Table_of_Measures_and_Parent_Survey

Attachment_2_Table_of_Measures_and_Parent_Survey[1].doc

Aggression Prevention Among High-Risk Early Adolescents

Table_of_Measures_and_Parent_Survey

OMB: 0925-0523

Document [doc]
Download: doc | pdf

OMB No. 0925-0523

Expiration 09/30/2006




Attachment 2





Table of Measures


6th Grade Survey (in separate file: A2 6th surv.htm)


7th Grade Survey (in separate file: A2 7th surv.htm)


Parent Survey


YOUTH MEASURES

Source

Type

Domain

D


emographic Questionnaire

Developed by investigators

Covariate

Demographics

Decision Making

Developed by investigators

Intermediate outcome

Social competence

Self Control Scale

Developed by investigators, adapted from Kendall & Wilcox, 1979

Intermediate outcome

Social competence

Assets

Adapted from Oman, et al (2002)


Social Competence

Frequency of aggression at school

Developed by investigators

Outcome

Aggression

Aspirations Inventory

Developed by investigators

Intermediate outcome

Possible selves

Friend Behavior Questionnaire (5 friends)

Simons-Morton, 1999

Mediator

Attitudes toward aggressive and deviant behavior

Parent Demandingness

Jackson, et al, , 1998

Covariate

Parenting behavior

Parental Academic Monitoring Index

Developed by investigators

Covariate

Parenting behavior

Parental Support Index -


Barber

Covariate

Parenting behavior

Parental Psychological Control


Barber

Covariate

Parenting Behavior

Parental Behavioral

Barber

Covariate

Parenting Behavior

Aggression Questionnaire

Little et al., 2003

Outcome

Aggressive behavior

Classroom Climate

Teacher involvement, support and structure

Adapted from RAPS, 1998 version, Connell, 1995

Outcome

School Engagement, classroom climate

Problem Behavior (30 days) Questionnaire -

Simons-Morton, 1999

Outcome

Deviant behavior

Class Engagement – Math, Language Arts, Science, Social Studies. Subscales are Participation and Value

Participation – Special Education Elementary Longitudinal Study

Value – Developed by Investigator

Covariate

School Engagement

Index of Academic Achievement

Developed by investigators

Covariate

Grades

Perceptions of Parental Attitudes About Fighting

Orpinas, et al, 1999

Mediator

Attitudes toward adult expectations

Peer Deviance Acceptance Questionnaire

Simons-Morton, et al, 1999

Mediator

Attitudes toward aggressive, deviant, and adaptive behavior

Depression Scale

Dahberg, L et al, 1998,

Covariate

Depressive symptomatology

Adult Influences

Adapted from Oman et al. 2002

Covariate

Adult mentor






PARENT MEASURES


Author


Type


Domain

Demographic Questionnaire

Developed by investigators

Covariate

Demographics

Stressful Life Events

Dodge, (1986)

Covariate

Stress

Attention Problems Scale

Achenbach, 1991

Covariate

Child attention problems

Parental Monitoring Questionnaire

Developed by investigators

Covariate

Parenting behavior

Parental School Valuing

Developed by investigators

Mediator

Parental attitudes and expectations

Parental Attitudes Toward Fighting

Modification of Orpinas, 1999

Mediator

Parental attitudes and expectations

Activities with Child Inventory


Developed by investigators

Mediator

Parent involvement

Aggressive Behaviors


Dodge, 1986

Outcome

Child aggressive behaviors

Aggression and Social Deviance Scales


Achenbach, 1991

Outcome

Child aggressive and deviant behaviors

Involvement in Child’s School Life Questionnaire

CPPRG 1991

Mediator

Parent involvement

Intervention Specific Expectations

Developed by investigators, 2003

Mediator

Parent Expectations

Relationship with Child’s School Questionnaire

CPPRG, 1991

Mediator

Parent Involvement

School Adjustment Questionnaire

CPPRG, 1991

Mediator

Parent School Adjustment

Intervention Specific Communication

Developed by investigators, 2003

Mediator

Parent Communication



R



eferences


Achenbach, T. M. (1991b). Manual for the Child Behavior Checklist and 1991 Child Behavior Profile. Burlington: University of Vermont, Department of Psychiatry.


Conduct Problems Prevention Research Group (CPPRG). (1991). Parent–Teacher Involvement Questionnaire: Parent Version. Available from the Fast Track Project Web site, http://www.fasttrackproject.org.


Connell, JP, Halpern-Fisher, BL, Clifford, E, Crichlow, W, Usinger, P. (1995). Hanging in there: Behavioral, Psychological and Contextual Factors Affecting Whether African American Adolescents Stay in High School. Journal of Research on Adolescents, 10(1), 41-63.


Dahlberg, LL, Toal, SB, Behrens, CB, (1998) Measuring Violence-Related Attitudes, Beliefs, and Behaviors Among Youths: A Compendium of Assessment Tools. Atlanta GA: Center For Disease Control and Prevention, National Center for Injury Prevention and Control.


Little, TD, Jones, SM, Henrich, CC, Hawley, PH (2003). Disentangling the “whys” from the “whats” of aggressive behavior. International Journal of Behavioral Development, 27(2), 122-133.


Oman, RF, Vesely, SK, McLeroy, K, Harris-Wyatt, V., Apsy, CB, Rodine< S, Marshall, L. (2002) Reliability and Validity of the Youth Asset Survey (YAS). Journal of Adolescent Health, 31, 247-288.


Orpinas, P., Murray, N., Kelder, S. (1999). Parental Influences on Students’ Aggressive Behaviors and Weapon Carrying. Health Education and Behavior, 26 (6), 774-787.


Simons-Morton, B, Crump, A, Haynie, D, Saylor, KE, Eitel, P, Yu, K. (1999). Psychosocial, school, and parent factors associated with recent smoking among early adolescent boys and girls. Preventive Medicine , 28, 138-148.















STEPPIN’ UP PARENT MEASURES

Highlandtown Middle School


Baseline: Fall 2005 and Spring 2006


























 

Public reporting burden for this collection of information is estimated to average 30 minutes per response, including the time for reviewing instructions, searching existing data sources, gathering and maintaining the data needed, and completing and reviewing the collection of information.  An agency may not conduct or sponsor, and a person is not required to respond to, a collection of information unless it displays a currently valid OMB control number.  Send comments regarding this burden estimate or any other aspect of this collection of information, including suggestions for reducing this burden, to: NIH, Project Clearance Branch, 6705 Rockledge Drive, MSC 7974, Bethesda, MD 20892-7974, ATTN: PRA (0925-0523).  Do not return the completed form to this address.






Good [morning/afternoon/evening], I’m ________ from the Steppin’ UP Program [insert school name]. Can I talk to the parent of [insert child’s name]? Are you [insert parent name]? Thank you for your participation in this program. We are interviewing parents of 6th graders in order to develop health related programs for parents of middle school students.


The interview will take about 30 minutes and you will be paid $20.00 in appreciation for your time and effort. Please provide us with an address where you would like to receive your money.


____________________________________


____________________________________


____________________________________



Your name will never appear with your answers to these questions so no one will know how you answered them. During the interview, I’m going to be asking you about yourself and your adolescent. I want to stress that there are no right or wrong answers to the questions. The most important thing is that you answer honestly. Do you have any questions before we begin?



Section A

The following is a list of stressful events that sometimes occur in people’s lives. Think about which of these events may have happened in your family in the past year and how stressful they were for you and your family. Please answer on a scale from 1-10, 1 being not at all stressful and 10 being extremely stressful.


Did not occur

Did Occur

Not At All Extremely

Stressful Stressful

1. Family move/major remodeling.

2. Family member other than child got in trouble with the law.

3. Family member’s drug/alcohol use.

4. Family had financial problems.

5. Family member with major illness.

6. Death of family member.

7. Family member’s pregnancy

/birth.

8. You got a separation

/divorce.

9. You and a significant other reconciled/got back

together.

10. Conflict between adult family members.

11. One of your children suspended or expelled from school.


12. One of your children changed

schools.

13. One of your children received disciplinary action at school.

14. One of your children failed a grade.

15. One of your children had a falling out with close friend.

16. One of your children broke up with boyfriend

/girlfriend.

17. One of your children did not have friends.

18. One of your children was sick for over a week.

19. One of your children got in trouble with the law.


Section B

The next set of questions asks you about what you say to your child about disagreements and fights. Please rate each statement on a scale from 1-10, 1 being never and 10 being always.


I would tell my child…

Never









Always

1. To ignore someone who calls you a name.

2. To tell a teacher or another adult if someone asks you to fight.

3. To try to talk your way out of it if someone asks you to fight.


4. To think a problem through, calm yourself, and then talk the problem out with your friend.































5. To hit someone back if s/he hits you.

6. To hit someone if s/he calls you names.

7. To call someone names back if s/he calls you names first.

8. To take the first swing if someone asks you to fight.

9. To solve problems by fighting if they can’t be solved by talking.

10. You’d be a coward or a “chicken” if you walked away from a fight.

11. Anyone who won’t fight will get “picked on” even more.

12. Fighting is no good no matter what – there are other ways to solve problems.

13. To fight only when he/she needs to defend him/her self.


Section C


Please indicate whether or not these statements about [child’s name] school participation are important to you on a scale from 1-10. 1 indicates not at all important and 10 very important.



I want [child’s name] to…


Not at all Very

Important Important

1. Take part in class discussions or activities.

2. Not be bored by his/her schoolwork

3. Learn things in school that will be useful to his/her future job.

4. Get good grades.

5. Put a lot of energy into school work.

6. Be interested in most of what he/she learns in school.

7. Be upset with low grades.

8. Do his/her homework.

9. Care about doing his/her best in school.

10. Get an education in order to get the job that he/she wants.

11. Want to know even more about something he/she learned in school.

12. Have school work this year that will prepare him/her for high school.

13. Put his/her best effort into doing his/her homework.

14. Be a good student.

15. Be interested in most of the work the teachers give.

16. Value what he/she is learning in school.

17. Really pay attention to what the teacher is saying.

18. Get assigned homework even if it’s just to keep him/her busy.

19. Learn things in school that help him/her make good decisions in life.

20. Care about being as successful in school as he/she is in other things.

21. Do extra work on his/her own for classes.

22. Really enjoy this school.

23. Not rush through homework just to get it done.



Section D


The next set of questions asks about different things parents might keep track of. How much do you agree or disagree that you do these things, 1 being strongly disagree and 10 being strongly agree?

Strongly

Disagree









Strongly

Agree

1. I read and sign papers that come home from school.

2. I know where my child is when s/he is not at home or at school.

3. I know what my child’s grades are.

4. I know when my child has misbehaved at school.

5. I know whom my child is with when s/he is not at home or at school.

6. I know what my child likes to do in his/her free time.

7. I talk to my child’s teachers about his/her schoolwork or behavior.

8. I know what my child is doing when s/he is not at home or at school.

9. I know when report cards and interim reports are sent home.

10. I know my child’s friends.

11. I know at least some of my child’s teachers’ names.

12. I know where my child goes after school.

13. I ask my child about his/her schoolwork.

14. I know what classes my child is taking.

15. I know what my child spends his/her money on.

16. I know when my child completes his/her homework.


Section E


How often is each of the following statements true for your child? Please answer on a scale from 1-10, 1 being never true and 10 being almost always true.




Never True


Almost Always True

1. When my child has been teased or threatened, he or she gets angry easily and physically strikes back.

2. My child always claims that other children are to blame in a fight and feels that they started the trouble.

3. When someone accidentally hurts my child (such as by bumping into him or her), he/she assumes that the peer meant to do it, and then reacts with anger/fighting.

4. My child gets other kids to gang up on somebody that he or she does not like.

5. My child uses physical force (or threatens to use force) in order to dominate other kids.

6. My child threatens or bullies others in order to get his or her own way.



Section F


Below is a list of items that describe children. Please think about how much each one describes your child in the past 6 months. Please answer all items as well as you can, 0 meaning not true, 1 meaning somewhat/sometimes true and 2 meaning very often or often true, even if some do not seem to apply to your child.




My child…

Not True/Rarely True

Somewhat/ Sometimes True

Very True/ Often True

1. Acts too young for his/her age.

2. Can’t concentrate, can’t pay attention for long

3. Can’t sit still, restless, or hyperactive

4. Seems confused or seems to be in a fog

5. Day-dreams or gets lost in his/her thoughts

6. Is impulsive or acts without thinking

7. Is nervous, highstrung, or tense

8. Has nervous movements or twitching

9. Does poorly on school work

10. Is poorly coordinated or clumsy

11. Stares blankly

12. Doesn’t seem to feel guilty after misbehaving.

13. Hangs around with children who get in trouble.

14. Lies or cheats

15. Prefers playing with older children.

16. Runs away from home.

17. Sets fires.

18. Steals at home.

19. Steals outside the home.

20. Swears or uses obscene language.

21. Thinks about sex too much.

22. Is truant/skips school.

23. Uses alcohol or drugs for nonmedical purposes.

24. Vandalizes.

25. Argues a lot.

26. Brags, boasts

27. Is cruel, bullies, or is mean to others

28. Demands a lot of attention

29. Destroys his/her own things.

30. Destroys things belonging to his/her family or other children.

31. Is disobedient at home

32. Is disobedient at school

33. Gets jealous easily

34. Gets in many fights

35. Physically attacks people

36. Screams a lot

37. Shows off or clowns

38. Is stubborn, sullen, or irritable

39. Has sudden changes in mood or feelings

40. Talks too much

41. Teases a lot.

42. Has temper tantrums or a hot temper

43. Threatens people

44. Is unusually loud




Section G


On how many of the last 30 days have you done the following with your child? Please answer with the number of days each is true, 1-30.


Activity

Number of Days

Gone shopping together

Gone to a religious service or church-related event together

Gone to a movie, play, museum, or concert together

Gone to a sporting event together (where you and your child weren’t participants)

Gone to a school event such as a sports game, open house, or other meeting together

Gone to an event outside of school together in which my child was a participant

(sports, concert, recital, play)

Talked with your child about a problem he/she was having at school

Talked with your child about their school work or grades

Talked with your child about other things your child is doing in school

Talked with your child about activities your child was doing outside of school

Worked on your child’s school project together

Eaten a meal together

Did chores or work at home together

Participated in a community event together


Section H



These questions are about your relationship with your child’s school teachers and your involvement in your child’s school last year, when your child was in the 5th grade. Please answer on a scale from 1-5, 1 being never, 2 being once or twice a year, 3 being almost every month, 4 being almost every week and 5 being more than once per week.


Last year, when my child was in the 5th grade…

Never

Once or twice a year

Almost every month

Almost every week

More than once per week

1. I called my child’s teacher.

2. My child’s teacher called me.

3. I wrote to my child’s teacher.

4. My child’s teacher wrote to me.

5. I stopped by the school to talk to my child’s teacher.

6. I was invited to my child’s school for a special event (such as a book fair).

7. I visited my child’s school for a special event (such as a book fair).

8. I was invited to attend a parent-teacher conference.

9. I attended a parent-teacher conference.

10. I attended PTA meetings.


Section I


The next questions ask you about expectations you may/may not have for [_ child’s name_]. Please say on a scale from 1-10, 1 meaning not at all like me and 10 meaning exactly like me, how much the statements about expectations describe you as a parent.


I expect my child to…

Not at all Exactly

Like me like me

1. Always complete his/her homework on time

2. Never fight to solve a conflict

3. Use strategies or plans to reach a goal

4. See me more as a friend than a parent

5. Sign up to participate in community/ neighborhood events

6. Know where to get help with homework if he/she needs it

7. Be involved in organized community activities

8. Fight when it is necessary

9. Have friends outside of their family members


10. Take responsibility for his/her grades at school

11. Listen to trusted adults in the community (excluding at school) who look out for them

12. Know what the consequence(s) will be for misbehavior

13. Never get in trouble at school

14. Hang out with kids who stay out of trouble

15. Try hard enough to do their best in school

16. Be an active member in his/her neighborhood

17. Give back to his/her community

18. Always give me notes or forms sent home from school

19. Get involved in organized school activities

20. Act without thinking when there is a problem

21. Have an important role model in his/her life




Section J


Please indicate how strongly you agree or disagree with these statements about your child’s school this past year when [child’s name] was in 5th grade. These statements are on a scale from 1-10, 1 meaning strongly disagree and 10 meaning strongly agree.


Last year, when my child was in the 5th grade…

Strongly

Disagree









Strongly

Agree

1. I felt welcome to visit my child’s school.

2. I enjoyed talking with my child’s teacher.

3. I felt my child’s teacher cared about my child.

4. I thought my child’s teacher was interested in getting to know me.

5. My child’s school was a good place for my child to be.

6. The staff at my child’s school were doing good things for my child.

7. I had confidence in the people at my child’s school.

8. My child’s school was doing a good job preparing children for their futures.

9. I felt comfortable talking with my child’s teacher about my child.

10. I felt my child’s teacher paid attention to my suggestions.

11. I asked my child’s teacher questions or made suggestions about my child.

12. I sent things to class like storybooks and other things.

13. I read to my child.

14. I took my child to the library.

15. I played games at home with my child to teach him/her new things.

16. I volunteered at my child’s school.



Section K


Please indicate how strongly you agree or disagree with these statements about how you and [insert child’s name] are adjusting to his/her new school this year on a scale from 1-10. I indicates strongly disagree and 10 strongly agree.



Strongly

Disagree









Strongly

Agree

1. This year has been especially difficult for my child.

2. My child has had an easy time handling the new academic demands made on him/her.

3. My child gets along well with other kids at school.

4. My child stays out of trouble with teachers and the staff at school.

5. My child has had a good year at school so far.

6. School work is really hard for my child this year.

7. Other kids try to make my child do things that he/she should not do.

8. My child has gotten into some trouble this year by breaking school rules.


9. My child likes the new things about school this year.

10. My child did not do as well as he/she should have in academics so far this year.

11. My child does not have as many friends at school this year.

12. Teachers are constantly on my child this year because he/she broke some rules.

13. It was hard for me as a parent to adjust to my child’s school situation this year.

14. I adjusted well to the many changes at my child’s school.

15. My child’s school causes me a lot of hassles as a parent.

16. I keep up with what is going on with my child at school.

17. I have a lot of contact with my child’s school teachers.

18. I worry a lot about bad things that my child could get into at school.



Section L


Earlier we talked about your expectations for [_child’s name_]. Now I’d like to ask you about how like you it would be to tell [child’s name] to do the following things.” Please indicate how strongly you agree or disagree to the statements on a scale from 1-10, 1 meaning strongly disagree and 10 meaning strongly disagree.


I tell my child to…

Strongly Strongly

Disagree Agree

1. Always complete his/her homework on time

2. Never fight to solve a conflict

3. Use strategies or plans to reach a goal

4. See me more as a friend than a parent

5. Sign up to participate in community/ neighborhood events

6. Know where to get help with homework if he/she needs it

7. Be involved in organized community activities

8. Fight when it is necessary

9. Have friends outside of their family members

10. Take responsibility for his/her grades at school

11. Listen to trusted adults in the community (excluding at school) who look out for them

12. Know what the consequence(s) will be for misbehavior

13. Never get in trouble at school

14. Hang out with kids who stay out of trouble

15. Try hard enough to do their best in school

16. Be an active member in his/her neighborhood

17. Give back to his/her community

18. Always give me notes or forms sent home from school

19. Get involved in organized school activities

20. Act without thinking when there is a problem

21. Have an important role model in his/her life



PARENT DEMOGRAPHICS

Circle or write in the correct responses:


Are you the parent of ______[child’s name]_____?

What is your relationship to the child who just started 6th grade?

Mother Father

Stepmother Stepfather

Other (write in): _____________

What is the child’s date of birth? ____/____/____

What is your gender?

Male Female


What do you consider your ethnicity to be?

Hispanic or Latino

Not Hispanic or Latino


What do you consider your race to be? [Mark all that apply]

Black or African American

White

Asian

American Indian or Alaska Native

Native Hawaiian or Other Pacific Islander

Some Other Race_________________

What is your age: ______

What is your highest level of education?

Some high school

High school graduate or G.E.D.

Some education beyond high school but no degree

Graduate of a technical school, trade school, or two-year college

College graduate or higher

What is your marital status?

Married

Living together, not married

Separated

Divorced

Widowed

Never married

Other (write in): _____________

What is your total household income?

Less than $10,000 Other (write in): _____________

$10,000 - $14,999

$15,000 – 24,999

$25,000 – 34,999

$35,000 – 49,999

$50,000 – 74,999



File Typeapplication/msword
File TitleSTRESSFUL LIFE EVENTS
Authorshafferl
Last Modified ByAuthorized User
File Modified2007-03-30
File Created2007-03-30
© 2024 OMB.report | Privacy Policy