1. Introduction
2. Permission to Use TCU Forms
3. List of Client Forms
4. Program Planning and Training Needs
5. Organizational (Staff) Assessments
6. Treatment Costs
7. Staff Training and Workshop Evaluations
Community Forms: Methadone Outpatient Treatment
Community Forms: Women & Children Residential Treatment
Community Forms: Inhalant Prevention Programs for Youth
Community Forms: Other Specialized Programs
Assessment Fact Sheets (with norms)
1. Introduction
TCU assessments for treatment in community settings are included in this section. They were developed originally as part of the DATAR project, beginning in 1989, for use in outpatient and residential programs for assessing needs and progress of clients (see Simpson, 2004). Client-level assessments focus on needs and problem severity at intake, as well as continued psychosocial functioning and therapeutic engagement during treatment for evaluating and planning of care. By aggregating these client records within treatment units, they also serve program-level evaluations of needs and effectiveness.
Assessments for evaluating staff/organizational functioning are included as well, especially in relation to efforts by community programs to adopt treatment innovations (see Simpson, 2002; 2009; Simpson & Flynn, 2007).
The forms listed below evolved as a comprehensive treatment program assessment system, modified over years of research for use both in outpatient as well as residential settings. Earlier versions were developed and tested for specialized research projects (described later), but they were integrated over time. Core constructs of client needs and therapeutic process were retained, based on published evaluation findings, and the resulting network of measurement instruments were refined.
Because addiction and related mental and public health treatment applications can be highly specialized, these forms have been adapted further to meet several needs. In particular, the emergence of treatment for criminal justice populations during the past two decades required modest adaptations. They are presented in the section on CJ Treatment Forms. Even more recently, however, the family of TCU assessments have been reconstructed as TCU Short Forms.
Finally, assessment archives for several major research projects are available. Historically, they are the foundations of current TCU assessments and also have been used as resources over the years by program developers and other evaluation researchers. Data collection instruments and related research for each are described.
2. Permission to Use TCU Forms
The Institute of Behavioral Research at Texas Christian University is pleased to make available, without charge, a wide array of data collection instruments developed for drug abuse treatment and outcome assessments. Collectively, they are referred to as the “TCU Forms.”
Terms of Use: Written permission for nonprofit research use of the TCU Forms is not required; however, it is requested that IBR be notified of their use, and that copies of reports based on these forms be sent as a professional courtesy to the IBR. No part of any TCU Form or its supporting material (i.e., instructions, scoring guides) may be copied, downloaded, stored in a retrieval system, or redistributed for any commercial purpose without the expressed written permission of the University or designated developer of the form.
3. List of Client Forms
Brief Intake (TCU BI) is designed to be administered by a counselor within 24 hours of program entry and includes background and psychosocial information, a brief history of illegal drug use, and assessments of alcohol, cocaine, opioid, and cannabis abuse based on DSM-IV criteria. (30 minutes)
(PDF; 345KB / 16 pages)
Comprehensive Intake (TCU CI) is usually administered by a counselor in a face-to-face interview held 1-3 weeks after admission, when the client has had time to detox and reach greater stabilization and cognitive focus. (90 minutes)
(PDF; 616KB / 32 pages) (PDF; 158KB / 8 answer cards)
Part |
Pages |
|
|---|---|---|
A: |
Sociodemographic Background |
2-7 |
B: |
Family Background |
8-10 |
C: |
Peer Relations |
11-12 |
D: |
Criminal History |
13-15 |
E: |
Health and Psychological Status |
16 |
F: |
Drug History |
17-26 |
G: |
AIDS Risk Assessment |
27-29 |
H: |
Interviewer Comments |
30-31 |
I: |
Client Assessment Profile |
32 |
Client Evaluation of Self and Treatment, Intake Version (TCU CEST-Intake) is a self-rating form completed by the client at the time of treatment intake. It includes short scales for treatment motivation (problem recognition, desire for help, treatment readiness), psychological functioning (i.e., self-esteem, depression, anxiety, and decision-making), and social functioning (i.e., childhood problems, hostility, risk-taking, and social consciousness). These scales provide a baseline for monitoring client performance and psychosocial changes during treatment, both at the client and the overall program levels. (15 minutes)
(PDF; 57KB / 6 pages)
Scoring Guide for TCU CEST-Intake is available for explaining procedures for identifying and scoring items in each scale. (PDF; 29KB / 4 pages)
Client Evaluation of Self and Treatment (TCU CEST)includes most of the same psychosocial scales completed at intake (i.e., in the CEST-Intake) plus scales to measure treatment engagement. Besides motivation, psychological, and social functioning, self-ratings also are obtained on treatment needs, services received, treatment satisfaction, counseling rapport, treatment participation, peer support, and (outside) social support--all representing indicators related to outcomes during and following treatment. Repeated assessments overtime provide a basis for monitoring client change and care planning. Aggregated client assessments provide a basis for evaluating program-level performance. (25 minutes)
(PDF; 79KB / 10 pages)
Scoring Guide for TCU CEST is available for explaining procedures for identifying and scoring items in each scale. (PDF; 35KB / 5 pages)
Means and Norms for TCU CEST Interpretations |
4. Program Planning and Training Needs
Survey of Program Training Needs (TCU PTN) is used to help identify and prioritize treatment issues that community programs believe need attention. PTN-S (i.e., staff version) asks about facilities and climate, satisfaction with training, preferences for training contents and procedures, computer resources, and barriers to training. PTN-D (i.e., directors’ version) asks for a brief description of the program and staffing, followed by ratings of program training needs and pressures as well as diagnostic and billing procedures. (15 minutes)
TCU PTN-S Staff Version
(PDF; 60KB / 5 pages)
TCU PTN-D Program Director Version
(PDF; 68KB / 6 pages)
Sample feedback report for the PTN |
5. Organizational (Staff) Assessments
Survey of Structure and Operations (TCU SSO) is completed by a program director or other administrator, and serves as a source of structural information about participating programs. Major topics include general program characteristics, organizational relationships, clinical assessment and practices, services provided, staff and client characteristics, and recent changes that may affect organizational operations. The questionnaire elicits information generally compatible with the National Survey of Substance Abuse Treatment Services (N-SSATS). (20 minutes)
(PDF; 95KB / 14 pages)
Organizational Readiness for Change (TCU ORC) is self-administered by program staff. One version is designed for counseling staff (TCU ORC-S) and another for program directors or supervisors (TCU ORC-D). Motivational factors include program needs, training needs, and pressures for change, while program resources are evaluated in regard to office facilities, staffing, training, equipment, and the Internet. Organizational dynamics include scales on staff attributes (growth, efficacy, influence, adaptability, and clinical orientation) and climate (mission, cohesion, autonomy, communication, stress, and openness to change). (25 minutes)
TCU ORC-S Treatment Staff Version
(PDF; 87KB / 12 pages)
Scoring Guide for TCU ORC-S is available for explaining procedures for identifying and scoring items in each scale. (PDF; 37KB / 6 pages)
Means and Norms for TCU ORC-S Interpretations |
TCU ORC-D Treatment Director Version
(PDF; 80KB / 11 pages)
Scoring Guide for TCU ORC-D is available for explaining procedures for identifying and scoring items in each scale. (PDF; 38KB / 5 pages)
Sample feedback report for the ORC |
Italian Versions for TCU ORC-S and TCU ORC-D: |
Social Agency (Non-Treatment) Version for TCU ORC-S: TCU ORC-SA Social Agency Staff Version |
Survey of Organizational Functioning (TCU SOF) is self-administered by program staff. The SOF includes the entire ORC (Organizational Readiness for Change) plus nine additional scales measuring job attitudes and workplace practices. ORC domains include motivational factors, program resources, staff attributes, and organizational climate. Job attitudes scales include burnout, satisfaction, and director leadership. Workplace practice scales include peer collaboration, deprivatized practice, collective responsibility, focus on outcomes, reflective dialogue, and counselor socialization. (35 minutes)
(PDF; 89KB / 14 pages)
Scoring Guide for TCU SOF is available for explaining procedures for identifying and scoring items in each scale. (PDF; 46KB / 8 pages)
Survey of Transformational Leadership (TCU STL-S) is self-administered by program staff, and serves as a measure of staff perceptions of program leadership. The TCU STL-S includes 5 domains—idealized influence, intellectual stimulation, inspirational motivation, individualized consideration, and empowerment. The TCU STL-S scales include integrity, sensible risk, encourages innovation, demonstrates innovation, inspirational motivation, develops others, supports others, task delegation, and expects excellence. (30 minutes)
(PDF; 54KB / 8 pages)
Scoring Guide for TCU STL-S is available for explaining procedures for identifying and scoring items in each scale. (PDF; 39KB / 5 pages)
6. Treatment Costs
Treatment Cost Analysis Tool (TCU TCAT) is a self-administered Microsoft® Excel-based workbook developed in collaboration with Brandeis University and designed for Program Financial Officers and Directors, or other staff with sufficient information about program finances and operations. It can be used by these personnel, as well as researchers, to allocate, analyze, and estimate treatment costs. This instrument can also be used as a planning and management tool to forecast effects of future changes in staffing, client flow, program design, and other resources. Worksheets include summaries and charts with comparative data from a national sample of non-methadone outpatient programs.
(Microsoft® Excel-based workbook; 284KB / 17 worksheets)
TCAT Cost Analysis Data Entry and Review Guide is available for explaining procedures for data entry and identifying items in each worksheet.
(PDF; 83KB / 12 pages)
7. Staff Training and Workshop Evaluations
The Workshop Evaluation Form (TCU WEVAL) is administered immediately following each workshop to measure participants’ reactions to the training and their intentions to try out the workshop materials.
(PDF; 40KB / 3 pages)
The Workshop Assessment Follow-Up Survey (TCU WAFU) is sent directly to each participant in the months following training. The WAFU asks questions specific to the workshops attended in terms of whether or not participants used any workshop materials, their experiences and intentions to use the materials in the future, and reasons for not using the material in cases of non-utilization.
(PDF; 41KB / 3 pages)