FASD and TRC Call to Action 34.4: A Consideration of Evaluation Methods

Program Evaluation

Program Evaluation is the collection of information to assess the value or quality of the program. Formative evaluation sees evaluation as an ongoing process conducted to improve a program, while summative evaluation is done to render conclusions about a program (Chen 2015). Evaluation is typically not a one-time or short-term activity, but rather a continuous feedback loop, in which one or more types of information are collected over time to keep building success in a program and measure its usefulness for the intended audience/clientele (McDavid, Huse, and Hawthorn 2013). There are a wide array of evaluation types and techniques, so which one is chosen depends on what is meant to be achieved. The best way to determine the type of evaluation methods to use is to consider what programs exist, what needs to be known, and what program decisions need to be made.

Individuals with FASD should be included in the evaluation of any programs focused on FASD. Tracing back to the need to interview many people in any given context to achieve a holistic understanding, it would be a disservice to ignore the voices and experiences of individuals living with FASD in any project or evaluation around this disability. Evaluation mechanisms should be a collaborative effort which includes people with FASD as subject matter experts; families, guardians and support people of those with FASD; researchers; practitioners; appropriate front-line and management personnel; and where possible, evaluation professionals/consultants.

It is critical that all programs be adaptable to individual and community needs over time. Evaluation is invaluable in guiding this adaptability, particularly ongoing formative evaluation, as discussed above. A suggested starting point in any evaluation effort is to identify how ‘success’ is to be defined in the program and to begin to develop questions to understand if success is being achieved. Moreover, ensure that success is not being defined only in a punitive fashion. In other words, success should not be measured solely by recidivism. Rather, success should also focus on a variety of results coming out of the program (i.e., healthy ongoing relationships, stable housing, physical health, the ability of the individual with FASD to see a clear, positive future for themselves, etc.). The TRC CTA 34 notes the importance of community programs. Individuals with FASD are often embroiled in the criminal justice system because they have lost community and family connections. Community and family connections help one understand themselves and the world around them, including their role therein.