Just in Time Parenting Program's: Guide to Evaluation

Just in
Time
Parenting
Just in Time Parenting Program’s:
Guide to Evaluation
This guide provides information for those who wish to evaluate the Just In Time Parenting program within their own
county or state, access a dynamic national data base, or conduct more in-depth evaluations of the Just In Time Parenting
program. We appreciate the support of Michael Lambur, eXtension Evaluation and Research Leader & Research
Professor, in its preparation.
Guide Prepared by:
Sally Martin, Ph.D., CFLE, Evaluation Team Facilitator, University of Nevada, Reno
Andrew Behnke, Ph.D., CFLE, North Carolina State University
Aaron Ebata, Ph.D., University of Illinois at Urbana-Champaign
Lenna Ontai, Ph.D., University of California, Davis
Susan Walker, Ph.D. University of Minnesota
Dan Weigel, Ph.D., University of Nevada, Reno
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Introduction
Purpose of the Guide
JITP Data and Objectives
About JITP
JITP Guide to Evaluation
CONTENTS
How to Generate a County or State Report
Directions for getting information for a standard report
How to Do Additional Analyses
Access to the data
How to Collect Additional Data
Access to the data
Use of paper and pencil questionnaire and Toolbox
Appendixes
A: Online 12-month Evaluation Questionnaire
Questionnaire Items by Objective
B: Proposed Research Worksheet
C: JITP Resources for Additional Evaluation Studies
JITP Paper-and Pencil Questionnaire for Mailed Newsletters
Toolbox of Additional Measures Organized by Domain
D: Institutional Review Board: Protection of Human Subjects
IRB Protocol
University of Nebraska approval
Consent Forms Used in Online Data Collection
Consent Form for Non-subscribers (presently not in use)
1/14/2008 Page 2 of 51

JITP GUIDE TO EVALUATION: INTRODUCTION
Just in Time Parenting (JITP) is a project of leading universities from across the country that brings high quality,
research-based information to families at the time it can be most useful and make the biggest difference in their lives.
Our vision is to reach all parents -- starting prenatally and continuing through adolescence - with the key information
that can help their family thrive and support their children as they grow up healthy and ready for success.
This multi-state initiative will be available through eXtension in February of 2008. The first 12 issues are
available online at http://www.extension.org/parenting. Parents may read the information directly on the site, or they
may register for a free subscription to a monthly information series tailored to the age of their baby. In addition,
Extension professionals can print the information and send it out monthly (or at appropriate intervals for older
children) in newsletter format with their own county or state identification. In addition, home visitors may take
the information to families, using it as a basis for programming. For information on obtaining versions of
the newsletter specially formatted for print, go to: http://www.parentinginfo.org/
The purpose of this JITP Guide to Evaluation is to provide you with background information, to facilitate
your access to and use of the standard, online evaluation of Just In Time Parenting (Appendix A) through InstantSurvey
and to suggest ways that you might gather additional data to conduct more in-depth evaluations of this parenting
program through use of a Toolbox of measures (Appendix C). To check for updates of this Guide and get more
information about use of the data and creating reports, contact the Data Access committee:
Sally Martin, Ph.D., CFLE
Mailbox 140, Department of Human Development and Family Studies
University of Nevada, Reno
Reno, NV 89557
E-mail: smartin@unr.nevada.edu Phone: 775-784-7009
Andrew Behnke, Ph.D., CFLE
NCSU Campus Box 7605
Raleigh, NC 27695-7605
E-mail: andrew_behnke@ncsu.edu Phone: 919-515-9156
1/14/2008 Page 3 of 51

JITP DATA AND OBJECTIVES
The JITP content and evaluation are based on objectives. State Specialists from land grant universities first
identified two broad areas of evaluation (Program Effectiveness and Program Implementation), the domains that
should be included in each area, and the objectives within each domain. The focus of this guide is evaluating Program
Effectiveness or program outcomes. The domains and objectives related to Program Effectiveness are in Table 1
below. Each question on our survey is associated with an objective as shown in Appendix A. Although not given
here, research questions have been developed for each domain as well. Creating the evaluation instrument from the
objectives of the educational program makes it possible to collect data about the intended outcomes. Collecting this
data from the onset of the project allows for the accumulation of data over time and across sites to measure long-term
effectiveness.
TABLE 1. Just in Time Parenting Program Effectiveness Domain and Objectives
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Online 12-month Evaluation Questionnaire. In formulating the online questionnaire, the JITP evaluation Data
Access committee reviewed all the state survey instruments that had been used to evaluate mailed Extension
newsletters as well as several standardized tests that were relevant to this parenting program. In addition, committee
members formulated new questions corresponding to the objectives for JITP. The Data Access committee then
selected and pilot tested those questions that were judged to be most relevant to the objectives and program content
and constructed a questionnaire that could be filled out by parents in a reasonable amount of time. This resulted is
the online questionnaire which contains items to measure satisfaction with JITP, its usefulness and timeliness, what
parents learned from reading the series, and how it affected their parenting behavior. A copy of the online
questionnaire is in Appendix A.
Data Collection Procedures. Following the marketing of Just in Time Parenting, we anticipate that parents will learn
about the site and will sign up to receive the monthly information or will be registered by county and state Extension
staff. Parents, in turn, will be asked to fill out evaluations periodically, providing a rich data base. The first, standard
evaluation is scheduled after babies become one year old. A schematic outlining this data collection process is found
below in Figure 1. In summary,
Parents register for JITP, providing baby’s birth date.
Each month an e-mail notice corresponding to baby’s birth date is sent with web link to appropriate
newsletter.
One week after notice for 12 th newsletter goes out, an e-mail is sent requesting that parents fill out
questionnaire (preceded by consent form).
One week later, a second notice is sent to parents who have not yet filled out the questionnaire (preceded by
consent form).
Annually, a national report will be prepared for all data collected up to that point which can be used to
generate a county or state report.
There are Three Types of Evaluation Opportunities:
Access information and evaluation data that JITP is collecting online for county or state reports.
Do additional analyses with JITP data collected online.
Collect additional data for more complex evaluation studies.
These opportunities will be discussed in greater detail in the next three sections of this Guidebook. We encourage you
to use these resources!
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Figure 1. JITP Data Collection Schematic
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ABOUT JITP
JITP is an Outgrowth of Years of Parenting Education Field Work in many Cooperative Extension states
and programs. Since the 1970s age-paced parenting newsletters have been delivered to parents, offering them
information about their children’s development, nutrition, health and safety information, and other research-based
caregiving information. These series’ took many names, such as Cradle Crier, Parenting the First Year, and Baby’s First
Wish. They were highly successful – reaching large numbers of new parents with easy to read parenting information,
delivered at the time most useful to the parent, at no cost, and through local collaborations. Evaluations of these
efforts revealed the age paced newsletter to be not only popular with parents, but also effective at raising knowledge,
encouraging confidence, and stimulating positive parenting behaviors.
eXtension brought together the team of parenting newsletter project specialists from around the country to
accomplish a long-shared goal: to create a national Extension parenting newsletter series that could be disseminated
across state lines, yet possess the same instructional strengths and researched-based information as state-based
newsletters. Even better, the national newsletter could be brought to parents in a variety of formats, including online
delivery.
Parents can Access Just in Time Parenting Online. Parents can read the age-paced information on the
eXtension site by finding the site through online searching (e.g., Google), internet links to the site, internal searching
for information, and from directly seeking the JITP site. Once on the site they can read information that meets their
interest and/or they can sign up for a free subscription to the online age-paced newsletter. An advantage to signing up
for the newsletter is the convenience of a timely reminder and link sent by e-mail each month. The web link takes
them directly to the newsletter that coincides with the age by month of their infant.
Institutional Review Board Approval. eXtension has received approval from the Institutional Review Board at
the University of Nebraska to conduct evaluations of its programs. The protocol, letters of project approval, and
consent forms used in online data collection are in Appendix D.
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TO GENERATE A COUNTY OR STATE REPORT
Extension professionals may want to access the data to produce county or state evaluation reports, provide
information for annual performance evaluation documents, or use as needs assessments for obtaining additional
funding. To access and generate localized reports, complete and return the following information to the Chair of the
Data Access committee.
Name: _______________________________________________
e-mail address: ________________________________________
State: _______________________________________________
County: ______________________________________________
Send to Sally Martin at smartin@unr.nevada.edu
Upon receipt, the Chair will send the URL and instructions for accessing the data and developing reports.
1/14/2008 Page 8 of 51

TO DO ADDITIONAL ANALYSES
We believe that the evaluation data from Just In Time Parenting will be valuable for Extension faculty, graduate students,
thesis advisors, and others interested in online family life education. We have developed the following guidelines to
help professionals and students see how to access the existing data for research articles and presentations. Online
data can be moved into SPSS or another data base for analysis.
Procedure for Requesting Access to the Existing Data:
A. To access the date, researchers should send (preferably electronically) the Chair of the Data Access committee a
completed Proposed Research Worksheet (Appendix B), outlining the people involved with the research question, the
variables to be used, a proposed time line, and the planned output. In order to preserve the multi-state character of
the project, an investigator should first check with others to see if other Community of Practice members wish to
collaborate on the proposed project. Contact the Data Access Committee for more information.
B. The Chair of the Data Access committee will post the pertinent information regarding the research question on
the designated part of the Just In Time Parenting WIKI site.
C. The lead member or members of the research group should inform the Chair of the Data Access committee
electronically when 1) the paper, etc. has been submitted to a journal for review, etc.; 2) the paper, etc. has been
dropped; or 3) the time line has been revised. The Chair of the Data Access committee will post the appropriate
update on the Just In Time Parenting WIKI site.
D. The lead member or members of the research group should inform the Chair of the Data Access committee
electronically when the project has been accepted for publication or presentation. The lead member or members of
the subgroup must provide an appropriate citation and abstract, and keep the Chair informed when the publication is
in print. The Chair will post the appropriate abstract on the Just In Time Parenting WIKI site.
E. Extension professionals and other researchers need to be aware that the data and analyses cannot be used for
profit by the researchers.
Required Technical Notes: All submissions for publication (copyrighted publications as well as theses,
dissertations, briefs, etc.) must include the technical note as follows.
“Support for this research was provided by the Just In Time Parenting Community of Practice and eXtension.”
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TO COLLECT ADDITIONAL DATA
We believe that the evaluation data from Just In Time Parenting will be valuable for Extension faculty, graduate students,
thesis advisors, and others interested in online family life education. We have developed the following guidelines to
help professionals and students see how they can explore opportunities for conducting complementary and expanded
studies that would provide more in-depth evaluation data.
Procedure for Conducting More In-Depth Studies:
A. Researchers or students who want to do more in-depth studies by expanding the evaluation or collecting
additional data should submit a proposal using the Proposed Research Worksheet (Appendix B) to the Data Access
committee for approval before embarking on an expanded study. In order to preserve the multi-state character of the
project, an investigator should first check with others to see if other Community of Practice members wish to
collaborate on the proposed project. Contact the Data Access committee for more information.
B. The Chair of the Data Access Data Access committee will post the pertinent information regarding the research
question on the designated part of the Just In Time Parenting WIKI site.
C. The lead member or members of the research group should inform the Chair of the Data Access committee
electronically when 1) the paper, etc. has been submitted to a journal for review, etc.; 2) the paper, etc. has been
dropped; or 3) the time line has been revised. The Chair of the Data Access committee will post the appropriate
update on the Just In Time Parenting WIKI site.
D. The lead member or members of the research group should inform the Chair of the Data Access committee
electronically when the project has been accepted for publication or presentation. The lead member or members of
the subgroup must provide an appropriate citation and abstract, and keep the Chair informed when the publication is
in print. The Chair will post the appropriate update on the Just In Time Parenting WIKI site and post the abstract on the
web site.
E. Extension professionals and other researchers need to be aware that the data and analyses cannot be used for
profit by the researchers.
Required Technical Notes: All submissions for publication (copyrighted publications as well as theses,
dissertations, briefs, etc.) must include the technical note as follows.
“Support for this research was provided by the Just In Time Parenting Community of Practice and eXtension.”
Tools for Collecting Additional Data: In this guide, you will find numerous items that could be used to gather
additional data for expanded studies. For example, Extension faculty may be interested in evaluating the effectiveness
of mailed parenting information compared to the same material delivered online through the JITP eXtension program.
A paper-and-pencil questionnaire that is parallel to the JITP online survey and could be used to evaluate mailed
newsletters can be found in Appendix C. In addition, Appendix C contains a Toolbox of measures that were
considered or developed in the process of designing the online questionnaire. These measures could be used to
design more complex, in-depth evaluation studies. Data from the online questionnaire can be moved into SPSS or a
data base and merged with any additional data collected.
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APPENDIX A: ONLINE 12-MONTH QUESTIONNAIRE
Your Baby is a year old. Tell us what you think! It only takes 5 - 10 minutes to answer the following
questions. Your answers are completely confidential and will help us improve Just in Time Parenting.
Thanks!
1. How did you find out about Just in Time Parenting resources? (check all that apply)
___ Internet search
___ Friend or family member
___ Educator (parent educator) or social worker
___ E-mail information
___ Doctor/nurse/hospital/medical clinic
___ Head Start/school program
___ Community agency
___ Cooperative Extension office or staff
___ Child care provider
___ Printed information/newsletter/brochure
___ Don’t remember
___ Other (please specify) _____________________________________________________
2. How satisfied are you with the information in Just in Time Parenting?
(choose one)
___ Not at all satisfied
___ Somewhat satisfied
___ Very satisfied
3. Did you get Just in Time Parenting information when it was most useful to you?
(choose one)
___ Yes
___ No (please explain)
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4. Just in Time Parenting helped me to…
(choose one answer for each item below)
Provide opportunities for my baby to
explore and learn
Try different ways to calm my baby and
help my baby stop crying
Feed my baby safe and healthy foods
Have patience when my baby is fussy or
does something that is annoying
Find information or check other websites to
meet my needs
Talk about parenting with others close to
me
Protect my baby from accidental injuries
Talk and listen to my baby
Show my baby books and pictures
Take care of myself
Comments:
5. What do you do with the monthly information when you are done reading it?
(choose one answer for each item below)
Forward e-mail to a relative or friend
Save on my computer
Print out and keep
Print out for a relative or friend
Strongly disagree Disagree Agree Strongly agree
Never Sometimes Always
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6. On average, how many of the Just in Time Parenting articles do you read?
None of
Skimmed
Read about
Read most
All of
them
them
half
all of them
them
7. Who else besides you reads Just in Time Parenting?
___ No one else
___ Spouse or partner
___ Baby’s grandparents
___ Other relative or friend
___ Child care provider or babysitter
___ Other (please specify) ________________________________________________
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8. From Just in Time Parenting, I learned to…
(choose one answer for each item below)
Know what to expect my baby to be able to
do at each age
Feel more confident in my skills as a parent
Understand that some of the annoying things
my baby does are normal for that age
Notice my baby’s cues (what my baby needs
and is trying to tell me)
Have more ideas about ways I can play with
my baby to help him/her learn
Have more ideas about disciplining my baby
without spanking or slapping
Understand that my baby is not trying to be
bad or to make me mad on purpose
Feel more comfortable talking with my
doctor when I have a question or concern
Know when my baby is hungry and full
Know when to schedule well-baby checkups
OR take my baby for immunizations
Comments:
Strongly disagree Disagree Agree Strongly agree
9. Was any of the information in Just in Time Parenting different from what you had learned or believed?
(choose one answer)
___ Yes
___ No
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10. Please tell us what information in Just in Time Parenting was different from what you had learned or believed:
___________________________________________________________________________________________
___________________________________________________________________________________________
______________________________________________
11. Where did you learn the information that was different from what was in Just in Time Parenting?
(check all that apply)
___ From my own experience or values
___ A relative or friend
___ A doctor or health care provider
___ Books, internet, or the media
___ Other (please specify)
___________________________________________________________________________
12. How useful was Just in Time Parenting compared to the following sources of information?
(choose one answer for each item below)
Books or magazines
Brochures or newsletters
TV shows or videos
Parenting classes
Other parenting websites
Doctors or other health professionals
Child care providers
Spouse/partner
Other relatives or in-laws
Other parents or friends
Less useful About the same More useful Not applicable
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Please tell us a little bit more about yourself and your baby. Remember this information is completely
confidential.
13. What is your baby’s birth date?_____________________________
(month/date/year format, 2/19/06 for example)
14. What is your relationship to the baby?
(choose one answer)
___ Mother
___ Father
___ Other caregiver (please explain) ________________________________________________________
15. Is this your first child?
(choose one answer)
___ Yes
___ No – how many other children do you have? ________________
16. Is your one-year-old a girl or a boy?
(check one answer)
___ Girl
___ Boy
___ I have a boy and a girl; they’re twins
___ I have two girls who are twins
___ I have two boys who are twins
___ Other (please specify) _________________________
17. How old are you? __________
18. Are you:
(check one answer)
___ Single, living alone
___ Single, living with parents or other family
___ Married
___ Not married, living with a partner
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19. Are you:
(check all that apply)
___ Asian
___ Black/African American
___ Hispanic/Latino/Latina
___ Native American/American Indian
___ White
___ Other (please specify) ______________________
20. At this time, are you employed for pay?
(check one answer)
___ No
___ Employed for pay 1 to 20 hours a week (at home or out of home)
___ Employed for pay 21 or more hours a week (at home or out of home)
21. What is the highest level of education you have completed?
(check one answer)
___ Less than high school
___ High school diploma or GED
___ Vocational/technical training
___ Some college
___ College degree(s)
22. In which state do you live? _______________________________
23. Is there anything else you would like to tell us about Just in Time Parenting? Things that you liked or some things
that you didn't like? Any suggestions that would help us improve? Please write in your comments below.
____________________________________________________________________________________
____________________________________________________________________________________
_______________________________________
1/14/2008 Page 17 of 51

QUESTIONNAIRE ITEMS BY OBJECTIVE
Domain: Demographic Information
Objectives: JITP will be used by a representation of the general parent population.
JITP will be used by parents who are most at risk of experiencing challenges.
Questionnaire Items: 13 - 20
Domain: Delivery System
Objectives: Parents will receive JITP at the time most useful to them.
Questionnaire Items: 3
Parents will be satisfied with the method in which they access JITP.
Questionnaire Items: 2
Domain: Parent Use
Objectives: Parents will report reading most of the information, and saving the information, and/or sharing it with others.
Questionnaire Items: 5-7
Domain: Parent Satisfaction
Objectives: Parents will be satisfied with the content of the JITP newsletter/website.
Questionnaire Items: 2, 9-11
Domain: Impact on Parent and Family Attitudes and Knowledge
Objectives: Parents will gain more accurate knowledge about child development.
Questionnaire Items: 8 a, g
Parents will have age-appropriate expectations for their child’s development.
Questionnaire Items: 8 c
Parents will understand their children’s cues as signals to respond to their needs.
Questionnaire Items: 8 d, i
Parents will understand the need to balance their own needs and wants with those of their children.
Questionnaire Items: 4 j, 8 g
Parents will increase their parental efficacy and confidence (attitudes/aspirations)
Questionnaire Items: 8 b
Parents will have more knowledge about positive parenting practices.
Questionnaire Items: 8 e, f
Parents will be more knowledgeable about finding information and in meeting their families’ needs.
Questionnaire Items: 8 h, j
Domain: Impact on Parent and Family Practice and Behavior
Objectives: Parents will report using positive parenting practices.
Questionnaire Items: 4 a, b, d, h, i
Parents will find information, supports, and resources to meet family needs.
Questionnaire Items: 4 e
Parents will build support systems with family and friends.
Questionnaire Items: 4 f, 7
Parents will engage in behaviors that promote their own and their child’s health, safety and development.
Questionnaire Items: 4 a, c, g, h, i
1/14/2008 Page 18 of 51

APPENDIX B: PROPOSED RESEARCH WORKSHEET
This is to be completed for projects that use the data generated via the Just In Time Parenting project to do additional
data analyses or data collection.
Principal Investigator:______________________________________________________
E-mail address(es):___________________________________________________
Phone: ____________________________________________________________
Institution(s): _______________________________________________________
Other people working on this project:
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
If you are proposing to do more in-depth data collection or using the Toolbox ideas to expand the
evaluation, please attach a one page description of your proposal, including purpose, additional measures,
and procedures for collecting the additional data.
Working Title: ______________________________________________________________________________
Research question:
___________________________________________________________________________________________
Variables to be used:
___________________________________________________________________________________________
Sample (specify wave(s) to be used and which counties and/or states):
___________________________________________________________________________________________
Planned output (check all that apply)
_____ Abstract _____ Dissertation
_____ Conference presentation _____ Monograph
_____ Proceedings article _____ Working paper
_____ Journal article _____ Newsletter or popular press article
_____ Book chapter _____ Policy brief
_____ Book _____ Research brief/Fact sheet
_____ Thesis _____ Other (describe) ______________
_____ Personnel evaluation/promotion document
Name of journal, publisher, conference, etc. where project will be submitted (if applicable):
Time line (specify when project is to be completed): __________________________________
1/14/2008 Page 19 of 51

Other pertinent information:___________________________________________________
APPENDIX C: RESOURCES FOR ADDITIONAL EVALUATION STUDIES
In this section, you will find a paper and pencil survey that is parallel to the JITP online survey and could be used to
evaluate mailed newsletters as well as a Toolbox of additional measures that you could consider using. This section is
expressly for those who wish to collect more data than the standard information being collected online.
1/14/2008 Page 20 of 51

PAPER AND PENCIL 12-MONTH QUESTIONNAIRE
Your Baby is a Year old now. Tell Us What You Think!
It only takes about 5 - 10 minutes to answer the following questions. Your answers will help us improve Just In Time
Parenting. Thanks!
1. How did you find out about Just in Time Parenting resources? (check all that apply)
Internet search
Printed Information/Newsletter/Brochure
Friend or family member
Educator (e.g., parent educator) or social worker
E-mailed information
Head Start / School Program
Community Agency
Cooperative Extension office or staff
Child care provider
2. How satisfied are you with information in Just in Time Parenting?
Not at all satisfied
Somewhat satisfied
Very satisfied
3. Did you get Just in Time Parenting information when it was most useful to you?
Yes No, Please Explain:
4. Just in Time Parenting helped me to… (check one answer for each item below.)
Strongly
a provide opportunities for my baby to
explore and learn
disagree
Disagree
Agree
Strongly agree
b try different ways to calm my baby and
help my baby stop crying
c
d
feed my baby safe and healthy foods
have patience when my baby is fussy or
does something that is annoying
e find information or check other websites
to meet my needs
f talk about parenting with others close to
me
g protect my baby from accidental injuries
h talk and listen to my baby
i show my baby books and pictures
j take care of myself
k Write in comments:
1/14/2008 Page 21 of 51

5. What do you do with an issue of Just in Time Parenting when you are finished reading it?
Never Sometimes Always
a Pass it on to a relative or friend
b File it away for later reference
c Throw it away
6. How much of Just in Time Parenting do you usually read?
None of
Skimmed
Read about
Read most
All of
them
them
half
all of them
them
7. Who else besides you reads Just in Time Parenting? (check all that apply)
No one else
Spouse or partner
Baby's grandparent(s)
Other relative or friend
Child care provider or babysitter
Other (please explain) ______________________________________
8. From Just in Time Parenting I learned to… (Check
one answer for each item below)
Strongly
a know what to expect my baby to able to do
at each age
Disagree
Disagree
Agree
Strongly Agree
b
c
feel more confident in my skills as a parent
understand that some of the annoying
things my baby does are normal for that
age
d notice my baby’s cues (what my baby needs
and is trying to tell me)
e have more ideas about ways I can play with
my baby to help him/her learn
f have more ideas about disciplining my
child without spanking or slapping
g understand that my baby is not trying to be
bad or to make me mad on purpose
h feel more comfortable talking with my
doctor when I have a question or concern
i
j
know when my baby is hungry and full
know when to schedule well-baby
checkups and take my baby in for
immunizations
k Write in comments:
:
1/14/2008 Page 22 of 51

9. Was any of the information different from what you had learned or believed?
Yes, Go to Question 10 No, Skip to Question 12
10. Please tell us what information in Just in Time
Parenting was different from what you had learned or
believed:
11. Where did you learn the information that was different from what was in Just in Time Parenting? (check all the
apply)
From my own experience or values
A relative or friend
A doctor or health care provider
Books, internet, or the media
Other: ________________________________
12. How useful was Just in Time Parenting compared to the following sources of information?
1/14/2008 Page 23 of 51
Less Useful About the
Same
More useful Not Applicable
a
b
c
d
e
f
g
h
i
j
Books or magazines
Brochures or newsletters
TV shows or videos
Parenting classes
Other parenting websites
Doctors or other health professionals
Child care providers
Spouse/partner
Other relatives or inlaws
Other parents or friends
Please tell us a bit about yourself and your baby. Remember, this information is completely confidential.
13. Your baby’s birth date
____________ _______ _________
Month Day Year
14. Is this your first child?
Yes No – How many other children do you have? ______________
15. What is your relationship to the baby?
Mother Father
Other caregiver (please explain) ________________________________
16. How old are you? _______

17. Are you:
Single, living alone
Single, living with your parents or another family
Married
Not married, living with a partner
18. Is your one-year old a girl or a boy?
Boy
Girl
I have a boy and a girl; they’re twins.
I have two boys who are twins.
I have two girls who are twins.
Other? Write in: ____________________________________________
19. Are you… (check all that apply)
Asian
Black/African American
Hispanic/Latino/Latina
Native American/American Indian
White
Other? Write in: ________________________
19. At this time, are you employed for pay?
No
Employed for pay 1 to 20 hours a week (at home or out of home)
Employed for pay 21 or more hours a week (at home or out of home)
20. What is the highest level of education you have completed?
Less than High School
High School diploma or GED
Vocational/technical training
Some college
College degree(s)
21. What State do you live in? ________________________
22. What County do you live in? ______________________
23. Is there anything else you would like to tell us about our newsletters? Things that you liked or something that you
didn’t like? Any suggestions that would help us improve? Write in:
Thank you for sharing this information with us. Information from all parents will be used to help us improve Just in
Time Parenting. We appreciate your help!
1/14/2008 Page 24 of 51

TOOLBOX OF ADDITIONAL MEASURES ORGANIZED BY DOMAIN
In addition to the questions included in the on-line evaluation, the JITP evaluation team identified additional items and standardized
measures that may be of interest for researchers and others using JITP. While not selected for use in the on-line evaluation, the
following items and standardized measures provide additional depth to the core data that can be obtained using the on-line evaluation.
With the exception of the standardized measures, these items are all under development and can be altered or changed as necessary for
use. They are organized by domain and may provide ideas for those interested in conducting more in-depth evaluation studies.
Domain: Demographic Information
Approximately how much did this child weigh at birth? pounds
Does your baby have a disability or developmental delay?
Yes No
If you answered “Yes” to the question above, what is the disability or developmental delay?
Did JITP information help you discover your child’s developmental delay?
Living in my home, I have:
No children
1 child
2 children
3 children
4 children
5 or more children
Yes No
What is the present living arrangement for you and your children?
These children’s ages are: (check all that apply)
Less than 1 year old
1 to 3 years old
4 to 6 years old
7 to 9 years old
11 to 12 years old
13 to 15 years old
16 years or older
Live alone Live with my own parents
Live with another relative Other (Please describe): ____________________________
Live with my spouse or partner Live with friend(s)
What is the total annual income of your household before taxes?
Under $11,999
$12,000 to $39,999
$40,000 to 59,999
Over $60,000
1/14/2008 Page 25 of 51

Have you participated in any of the following programs during the past year? (Please check all that apply).
Food Stamps
Medicaid/MediCal
WIC
Social Security
Head Start
School lunch program
TANF
Other (Please explain) ____________________________
None of these
Are you employed for pay?
Not employed
Employed 1 to 20 hours a week
Employed 21 or more hours a week
Are you enrolled in school?
High school
Part-time college
Full-time college
Not enrolled in school
Before receiving this newsletter series, had you ever used your county Cooperative Extension office?
Domain: Delivery
Yes No
Where do you generally access this information?
In your home
At work
At a public place (library, government agency)
Was there any follow up after you received the information?
No
Yes, an educator/professional visited with me
Yes, I received an email to follow up
Yes, I received a phone call to follow up
How old was your baby when you first received JITP? (check one)
a week to 1 month old
1 to 2 months old
2 to 3 months old
4 to 5 months old
6 to 7 months old
8 to 12 months old
I was still pregnant
Other (Please explain) ______________________________________________
1/14/2008 Page 26 of 51

Did you read the JITP issue when your baby was at the age the newsletter was written for? For example, did you read the
issue for 4 month old babies when your baby was 4 months old?
Domain: Parent Use
Yes Most of the Time No, Please Explain:
How often did you do the following?
Once in a Most of the
a
b
Click on a pull-down menu to learn more
Click on a link to get more information
Never
while
time
In addition to reading the articles, did you do any of the following?
a follow links in the articles to other websites
for more information
b watch the videos in the articles to learn
more about how to care for my baby
c ask a question of an expert about a specific
issue
d search on the JITP site for information
beyond the issue sent to me
Domain: Parent Satisfaction
How useful to you were the following features of the JITP
Website?
If yes how helpful was it?
Not at all Somewhat Very
No Yes helpful helpful helpful
Not Very Somewhat
a
b
c
d
e
Real Stories (videos)
Message Board
Recommended
Resources
Expert Advice
Did Not Try
Useful
Useful
Very
Useful
How useful to you was the JITP website compared to the
About the
following sources of information?
a Books or magazines
b Brochures or fact sheets
c Newsletters that come in the mail
d TV shows or videos
e Parenting classes or workshops
f Doctors or nurses
g Public Health Nurses
h Home visitors (SM)
i Child care providers
j Spouse/partner
k Baby’s grandparent
l Other parents or friends
m Other relatives
Less Useful
Same
More Useful
Not Sure
1/14/2008 Page 27 of 51

Is there anything missing from JITP? Something that you wanted to know?
Domain: Impact on Parent and Family Attitudes, and Knowledge
(Follow-up to: “I realize that some of the behaviors my baby does are normal for his/her age.”)
(*Note to researchers: All behaviors listed below are considered normal)
For the following, please answer whether you believe the Normal Not Normal
behavior is normal for the child’s age that is listed.
1-2 Months
Behavior Behavior
a
b
Frequently changing diapers.
Crying when uncomfortable instead of only
when hungry or tired.
c Responding to everyone the same way as
s/he responds to you
2-3 Months
d Pushing away food even when s/he is
crying.
e Uncontrollably waving arms and kicking
legs even when being held.
3-4 Months
f Pushing away when you are holding
him/her.
4-5 Months
g Putting everything in his/her mouth.
5-7 Months
h Throwing/dropping toys and
laughing/smiling.
i Getting angry at you.
7-9 Months
j Biting when being breast fed.
k Grabbing things and not letting go.
9-10 Months
l Crying when you leave him/her with
someone else.
m Getting into things that are open even
though you said not to.
10-12 Months
n Repeating words or sounds he hears over
and over again.
o Waking up at night.
1/14/2008 Page 28 of 51

Balancing Needs
How easy is it for you to do each of the following?
Not at all Somewhat Easy Very Easy
1 Month
a
b
Find time to give your baby a bath
Spend time by yourself
2 Months
c Do loud or noisy activities that you like to
do (e.g. watching television, listening to
music) without upsetting your baby.
d Have time to relax or exercise.
3 Months
e Know that you are better parent when you
take care of yourself.
f Find things for your baby can do while you
take care of other tasks like making dinner.
g Playing games with your baby that are also
fun for you.
4 Months
h Know when you are getting stressed or
tense.
I
j
Relax and calm yourself down.
Know when you are getting stressed or
tense.
5 Months
k Know where to find other parents to talk
with.
6 Months
l Recognize that some things you may want
to do in front of your baby are not good
models for them (watching TV, not
exercising, fighting or yelling at family
members).
7 Months
m Keep your house neat and tidy while also
giving your baby access to safe and fun
toys.
n Decorate your house in ways that are also
safe for your baby.
o Find time to spend with your partner or
other adults.
p Know that you do not always have to be a
perfect parent no matter what.
1/14/2008 Page 29 of 51

8 Months
q Take time to help your baby get to know
new people before you leave him/her with
them.
r Use the same caregiver or someone my
baby knows, each time I leave my baby
with someone.
9 Months
s Keep things out of reach that are not safe
or okay for my baby to have.
t Let my baby explore the world on his/her
own.
u Keep yourself from making your baby do
things the way you want them done.
v Do things that make you feel good
yourself.
x Balance your time between all your
children.
Not at all Somewhat Easy Very Easy
10 Months
y Find time to talk one-on-one with my baby
every day.
z
aa
Enforce the rules I make for my baby.
Feel okay about spending time away from
my children.
bb Take my baby on errands that do not upset
him/her.
11 Months
cc Improve your own health to benefit your
baby (e.g. stop smoking, exercise more, eat
healthy foods)
dd
ee
Set limits for your child.
Know that bad days can happen but things
will get better.
12 Months
ff Keep a schedule that works for my child
and myself.
gg
hh
Feel confident in myself as a parent.
Keep a schedule that works for my child
and myself.
1/14/2008 Page 30 of 51

Domain: Impact on Parent Practices and Behavior
Since reading the newsletters, I do the following things
No More
less often/no different/more often with my baby:
a Smile, kiss, and hug my baby.
b Ask a nurse or doctor questions about my
child.
Less Often
Difference
Often
c Call community agencies for help or
advice.
d Talk about feeding my baby the right foods
with my husband, wife, or others close to
me
e Talk with others about knowing when my
baby is hungry or full.
f Talk about my baby’s development with
my husband or wife.
g Repeat sounds my baby makes back to
him.
h
i
Let my baby feel, look at, and smell things.
Think about what I feed my baby.
j Notice the health of my baby’s teeth and
gums.
Has reading the newsletters caused you to do anything differently with your baby? If so, could you tell us in a few
words?
What did you do when you realized the Just In Time Parenting information was different from what family members told
you? (Check all that apply)
Looked for more information to help me decide
Talked with others to find out what they think
Shared the JITP information with family members
Mainly followed my family’s beliefs
Mainly followed the newsletter information
1/14/2008 Page 31 of 51

Domain: Impact on Parent and Family Practices, Knowledge, and Attitudes: Standardized Scales (non-copyrighted)
Maternal Self-Efficacy Scale (Teti & Gelfand, 1991)
a When your baby is upset, fussy or crying,
how good are you at soothing him or her?
b How good are you at understanding what
your baby wants or needs
c How good are you at getting your baby to
pay attention to you? For example, when
you want your baby to look at you, how
good are you making him or her do it?
d How good are you at making your baby
understand what you want him/her to do?
For example, if you want your baby to eat
dinner or play quietly, how good are you at
making him or her do that?
e How good are you at getting your baby to
pay attention to you? For example, when
you want your baby to look at you, how
good are you making him or her do it?
f How good are you at getting your baby to
have fun with you? For example, how good
are you at getting your baby to smile and
laugh with you?
g How good are you at knowing what
activities your baby will enjoy? For example,
how good are you at knowing what games
and toys your baby will like to play with?
h How good are you at keeping your baby
occupied when you need to do housework?
For example, how good are you at finding
things for the baby when you need to do the
dishes?
i How good do you feel you are at feeding,
changing, and bathing your baby?
j How good are you at getting your baby to
show off for visitors? For example, how
good are you at making your baby smile or
laugh for people who visit?
k In general, how good a mother do you feel
you are?
Parent Self-Agency Measure (Dumka, Stoerzinger, Jackson, & Roosa, 1996)
Not Good Not Good Good
At All
Enough
Enough
Very Good
a
b
I feel sure of myself as a mother/father.
I know I am doing a good job as a
mother/father.
Rarely
Always
c I know things about being a mother/father
that would be helpful to other parents.
d I can solve most problems between my
child and me.
1/14/2008 Page 32 of 51

e When things are going badly between my
child and me, I keep trying until things
begin to change.
Parenting Sense of Competence Scale (PSOC) (Gibaud-Wallston & Wandersman, 1978; Psychometric Information/Factorial Status
Johnston & Mash, 1989)
a The problems of taking care of a child are
easy to solve once you know how your
actions affect your child, an understanding
I have acquired.
b Even though being a parent could be
rewarding, I am frustrated now while my
child is at his/her present age.
c I go to bed the same way I wake up in the
morning, feeling I have not accomplished a
whole lot.
d I do not know why it is, but sometimes
when I’m supposed to be in control, I feel
more like the one being manipulated.
e My mother/father was better prepared to
be a good mother/father than I am.
f I would make a fine model for a new
mother/father to follow in order to learn
what she/he would need to know in order
to be a good parent
g Being a parent is manageable, and any
problems are easily solved.
h A difficult problem in being a parent is not
knowing whether you’re doing a good job
or a bad one.
i Sometimes I feel like I’m not getting
anything done.
j I meet my own personal expectations for
expertise in caring for my child
k If anyone can find the answer to what is
troubling my child, I am the one.
l My talents and interests are in other areas,
not in being a parent.
m Considering how long I’ve been a
mother/father, I feel thoroughly familiar
with this role.
n If being a mother/father of a child were
only more interesting, I would be
motivated to do a better job as a parent.
Strongly
Strongly
Agree
Agree
Disagree
Disagree
o I honestly believe I have all the skills
necessary to be a good mother/father to
my child.
p Being a parent makes me tense and anxious.
(Note for researchers: Efficacy:1,6,7,10,11,13,15; Satisfaction: 2,3,4,5,8,9,12,14,16)
1/14/2008 Page 33 of 51

Knowledge of Infant Development Inventory (KIDI) (MacPhee, D.)
a The parent just needs to feed, clean, and
clothe the baby for it to turn out fine.
Disagree
Agree
Not Sure
b A 2 year old who is 2 or 3 months behind
other 2 year olds is retarded.
c Children often will keep using the wrong
word for a while, even when they are told
the right way to say it (like “feet” not
“footsees”)
d A baby should not be held when he (she) is
crying because this will make him (her)
want to be held all the time.
e If a baby (less than a year) wants a snack,
give it nuts, popcorn or raisins.
f Babies do some things just to make trouble
for their parents, like crying a long tie or
pooping in their diapers.
g If you punish your child for doing
something naughty, it’s okay to give him
(her) a piece of candy to stop the crying.
h You must stay in the bathroom when your
infant is in the tub.
i
j
Babies cannot see or hear at birth.
Infants understand only words they can
say.
k If a child is shy or fussy in new situations, it
means that he (she) has an emotional
problem.
l Talking to a child about things he (she) is
doing helps its mental development.
m A two year old who says “NO!” to
everything and bosses you around is trying
to get you upset.
n The way a child is brought up has little
effect on how smart he (she) will be.
o A baby may cry for 20 or 30 minutes at a
time, no matter how much you try to
comfort him (her).
p Fathers are naturally clumsy when it comes
to taking care of babies.
q
r
All infants need the same amount of sleep.
Babies have little affect on how parents
care for them, at least until they get older.
s Taking care of a child can leave the parent
feeling tired, frustrated or overwhelmed.
t Putting a soft pillow in the crib is a good,
safe way to help the baby sleep better.
u A brother or sister may start wetting the
bed or thumb sucking when the new baby
arrives in the family.
v New foods should be given to the infant
one at a time, with 4-5 days between each
one.
w The two year old’s sense of time is
different from an adult’s.
1/14/2008 Page 34 of 51

x Most premature babies end up being
abused, neglected, or mentally retarded.
y If a baby is fed evaporated milk, he (she_
needs extra vitamins and iron.
z Some healthy babies spit out almost every
new food until they get used to it.
aa The baby’s personality or temperament is
set by 6 months of age.
bb Some parents do not bond with their
infants until the baby starts to smile and
look at them.
cc The way the parent treats a baby in the first
months of life determines whether the
child will grow up to be well-adjusted or a
moody misfit.
dd Children learn all of their language by
copying what they have heard adults say.
ee When a baby less than 12 months gets
diarrhea, you should stop feeding solid
foods and give it a little sugar water or
pedialyte.
ff Infants may stop paying attention to what
is going on around them if there is too
much noise or too many things to look at.
gg Some normal kids do not enjoy being
cuddled.
hh If a baby has trouble pooping, give it warm
milk.
Ii The more you soothe your crying baby by
holding and talking to it, the more you
spoil him (her).
jj A common cause of accidents for toddlers
is pulling something like a frying pan, a
tablecloth, or a lamp down on top of them.
kk Girls are delicate and sick more often, so
they need to be treated more carefully than
boys.
ll A good way to teach your child not to hit is
to hit back.
mm Some days you need to discipline your
child; other days you can ignore the same
thing. It all depends on the mood you’re in
that day.
1/14/2008 Page 35 of 51

Domain: Impact on Obesity
Which response best describes how confident you were,
before/at the time your baby was born, with:
a Knowing when your baby was hungry
b Knowing when your baby had enough to
eat
Not at all
Somewhat
Very
c Knowing that babies need a safe place to
get exercise
Circle the response that best describes how confident you
are now with:
a Knowing when your baby was hungry
b Knowing when your baby had enough to
eat
Not at all
Somewhat
Very
c Knowing that babies need a safe place to
get exercise
Was JITP useful in helping you learn to:
a Knowing when your baby was hungry
b Know when your baby is hungry?
c Know when your baby has had enough to
eat?
Not at all
Somewhat
Very
1/14/2008 Page 36 of 51

ADDITIONAL INFORMATION ABOUT STANDARDIZED PARENTING MEASURES
Name Citation Description Psychometrics
Knowledge of
Infant
Development
Inventory
(KIDI)
The Adult-
Adolescent
Parenting
Inventor
(AAPI)
David
MacPhee,
Educational
Testing Service
Bavolek, S. J.
(1984). Family
Development
Resources.
Designed to obtain comprehensive information on
parents’ factual knowledge of parental practices, child
developmental processes, and infant norms of behavior.
The items can also be grouped into four non-exclusive
general categories to obtain more specific information on
a person’s knowledge on infant norms and milestones,
principles of infant development, parenting, and health
and safety.
56-item, respond: agree, disagree or not sure
Measures attitudes toward parenting for adolescent and
adult parents. Assesses four areas: inappropriate
developmental expectations of children, lack of empathy,
belief in corporal punishment, and role reversal. Higher
scores relate to healthier parenting attitudes. For
expectations, a higher score suggests a parent has
reasonable developmental expectations for
their child. Higher scores for empathy indicate a parent
seeks to understand why a child feels the way s/he does
and attempts to be sensitive to their needs. For physical
punishment higher scores suggest that the parent values
alternatives to corporal punishment for disciplining
children. A higher score for role reversal means that one
appropriately finds support and comfort and does not
expect it from one’s child.
32 items; 5-point Likert (“strongly agree”; “strongly
disagree”)
Reliability
Validity
1/14/2008 Page 37 of 51
0.93
0.76
0.83
Has been est.

Child Abuse
Potential
Inventory
(CAP)
Parental Stress
Index (PSI) –
Sense of
Competence
subscale
Maternal Self-
Efficacy
Questionnaire
Parent Self
Agency
Questionnaire
Milner (1986)
The Child
Abuse
Potential
Inventory:
Manual Psytec,
Webster, NC
Abidin, R. R.
(1995)
Psychological
Assessment
Resources, Inc.
Teti, D. M. &
Gelfand, D. M.
Child
Development,
Vol. 62, No. 5.
(Oct., 1991),
pp. 918-929.
Dumka,
Stoerzinger,
Jackson, &
Roosa (1996)
Journal of
Family
Relations
Designed primarily as a screening tool for the detection
of physical child abuse. It contains a total of 10 scales.
The primary clinical scale (Abuse) can be divided into six
factor scales: Distress, Rigidity, Unhappiness, Problems
With Child and Self, Problems With Family, and
Problems With Others. In addition, the CAP Inventory
contains three validity scales: Lie, Random Response, and
Inconsistency.
160 items total; 77 items CAP Abuse scale,
agree/disagree
Intended to be faithful to Bandura’s concept of selfefficacy
as being highly situation- or domain-specific, in
contrast to other, more global parental self-efficacy
scales. Items address mothers’ feelings of efficacy in
relation to specific, delimited domains of infant care.
Item scores are summed to create a maternal self-efficacy
score.
10-items; (1 = not good at all; 2 = not good enough; 3 =
good enough; 4 = very good)
Intended to be faithful to Bandura’s concept of selfefficacy
as being highly situation- or domain-specific, in
contrast to other, more global parental self-efficacy
scales. Items address mothers’ feelings of efficacy in
relation to specific, delimited domains of infant care.
Item scores are summed to create a maternal self-efficacy
score.
10-items; (1 = not good at all; 2 = not good enough; 3 =
good enough; 4 = very good)
Parents’ overall coni3dence in their ability to act
successfully in the parental role.
5-items; 7-point Likert scale (“Rarely”; “Always”)
1/14/2008 Page 38 of 51
0.97
0.86
0.86
.70 –
Anglo
.68 –
Mexican
.48 – physical
abuse in
childhood
.34 – subsequent
confirmed
reports of
abuse/neglect
neg. related to
PSI Sense of
Competence;
Has been est. in
several other
studies
neg. related to
PSI Sense of
Competence;
Has been est. in
several other
studies
Active coping
.31**
Parenting
acceptance .55**
Parenting
inconsistent
discipline -.34**

Parent Sense of
Competence
(PSOC) Self-
Efficacy
subscale
Johnston, C. &
Mash, E. J.
Journal of
Clinical Child
Psychology,
Vol.18, No 2.
(June 1989),
pp. 167-175
The Self-Efficacy subscale assesses mother’s perceptions
of competence, familiarity with parenting role, perceived
parenting expertise, and problem-solving abilities.
7-items; 6-point Likert scale (“Strongly Agree”; “Strongly
Disagree”)
1/14/2008 Page 39 of 51
.70
Related to child
internalizing &
externalizing
scales of CBCL

APPENDIX D: INSTITUTIONAL REVIEW BOARD:
PROTECTION OF HUMAN SUBJECTS
Please talk with the Institutional Review Board at your own institution to determine what procedures you need to
follow to use data collected for the JITP project or to collect additional data. For those who are using data already
collected through eXtension, it appears that many Institutional Review Boards may treat this as secondary data. Use
of the data may fall under the “exempt” category. As a researcher, however, it is your responsibility to follow the
policies and guidelines established at your own institution.
The University of Nebraska has approved the collection of evaluation data for eXtension projects. The protocol
submitted to Nebraska, their approval letters and consent forms appear below. Please note that there is a follow-up
letter for those participants who did not respond to the first request to fill out the questionnaire. There also is a
Consent Form for those who did not subscribe but are visiting the website; however, at present we are collecting data
only from subscribers. The following information should be of use as you discuss use of the data with your own
Institutional Review Board.
Project Title:
Investigator Information:
Principal Investigator:
Department:
Department Phone:
Contact Phone:
Contact Address:
City/State/Zip:
University of Nebraska-Lincoln
Institutional Review Board (IRB)
312 N. 14 th St., 209 Alex West
Lincoln, NE 68588-0408
(402) 472-6965
Fax (402) 472-6048
irb@unl.edu
IRB NEW PROTOCOL SUBMISSION
eXtension Communities of Practice Online Evaluation Survey
Dan Cotton
eXtension
402/472-8841
402/472-2821
UNL
6 Ag Communications Bldg
Lincoln, NE 68583-0918
Secondary Investigator or
Project Supervisor*:
Department:
Department Phone:
Contact Phone:
Contact Address:
City/State/Zip:
FOR OFFICE USE ONLY
IRB#____________________
Date Approved:____________
Date Received:_____________
Code #:________________
Michael Lambur
Agricultural and Extension
Education
540/231-6836
540/239-3965
Virginia Tech
268 Litton Reaves Hall
Blacksburg, VA 24061-0343
E-Mail Address:
dan.cotton@extension.org E-Mail Address:
lamburmt@vt.edu
* Student theses or dissertations must be submitted with a faculty member listed as Secondary Investigator or Project Supervisor.
UNL IRB
06/30/2006 Page 40 of 51

Principal Investigator is:
X Faculty Staff Post Doctoral Student
Graduate Student Undergraduate Student Other
Type of Project:
X Research Demonstration Class Project
Independent Study Other
Does the research involve an outside institution/agency
other than UNL*?
Yes No
* Note: Research can only begin at each institution after the IRB receives the institutional approval letter
If yes, please list the institutions/agencies. Virginia Tech
Where will participation take place (e.g., UNL, at home, in a Where participants access the internet (primarily home)
community building, etc)
Project Information:
Present/Proposed Source of Funding: USDA
Project Start Date: 5/21/07 Project End Date: 12/31/10
*Please attach a copy of the funding application.
Type of Review Requested: Please check either exempt, expedited, or full board. Please refer to the investigator
manual, accessible on our website: http://www.unl.edu/research/ReComp1/compliance.shtml, to determine which type of
review is appropriate. Final review determination will be made by the IRB.
Please check your response to each question.
Yes X No 1. Does the research involve prisoners?
2. Does the research involve using survey or interview procedures with children (under 19
Yes X No years of age) that is not conducted in an educational setting utilizing normal educational
X
X
practices?
Yes X No
3. Does the research involve the observation of children in settings where the investigator
will participate in the activities being observed?
Yes X No 4. Will videotaping or audio tape recording be used?
Yes X No 5. Will the participants be asked to perform physical tasks?
6. Does the research attempt to influence or change participants’ behavior, perception, or
Yes No cognition?
7. Will data collection include collecting sensitive data (illegal activities, sensitive topics such
as sexual orientation or behavior, undesirable work behavior, or other data that may be
Yes
X
No
painful or embarrassing to reveal)?
Yes X No
8. For research using existing or archived data, documents, records or specimens, will any
data, documents, records, or specimens be collected from subjects after the submission of
this application?
Yes X No 8a. Can subjects be identified, either directly or indirectly, from the data, documents,
records, or specimens?
Exempt Expedited Full Board
UNL IRB
06/30/2006 Page 41 of 51
X

Description of Subjects:
Total number of participants (include ‘controls’): Don’t know
Will participants of both sexes/genders be recruited? Yes No
If “No” was selected, please include justification/rationale.
Will participation be limited to certain racial or ethic groups? Yes No
If “Yes” was selected, please include justification/rationale.
What are the participants’ characteristics?
Participants will be members of the general population who access the eXtension public website (www.extension.org)
Type of Participant: (Check all appropriate blanks for participant population)
X Adults, Non Students X Pregnant Women Persons with Psychological
Impairment
X UNL Students Fetuses Persons with Neurological
Impairment
X Minors (under age 19) X Persons with Limited Civil Freedom Persons with Mental
Retardation
Victims X Adults with Legal Representatives Persons with HIV/AIDS
Other (Explain):
Special Considerations: Yes
If yes, please check all appropriate blanks below.
No
Audio taping Videotaping Archival/Secondary Data Analysis Genetic Data/Samples
Photography X Web-based
research
X
Biological Samples Protected Health
Information
Project Personnel List:
Please list the names of all personnel working on this project, starting with the principal investigator and the secondary
investigator/project advisor. Research assistants, students, data entry staff and other research project staff should also be
included. For a complete explanation of training and project staff please go to
http://www.unl.edu/research/ReComp1/compliance.shtml
Name of Individual: Project Role: UNL Status* Involved in Project
Design/Supervision?
Collect Data?
Yes/No
Dan Cotton Director Faculty
Yes/No
Yes No
Michael Lambur Evaluation Leader Unaffiliated (faculty at
VA Tech)
Yes Yes
UNL IRB
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X
X

*Faculty, Staff, Graduate Student, Undergraduate Student, Unaffiliated, Other
Required Signatures:
Principal Investigator:
Secondary Investigator/Project Advisor:
Unit Review Committee:
PROJECT DESCRIPTION
1. Describe the significance of the project.
What is the significance/purpose of the study? (Please provide a brief 1-2 paragraph explanation in lay terms.)
The eXtension Initiative is a public website (www.extension.org) developed by members of the national Cooperative Extension
System. The purpose of the website is to provide information and educational materials to members of the general population to
help them improve their lives. Information and educational materials are developed by collaborative groups of Extension
professionals from across the nation called Communities of Practice (CoP). CoP’s develop information and educational materials
in specific content areas (e.g., Horses, Financial Security, Wildlife Damage Assessment, Fire Ants, etc.). The intent of the
information and educational materials is to assist users in acquiring new information to ultimately change their behaviors and
solve problems in the particular content area. To evaluate knowledge acquisition and behavior change, CoP’s will use online
surveys of participants.
2. Describe the methods and procedures.
Describe the data collection procedures and what participants will have to do.
FOR OFFICE USE ONLY
PROTOCOL:
DATE APPROVED:
Online surveys will be the evaluation method to document opinions of the site and knowledge and behavior change of users. The
online survey application used will be InstantSurvey, a commercial online web application. These online surveys will either be
UNL IRB
06/30/2006 Page 43 of 51
Date:
Date:
Date:

sent directly to registered eXtension website users or a url will be provided on the website that users can access to take the survey.
How long will this take participants to complete?
Each online survey should take approximately 5-10 minutes to complete.
Will follow-ups or reminders be sent? If so, explain.
If surveys are sent directly to registered eXtension website users, follow-up reminders may be sent.
3. Describe recruiting procedures.
How will the names and contact information for participants be obtained?
Registered eXtension users will voluntarily supply their name and email address. The email address will only be used to send a
notice to users to invite them to complete the online survey. The email address will never be associated with their online survey
responses.
How will participants be approached about participating in the study?
An email will be sent to registered users informing them of the survey. This will include the cover letter and a url for the survey.
For users who are not recruited (not registered), an online survey url will be imbedded in the content of the eXtension web page
and they will click on it to take the survey. The first page that they will see will be the invitation to participate (cover letter) and
then the content of the survey.
**Please submit copies of recruitment flyers, ads, phone scripts, emails, etc.
4. Describe Benefits and Risks.
Explain the benefits to participants or to others.
Benefits may include self-reflection of responding to questions about individual knowledge and behavior as a result of interacting
with the website and completing the evaluation survey.
Explain the risks to participants. What will be done to minimize the risks? If there are no known risks, this should be stated.
There are no known risks.
5. Describe Compensation. Will compensation be provided to participants? No
If ‘Yes’, please describe amount and type of compensation, including money, gift certificates, extra credit, etc.
6. Informed Consent
How will informed consent/assent be obtained?
Participation in the online surveys will be voluntary and informed consent will be communicated in the invitation to participate
(cover letter).
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**Please attach copies of informed consent forms, emails, and/or letters. Please refer to the last page for a checklist of
the information that needs to be included in the informed consent document.
7. Describe how confidentiality will be maintained.
How will confidentiality of records be maintained?
All records will be handled and held within a secure infrastructure on InstantSurvey servers. InstantSurvey does not use the data
for any purpose.
Will individuals be identified?
No.
How long will records be kept?
Records will be kept indefinitely.
Where will records be stored?
Online survey responses will be stored within a secure infrastructure on InstantSurvey servers.
Who has access to the records/data?
Principle investigators will have access to the online survey data.
How will data be reported?
Data will be reported collectively, with no reference to individual survey respondents. The data will be reported in peer-reviewed
publications, conference presentations, and eXtension reports.
For web based studies, how will the data be handled? Will the data be sent to a secure server? Will the data be encrypted while in transit? Will you be
collecting IP addresses?
The data will be handled and held within a secure infrastructure of InstantSurvey servers. The data can be encrypted by choosing
to conduct an SSL Encryption upon survey distribution. No IP records will be collected.
If transcriptions are required, how will transcriptions be handled? Who is doing the transcriptions? Please attach a copy of the confidentiality agreement
that transcriptionists will sign.
* For studies utilizing Protected Health Information (PHI; e.g., information obtained from a hospital, clinic, or treatment facility), how will this PHI
data be obtained and safeguarded? Please provide a copy of the release of authorization that will be used to obtain permission from the participant for the
agency/institution to release protected health information for project purposes or a letter from the agency/institution documenting agreement to provide
protected health information for project purposes.
*For studies involving genetic data/sampling/analysis, illegal drug use, or criminal activity that places the participant at risk for legal action, how will
confidentiality be maintained? Will a Certificate of Confidentiality be obtained to protect the compelled disclosure of this information?
8. Copies of questionnaires, survey, or testing instruments.
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Please list all questionnaires, surveys, and/or assessment instruments/measures used in the project.
Please submit copies of all instruments/measures.
Checklist for the Informed Consent Form (cover letter, email, etc): Basic information that must be
included
Project Description
Is the project title identified?
Is it stated that the study involves research?
Purpose of the research?
How long will it take to participate?
Why participant was selected?
Is the age of participant stated (under 19 needs parental consent)?
Are procedures described?
Where will it take place?
Are experimental procedures identified? (include if applicable)
Risks, Benefits, and Alternatives
Are risks and discomforts to participants explained? If no risks, does it say no known risks?
If there are risks, what will be done to minimize the risks? Referrals?
Are benefits to participants and to others that might be expected from the research explained?
Are alternative procedures or course of treatment that might be advantageous to the participant identified?
If the study offers course credit, are alternative ways to earn the credit explained?
Confidentiality
Will confidentiality of records identifying participant be maintained?
How will data be reported: scientific journal, professional meeting, aggregated data?
Compensation
Is compensation offered?
Are medical treatments available if injury occurs?
Who will pay for treatments (participant or department)?
What conditions would exclude participant from participating?
Right to Ask Questions
Is it stated that participants have a right to ask questions and to have those questions answered?
Are the names & phone numbers of persons to contact for answers to questions about the research provided?
Does it state who to contact concerning questions about research participants’ rights, “Sometimes study participants have
questions or concerns about their rights. In that case you should call the University of Nebraska-Lincoln Institutional
Review Board at (402) 472-6965.”
Freedom to Withdraw
Does it state, “You are free to decide not to participate in this study. You can also withdraw at any time without harming
your relationship with the researchers or the University of Nebraska-Lincoln.”
Does it state participation is voluntary?
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University of Nebraska Project Approval
UNL IRB
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UNL IRB
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APPROVED CONSENT FORMS
Note: This consent form appears in front of the first evaluation questionnaire sent to subscribers.
Dear eXtension User,
We are writing to ask your help in a survey of eXtension Just In Time Parenting program users. This survey is being conducted to
learn more about our eXtension users and how they benefit from using information on the website.
Our records indicate that you are a registered eXtension user. We are sending this email survey to registered eXtension users to
ask their opinions of the information they gained on the site and to see if they learned new things and even changed the way they
do some things. There are no known risks to you to take this survey. You must be at least 18 or older (19 or older in Nebraska
and Alabama) to participate.
Results from the survey will help us to document the value of the information on the website. Your answers to the questions are
anonymous. Any reports prepared will be released only as summaries in which no individual’s answers can be identified. This
survey is voluntary. You are free to decide not to participate in the survey and can withdraw at any time without harming your
relationship with the researchers or the institutions involved. However, you can help us very much by taking about 10 minutes to
share your perspectives about Just In Time Parenting on eXtension.
If you have questions or comments about the survey, please contact any one of the following people:
CONTENT AREA/COP LEAD PERSON
TITLE
PHONE NUMBER
EMAIL ADDRESS
[Determine whose name will go in here. Aaron Ebata? Pat Nelson?]
Michael Lambur
eXtension Evaluation and Research Leader
540/239-3965
mike.lambur@extenion.org
Dan Cotton
Director, eXtension
402/472-2821
dan.cotton@extension.org
Sometimes survey participants have questions or concerns about their rights. In that case, you should call the University of
Nebraska-Lincoln Institutional Review Board at (402) 472-6965.
To take the survey, please click on the url provided below.
SURVEY URL
Sincerely,
CONTENT AREA/COP LEAD PERSON
UNL IRB
06/30/2006 Page 49 of 51

Note: This Consent Form appears in front of the follow-up questionnaire sent to subscribers who did not
fill out the first questionnaire.
Dear eXtension User,
Recently, we asked your help in completing a survey of eXtension Just In Time Parenting program users. This survey is being
conducted to learn more about our eXtension users and how they benefit from using information on the website. If you have
already completed the survey, please accept our thanks and disregard this email. If you have not already responded, we would
appreciate it if you could take a couple of minutes to complete the survey.
We are sending this email survey to registered eXtension users to ask their opinions of the information they gained on the site and
to see if they learned new things and even changed the way they do some things. There are no known risks to you to take this
survey. You must be at least 18 or older (19 or older in Nebraska and Alabama) to participate.
Results from the survey will help us to document the value of the information on the website. Your answers to the questions are
anonymous. Any reports prepared will be released only as summaries in which no individual’s answers can be identified. This
survey is voluntary. You are free to decide not to participate in the survey and can withdraw at any time without harming your
relationship with the researchers or the institutions involved. However, you can help us very much by taking about 10 minutes to
share your perspectives about Just In Time Parenting on eXtension.
If you have questions or comments about the survey, please contact any one of the following people:
CONTENT AREA/COP LEAD PERSON
TITLE
PHONE NUMBER
EMAIL ADDRESS
Michael Lambur
eXtension Evaluation and Research Leader
540/239-3965
mike.lambur@extenion.org
Dan Cotton
Director, eXtension
402/472-2821
dan.cotton@extension.org
Sometimes survey participants have questions or concerns about their rights. In that case, you should call the University of
Nebraska-Lincoln Institutional Review Board at (402) 472-6965.
To take the survey, please click on the url provided below.
SURVEY URL
Sincerely,
CONTENT AREA/COP LEAD PERSON
UNL IRB
06/30/2006 Page 50 of 51

Note: This Consent Form is designed for non-subscribers (i.e., users who click on an imbedded url from an
eXtension web page). We are not presently collecting evaluation data from non-subscribers.
Dear eXtension User,
Thank you for your interest in helping us in a survey of eXtension Just In Time Parenting program users. This survey is being
conducted to learn more about our eXtension users and how they benefit from using information on the website.
This survey is intended to seek eXtension user’s input on their opinions of the information they gained on the site and to see if
they learned new things and even changed the way they do some things. There are no known risks to you to take this survey.
You must be at least 18 or older (19 or older in Nebraska and Alabama) to participate.
Results from the survey will help us to document the value of the information on the website. Your answers to the questions are
anonymous. Any reports prepared will be released only as summaries in which no individual’s answers can be identified. This
survey is voluntary. You are free to decide not to participate in the survey and can withdraw at any time without harming your
relationship with the researchers or the institutions involved. However, you can help us very much by taking about 10 to share
your perspectives about Just In Time Parenting on eXtension.
If you have questions or comments about the survey, please contact any one of the following people:
CONTENT AREA/COP LEAD PERSON
TITLE
PHONE NUMBER
EMAIL ADDRESS
Michael Lambur
eXtension Evaluation and Research Leader
540/239-3965
mike.lambur@extenion.org
Dan Cotton
Director, eXtension
402/472-2821
dan.cotton@extension.org
Sometimes survey participants have questions or concerns about their rights. In that case, you should call the University of
Nebraska-Lincoln Institutional Review Board at (402) 472-6965.
To take the survey, please proceed and respond to the questions below.
Sincerely,
CONTENT AREA/COP LEAD PERSON
Survey questions
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