Learn about theories of change, logic models, evaluation plans, and other research tools that help IECMHC teams measure program fidelity and impact.
This resource presents a start-to-finish guide to conducting high-quality evaluations of Infant/Early Childhood Mental Health Consultation programs. Tips and examples are provided for each stage of the evaluation process, including articulating a logic model, selecting appropriate measures, and applying findings to quality improvement and advocacy efforts.
This resource is a compendium of assessment measures used in I/ECMHC evaluations, divided by topic. For each measure, it summarizes the content, who completes it, and how long it takes, with a link for additional information.
Logic model for school-based I/ECMHC in a Maryland County that articulates detailed inputs, outputs, and outcomes, alongside the assumptions and external factors that impact consultation.
National leaders in I/ECMHC practice and policy articulated an overarching conceptualization for the manner in which I/ECMHC produces positive outcomes for children, families, and programs, highlighting important activities, attitudes, and characteristics for those involved.
This report presents outcomes from four years of Arizona’s statewide I/ECMHC program, Smart Support. In the large sample (over 1,000 children and 100 MHCs), there were positive outcomes across domains, including improved teacher-child relationships, classroom climate, and child social-emotional skills.
This report presents evaluation findings from the 4th annual evaluation of D.C.’s I/ECMHC program, Healthy Futures, in which MHCs were embedded in 25 child development centers, primarily in low-income neighborhoods. Among other positive impacts, analyses indicated that there were significant improvements in children’s social-emotional skills after child-focused consultation, as well as significant improvements in teacher-child interactions after programmatic consultation. Process outcomes and lessons learned were also articulated. Sample evaluation tools are included in the Appendix.
A mixed method evaluation was conducted for Michigan’s I/ECMHC program, the Childcare Expulsion Prevention Program (CCEP), which served center- and home-based childcare settings statewide. Results indicated some positive findings for children (e.g., decreased hyperactivity, improved social skills), parents (e.g., increased empowerment to advocate for child, decreased work/school problems) and childcare providers (e.g., increased sense of competence to manage challenging behavior). Additionally, the team reported on fidelity to the model and parent and provider satisfaction with CCEP.
This report describes the first random-controlled evaluation of an I/ECMHC program, Connecticut’s Early Childhood Consultation Partnership (ECCP), a 12-week model in which school-based services were provided to infants, toddlers, and preschoolers. Results indicated that ECCP yielded significant improvements in child hyperactivity and oppositionality as well as increased communication between school and home, but did not significantly affect classroom climate. Additionally, information was provided regarding the budget for ECCP in comparison to alternative responses to challenging behaviors.
In 2016, the Pennsylvania ECMH Consultation Project contracted with Georgetown University Center for Child and Human Development to conduct an external review geared towards situating their program in a national perspective. By analyzing Pennsylvania’s program based on the insights from the national “What Works” (2009) study, the authors identified the strengths of the program as well as areas for continued growth, which were then pursued by program leadership. Among others, one strength included their strong data collection system, and one suggestion was to hire a reflective supervisor. In addition, two years of program evaluation data were analyzed. Findings included: improved child behavior, reduced teacher stress, and increased teacher adherence to the Pyramid Model.