37, 197-202.
13.
Monroe, M., Flemming, M.L., Bowman, R., Zimmer, J., Marcinowski, T., Washburn, J., & Mitchell, N. ( 2005). Evaluators as educators: Articulating program theory and building evaluation capacity. New Directions for Evaluation , 108, 57-71.
14.
Morzinski, J., & Montagnini, M. (2002). Logic modeling: A tool for improving educational programs. Journal of Palliative Medicine, 5, 566-570.
15.
Mulroy, E., & Lauber, H. ( 2004). A user-friendly approach to program evaluation and effective community interventions for families at risk of homelessness. Social Work, 49, 573-585.
16.
National Autism Center. (2009). National standards report. Randolph, MA: Author. Retrieved from: http://www.nationalautismcter.org/pdf/NAC%20Report_FIN.pdf
17.
National Research Council. (2001). Educating children with autism. Committee on Educational Interventions for Children with Autism. C. Lord & J. P. McGee (Eds.). Washington DC : National Academy Press, Division of Behavioral and Social Sciences and Education.
18.
Scheurmann, J., Webber, E., Boutot, A., & Goodwin, M. ( 2003). Problems with personnel preparation in autism spectrum disorders. Focus on Autism and Other Developmental Disabilities , 18(3), 197-206.
19.
Scott Bellini, PhD, is the research and clinical director of the Indiana Resource Center for Autism, and a faculty member in the School Psychology program at Indiana University, Bloomington.
20.
Shattuck, P.T. ( 2006). The contribution of diagnostic substitution to the growing administrative prevalence of autism in U.S. special education. Pediatrics, 117, 1028-1037.
21.
Siegel, W., & Yates, C. ( 2009). Improving the evaluation of professional development presentations using retrospective pre-testing of existing knowledge and self-efficacy . National Council of Professors of Educational Administration (via Connexions website): http://cnx.org/content/m14362/latest/
22.
Simpson, R.L. ( 2003). Policy-related research issues and perspectives. Focus on Autism and Other Developmental Disabilities, 18, 192-196.
23.
Smith, C., & Gillespie, M. ( 2007). Research on professional development and teacher change: Implications for adult basic education. Review of Adult Learning and Literacy, 7, 205-244.
24.
Sparks, D., & Hirsch, S. ( 1997). A new vision for staff development. Alexandria, VA, and Oxford, OH: Association for Supervision and Curriculum Development and National Staff Development Council.
25.
Wholey, J. ( 1979). Evaluation: Promise and performance. Washington, DC: The Urban Institute.
26.
Weiss, C.H. ( 1998). Evaluation: Methods for studying programs and policies (2nd ed.). Upper Saddle River, NJ: Prentice Hall.
27.
Worthen, B.R., Sanders, J.R., & Fitzpatrick, J.L. (2004). Program evaluation: Alternative approaches and practical guidelines. New York, NY: Longman.
28.
W.K. Kellogg Foundation. (2001). Logic model development guide. Battle Creek, MI: Author.
29.
Yell, M.L., & Drasgow, E. ( 2000). Litigating a free appropriate public education: The Lovaas hearings and cases. Journal of Special Education, 33, 205-214.
