Mediators and Moderators in the Evaluation of Programs for Children

Abstract

The author examines the role of mediators and moderators in the evaluation of programs for children. The terms are defined and examples of each are presented. Using bibliometric analysis, the author examines how evaluators use mediators and moderators in treatment studies in education, juvenile justice, health care, child protection, and mental health. The use of mediators and moderators is sporadic and vague at best. An agenda for improvement is outlined that includes greater use of program theory and intensive case studies to find out why researchers in prevention and health promotion incorporate mediators and moderators more effectively in their evaluations.