Program Evaluation & Outcomes Flashcards

The 'Reach' component of the RE-AIM framework evaluates:

Answer: The proportion and representativeness of participants who receive the intervention

Reach in the RE-AIM framework assesses what percentage of the target population participated and whether participants are representative of that population.

A prevention program evaluation shows promising outcomes at 3 months but no significant effects at 12-month follow-up. This pattern suggests:

Answer: Short-term gains may not be sustained without booster sessions or environmental supports

Fading effects over time are common in prevention and suggest the need for booster sessions, skill reinforcement, or environmental changes to sustain gains.

In a needs assessment, epidemiological data primarily helps prevention planners:

Answer: Identify the magnitude and distribution of the problem in the target population

Epidemiological data (rates, demographics, trends) quantifies the scope and distribution of a problem, forming the empirical foundation of the needs assessment.

Which of the following best describes a 'surrogate outcome' in prevention program evaluation?

Answer: An intermediate variable expected to predict the ultimate health outcome of interest

Surrogate outcomes (e.g., attitudes, intentions, risk perceptions) are intermediate variables that theoretically precede and predict the primary health outcome but are easier to measure short-term.

Interrater reliability in qualitative data analysis is best established by:

Answer: Having two or more coders independently code data and calculating agreement

Interrater reliability requires independent coding by multiple raters followed by statistical agreement calculation (e.g., Cohen's kappa) to ensure coding consistency.

A CPP is evaluating a universal prevention program targeting all students in a school. The most appropriate comparison for detecting program effects would be:

Answer: Students at a comparable school that did not receive the program

A matched comparison school that did not receive the program provides the strongest quasi-experimental comparison when within-school randomization is not possible.

'Social validity' in program evaluation refers to:

Answer: The extent to which goals, procedures, and outcomes are acceptable and meaningful to stakeholders

Social validity assesses whether the program's goals are socially important, procedures are acceptable, and outcomes make a meaningful difference from stakeholders' perspectives.