Description and Evaluation of an Approach to Implementing Programs in Organizational Settings

Maher, Charles A.

doi:10.1300/j075v05n03_05

Cited by 7 publications

(6 citation statements)

References 5 publications

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“…Maher (1984) lists a number of issues that should be taken into account when implementing a programme, such as the Community Inclusion Framework . With hindsight many of the factors that he lists as being necessary for organizational readiness were not achieved at the house.…”

Section: Reflections and Next Stepsmentioning

confidence: 99%

“…Four months after the CIO began work in the home, and 13 months after the house had opened, the house supervisor wrote that they would focus on community presence and ‘the aim would be to assess at a later date the ‘participation’ aspect’. The leadership in the house was therefore not conducive to the successful implementation of the Community Inclusion Framework because the house supervisor had a different priority (Maher 1984; Fournies 1988). In this instance the day‐to‐day practice was kept insulated from the aspirations of the wider organization.…”

Section: Reflections and Next Stepsmentioning

confidence: 99%

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Breaking Out of a Distinct Social Space: Reflections on Supporting Community Participation for People with Severe and Profound Intellectual Disability

Clement¹,

Bigby²

2009

Research Intellect Disabil

106

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Background Typically people with intellectual disability have small, highly restricted social networks characterized by interactions with other people with intellectual disabilities, family members, and paid workers. The goal of 'inclusion' has been central to policies that have shaped services over the past 30 years. It is an ill defined concept with disagreement about its meaning, the problems it seeks to overcome and how it should be realized. Method Ethnographic and action research methods were used to support and collect data on the implementation of a programme, known as the Community Inclusion Framework, in a group home for five adults with severe intellectual disabilities in Victoria, Australia. Results and ConclusionsA pattern of service delivery based on community presence rather than participation evolved and endured over 16 months. The findings show that most staff attached a different meaning to inclusion from that proposed in the Community Inclusion Framework, disagreed with the proposed meaning or felt these residents were too different for it to be meaningful. This suggests that priority will only be accorded to activities that lead to inclusion if staff are convinced of the veracity of this and given strong and consistent direction and support.

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Section: Reflections and Next Stepsmentioning

confidence: 99%

Section: Reflections and Next Stepsmentioning

confidence: 99%

Breaking Out of a Distinct Social Space: Reflections on Supporting Community Participation for People with Severe and Profound Intellectual Disability

Clement¹,

Bigby²

2009

Research Intellect Disabil

106

View full text Add to dashboard Cite

show abstract

“…(7) A11 attempts to refine, integrate, and adapt materials should be supponed (Elk & Clabby, 1992;Huberman & Miles, 1984;Maher, 1984;Zins, 1992). The implementers must have a sense of ownership for the program.…”

Section: Guidelines For Achieving Institufionalizationmentioning

confidence: 99%

“…In response to this, program evaluation is conducted as an integral and ongoing paa of the intervention process. To be most useful, program evaluation must focus not only on the outcomes of the program implemented, but also on the process of implementation (Maher, 1984). In the Downloaded by [Universitaetsbibliothek Wuerzburg] at 10:34 01 November 2014 special education case example, two types of program evaluations are conducted.…”

Section: Promoting Student Success Through Group Intentenlionsmentioning

confidence: 99%

Stabilizing Classroom-Based Group Interventions

Robinson

Elias

1993

Special Services in the Schools

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Group interventions are an important aspect of the roles of professionals in the schools. The literature on school based group interventions primarily provides a description of specific interventions and their component parts, with inslructional steps for implementation. However, for a school based group intervention to be successful, the intervention must become institutionalized in the system within which it is being implemented, and planning for institutionalization must begin at the earliest stages of program or intervention design. Tllis article provides guidelines for the professional working in the schools to follow to facilitate Ule long-term stabilization or institutionalization of an intervention. Structures that consultants and/or implementers can establish to help operadonalize the guidelines are described and illustrated through case examples with em-

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“…indicates that implementation of new educational programs and practices, such as those involving cognitive development and its facilitation, will be enhanced if attention is given to readiness factors (see, e.g., work of Berman & McLaughlin, 1978;Leithwood & Montgomery, 1980;Maher, 1984).…”

Section: Facilitating Cocni1'ive Developmentmentioning

confidence: 99%

Facilitating Cognitive Development: Issues and Implications

Maher

Schwebel

1985

Special Services in the Schools

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An argument is put forth in this article that programs of cognitive development need to be considered in the context of the readiness of schools .for educational change. The AVICTORY framework is introduced as a means to consider issues and implications pertinent to facilitating cognitive development and school readiness. From the framework, eight questions are used as a basis for discussing important issues and their implications, with particular reference to special services providers.

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Description and Evaluation of an Approach to Implementing Programs in Organizational Settings

Cited by 7 publications

References 5 publications

Breaking Out of a Distinct Social Space: Reflections on Supporting Community Participation for People with Severe and Profound Intellectual Disability

Breaking Out of a Distinct Social Space: Reflections on Supporting Community Participation for People with Severe and Profound Intellectual Disability

Stabilizing Classroom-Based Group Interventions

Facilitating Cognitive Development: Issues and Implications

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