Outcome-Informed Evidence-Based Practice Plus MySocialWorkLab with eText -- Access Card Package

Provides practical ways to measure and monitor client progress.   Part of Advancing Core Competencies Series, a unique series that helps students taking advanced social work courses apply CSWE’s core competencies and practice behaviors examples to specialized fields of practice.   Outcome-Informed Evidence Based Practice shows students practical ways to measure and monitor client progress and use this feedback to help clients achieve their goals.   Outcome Informed Evidence Based Practice places emphasis on social workers who provide direct services to clients, not only in clinical settings, but in a broad array of other settings such as schools, health care, social service agencies, residential facilities, and more.  Using case examples in almost every chapter, this text highlights the diversity of clients encountered by social workers, providing real-world contexts for discussing chapter concepts. This text is also useful for psychologists, psychiatrists, counselors, nurses, physical and occupational therapists, and other allied health care and social service professionals.   Learning Goals Upon completing the book, readers should be able to: Help clients make the best decisions by measuring and monitoring client progress, and modifying interventions accordingly, Graph, analyze, and interpret their client’s progress Recognize social workers should systematically measure and monitor their clients’ outcomes at regular frequent intervals Identify measurement issues that influence the quality of the information collected by them and their client Note: MySocialWorkLab does not come automatically packaged with this text. To purchase MySocialWorkLab, please visit: www.mysocialworklab.com or you can purchase a valuepack of the text + MySocialWorkLab (at no additional cost). VP: 0205206859

Table of Contents:
IN THIS SECTION: 1.) BRIEF 2.) COMPREHENSIVE   BRIEF TABLE OF CONTENTS:   Part I: Foundations of Outcome-Informed Practice   Chapter 1: Outcome-Informed Practice in Practice: Two Case Examples Chapter 2: Introduction to Outcome-Informed Practice Chapter 3: Why Evaluate Your Evidence-Based Practice?   Chapter 4: Assessment: The Early Stages of Outcome-Informed Practice   Part II: Monitoring and Interpreting Client Progress   Chapter 5: Charting Your Client’s Progress Chapter 6: Visually Interpreting Your Client’s Progress Chapter 7: Single-Case Designs   Part III: Practical Methods for Measuring Client Progress   Chapter 8: Foundations of Evidence-Based Outcome Measurement Chapter 9: Standardized Scales Chapter 10: Individualized Rating Scales Chapter 11: Behavioral Observation Chapter 12: Self-Monitoring Chapter 13: Summing Up   COMPREHENSIVE TABLE OF CONTENTS:   Preface and Acknowledgements   Part I: Foundations of Outcome-Informed Practice   Chapter 1: Outcome-Informed Practice in Practice: Two Case Examples Case 1: A Foster Child’s Provocative Behavior Case 2: A Depressed University Student Conclusions Chapter Review    Chapter 2: Introduction to Outcome-Informed Practice Basic Concepts of Outcome-Informed Practice Summing Up Intervention Research and Outcome-Informed Practice Single-Case Designs Conclusions Chapter Review    Chapter 3: Why Evaluate Your Evidence-Based Practice? Why: To Obtain the Best Client Outcomes Why: To Avoid Natural Biases Why: To Improve Clinical Decision-Making Why: To Prevent Client Deterioration Why: To Bridge The Gaps In Evidence-Based Practice Why: To Improve Your Relationships With Your Clients Why: To Enhance Your Development As a Practitioner Why: To Be Accountable Why: Last, But Not Least: To Meet Your Ethical Obligations Conclusions Chapter Review   Chapter 4: Assessment: The Early Stages of Outcome-Informed Practice Outcome-Informed Practice, the Scientific Method and Critical Thinking Case Conceptualization Diagnosis: A Limited but Often Necessary Tool Conclusions Chapter Review   Part II: Monitoring and Interpreting Client Progress   Chapter 5: Charting Your Client’s Progress Constructing Good Single-Case-Design Line Graphs Graphing Multiple Data Series Using Computers to Construct Single-Case Design Line Graphs Conclusions Chapter Review    Chapter 6: Visually Interpreting Your Client’s Progress Identifying Change and Making Decisions Visual Analysis of Graphed Data Within Phase Patterns Limitations of Visual Analysis Conclusions Chapter Review    Chapter 7: Single-Case Designs Did Your Client Change? Did Your Intervention Cause Client Change? Multiple Baseline Designs Variations on a Theme Follow-Up Conclusions Chapter Review    Part III: Practical Methods for Measuring Client Progress   Chapter 8: Foundations of Evidence-Based Outcome Measurement Measurement Measurement Error Correlation Reliability Validity Relationship between Reliability and Validity Client Characteristics Decide Who, Where, When, and How Often to Collect Data Engage and Prepare Clients Is the Measure Practical and Does it Contribute to Favorable Outcomes? Conclusions Chapter Review    Chapter 9: Standardized Scales Overview of Standardized Scales Examples of Standardized Scales Evaluating and Selecting Standardized Scales Decide Who, Where, When, and How Often to Collect Data Engage and Prepare the Client Scoring and Interpreting Standardized Scale Scores Using Standardized Scales to Determine Clinically Significant Improvement Using Standardized Scales to Evaluate Expected Treatment Response Single-Item Global Standardized Scales Special Considerations of Culture and Ethnicity Using Standardized Scales in Groups Computer Management of Standardized Scales Advantages and Precautions in Using Standardized Scales Conclusions Chapter Review    Chapter 10: Individualized Rating Scales Constructing Individualized Rating Scales Decide Who, Where, When, and How Often to Collect Data Engaging and Preparing the Client Advantages and Precautions in Using Individualized Rating Scales Conclusions Chapter Review    Chapter 11: Behavioral Observation Purposes Deciding What Dimensions of Behavior to Measure Deciding Whether to Collect Contextual Information Deciding When and Where to Observe Behavior Time Samples Situation Samples Analogue Situations Using Practical Instruments for Recording Observations Ensuring and Verifying the Accuracy of Observations Setting Goals and Objectives Advantages and Precautions in using Behavioral Observation Conclusions Chapter Review    Chapter 12: Self-Monitoring Purpose Deciding What to Measure Deciding When and Where to Measure Selecting Instruments for Self-Monitoring Engaging and Preparing the Client Ensuring and Verifying the Accuracy of Self-Monitoring Setting Goals and Objectives Advantages and Precautions in Using Self-Monitoring Conclusions Chapter Review   Chapter 13: Summing Up Measure Monitor Modify If Needed   Glossary Appendix A: Selected Standardized Scales Appendix B: Online and Published Resources for Standardized Scales References Author Index Subject Index

About the Author :
John G. Orme is a professor at the University of Tennessee in the College of Social Work. He has an M.S.W. and Ph.D. in social work from Washington University in St. Louis. He also completed a two-year post-doctoral fellowship on the Delivery of Mental Health Services, University of Chicago, Department of Behavioral Sciences, Committee on Methodology of Behavioral Research. Prior to joining the University of Tennessee faculty he was a faculty member in social work at Louisiana State University and at the University of Maryland. He has taught graduate courses related to outcome-informed practice since 1985, as well as M.S.W. and Ph.D. level courses on research methodology and statistics. Dr. Orme's interests include outcome-informed practice, measurement development, applied statistical and methodological issues, and foster care. He has published numerous articles in refereed social work and interdisciplinary journals on these topics, and he is a co-author of five editions of Evaluating Practice: Guidelines for the Accountable Professional. His most recent book, co-authored with Terri Combs Orme, is Multiple Regression with Discrete Dependent Variables.   Terri Combs-Orme is a Professor in the College of Social Work, University of Tennessee. She earned her MSSW at the University of Texas at Arlington and her PhD at Washington University in St. Louis. Before joining the University of Tennessee faculty she taught at Louisiana State University, the University of Maryland, and The Johns Hopkins University. She teaches courses in lifespan development and writing critical literature reviews at the BSW, MSSW, and PhD levels. Dr. Combs-Orme’s interests include infant brain development and parenting, and she is a Visiting Fellow at The Urban Child Institute in Memphis, TN. She has published numerous articles in social work, public health, and medical journals. Her most recent book, co-authored with John Orme, is Multiple Regression with Discrete Dependent Variables.