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| In This Section | |
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| Brief | |
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| Comprehensive | |
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| Brief Table of Contents | |
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| Foundations of Outcome-Informed Practice | |
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| Outcome-Informed Practice in Practice: Two Case Examples | |
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| Introduction to Outcome-Informed Practice | |
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| Why Evaluate Your Evidence-Based Practice? | |
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| Assessment: the Early Stages of Outcome-Informed Practice | |
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| Monitoring and Interpreting Client Progress | |
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| Charting Your Client's Progress | |
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| Visually Interpreting Your Client's Progress | |
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| Single-Case Designs | |
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| Practical Methods for Measuring Client Progress | |
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| Foundations of Evidence-Based Outcome Measurement | |
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| Standardized Scales | |
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| Individualized Rating Scales | |
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| Behavioral Observation | |
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| Self-Monitoring | |
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| Summing Up | |
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| Comprehensive Table of Contents | |
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| Preface and Acknowledgements | |
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| Foundations of Outcome-Informed Practice | |
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| Outcome-Informed Practice in Practice: Two Case Examples | |
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| Case 1: A Foster Child's Provocative Behavior | |
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| Case 2: A Depressed University Student | |
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| Conclusions | |
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| Chapter Review | |
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| Introduction to Outcome-Informed Practice | |
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| Basic Concepts of Outcome-Informed Practice | |
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| Summing Up | |
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| Intervention Research and Outcome-Informed Practice | |
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| Single-Case Designs | |
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| Conclusions | |
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| Chapter Review | |
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| Why Evaluate Your Evidence-Based Practice? | |
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| Why: to Obtain the Best Client Outcomes | |
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| Why: to Avoid Natural Biases | |
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| Why: to Improve Clinical Decision-Making | |
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| Why: to Prevent Client Deterioration | |
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| Why: to Bridge the Gaps In Evidence-Based Practice | |
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| Why: to Improve Your Relationships With Your Clients | |
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| Why: to Enhance Your Development As a Practitioner | |
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| Why: to Be Accountable | |
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| Why: Last, But Not Least: to Meet Your Ethical Obligations | |
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| Conclusions | |
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| Chapter Review | |
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| Assessment: the Early Stages of Outcome-Informed Practice | |
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| Outcome-Informed Practice, the Scientific Method and Critical Thinking | |
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| Case Conceptualization | |
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| Diagnosis: A Limited but Often Necessary Tool | |
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| Conclusions | |
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| Chapter Review | |
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| Monitoring and Interpreting Client Progress | |
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| Charting Your Client's Progress | |
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| Constructing Good Single-Case-Design Line Graphs | |
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| Graphing Multiple Data Series | |
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| Using Computers to Construct Single-Case Design Line Graphs | |
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| Conclusions | |
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| Chapter Review | |
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| Visually Interpreting Your Client's Progress | |
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| Identifying Change and Making Decisions | |
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| Visual Analysis of Graphed Data | |
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| Within Phase Patterns | |
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| Limitations of Visual Analysis | |
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| Conclusions | |
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| Chapter Review | |
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| Single-Case Designs | |
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| Did Your Client Change? | |
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| Did Your Intervention Cause Client Change? | |
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| Multiple Baseline Designs | |
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| Variations on a Theme | |
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| Follow-Up | |
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| Conclusions | |
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| Chapter Review | |
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| Practical Methods for Measuring Client Progress | |
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| Foundations of Evidence-Based Outcome Measurement | |
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| Measurement | |
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| Measurement Error | |
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| Correlation | |
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| Reliability | |
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| Validity | |
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| Relationship between Reliability and Validity | |
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| Client Characteristics | |
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| Decide Who, Where, When, and How Often to Collect Data | |
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| Engage and Prepare Clients | |
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| Is the Measure Practical and Does it Contribute to Favorable Outcomes? | |
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| Conclusions | |
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| Chapter Review | |
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| Standardized Scales | |
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| Overview of Standardized Scales | |
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| Examples of Standardized Scales | |
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| Evaluating and Selecting Standardized Scales | |
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| Decide Who, Where, When, and How Often to Collect Data | |
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| Engage and Prepare the Client | |
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| Scoring and Interpreting Standardized Scale Scores | |
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| Using Standardized Scales to Determine Clinically Significant Improvement | |
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| Using Standardized Scales to Evaluate Expected Treatment Response | |
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| Single-Item Global Standardized Scales | |
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| Special Considerations of Culture and Ethnicity | |
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| Using Standardized Scales in Groups | |
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| Computer Management of Standardized Scales | |
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| Advantages and Precautions in Using Standardized Scales | |
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| Conclusions | |
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| Chapter Review | |
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| Individualized Rating Scales | |
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| Constructing Individualized Rating Scales | |
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| Decide Who, Where, When, and How Often to Collect Data | |
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| Engaging and Preparing the Client | |
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| Advantages and Precautions in Using Individualized Rating Scales | |
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| Conclusions | |
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| Chapter Review | |
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| Behavioral Observation | |
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| Purposes | |
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| Deciding What Dimensions of Behavior to Measure | |
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| Deciding Whether to Collect Contextual Information | |
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| Deciding When and Where to Observe Behavior | |
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| Time Samples | |
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| Situation Samples | |
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| Analogue Situations | |
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| Using Practical Instruments for Recording Observations | |
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| Ensuring and Verifying the Accuracy of Observations | |
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| Setting Goals and Objectives | |
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| Advantages and Precautions in using Behavioral Observation | |
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| Conclusions | |
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| Chapter Review | |
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| Self-Monitoring | |
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| Purpose | |
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| Deciding What to Measure | |
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| Deciding When and Where to Measure | |
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| Selecting Instruments for Self-Monitoring | |
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| Engaging and Preparing the Client | |
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| Ensuring and Verifying the Accuracy of Self-Monitoring | |
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| Setting Goals and Objectives | |
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| Advantages and Precautions in Using Self-Monitoring | |
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| Conclusions | |
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| Chapter Review | |
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| Summing Up | |
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| Measure | |
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| Monitor | |
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| Modify If Needed | |
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| Glossary | |
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| Selected Standardized Scales | |
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| Online and Published Resources for Standardized Scales | |
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| References | |
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| Author Index | |
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| Subject Index | |