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Maryland Early Childhood Mental Health Consultation (ECMHC) Evaluation

Learn about Maryland's ECMHC evaluation, funding, logic model, components, and future directions. Understand the collaborative and participatory evaluation approach to measure impacts on children, parents, and staff. Explore data collection levels and key evaluation components.

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Maryland Early Childhood Mental Health Consultation (ECMHC) Evaluation

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  1. Maryland Early Childhood Mental Health Consultation (ECMHC) Evaluation Webinar Presentation by Deborah F. Perry Ph.D. Georgetown University October 27, 2010

  2. Overview of Presentation • Overview of statewide ECMHC evaluation in Maryland • Maryland’s approach • Logic model and components • Levels of data collection and other features • Future directions

  3. Maryland ECMHC Evaluation • Funding: • Maryland State Department of Education (MSDE), Division of Early Childhood • Involves 12 sites across Maryland • Three year evaluation (2008-2011), with two option years • Principal Investigators: • Sharon Stephan: University of Maryland • Bruno Anthony, PhD & Deborah Perry, PhD: Georgetown University • Minority Business partner: CKD Communications, LLC

  4. Early Childhood Mental Health Consultation (ECMHC) Collaborative, capacity building services provided to early care and education (ECE) providers and family members Can be initiated in response to concerns about an individual child’s social-emotional or behavioral development The impact can be measured in the domains of child, parent, staff, and family

  5. Approach to Evaluation • Collaborative • Participatory • Comprehensive • Sensitive to respondent burden • No site comparisons • Technical assistance related to evaluation and data collection provided

  6. Funded Projects and Evaluation Liaisons

  7. Evaluation Logic Model Early Childhood Mental Health Consultation Skills and Qualifications Satisfaction Relationship Early Care and Education - Attitudes, Beliefs, and Stress - Classroom Environment Parenting - Behavior and Attitudes - Stress Expulsions Young Children ↓Challenging Behavior ↑Social Skills

  8. Evaluation Components Exiting Child Study Implementation Factors Core Outcomes ECE Providers SDQ TOS RQS DECA Program Directors Model Description, Quarterly Interview Consultants, ECE Directors, ECE Providers, and Parents Qualitative Interviews Parents PSI PBI DECA Consultants Knowledge & Skills, Service Log, Exiting Child Form, Roster, Preschool Climate Scale ECE Directors GAS Consultants Climate RQS Note: instruments in pink will only be collected for child-specific referrals

  9. Levels of Data Collection • Program-level outcomes • Measures assess changes in: ECE provider behaviors and beliefs; job stress; structural and interpersonal characteristics of the ECE setting; and the quality of the relationship between the MHC and ECE providers. • Child-/Family level outcomes • For child-specific referrals: • Measures assess changes in the child’s behavior (rated by teacher and parent), parenting stress and behaviors; and the quality of the relationship between the MHC and ECE providers.

  10. ECMHC Program Directors

  11. Mental Health Consultants

  12. Preschool/Infant Climate Scale • These tools are completed by the mental health consultants for every child-specific and programmatic consultation they initiate. • Preschool Mental Health Climate Scale (Gilliam, undated) • Infant Climate Scale (FSU, 2009) • The instruments assess multiple dimensions of the classroom environment and ECE providers’ behaviors. • Consultants complete these scales at baseline, at 4 months or at discharge; and if ongoing, every 4 months thereafter.

  13. Child Care Directors

  14. Early Care and Education Providers

  15. Parents * For those who consent to long-term follow along

  16. Exit Study Interviews • Motivated by MSDE’s interest in this policy-relevant (but infrequent) outcome • Always interview the consultant; seek the additional perspectives of ECE Director, provider and parent • Includes open-ended questions such as: • What behaviors led to the child’s exit? • What was done to try to maintain the child in the placement? • Did you expect this child to be expelled? Why or why not?

  17. Working with MSDE, established process for ECE Directors and Providers to get professional activity units when complete baseline and follow-up measures for evaluation Increase participation and help with follow-up data Professional Activity Units

  18. Current Status and Future Directions • Data collection in the field: good participation from all sites • Exit interviews completed with consultants, and a few ECE providers • Comparison group • Addition of CLASS as objective measure of change • Paper on Preschool Mental Health Climate Scale with Walter Gilliam

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