Evaluation of progress using the context input process and product model.
Most evaluations of programme effectiveness are based on process data (the data generated by the programme) and used for internal monitoring and service development. Context (the ecology of therapeutic systems), input (the identification of what is in fact different between two therapeutic systems) and product (the consequence of different inputs, taking account of context) evaluations are rarely, if ever, produced. In this paper (using input and product evaluations) the progress of twelve Down's syndrome and twelve multiply-handicapped children attending, over a period of 18 months, two different therapeutic systems operated by the New Zealand Society for the Intellectually Handicapped (Auckland Branch/outside Auckland Branches) is assessed. The progress of the Auckland children is significantly better in a number of areas than for those outside Auckland. This improvement in progress can be attributed to input differences that reflect the Auckland Branch's policy of service development. The most important determinants of a successful programme are not staff/student ratios, time in class or specialist assistance, all of which favour the outside Auckland groups, but the degree of structure, detail of programmes and assessments, and quality of parent contact in which Auckland seems superior. The results for the Down's syndrome group compare favourably with those from other Down's syndrome programmes.
D000203:Activities of Daily Living; D002648:Child; D002675:Child, Preschool; D003071:Cognition; D006233:Persons with Disabilities; D004314:Down Syndrome / Q000534:rehabilitation*; D004519:Education, Special / Q000592:standards*; D006801:Humans; D008607:Intellectual Disability / Q000534:rehabilitation; D007361:Intelligence Tests; D007802:Language; D009048:Motor Skills; D009520:New Zealand; D010290:Parents; D011795:Surveys and Questionnaires