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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
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Scott, Suzi J., Denne, Louise D. and Hastings, Richard P. (2018) Developing a logic model to guide evaluation of impact for learning disability projects : the case of the Positive Behavioural Support (PBS) Academy. Tizard Learning Disability Review, 23 (3). pp. 125-132. doi:10.1108/TLDR-10-2017-0038 ISSN 1359-5474.
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WRAP-developing-logic-model-guide-evaluation-impact-learning-disability-projects-Scott-2018.pdf - Accepted Version - Requires a PDF viewer. Download (1150Kb) | Preview |
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Official URL: https://doi.org/10.1108/TLDR-10-2017-0038
Abstract
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.
| Item Type: | Journal Article | ||||||
|---|---|---|---|---|---|---|---|
| Subjects: | L Education > LC Special aspects of education | ||||||
| Divisions: | Faculty of Social Sciences > Centre for Educational Development, Appraisal and Research (CEDAR) | ||||||
| Library of Congress Subject Headings (LCSH): | Learning disabilities, Positive Behavioural Support Academy (PBS) | ||||||
| Journal or Publication Title: | Tizard Learning Disability Review | ||||||
| Publisher: | Emerald Publishing Limited | ||||||
| ISSN: | 1359-5474 | ||||||
| Official Date: | 2018 | ||||||
| Dates: |
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| Volume: | 23 | ||||||
| Number: | 3 | ||||||
| Page Range: | pp. 125-132 | ||||||
| DOI: | 10.1108/TLDR-10-2017-0038 | ||||||
| Status: | Not Peer Reviewed | ||||||
| Publication Status: | Published | ||||||
| Reuse Statement (publisher, data, author rights): | This article is © Emerald Group Publishing and permission has been granted for this version to appear here http://wrap.warwick.ac.uk/106294/. Emerald does not grant permission for this article to be further copied/distributed or hosted elsewhere without the express permission from Emerald Group Publishing Limited. | ||||||
| Access rights to Published version: | Restricted or Subscription Access | ||||||
| Date of first compliant deposit: | 21 September 2018 | ||||||
| Date of first compliant Open Access: | 21 September 2018 | ||||||
| RIOXX Funder/Project Grant: |
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