Baby face qualitative Evaluation

Timing and scheduling 
While some parent educators conducted screenings as part of their regular home visit, three 
specifically noted they did not want to take up valuable home visit time to conduct a screening. 
In addition, parent educators had to conduct screenings on children who were not actively 
participating, because of the design of the quantitative evaluation. Nine sites (eight parent 
educators and two supervisors) noted challenges to scheduling screenings that needed to be 
conducted at a certain time interval or age. Some parent educators noted that parents would miss 
these sessions, in particular, because they knew the screenings involved lots of questions about 
their child.
If families are not home, getting them done. I have families that are inconsistent attenders. So 
getting [the screenings] done in the time period [is challenging]. 
Trying to make appointments to do the screenings, because the parents know that they are coming 
up, and that there will be all the questions for them to answer. 
Resources and referrals 
Parent educators link families with Tribal and other resources, as needed. These may include 
resources specific to a child’s health or development, as well as resources needed for more 
general family well-being. Discussions of needs, goal-setting and referrals occur during home 
visits. 
Unlike the previous sections which are broken down by successful strategies and challenges, this 
section is divided up into two sections: one on how parent educators built relationships with 

---

 
Baby FACE 
Wilder Research, January 2015 
 
Qualitative Evaluation 
28 
community resources and one how they connected families to those resources. This reflects the 
questions that were asked of staff (see Appendix).