What We Evaluate

We have worked with a variety of organizations, large and small, and populations to evaluate the effectiveness of early childhood professional development programs and reflective practice coaching for:

  • Parents
  • Early Care and Education Providers
  • Head Start and Early Head Start teachers, aides, family support staff, coordinators & administrators
  • Educare Centers Teachers & Staff
  • Native American Tribes
  • Juvenile Justice & Child Protective Services Professionals
  • Pediatric Healthcare Providers (ie., pediatricians, nurses, midwives, family practitioners)Home visitors
  • Parent educators
  • Therapists
  • Child Welfare workers & juvenile justice professionals (i.e., child protection workers, judges, probation staff, attorneys)
  • Social workers
  • Family support providers
  • Regulators consulting to home-based & center-based early care & education programs
  • Public Health Consultants
  • Pediatric residents; psychology, nursing, social work & child development students

Our research and evaluation work covers a wide range of projects that include individual child and family level questions about health and well being, assessment of the impact of professional development on providers and the organizations in which they work, and mapping the links and relationships within communities, counties, States or Tribes that serve young children and their families.

For example: One central component of our evaluation effort is focused on assessing the process and content of the Touchpoints model for professional develop.  This set of mixed model (qualitative and quantitative) inquiries focuses on measuring changes in providers’ developmental and relational knowledge, strengths-based practices, and the application and these strategies and skills in daily professional practice. We also have a interest in the system-wide environment so we examine program climate and the processes that support the integration of training content in practice over time. We measure the impact of training and reflective coaching in the TP Model on parent, parent-provider and child outcomes including parents’ satisfaction with services and self efficacy and child health & development.