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The Journal of Special Education
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Evaluating Early Intervention

Accountability Methods for Service Delivery Innovations

David W. Barnett

School Psychology Program, University of Cincinnati

Amy E. Pepiton

School Psychology Program, University of Cincinnati

Susan H. Bell

School Psychology Program, University of Cincinnati

Christine M. Gilkey

School Psychology Program, University of Cincinnati

Jacqueline J. Smith

School Psychology Program, University of Cincinnati

Candace M. Stone

School Psychology Program, University of Cincinnati

Karin I. Nelson

School Psychology Program, University of Cincinnati

Kelly A. Maples

School Psychology Program, University of Cincinnati

Kristen Helenbrook

School Psychology Program, University of Cincinnati

Laurel H. Vogel

School Psychology Program, University of Cincinnati

Providing accountability as a core professional role includes documenting the outcomes of consultations with parents and teachers. Furthermore, these consultations can serve as building blocks for evaluating overall intervention program effectiveness. We report the use of single-case accountability designs for examining individual child outcomes and evaluating the Ohio Early Childhood Intervention (ECI) project. Procedural guidelines (termed PASSKey) were used to help structure the process of ecobehavioral analysis, collaborative consultation, and naturalistic intervention design for children's learning, developmental, and behavioral problems. The methods serve as examples of functional assessment, accountability, and program evaluation efforts appropriate for early intervention consultations. Moreover, the results offer evidence for the effectiveness of the ECI model.

The Journal of Special Education, Vol. 33, No. 3, 177-188 (1999)
DOI: 10.1177/002246699903300305
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