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Revisiting the utility of retrospective pre-post designs: The need for mixed-method pilot data

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  • Geldhof, G. John
  • Warner, Danielle A.
  • Finders, Jennifer K.
  • Thogmartin, Asia A.
  • Clark, Adam
  • Longway, Kelly A.

Abstract

The retrospective pre-post design affords many benefits to program staff and, accordingly, has piqued renewed interest among applied program evaluators. In particular, the field has witnessed increasing application of a post-program-only data collection strategy in which only posttest and retrospective pretest data are collected. A post-program-only assessment strategy takes considerably less time than is required for collecting pre-program data and presumably has the added benefit of eliminating the impact of response-shift bias. Response-shift bias occurs when the knowledge, skills, or experiences participants gain through program participation leads them to interpret questionnaire items in a qualitatively different manner at pretest versus posttest. In this article, we discuss the strengths and weaknesses associated with administering retrospective pretest assessments and underscore the importance of thoroughly evaluating any application of a retrospective measurement strategy prior to its broader implementation. We provide a practical illustration of this evaluation process using a mixed-method study that assesses one measure of parenting education program effectiveness—the Parenting Skills Ladder.

Suggested Citation

  • Geldhof, G. John & Warner, Danielle A. & Finders, Jennifer K. & Thogmartin, Asia A. & Clark, Adam & Longway, Kelly A., 2018. "Revisiting the utility of retrospective pre-post designs: The need for mixed-method pilot data," Evaluation and Program Planning, Elsevier, vol. 70(C), pages 83-89.
    • Handle: RePEc:eee:epplan:v:70:y:2018:i:c:p:83-89
    DOI: 10.1016/j.evalprogplan.2018.05.002
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    Cited by:

    1. Melanie McKoin Owens & Alexis Zickafoose & Gary Wingenbach & Sana Haddad & Jamie Freeny & Josephine Engels, 2022. "Selected Texan K-12 Educators’ Perceptions of Youth Suicide Prevention Training," IJERPH, MDPI, vol. 19(19), pages 1-12, October.
    2. Miller, J. Jay, 2020. "Developing self-care competency among child welfare workers: A first step," Children and Youth Services Review, Elsevier, vol. 108(C).
    3. Agans, Jennifer P. & Maley, Mary & Rainone, Nicolette & Cope, Marie & Turner, Andrew & Eckenrode, John & Pillemer, Karl, 2020. "Evaluating the evidence for youth outcomes in 4-H: A scoping review," Children and Youth Services Review, Elsevier, vol. 108(C).
    4. Tibbitts, Deanne C. & Aicher, Sue A. & Sugg, Judith & Handloser, Kimberlee & Eisman, Liz & Booth, Lauren D. & Bradley, Ryan D., 2021. "Program evaluation of trauma-informed yoga for vulnerable populations," Evaluation and Program Planning, Elsevier, vol. 88(C).
    5. Kowalski, Monica J., 2023. "Measuring changes with traditional and retrospective pre-posttest self-report surveys for a brief intervention program," Evaluation and Program Planning, Elsevier, vol. 99(C).
    6. Sarah Clement & Katie Spellman & Laura Oxtoby & Kelly Kealy & Karin Bodony & Elena Sparrow & Christopher Arp, 2023. "Redistributing Power in Community and Citizen Science: Effects on Youth Science Self-Efficacy and Interest," Sustainability, MDPI, vol. 15(11), pages 1-16, May.

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