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Developing a logic model to guide evaluation of impact for learning disability projects: the case of the Positive Behavioural Support (PBS) Academy
- Authors:
- SCOTT Suzi J., DENNE Louise D., HASTINGS Richard P.
- Journal article citation:
- Tizard Learning Disability Review, 23(3), 2018, pp.125-132.
- Publisher:
- Emerald
Purpose: Measuring “impact” is an important aspect of the dissemination of evidence-based practice and relevant to all disciplines. However, it has only recently become a focus of enquiry and is not commonly directly researched within the learning disabilities field. The purpose of this paper is to describe the process of developing a logic model for the UK Positive Behavioural Support (PBS) Academy as part of an evaluation and impact study of its work to date. Design/methodology/approach: Logic models are a visual representation of the relationship between a project’s resources, activities and outputs and identified outcomes, in relation to key stakeholder groups. This representation allows for key impact measures to be identified and can be a useful tool for evaluation purposes. The authors used the process outlined by McLaughlin and Jordan (1998) to develop a bespoke logic model for the PBS Academy. Findings: The model was particularly helpful in making clear the distinction between output and impact, identifying impact criteria differentiated by stakeholder group and across time scales, and highlighting areas of activity that are needed to increase the impact of the work of the PBS Academy in the longer term. Originality/value: In the absence of any generalised impact evaluation frameworks in the learning disabilities field, the authors suggest that logic models may provide a useful framework for evaluating the impact of policy, practice, and research interventions. (Edited publisher abstract)
Staff reactions to self-injurious behaviours in learning disability services: attributions, emotional responses and helping
- Authors:
- JONES Cheryl, HASTINGS Richard P.
- Journal article citation:
- British Journal of Clinical Psychology, 42(2), June 2003, pp.189-203.
- Publisher:
- Wiley
This study explores an amended version of Weiner's helping behaviour model potentially more specific to the context of care staff working with people with learning disabilities and challenging behaviours. Key elements of the helping model (causal attributions, affective responses and helping behaviour) were assessed using self-report questionnaires. Helping behaviour was conceptualised as behaviour likely to reinforce challenging behaviour rather than as willingness to expend extra effort helping. 123 care staff in adult services viewed one of two videos depicting a person with learning disabilities engaging in self-injurious behaviour. Staff completed self-report scales after viewing the video material. Results found little evidence for the predicted associations between causal attributions and both positive and negative afffect. The study found no evidence that Weiner's model could be amended to account for staff working with challenging behaviour. Discusses the potential utility of alternative models in addition to methodological and conceptual issues.