ABSTRACT
Empirical examination of home-visiting quality over time is lacking in the research literature. To this end, this study examined the most recent edition of a widely used observational measure of home-visiting quality, the Home Visit Rating Scales (HOVRS), over four repeated assessments spanning an average of 6 months. Psychometric quality for the HOVRS Total and Home Visitor Practice Scales, including item ratings and calculated scores, across time was demonstrated. Stability indicators for the Family Engagement Scales varied, with superior reliability often indicated for individual ratings over the calculated score. The exploration of interrelationships among family demographics and change in HOVRS scores over time were largely insignificant. Interestingly, a decline in the Home Visitor Practice Scale significantly related to increased symptoms of maternal depression, possibly suggesting that home-visitors' focus shifted from children's needs to those of parents when mental health concerns were observed. Although this study is an examination of one program model and poses limited generalizability, it sets the stage for advancing the HOVRS and longitudinal measurement of home-visiting quality.
A la examinación empírica de la calidad de la visita a casa a través tiempo le hace falta literatura investigativa. Con este fin, este estudio examinó la más reciente edición de una ampliamente utilizada medida de la calidad de visita a casa, las Escalas de Evaluación de Visitas a Casa (HOVRS; Roggman et al., 2012) con respecto a cuatro evaluaciones repetidas durante un período promedio de seis meses. Se demostró la calidad sicométrica a través del tiempo para la Totalidad de HOVRS y las Escalas de Prácticas de Visitadores a Casa, incluyendo puntuación de categorías y puntajes calculados. Los indicadores de estabilidad para las Escalas de Participación de la Familia variaron, con una confiabilidad superior a menudo señalada para puntajes individuales sobre el puntaje calculado. La exploración de las interrelaciones entre los datos demográficos de la familia y el cambio en los puntajes de HOVRS a través del tiempo fue por la mayor parte insignificante. A manera de interés, una baja en la Escala de Práctica del Visitador a Casa se relacionó significativamente con el aumento de síntomas de depresión materna, posiblemente sugiriendo que el enfoque de los visitadores a casa cambió de las necesidades del niño a aquellas de los progenitores cuando se observaron preocupaciones de salud mental. Aunque este estudio representa una examinación del modelo de un programa y presenta una generalización limitada, el mismo sienta las bases para llevar adelante a HOVRS y las medidas longitudinales de la calidad de las visitas a casa.
L'examen empirique de la qualité de la visite à domicile au fil du temps n'aparaît pas dans les recherches. Pour y remédier, cette étude a examiné l'édition la plus récente d'une mesure d'observation de la qualité de la visite à domicile largement utilisée, les Echelles d'Evaluation de la Visite à Domicile (en anglais Home Visit Rating Scales, soit HOVRS; Roggman et al., 2012) au moyen de quatre évaluations répétées étalées sur une moyenne de six mois. La qualité psychométrique des HOVRS totales a été démontrée, y compris les évaluations des éléments et les scores calculés. Les indicateurs de stabilité pour les Echelles d'Engagement de la Famille ont varié, avec une fiabilité supérieure souvent indiquée pour les évaluations individuelles par rapport au score calculé. L'exploration de l'interdépendance existant entre la démographie familiale et le changement dans les scores HOVRS au fil du temps se sont avérés très négligeables. Non sans intérêt, un déclin dans l'Echelle de la Pratique du Visiteur à Domicile s'est avéré fortement lié à des symptômes accrus de dépression maternelle, suggérant peut-être que l'attention des visiteurs à domicile s'est déplacée des besoins des enfants à ceux des parents lorsque des inquiétudes sur la santé mentale ont été observées. Bien que cette étude ait été un examen d'un modèle de programme et pose une généralisabilité limitée, elle prépare le terrain de l'amélioration des HOVRS et de la mesure longitudinale de la qualité de la visite à domicile.
Subject(s)
Family Relations/psychology , House Calls , Postnatal Care , Child, Preschool , Family , Female , Humans , Infant , Longitudinal Studies , Male , Mental Health , Psychometrics , Reproducibility of ResultsABSTRACT
Objective: The current study examines (a) whether ADHD among college students is associated with differences in perceptions of quality of life (QoL); (b) the moderating roles of comorbidity, drug use, psychopharmacological treatment, and psychosocial treatment; and (c) the total impact of these variables on QoL. Method: Participants were college students with and without ADHD (N = 372) in a longitudinal study. Results: College students with ADHD were more likely to assert negative global QoL evaluations relative to non-ADHD peers. The relationship between ADHD and QoL was not altered as a function of medication treatment, comorbid psychopathology, psychosocial treatment, or drug use. Conclusion: College students with ADHD behave similarly to other adults with ADHD in that they make lower subjective global evaluations of their QoL relative to their non-ADHD agemates. Other factors associated with ADHD and QoL do not appear to moderate this relationship.
Subject(s)
Attention Deficit Disorder with Hyperactivity , Quality of Life , Adult , Attention Deficit Disorder with Hyperactivity/epidemiology , Comorbidity , Humans , Longitudinal Studies , Students , UniversitiesABSTRACT
Presents an obituary for Edward Shapiro who passed away on March 23, 2016. Ed was a highly accomplished researcher and trainer who was a strong advocate for rigorous scholarship and quality psychological practice. His death was a great loss to the field of school psychology and to everyone who serves children with educational and behavioral disabilities. (PsycINFO Database Record
Subject(s)
Psychology, Educational/history , History, 20th Century , History, 21st Century , Humans , PennsylvaniaABSTRACT
OBJECTIVE: This study was designed to investigate the perceptions of primary care providers about their roles and the challenges of managing attention-deficit/hyperactivity disorder and to evaluate differences between providers who serve families primarily from urban versus suburban settings. METHODS: The ADHD Questionnaire was developed to assess primary care provider views about the extent to which clinical activities that are involved in the management of attention-deficit/hyperactivity disorder are appropriate and feasible in primary care. Participants were asked to rate each of 24 items of the questionnaire twice: first to indicate the appropriateness of the activity given sufficient time and resources and second to indicate feasibility in their actual practice. Informants used a 4-point scale to rate each item for appropriateness and feasibility. RESULTS: An exploratory factor analysis of primary care provider ratings of the appropriateness of clinical activities for managing attention-deficit/hyperactivity disorder identified 4 factors of clinical practice: factor 1, assessing attention-deficit/hyperactivity disorder; factor 2, providing mental health care; factor 3, recommending and monitoring approved medications; and factor 4, recommending nonapproved medications. On a 4-point scale (1 = not appropriate to 4 = very appropriate), mean ratings for items on factor 1, factor 2, and factor 3 were high, indicating that the corresponding domains of practice were viewed as highly appropriate. Feasibility challenges were identified on all factors, but particularly factors 1 and 2. A significant interaction effect, indicating differences between appropriateness and feasibility as a function of setting (urban versus suburban), was identified on factor 1. The challenges of assessing attention-deficit/hyperactivity disorder were greater for urban than for suburban primary care providers. CONCLUSIONS: Primary care providers believe that it is highly appropriate for them to have a role in the management of attention-deficit/hyperactivity disorder. Feasibility issues were particularly salient related to assessing attention-deficit/hyperactivity disorder and providing mental health care. The findings highlight the need not only for additional training of primary care providers but also for practice-based resources to assist with school communication and collaboration with mental health agencies, especially in urban practices.
Subject(s)
Attention Deficit Disorder with Hyperactivity/drug therapy , Central Nervous System Stimulants/administration & dosage , Practice Patterns, Physicians'/standards , Primary Health Care/standards , Adolescent , Attention Deficit Disorder with Hyperactivity/diagnosis , Attitude of Health Personnel , Child , Child, Preschool , Factor Analysis, Statistical , Feasibility Studies , Female , Focus Groups , Follow-Up Studies , Health Care Surveys , Humans , Male , Physician's Role , Physician-Patient Relations , Practice Patterns, Physicians'/trends , Primary Health Care/trends , Probability , Risk Assessment , Suburban Health Services/standards , Suburban Health Services/trends , Surveys and Questionnaires , Treatment Outcome , United States , Urban Health Services/standards , Urban Health Services/trendsABSTRACT
This study evaluated the effectiveness of Resilient Peer Treatment (RPT). This is a peer-mediated, classroom-based intervention for socially withdrawn, maltreated preschool children. It examined whether the RPT impact generalized from the treatment setting to larger classroom context. Eighty-two maltreated and nonmaltreated, socially withdrawn Head Start children were randomly assigned to either RPT or attention-control (AC) conditions. Data were collected by teachers and independent observers blind to both maltreatment status and treatment condition. Treatment resulted in higher levels of collaborative peer play interactions in the treatment setting posttreatment for both the maltreated and nonmaltreated children. Results documented generalization of the treatment impact to classroom free-play sessions. These findings were supported by teacher ratings of interactive peer play and social skills.
