Orange County NC Website
' ' 4 -6- • <br /> • ' <br /> case will collect data on client functioning (Berkeley Client Functioning Form) <br /> and stress ( tress Index and Quality of Life), In addition, the interviewer <br /> will go to the parent's home to collect the following data: •assessment of <br /> parent's knoLedge of child development (Stedman and Remmer Inventory of <br /> I <br /> Knowledge of Social and Emotional Development); parental behavior in the home <br /> (ParentfChilA Interaction Form); and parental report of child's behavior <br /> , . <br /> (Eyeberg Inv?ntory). Agency reports will be examined to determine•whether any <br /> of these patents were reported and confirmed for reports of repeated abuse or • <br /> 1 <br /> negledt. . <br /> The cos.-effectiveness analysis will be performed by calculating the costs <br /> and'effects of each method using Shepard and Thompson (1979) model of economic <br /> 1. <br /> analysis, that is, what is being accomplished for a set amount of money. The <br /> financial da a: needed for this analysis will be obtained from the agency records. <br /> i <br /> . . <br /> . <br /> Analysis of variance will be used to examine the efficacy of the specific <br /> parent education models for producing changes in the participants on the <br /> identified v riables. After examining the within and between groups deficiencies <br /> . to determine whether there are random or systematic differences between the <br /> means of sal cted measures, a set of analyses will, be conducted to determine the <br /> extent of dilferential change between the pre-test and post-test measures. <br /> ' 1 <br /> Evidence of pre-test equivalence, and differential change scores between groups <br /> 1 <br /> on the post-test measures, would indicate that these changes attributed to <br /> treatment. The last four months of the 16 month project period will be devoted <br /> . 1 <br /> to data analysis and the preparation of the final report and plans for <br /> dissemination of the results. <br /> . . 1 <br /> . i <br /> . . <br /> . . <br /> . . . <br /> . . <br /> . . <br /> . . <br /> . . <br /> , • <br /> . . . - <br /> 1 ' . <br /> . , <br /> , . <br /> . . . <br /> . ' <br /> , I <br />