Which demonstrates whether the program services and interventions we are implementing with students are having a positive effect on their ability to use attitudes, skills, and knowledge to change their behavior?

Which demonstrates whether the program services and interventions we are implementing with students are having a positive effect on their ability to use attitudes, skills, and knowledge to change their behavior?

• A. Results data
• B. Process data
• C. Perception data
• D. Qualitative data

Answer: (A)

Focusing on whether students are actually changing behavior as a result of what you put in place, you look at results data. This type of data captures the end results of the program—outcomes that reflect how well attitudes, skills, and knowledge are translating into observable changes in behavior. Examples include pre/post assessments showing skill gains, behavior checklists, classroom or school-wide behavioral measures, and other objective indicators of impact. Process data, by contrast, tells you how the program was delivered—fidelity, dosage, and implementation challenges—without proving whether those services produced the desired change. Perception data gathers what students or staff think about the program, which is useful for understanding satisfaction or perceived impact but doesn’t demonstrate actual behavioral change. Qualitative data provides rich descriptive information about experiences and context, which can explain why outcomes occur, but on its own it doesn’t prove measurable behavioral change. So the strongest evidence that the program is helping students use attitudes, skills, and knowledge to change behavior comes from results data.

Focusing on whether students are actually changing behavior as a result of what you put in place, you look at results data. This type of data captures the end results of the program—outcomes that reflect how well attitudes, skills, and knowledge are translating into observable changes in behavior. Examples include pre/post assessments showing skill gains, behavior checklists, classroom or school-wide behavioral measures, and other objective indicators of impact.

Process data, by contrast, tells you how the program was delivered—fidelity, dosage, and implementation challenges—without proving whether those services produced the desired change. Perception data gathers what students or staff think about the program, which is useful for understanding satisfaction or perceived impact but doesn’t demonstrate actual behavioral change. Qualitative data provides rich descriptive information about experiences and context, which can explain why outcomes occur, but on its own it doesn’t prove measurable behavioral change. So the strongest evidence that the program is helping students use attitudes, skills, and knowledge to change behavior comes from results data.