Just in Time Parenting Program's: Guide to Evaluation
Just in Time Parenting Program's: Guide to Evaluation
Just in Time Parenting Program's: Guide to Evaluation
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<strong>Just</strong> <strong>in</strong><br />
<strong>Time</strong><br />
Parent<strong>in</strong>g<br />
<strong>Just</strong> <strong>in</strong> <strong>Time</strong> Parent<strong>in</strong>g Program’s:<br />
<strong>Guide</strong> <strong>to</strong> <strong>Evaluation</strong><br />
This guide provides <strong>in</strong>formation for those who wish <strong>to</strong> evaluate the <strong>Just</strong> In <strong>Time</strong> Parent<strong>in</strong>g program with<strong>in</strong> their own<br />
county or state, access a dynamic national data base, or conduct more <strong>in</strong>-depth evaluations of the <strong>Just</strong> In <strong>Time</strong> Parent<strong>in</strong>g<br />
program. We appreciate the support of Michael Lambur, eXtension <strong>Evaluation</strong> and Research Leader & Research<br />
Professor, <strong>in</strong> its preparation.<br />
<strong>Guide</strong> Prepared by:<br />
Sally Mart<strong>in</strong>, Ph.D., CFLE, <strong>Evaluation</strong> Team Facilita<strong>to</strong>r, University of Nevada, Reno<br />
Andrew Behnke, Ph.D., CFLE, North Carol<strong>in</strong>a State University<br />
Aaron Ebata, Ph.D., University of Ill<strong>in</strong>ois at Urbana-Champaign<br />
Lenna Ontai, Ph.D., University of California, Davis<br />
Susan Walker, Ph.D. University of M<strong>in</strong>nesota<br />
Dan Weigel, Ph.D., University of Nevada, Reno<br />
1/14/2008 Page 1 of 51
Introduction<br />
Purpose of the <strong>Guide</strong><br />
JITP Data and Objectives<br />
About JITP<br />
JITP <strong>Guide</strong> <strong>to</strong> <strong>Evaluation</strong><br />
CONTENTS<br />
How <strong>to</strong> Generate a County or State Report<br />
Directions for gett<strong>in</strong>g <strong>in</strong>formation for a standard report<br />
How <strong>to</strong> Do Additional Analyses<br />
Access <strong>to</strong> the data<br />
How <strong>to</strong> Collect Additional Data<br />
Access <strong>to</strong> the data<br />
Use of paper and pencil questionnaire and Toolbox<br />
Appendixes<br />
A: Onl<strong>in</strong>e 12-month <strong>Evaluation</strong> Questionnaire<br />
Questionnaire Items by Objective<br />
B: Proposed Research Worksheet<br />
C: JITP Resources for Additional <strong>Evaluation</strong> Studies<br />
JITP Paper-and Pencil Questionnaire for Mailed Newsletters<br />
Toolbox of Additional Measures Organized by Doma<strong>in</strong><br />
D: Institutional Review Board: Protection of Human Subjects<br />
IRB Pro<strong>to</strong>col<br />
University of Nebraska approval<br />
Consent Forms Used <strong>in</strong> Onl<strong>in</strong>e Data Collection<br />
Consent Form for Non-subscribers (presently not <strong>in</strong> use)<br />
1/14/2008 Page 2 of 51
JITP GUIDE TO EVALUATION: INTRODUCTION<br />
<strong>Just</strong> <strong>in</strong> <strong>Time</strong> Parent<strong>in</strong>g (JITP) is a project of lead<strong>in</strong>g universities from across the country that br<strong>in</strong>gs high quality,<br />
research-based <strong>in</strong>formation <strong>to</strong> families at the time it can be most useful and make the biggest difference <strong>in</strong> their lives.<br />
Our vision is <strong>to</strong> reach all parents -- start<strong>in</strong>g prenatally and cont<strong>in</strong>u<strong>in</strong>g through adolescence - with the key <strong>in</strong>formation<br />
that can help their family thrive and support their children as they grow up healthy and ready for success.<br />
This multi-state <strong>in</strong>itiative will be available through eXtension <strong>in</strong> February of 2008. The first 12 issues are<br />
available onl<strong>in</strong>e at http://www.extension.org/parent<strong>in</strong>g. Parents may read the <strong>in</strong>formation directly on the site, or they<br />
may register for a free subscription <strong>to</strong> a monthly <strong>in</strong>formation series tailored <strong>to</strong> the age of their baby. In addition,<br />
Extension professionals can pr<strong>in</strong>t the <strong>in</strong>formation and send it out monthly (or at appropriate <strong>in</strong>tervals for older<br />
children) <strong>in</strong> newsletter format with their own county or state identification. In addition, home visi<strong>to</strong>rs may take<br />
the <strong>in</strong>formation <strong>to</strong> families, us<strong>in</strong>g it as a basis for programm<strong>in</strong>g. For <strong>in</strong>formation on obta<strong>in</strong><strong>in</strong>g versions of<br />
the newsletter specially formatted for pr<strong>in</strong>t, go <strong>to</strong>: http://www.parent<strong>in</strong>g<strong>in</strong>fo.org/<br />
The purpose of this JITP <strong>Guide</strong> <strong>to</strong> <strong>Evaluation</strong> is <strong>to</strong> provide you with background <strong>in</strong>formation, <strong>to</strong> facilitate<br />
your access <strong>to</strong> and use of the standard, onl<strong>in</strong>e evaluation of <strong>Just</strong> In <strong>Time</strong> Parent<strong>in</strong>g (Appendix A) through InstantSurvey<br />
and <strong>to</strong> suggest ways that you might gather additional data <strong>to</strong> conduct more <strong>in</strong>-depth evaluations of this parent<strong>in</strong>g<br />
program through use of a Toolbox of measures (Appendix C). To check for updates of this <strong>Guide</strong> and get more<br />
<strong>in</strong>formation about use of the data and creat<strong>in</strong>g reports, contact the Data Access committee:<br />
Sally Mart<strong>in</strong>, Ph.D., CFLE<br />
Mailbox 140, Department of Human Development and Family Studies<br />
University of Nevada, Reno<br />
Reno, NV 89557<br />
E-mail: smart<strong>in</strong>@unr.nevada.edu Phone: 775-784-7009<br />
Andrew Behnke, Ph.D., CFLE<br />
NCSU Campus Box 7605<br />
Raleigh, NC 27695-7605<br />
E-mail: andrew_behnke@ncsu.edu Phone: 919-515-9156<br />
1/14/2008 Page 3 of 51
JITP DATA AND OBJECTIVES<br />
The JITP content and evaluation are based on objectives. State Specialists from land grant universities first<br />
identified two broad areas of evaluation (Program Effectiveness and Program Implementation), the doma<strong>in</strong>s that<br />
should be <strong>in</strong>cluded <strong>in</strong> each area, and the objectives with<strong>in</strong> each doma<strong>in</strong>. The focus of this guide is evaluat<strong>in</strong>g Program<br />
Effectiveness or program outcomes. The doma<strong>in</strong>s and objectives related <strong>to</strong> Program Effectiveness are <strong>in</strong> Table 1<br />
below. Each question on our survey is associated with an objective as shown <strong>in</strong> Appendix A. Although not given<br />
here, research questions have been developed for each doma<strong>in</strong> as well. Creat<strong>in</strong>g the evaluation <strong>in</strong>strument from the<br />
objectives of the educational program makes it possible <strong>to</strong> collect data about the <strong>in</strong>tended outcomes. Collect<strong>in</strong>g this<br />
data from the onset of the project allows for the accumulation of data over time and across sites <strong>to</strong> measure long-term<br />
effectiveness.<br />
TABLE 1. <strong>Just</strong> <strong>in</strong> <strong>Time</strong> Parent<strong>in</strong>g Program Effectiveness Doma<strong>in</strong> and Objectives<br />
1/14/2008 Page 4 of 51
Onl<strong>in</strong>e 12-month <strong>Evaluation</strong> Questionnaire. In formulat<strong>in</strong>g the onl<strong>in</strong>e questionnaire, the JITP evaluation Data<br />
Access committee reviewed all the state survey <strong>in</strong>struments that had been used <strong>to</strong> evaluate mailed Extension<br />
newsletters as well as several standardized tests that were relevant <strong>to</strong> this parent<strong>in</strong>g program. In addition, committee<br />
members formulated new questions correspond<strong>in</strong>g <strong>to</strong> the objectives for JITP. The Data Access committee then<br />
selected and pilot tested those questions that were judged <strong>to</strong> be most relevant <strong>to</strong> the objectives and program content<br />
and constructed a questionnaire that could be filled out by parents <strong>in</strong> a reasonable amount of time. This resulted is<br />
the onl<strong>in</strong>e questionnaire which conta<strong>in</strong>s items <strong>to</strong> measure satisfaction with JITP, its usefulness and timel<strong>in</strong>ess, what<br />
parents learned from read<strong>in</strong>g the series, and how it affected their parent<strong>in</strong>g behavior. A copy of the onl<strong>in</strong>e<br />
questionnaire is <strong>in</strong> Appendix A.<br />
Data Collection Procedures. Follow<strong>in</strong>g the market<strong>in</strong>g of <strong>Just</strong> <strong>in</strong> <strong>Time</strong> Parent<strong>in</strong>g, we anticipate that parents will learn<br />
about the site and will sign up <strong>to</strong> receive the monthly <strong>in</strong>formation or will be registered by county and state Extension<br />
staff. Parents, <strong>in</strong> turn, will be asked <strong>to</strong> fill out evaluations periodically, provid<strong>in</strong>g a rich data base. The first, standard<br />
evaluation is scheduled after babies become one year old. A schematic outl<strong>in</strong><strong>in</strong>g this data collection process is found<br />
below <strong>in</strong> Figure 1. In summary,<br />
Parents register for JITP, provid<strong>in</strong>g baby’s birth date.<br />
Each month an e-mail notice correspond<strong>in</strong>g <strong>to</strong> baby’s birth date is sent with web l<strong>in</strong>k <strong>to</strong> appropriate<br />
newsletter.<br />
One week after notice for 12 th newsletter goes out, an e-mail is sent request<strong>in</strong>g that parents fill out<br />
questionnaire (preceded by consent form).<br />
One week later, a second notice is sent <strong>to</strong> parents who have not yet filled out the questionnaire (preceded by<br />
consent form).<br />
Annually, a national report will be prepared for all data collected up <strong>to</strong> that po<strong>in</strong>t which can be used <strong>to</strong><br />
generate a county or state report.<br />
There are Three Types of <strong>Evaluation</strong> Opportunities:<br />
Access <strong>in</strong>formation and evaluation data that JITP is collect<strong>in</strong>g onl<strong>in</strong>e for county or state reports.<br />
Do additional analyses with JITP data collected onl<strong>in</strong>e.<br />
Collect additional data for more complex evaluation studies.<br />
These opportunities will be discussed <strong>in</strong> greater detail <strong>in</strong> the next three sections of this <strong>Guide</strong>book. We encourage you<br />
<strong>to</strong> use these resources!<br />
1/14/2008 Page 5 of 51
Figure 1. JITP Data Collection Schematic<br />
1/14/2008 Page 6 of 51
ABOUT JITP<br />
JITP is an Outgrowth of Years of Parent<strong>in</strong>g Education Field Work <strong>in</strong> many Cooperative Extension states<br />
and programs. S<strong>in</strong>ce the 1970s age-paced parent<strong>in</strong>g newsletters have been delivered <strong>to</strong> parents, offer<strong>in</strong>g them<br />
<strong>in</strong>formation about their children’s development, nutrition, health and safety <strong>in</strong>formation, and other research-based<br />
caregiv<strong>in</strong>g <strong>in</strong>formation. These series’ <strong>to</strong>ok many names, such as Cradle Crier, Parent<strong>in</strong>g the First Year, and Baby’s First<br />
Wish. They were highly successful – reach<strong>in</strong>g large numbers of new parents with easy <strong>to</strong> read parent<strong>in</strong>g <strong>in</strong>formation,<br />
delivered at the time most useful <strong>to</strong> the parent, at no cost, and through local collaborations. <strong>Evaluation</strong>s of these<br />
efforts revealed the age paced newsletter <strong>to</strong> be not only popular with parents, but also effective at rais<strong>in</strong>g knowledge,<br />
encourag<strong>in</strong>g confidence, and stimulat<strong>in</strong>g positive parent<strong>in</strong>g behaviors.<br />
eXtension brought <strong>to</strong>gether the team of parent<strong>in</strong>g newsletter project specialists from around the country <strong>to</strong><br />
accomplish a long-shared goal: <strong>to</strong> create a national Extension parent<strong>in</strong>g newsletter series that could be dissem<strong>in</strong>ated<br />
across state l<strong>in</strong>es, yet possess the same <strong>in</strong>structional strengths and researched-based <strong>in</strong>formation as state-based<br />
newsletters. Even better, the national newsletter could be brought <strong>to</strong> parents <strong>in</strong> a variety of formats, <strong>in</strong>clud<strong>in</strong>g onl<strong>in</strong>e<br />
delivery.<br />
Parents can Access <strong>Just</strong> <strong>in</strong> <strong>Time</strong> Parent<strong>in</strong>g Onl<strong>in</strong>e. Parents can read the age-paced <strong>in</strong>formation on the<br />
eXtension site by f<strong>in</strong>d<strong>in</strong>g the site through onl<strong>in</strong>e search<strong>in</strong>g (e.g., Google), <strong>in</strong>ternet l<strong>in</strong>ks <strong>to</strong> the site, <strong>in</strong>ternal search<strong>in</strong>g<br />
for <strong>in</strong>formation, and from directly seek<strong>in</strong>g the JITP site. Once on the site they can read <strong>in</strong>formation that meets their<br />
<strong>in</strong>terest and/or they can sign up for a free subscription <strong>to</strong> the onl<strong>in</strong>e age-paced newsletter. An advantage <strong>to</strong> sign<strong>in</strong>g up<br />
for the newsletter is the convenience of a timely rem<strong>in</strong>der and l<strong>in</strong>k sent by e-mail each month. The web l<strong>in</strong>k takes<br />
them directly <strong>to</strong> the newsletter that co<strong>in</strong>cides with the age by month of their <strong>in</strong>fant.<br />
Institutional Review Board Approval. eXtension has received approval from the Institutional Review Board at<br />
the University of Nebraska <strong>to</strong> conduct evaluations of its programs. The pro<strong>to</strong>col, letters of project approval, and<br />
consent forms used <strong>in</strong> onl<strong>in</strong>e data collection are <strong>in</strong> Appendix D.<br />
1/14/2008 Page 7 of 51
TO GENERATE A COUNTY OR STATE REPORT<br />
Extension professionals may want <strong>to</strong> access the data <strong>to</strong> produce county or state evaluation reports, provide<br />
<strong>in</strong>formation for annual performance evaluation documents, or use as needs assessments for obta<strong>in</strong><strong>in</strong>g additional<br />
fund<strong>in</strong>g. To access and generate localized reports, complete and return the follow<strong>in</strong>g <strong>in</strong>formation <strong>to</strong> the Chair of the<br />
Data Access committee.<br />
Name: _______________________________________________<br />
e-mail address: ________________________________________<br />
State: _______________________________________________<br />
County: ______________________________________________<br />
Send <strong>to</strong> Sally Mart<strong>in</strong> at smart<strong>in</strong>@unr.nevada.edu<br />
Upon receipt, the Chair will send the URL and <strong>in</strong>structions for access<strong>in</strong>g the data and develop<strong>in</strong>g reports.<br />
1/14/2008 Page 8 of 51
TO DO ADDITIONAL ANALYSES<br />
We believe that the evaluation data from <strong>Just</strong> In <strong>Time</strong> Parent<strong>in</strong>g will be valuable for Extension faculty, graduate students,<br />
thesis advisors, and others <strong>in</strong>terested <strong>in</strong> onl<strong>in</strong>e family life education. We have developed the follow<strong>in</strong>g guidel<strong>in</strong>es <strong>to</strong><br />
help professionals and students see how <strong>to</strong> access the exist<strong>in</strong>g data for research articles and presentations. Onl<strong>in</strong>e<br />
data can be moved <strong>in</strong><strong>to</strong> SPSS or another data base for analysis.<br />
Procedure for Request<strong>in</strong>g Access <strong>to</strong> the Exist<strong>in</strong>g Data:<br />
A. To access the date, researchers should send (preferably electronically) the Chair of the Data Access committee a<br />
completed Proposed Research Worksheet (Appendix B), outl<strong>in</strong><strong>in</strong>g the people <strong>in</strong>volved with the research question, the<br />
variables <strong>to</strong> be used, a proposed time l<strong>in</strong>e, and the planned output. In order <strong>to</strong> preserve the multi-state character of<br />
the project, an <strong>in</strong>vestiga<strong>to</strong>r should first check with others <strong>to</strong> see if other Community of Practice members wish <strong>to</strong><br />
collaborate on the proposed project. Contact the Data Access Committee for more <strong>in</strong>formation.<br />
B. The Chair of the Data Access committee will post the pert<strong>in</strong>ent <strong>in</strong>formation regard<strong>in</strong>g the research question on<br />
the designated part of the <strong>Just</strong> In <strong>Time</strong> Parent<strong>in</strong>g WIKI site.<br />
C. The lead member or members of the research group should <strong>in</strong>form the Chair of the Data Access committee<br />
electronically when 1) the paper, etc. has been submitted <strong>to</strong> a journal for review, etc.; 2) the paper, etc. has been<br />
dropped; or 3) the time l<strong>in</strong>e has been revised. The Chair of the Data Access committee will post the appropriate<br />
update on the <strong>Just</strong> In <strong>Time</strong> Parent<strong>in</strong>g WIKI site.<br />
D. The lead member or members of the research group should <strong>in</strong>form the Chair of the Data Access committee<br />
electronically when the project has been accepted for publication or presentation. The lead member or members of<br />
the subgroup must provide an appropriate citation and abstract, and keep the Chair <strong>in</strong>formed when the publication is<br />
<strong>in</strong> pr<strong>in</strong>t. The Chair will post the appropriate abstract on the <strong>Just</strong> In <strong>Time</strong> Parent<strong>in</strong>g WIKI site.<br />
E. Extension professionals and other researchers need <strong>to</strong> be aware that the data and analyses cannot be used for<br />
profit by the researchers.<br />
Required Technical Notes: All submissions for publication (copyrighted publications as well as theses,<br />
dissertations, briefs, etc.) must <strong>in</strong>clude the technical note as follows.<br />
“Support for this research was provided by the <strong>Just</strong> In <strong>Time</strong> Parent<strong>in</strong>g Community of Practice and eXtension.”<br />
1/14/2008 Page 9 of 51
TO COLLECT ADDITIONAL DATA<br />
We believe that the evaluation data from <strong>Just</strong> In <strong>Time</strong> Parent<strong>in</strong>g will be valuable for Extension faculty, graduate students,<br />
thesis advisors, and others <strong>in</strong>terested <strong>in</strong> onl<strong>in</strong>e family life education. We have developed the follow<strong>in</strong>g guidel<strong>in</strong>es <strong>to</strong><br />
help professionals and students see how they can explore opportunities for conduct<strong>in</strong>g complementary and expanded<br />
studies that would provide more <strong>in</strong>-depth evaluation data.<br />
Procedure for Conduct<strong>in</strong>g More In-Depth Studies:<br />
A. Researchers or students who want <strong>to</strong> do more <strong>in</strong>-depth studies by expand<strong>in</strong>g the evaluation or collect<strong>in</strong>g<br />
additional data should submit a proposal us<strong>in</strong>g the Proposed Research Worksheet (Appendix B) <strong>to</strong> the Data Access<br />
committee for approval before embark<strong>in</strong>g on an expanded study. In order <strong>to</strong> preserve the multi-state character of the<br />
project, an <strong>in</strong>vestiga<strong>to</strong>r should first check with others <strong>to</strong> see if other Community of Practice members wish <strong>to</strong><br />
collaborate on the proposed project. Contact the Data Access committee for more <strong>in</strong>formation.<br />
B. The Chair of the Data Access Data Access committee will post the pert<strong>in</strong>ent <strong>in</strong>formation regard<strong>in</strong>g the research<br />
question on the designated part of the <strong>Just</strong> In <strong>Time</strong> Parent<strong>in</strong>g WIKI site.<br />
C. The lead member or members of the research group should <strong>in</strong>form the Chair of the Data Access committee<br />
electronically when 1) the paper, etc. has been submitted <strong>to</strong> a journal for review, etc.; 2) the paper, etc. has been<br />
dropped; or 3) the time l<strong>in</strong>e has been revised. The Chair of the Data Access committee will post the appropriate<br />
update on the <strong>Just</strong> In <strong>Time</strong> Parent<strong>in</strong>g WIKI site.<br />
D. The lead member or members of the research group should <strong>in</strong>form the Chair of the Data Access committee<br />
electronically when the project has been accepted for publication or presentation. The lead member or members of<br />
the subgroup must provide an appropriate citation and abstract, and keep the Chair <strong>in</strong>formed when the publication is<br />
<strong>in</strong> pr<strong>in</strong>t. The Chair will post the appropriate update on the <strong>Just</strong> In <strong>Time</strong> Parent<strong>in</strong>g WIKI site and post the abstract on the<br />
web site.<br />
E. Extension professionals and other researchers need <strong>to</strong> be aware that the data and analyses cannot be used for<br />
profit by the researchers.<br />
Required Technical Notes: All submissions for publication (copyrighted publications as well as theses,<br />
dissertations, briefs, etc.) must <strong>in</strong>clude the technical note as follows.<br />
“Support for this research was provided by the <strong>Just</strong> In <strong>Time</strong> Parent<strong>in</strong>g Community of Practice and eXtension.”<br />
Tools for Collect<strong>in</strong>g Additional Data: In this guide, you will f<strong>in</strong>d numerous items that could be used <strong>to</strong> gather<br />
additional data for expanded studies. For example, Extension faculty may be <strong>in</strong>terested <strong>in</strong> evaluat<strong>in</strong>g the effectiveness<br />
of mailed parent<strong>in</strong>g <strong>in</strong>formation compared <strong>to</strong> the same material delivered onl<strong>in</strong>e through the JITP eXtension program.<br />
A paper-and-pencil questionnaire that is parallel <strong>to</strong> the JITP onl<strong>in</strong>e survey and could be used <strong>to</strong> evaluate mailed<br />
newsletters can be found <strong>in</strong> Appendix C. In addition, Appendix C conta<strong>in</strong>s a Toolbox of measures that were<br />
considered or developed <strong>in</strong> the process of design<strong>in</strong>g the onl<strong>in</strong>e questionnaire. These measures could be used <strong>to</strong><br />
design more complex, <strong>in</strong>-depth evaluation studies. Data from the onl<strong>in</strong>e questionnaire can be moved <strong>in</strong><strong>to</strong> SPSS or a<br />
data base and merged with any additional data collected.<br />
1/14/2008 Page 10 of 51
APPENDIX A: ONLINE 12-MONTH QUESTIONNAIRE<br />
Your Baby is a year old. Tell us what you th<strong>in</strong>k! It only takes 5 - 10 m<strong>in</strong>utes <strong>to</strong> answer the follow<strong>in</strong>g<br />
questions. Your answers are completely confidential and will help us improve <strong>Just</strong> <strong>in</strong> <strong>Time</strong> Parent<strong>in</strong>g.<br />
Thanks!<br />
1. How did you f<strong>in</strong>d out about <strong>Just</strong> <strong>in</strong> <strong>Time</strong> Parent<strong>in</strong>g resources? (check all that apply)<br />
___ Internet search<br />
___ Friend or family member<br />
___ Educa<strong>to</strong>r (parent educa<strong>to</strong>r) or social worker<br />
___ E-mail <strong>in</strong>formation<br />
___ Doc<strong>to</strong>r/nurse/hospital/medical cl<strong>in</strong>ic<br />
___ Head Start/school program<br />
___ Community agency<br />
___ Cooperative Extension office or staff<br />
___ Child care provider<br />
___ Pr<strong>in</strong>ted <strong>in</strong>formation/newsletter/brochure<br />
___ Don’t remember<br />
___ Other (please specify) _____________________________________________________<br />
2. How satisfied are you with the <strong>in</strong>formation <strong>in</strong> <strong>Just</strong> <strong>in</strong> <strong>Time</strong> Parent<strong>in</strong>g?<br />
(choose one)<br />
___ Not at all satisfied<br />
___ Somewhat satisfied<br />
___ Very satisfied<br />
3. Did you get <strong>Just</strong> <strong>in</strong> <strong>Time</strong> Parent<strong>in</strong>g <strong>in</strong>formation when it was most useful <strong>to</strong> you?<br />
(choose one)<br />
___ Yes<br />
___ No (please expla<strong>in</strong>)<br />
1/14/2008 Page 11 of 51
4. <strong>Just</strong> <strong>in</strong> <strong>Time</strong> Parent<strong>in</strong>g helped me <strong>to</strong>…<br />
(choose one answer for each item below)<br />
Provide opportunities for my baby <strong>to</strong><br />
explore and learn<br />
Try different ways <strong>to</strong> calm my baby and<br />
help my baby s<strong>to</strong>p cry<strong>in</strong>g<br />
Feed my baby safe and healthy foods<br />
Have patience when my baby is fussy or<br />
does someth<strong>in</strong>g that is annoy<strong>in</strong>g<br />
F<strong>in</strong>d <strong>in</strong>formation or check other websites <strong>to</strong><br />
meet my needs<br />
Talk about parent<strong>in</strong>g with others close <strong>to</strong><br />
me<br />
Protect my baby from accidental <strong>in</strong>juries<br />
Talk and listen <strong>to</strong> my baby<br />
Show my baby books and pictures<br />
Take care of myself<br />
Comments:<br />
5. What do you do with the monthly <strong>in</strong>formation when you are done read<strong>in</strong>g it?<br />
(choose one answer for each item below)<br />
Forward e-mail <strong>to</strong> a relative or friend<br />
Save on my computer<br />
Pr<strong>in</strong>t out and keep<br />
Pr<strong>in</strong>t out for a relative or friend<br />
Strongly disagree Disagree Agree Strongly agree<br />
Never Sometimes Always<br />
1/14/2008 Page 12 of 51
6. On average, how many of the <strong>Just</strong> <strong>in</strong> <strong>Time</strong> Parent<strong>in</strong>g articles do you read?<br />
None of<br />
Skimmed<br />
Read about<br />
Read most<br />
All of<br />
them<br />
them<br />
half<br />
all of them<br />
them<br />
<br />
7. Who else besides you reads <strong>Just</strong> <strong>in</strong> <strong>Time</strong> Parent<strong>in</strong>g?<br />
___ No one else<br />
___ Spouse or partner<br />
___ Baby’s grandparents<br />
___ Other relative or friend<br />
___ Child care provider or babysitter<br />
___ Other (please specify) ________________________________________________<br />
1/14/2008 Page 13 of 51
8. From <strong>Just</strong> <strong>in</strong> <strong>Time</strong> Parent<strong>in</strong>g, I learned <strong>to</strong>…<br />
(choose one answer for each item below)<br />
Know what <strong>to</strong> expect my baby <strong>to</strong> be able <strong>to</strong><br />
do at each age<br />
Feel more confident <strong>in</strong> my skills as a parent<br />
Understand that some of the annoy<strong>in</strong>g th<strong>in</strong>gs<br />
my baby does are normal for that age<br />
Notice my baby’s cues (what my baby needs<br />
and is try<strong>in</strong>g <strong>to</strong> tell me)<br />
Have more ideas about ways I can play with<br />
my baby <strong>to</strong> help him/her learn<br />
Have more ideas about discipl<strong>in</strong><strong>in</strong>g my baby<br />
without spank<strong>in</strong>g or slapp<strong>in</strong>g<br />
Understand that my baby is not try<strong>in</strong>g <strong>to</strong> be<br />
bad or <strong>to</strong> make me mad on purpose<br />
Feel more comfortable talk<strong>in</strong>g with my<br />
doc<strong>to</strong>r when I have a question or concern<br />
Know when my baby is hungry and full<br />
Know when <strong>to</strong> schedule well-baby checkups<br />
OR take my baby for immunizations<br />
Comments:<br />
Strongly disagree Disagree Agree Strongly agree<br />
9. Was any of the <strong>in</strong>formation <strong>in</strong> <strong>Just</strong> <strong>in</strong> <strong>Time</strong> Parent<strong>in</strong>g different from what you had learned or believed?<br />
(choose one answer)<br />
___ Yes<br />
___ No<br />
1/14/2008 Page 14 of 51
10. Please tell us what <strong>in</strong>formation <strong>in</strong> <strong>Just</strong> <strong>in</strong> <strong>Time</strong> Parent<strong>in</strong>g was different from what you had learned or believed:<br />
___________________________________________________________________________________________<br />
___________________________________________________________________________________________<br />
______________________________________________<br />
11. Where did you learn the <strong>in</strong>formation that was different from what was <strong>in</strong> <strong>Just</strong> <strong>in</strong> <strong>Time</strong> Parent<strong>in</strong>g?<br />
(check all that apply)<br />
___ From my own experience or values<br />
___ A relative or friend<br />
___ A doc<strong>to</strong>r or health care provider<br />
___ Books, <strong>in</strong>ternet, or the media<br />
___ Other (please specify)<br />
___________________________________________________________________________<br />
12. How useful was <strong>Just</strong> <strong>in</strong> <strong>Time</strong> Parent<strong>in</strong>g compared <strong>to</strong> the follow<strong>in</strong>g sources of <strong>in</strong>formation?<br />
(choose one answer for each item below)<br />
Books or magaz<strong>in</strong>es<br />
Brochures or newsletters<br />
TV shows or videos<br />
Parent<strong>in</strong>g classes<br />
Other parent<strong>in</strong>g websites<br />
Doc<strong>to</strong>rs or other health professionals<br />
Child care providers<br />
Spouse/partner<br />
Other relatives or <strong>in</strong>-laws<br />
Other parents or friends<br />
Less useful About the same More useful Not applicable<br />
1/14/2008 Page 15 of 51
Please tell us a little bit more about yourself and your baby. Remember this <strong>in</strong>formation is completely<br />
confidential.<br />
13. What is your baby’s birth date?_____________________________<br />
(month/date/year format, 2/19/06 for example)<br />
14. What is your relationship <strong>to</strong> the baby?<br />
(choose one answer)<br />
___ Mother<br />
___ Father<br />
___ Other caregiver (please expla<strong>in</strong>) ________________________________________________________<br />
15. Is this your first child?<br />
(choose one answer)<br />
___ Yes<br />
___ No – how many other children do you have? ________________<br />
16. Is your one-year-old a girl or a boy?<br />
(check one answer)<br />
___ Girl<br />
___ Boy<br />
___ I have a boy and a girl; they’re tw<strong>in</strong>s<br />
___ I have two girls who are tw<strong>in</strong>s<br />
___ I have two boys who are tw<strong>in</strong>s<br />
___ Other (please specify) _________________________<br />
17. How old are you? __________<br />
18. Are you:<br />
(check one answer)<br />
___ S<strong>in</strong>gle, liv<strong>in</strong>g alone<br />
___ S<strong>in</strong>gle, liv<strong>in</strong>g with parents or other family<br />
___ Married<br />
___ Not married, liv<strong>in</strong>g with a partner<br />
1/14/2008 Page 16 of 51
19. Are you:<br />
(check all that apply)<br />
___ Asian<br />
___ Black/African American<br />
___ Hispanic/Lat<strong>in</strong>o/Lat<strong>in</strong>a<br />
___ Native American/American Indian<br />
___ White<br />
___ Other (please specify) ______________________<br />
20. At this time, are you employed for pay?<br />
(check one answer)<br />
___ No<br />
___ Employed for pay 1 <strong>to</strong> 20 hours a week (at home or out of home)<br />
___ Employed for pay 21 or more hours a week (at home or out of home)<br />
21. What is the highest level of education you have completed?<br />
(check one answer)<br />
___ Less than high school<br />
___ High school diploma or GED<br />
___ Vocational/technical tra<strong>in</strong><strong>in</strong>g<br />
___ Some college<br />
___ College degree(s)<br />
22. In which state do you live? _______________________________<br />
23. Is there anyth<strong>in</strong>g else you would like <strong>to</strong> tell us about <strong>Just</strong> <strong>in</strong> <strong>Time</strong> Parent<strong>in</strong>g? Th<strong>in</strong>gs that you liked or some th<strong>in</strong>gs<br />
that you didn't like? Any suggestions that would help us improve? Please write <strong>in</strong> your comments below.<br />
____________________________________________________________________________________<br />
____________________________________________________________________________________<br />
_______________________________________<br />
1/14/2008 Page 17 of 51
QUESTIONNAIRE ITEMS BY OBJECTIVE<br />
Doma<strong>in</strong>: Demographic Information<br />
Objectives: JITP will be used by a representation of the general parent population.<br />
JITP will be used by parents who are most at risk of experienc<strong>in</strong>g challenges.<br />
Questionnaire Items: 13 - 20<br />
Doma<strong>in</strong>: Delivery System<br />
Objectives: Parents will receive JITP at the time most useful <strong>to</strong> them.<br />
Questionnaire Items: 3<br />
Parents will be satisfied with the method <strong>in</strong> which they access JITP.<br />
Questionnaire Items: 2<br />
Doma<strong>in</strong>: Parent Use<br />
Objectives: Parents will report read<strong>in</strong>g most of the <strong>in</strong>formation, and sav<strong>in</strong>g the <strong>in</strong>formation, and/or shar<strong>in</strong>g it with others.<br />
Questionnaire Items: 5-7<br />
Doma<strong>in</strong>: Parent Satisfaction<br />
Objectives: Parents will be satisfied with the content of the JITP newsletter/website.<br />
Questionnaire Items: 2, 9-11<br />
Doma<strong>in</strong>: Impact on Parent and Family Attitudes and Knowledge<br />
Objectives: Parents will ga<strong>in</strong> more accurate knowledge about child development.<br />
Questionnaire Items: 8 a, g<br />
Parents will have age-appropriate expectations for their child’s development.<br />
Questionnaire Items: 8 c<br />
Parents will understand their children’s cues as signals <strong>to</strong> respond <strong>to</strong> their needs.<br />
Questionnaire Items: 8 d, i<br />
Parents will understand the need <strong>to</strong> balance their own needs and wants with those of their children.<br />
Questionnaire Items: 4 j, 8 g<br />
Parents will <strong>in</strong>crease their parental efficacy and confidence (attitudes/aspirations)<br />
Questionnaire Items: 8 b<br />
Parents will have more knowledge about positive parent<strong>in</strong>g practices.<br />
Questionnaire Items: 8 e, f<br />
Parents will be more knowledgeable about f<strong>in</strong>d<strong>in</strong>g <strong>in</strong>formation and <strong>in</strong> meet<strong>in</strong>g their families’ needs.<br />
Questionnaire Items: 8 h, j<br />
Doma<strong>in</strong>: Impact on Parent and Family Practice and Behavior<br />
Objectives: Parents will report us<strong>in</strong>g positive parent<strong>in</strong>g practices.<br />
Questionnaire Items: 4 a, b, d, h, i<br />
Parents will f<strong>in</strong>d <strong>in</strong>formation, supports, and resources <strong>to</strong> meet family needs.<br />
Questionnaire Items: 4 e<br />
Parents will build support systems with family and friends.<br />
Questionnaire Items: 4 f, 7<br />
Parents will engage <strong>in</strong> behaviors that promote their own and their child’s health, safety and development.<br />
Questionnaire Items: 4 a, c, g, h, i<br />
1/14/2008 Page 18 of 51
APPENDIX B: PROPOSED RESEARCH WORKSHEET<br />
This is <strong>to</strong> be completed for projects that use the data generated via the <strong>Just</strong> In <strong>Time</strong> Parent<strong>in</strong>g project <strong>to</strong> do additional<br />
data analyses or data collection.<br />
Pr<strong>in</strong>cipal Investiga<strong>to</strong>r:______________________________________________________<br />
E-mail address(es):___________________________________________________<br />
Phone: ____________________________________________________________<br />
Institution(s): _______________________________________________________<br />
Other people work<strong>in</strong>g on this project:<br />
__________________________________________________________________<br />
__________________________________________________________________<br />
__________________________________________________________________<br />
If you are propos<strong>in</strong>g <strong>to</strong> do more <strong>in</strong>-depth data collection or us<strong>in</strong>g the Toolbox ideas <strong>to</strong> expand the<br />
evaluation, please attach a one page description of your proposal, <strong>in</strong>clud<strong>in</strong>g purpose, additional measures,<br />
and procedures for collect<strong>in</strong>g the additional data.<br />
Work<strong>in</strong>g Title: ______________________________________________________________________________<br />
Research question:<br />
___________________________________________________________________________________________<br />
Variables <strong>to</strong> be used:<br />
___________________________________________________________________________________________<br />
Sample (specify wave(s) <strong>to</strong> be used and which counties and/or states):<br />
___________________________________________________________________________________________<br />
Planned output (check all that apply)<br />
_____ Abstract _____ Dissertation<br />
_____ Conference presentation _____ Monograph<br />
_____ Proceed<strong>in</strong>gs article _____ Work<strong>in</strong>g paper<br />
_____ Journal article _____ Newsletter or popular press article<br />
_____ Book chapter _____ Policy brief<br />
_____ Book _____ Research brief/Fact sheet<br />
_____ Thesis _____ Other (describe) ______________<br />
_____ Personnel evaluation/promotion document<br />
Name of journal, publisher, conference, etc. where project will be submitted (if applicable):<br />
<strong>Time</strong> l<strong>in</strong>e (specify when project is <strong>to</strong> be completed): __________________________________<br />
1/14/2008 Page 19 of 51
Other pert<strong>in</strong>ent <strong>in</strong>formation:___________________________________________________<br />
APPENDIX C: RESOURCES FOR ADDITIONAL EVALUATION STUDIES<br />
In this section, you will f<strong>in</strong>d a paper and pencil survey that is parallel <strong>to</strong> the JITP onl<strong>in</strong>e survey and could be used <strong>to</strong><br />
evaluate mailed newsletters as well as a Toolbox of additional measures that you could consider us<strong>in</strong>g. This section is<br />
expressly for those who wish <strong>to</strong> collect more data than the standard <strong>in</strong>formation be<strong>in</strong>g collected onl<strong>in</strong>e.<br />
1/14/2008 Page 20 of 51
PAPER AND PENCIL 12-MONTH QUESTIONNAIRE<br />
Your Baby is a Year old now. Tell Us What You Th<strong>in</strong>k!<br />
It only takes about 5 - 10 m<strong>in</strong>utes <strong>to</strong> answer the follow<strong>in</strong>g questions. Your answers will help us improve <strong>Just</strong> In <strong>Time</strong><br />
Parent<strong>in</strong>g. Thanks!<br />
1. How did you f<strong>in</strong>d out about <strong>Just</strong> <strong>in</strong> <strong>Time</strong> Parent<strong>in</strong>g resources? (check all that apply)<br />
Internet search<br />
Pr<strong>in</strong>ted Information/Newsletter/Brochure<br />
Friend or family member<br />
Educa<strong>to</strong>r (e.g., parent educa<strong>to</strong>r) or social worker<br />
E-mailed <strong>in</strong>formation<br />
Head Start / School Program<br />
Community Agency<br />
Cooperative Extension office or staff<br />
Child care provider<br />
2. How satisfied are you with <strong>in</strong>formation <strong>in</strong> <strong>Just</strong> <strong>in</strong> <strong>Time</strong> Parent<strong>in</strong>g?<br />
Not at all satisfied<br />
Somewhat satisfied<br />
Very satisfied<br />
3. Did you get <strong>Just</strong> <strong>in</strong> <strong>Time</strong> Parent<strong>in</strong>g <strong>in</strong>formation when it was most useful <strong>to</strong> you?<br />
Yes No, Please Expla<strong>in</strong>:<br />
<br />
4. <strong>Just</strong> <strong>in</strong> <strong>Time</strong> Parent<strong>in</strong>g helped me <strong>to</strong>… (check one answer for each item below.)<br />
Strongly<br />
a provide opportunities for my baby <strong>to</strong><br />
explore and learn<br />
disagree<br />
<br />
Disagree<br />
<br />
Agree<br />
<br />
Strongly agree<br />
<br />
b try different ways <strong>to</strong> calm my baby and<br />
help my baby s<strong>to</strong>p cry<strong>in</strong>g<br />
<br />
c<br />
d<br />
feed my baby safe and healthy foods<br />
have patience when my baby is fussy or<br />
does someth<strong>in</strong>g that is annoy<strong>in</strong>g<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
e f<strong>in</strong>d <strong>in</strong>formation or check other websites<br />
<strong>to</strong> meet my needs<br />
<br />
f talk about parent<strong>in</strong>g with others close <strong>to</strong> <br />
me<br />
g protect my baby from accidental <strong>in</strong>juries <br />
h talk and listen <strong>to</strong> my baby <br />
i show my baby books and pictures <br />
j take care of myself <br />
k Write <strong>in</strong> comments:<br />
1/14/2008 Page 21 of 51
5. What do you do with an issue of <strong>Just</strong> <strong>in</strong> <strong>Time</strong> Parent<strong>in</strong>g when you are f<strong>in</strong>ished read<strong>in</strong>g it?<br />
Never Sometimes Always<br />
a Pass it on <strong>to</strong> a relative or friend <br />
b File it away for later reference <br />
c Throw it away <br />
6. How much of <strong>Just</strong> <strong>in</strong> <strong>Time</strong> Parent<strong>in</strong>g do you usually read?<br />
None of<br />
Skimmed<br />
Read about<br />
Read most<br />
All of<br />
them<br />
them<br />
half<br />
all of them<br />
them<br />
<br />
7. Who else besides you reads <strong>Just</strong> <strong>in</strong> <strong>Time</strong> Parent<strong>in</strong>g? (check all that apply)<br />
No one else<br />
Spouse or partner<br />
Baby's grandparent(s)<br />
Other relative or friend<br />
Child care provider or babysitter<br />
Other (please expla<strong>in</strong>) ______________________________________<br />
8. From <strong>Just</strong> <strong>in</strong> <strong>Time</strong> Parent<strong>in</strong>g I learned <strong>to</strong>… (Check<br />
one answer for each item below)<br />
Strongly<br />
a know what <strong>to</strong> expect my baby <strong>to</strong> able <strong>to</strong> do<br />
at each age<br />
Disagree<br />
<br />
Disagree<br />
<br />
Agree<br />
<br />
Strongly Agree<br />
<br />
b<br />
c<br />
feel more confident <strong>in</strong> my skills as a parent<br />
understand that some of the annoy<strong>in</strong>g<br />
th<strong>in</strong>gs my baby does are normal for that<br />
age<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
d notice my baby’s cues (what my baby needs<br />
and is try<strong>in</strong>g <strong>to</strong> tell me)<br />
<br />
e have more ideas about ways I can play with<br />
my baby <strong>to</strong> help him/her learn<br />
<br />
f have more ideas about discipl<strong>in</strong><strong>in</strong>g my<br />
child without spank<strong>in</strong>g or slapp<strong>in</strong>g<br />
<br />
g understand that my baby is not try<strong>in</strong>g <strong>to</strong> be<br />
bad or <strong>to</strong> make me mad on purpose<br />
<br />
h feel more comfortable talk<strong>in</strong>g with my<br />
doc<strong>to</strong>r when I have a question or concern<br />
<br />
i<br />
j<br />
know when my baby is hungry and full<br />
know when <strong>to</strong> schedule well-baby<br />
checkups and take my baby <strong>in</strong> for<br />
immunizations<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
k Write <strong>in</strong> comments:<br />
:<br />
1/14/2008 Page 22 of 51
9. Was any of the <strong>in</strong>formation different from what you had learned or believed?<br />
Yes, Go <strong>to</strong> Question 10 No, Skip <strong>to</strong> Question 12<br />
<br />
10. Please tell us what <strong>in</strong>formation <strong>in</strong> <strong>Just</strong> <strong>in</strong> <strong>Time</strong><br />
Parent<strong>in</strong>g was different from what you had learned or<br />
believed:<br />
11. Where did you learn the <strong>in</strong>formation that was different from what was <strong>in</strong> <strong>Just</strong> <strong>in</strong> <strong>Time</strong> Parent<strong>in</strong>g? (check all the<br />
apply)<br />
From my own experience or values<br />
A relative or friend<br />
A doc<strong>to</strong>r or health care provider<br />
Books, <strong>in</strong>ternet, or the media<br />
Other: ________________________________<br />
12. How useful was <strong>Just</strong> <strong>in</strong> <strong>Time</strong> Parent<strong>in</strong>g compared <strong>to</strong> the follow<strong>in</strong>g sources of <strong>in</strong>formation?<br />
1/14/2008 Page 23 of 51<br />
<br />
Less Useful About the<br />
Same<br />
More useful Not Applicable<br />
a<br />
b<br />
c<br />
d<br />
e<br />
f<br />
g<br />
h<br />
i<br />
j<br />
Books or magaz<strong>in</strong>es<br />
Brochures or newsletters<br />
TV shows or videos<br />
Parent<strong>in</strong>g classes<br />
Other parent<strong>in</strong>g websites<br />
Doc<strong>to</strong>rs or other health professionals<br />
Child care providers<br />
Spouse/partner<br />
Other relatives or <strong>in</strong>laws<br />
Other parents or friends<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
Please tell us a bit about yourself and your baby. Remember, this <strong>in</strong>formation is completely confidential.<br />
13. Your baby’s birth date<br />
____________ _______ _________<br />
Month Day Year<br />
14. Is this your first child?<br />
Yes No – How many other children do you have? ______________<br />
15. What is your relationship <strong>to</strong> the baby?<br />
Mother Father<br />
Other caregiver (please expla<strong>in</strong>) ________________________________<br />
16. How old are you? _______
17. Are you:<br />
S<strong>in</strong>gle, liv<strong>in</strong>g alone<br />
S<strong>in</strong>gle, liv<strong>in</strong>g with your parents or another family<br />
Married<br />
Not married, liv<strong>in</strong>g with a partner<br />
18. Is your one-year old a girl or a boy?<br />
Boy<br />
Girl<br />
I have a boy and a girl; they’re tw<strong>in</strong>s.<br />
I have two boys who are tw<strong>in</strong>s.<br />
I have two girls who are tw<strong>in</strong>s.<br />
Other? Write <strong>in</strong>: ____________________________________________<br />
19. Are you… (check all that apply)<br />
Asian<br />
Black/African American<br />
Hispanic/Lat<strong>in</strong>o/Lat<strong>in</strong>a<br />
Native American/American Indian<br />
White<br />
Other? Write <strong>in</strong>: ________________________<br />
19. At this time, are you employed for pay?<br />
No<br />
Employed for pay 1 <strong>to</strong> 20 hours a week (at home or out of home)<br />
Employed for pay 21 or more hours a week (at home or out of home)<br />
20. What is the highest level of education you have completed?<br />
Less than High School<br />
High School diploma or GED<br />
Vocational/technical tra<strong>in</strong><strong>in</strong>g<br />
Some college<br />
College degree(s)<br />
21. What State do you live <strong>in</strong>? ________________________<br />
22. What County do you live <strong>in</strong>? ______________________<br />
23. Is there anyth<strong>in</strong>g else you would like <strong>to</strong> tell us about our newsletters? Th<strong>in</strong>gs that you liked or someth<strong>in</strong>g that you<br />
didn’t like? Any suggestions that would help us improve? Write <strong>in</strong>:<br />
Thank you for shar<strong>in</strong>g this <strong>in</strong>formation with us. Information from all parents will be used <strong>to</strong> help us improve <strong>Just</strong> <strong>in</strong><br />
<strong>Time</strong> Parent<strong>in</strong>g. We appreciate your help!<br />
1/14/2008 Page 24 of 51
TOOLBOX OF ADDITIONAL MEASURES ORGANIZED BY DOMAIN<br />
In addition <strong>to</strong> the questions <strong>in</strong>cluded <strong>in</strong> the on-l<strong>in</strong>e evaluation, the JITP evaluation team identified additional items and standardized<br />
measures that may be of <strong>in</strong>terest for researchers and others us<strong>in</strong>g JITP. While not selected for use <strong>in</strong> the on-l<strong>in</strong>e evaluation, the<br />
follow<strong>in</strong>g items and standardized measures provide additional depth <strong>to</strong> the core data that can be obta<strong>in</strong>ed us<strong>in</strong>g the on-l<strong>in</strong>e evaluation.<br />
With the exception of the standardized measures, these items are all under development and can be altered or changed as necessary for<br />
use. They are organized by doma<strong>in</strong> and may provide ideas for those <strong>in</strong>terested <strong>in</strong> conduct<strong>in</strong>g more <strong>in</strong>-depth evaluation studies.<br />
Doma<strong>in</strong>: Demographic Information<br />
Approximately how much did this child weigh at birth? pounds<br />
Does your baby have a disability or developmental delay?<br />
Yes No<br />
<br />
If you answered “Yes” <strong>to</strong> the question above, what is the disability or developmental delay?<br />
Did JITP <strong>in</strong>formation help you discover your child’s developmental delay?<br />
Liv<strong>in</strong>g <strong>in</strong> my home, I have:<br />
No children<br />
1 child<br />
2 children<br />
3 children<br />
4 children<br />
5 or more children<br />
Yes No<br />
<br />
What is the present liv<strong>in</strong>g arrangement for you and your children?<br />
These children’s ages are: (check all that apply)<br />
Less than 1 year old<br />
1 <strong>to</strong> 3 years old<br />
4 <strong>to</strong> 6 years old<br />
7 <strong>to</strong> 9 years old<br />
11 <strong>to</strong> 12 years old<br />
13 <strong>to</strong> 15 years old<br />
16 years or older<br />
Live alone Live with my own parents<br />
Live with another relative Other (Please describe): ____________________________<br />
Live with my spouse or partner Live with friend(s)<br />
What is the <strong>to</strong>tal annual <strong>in</strong>come of your household before taxes?<br />
Under $11,999<br />
$12,000 <strong>to</strong> $39,999<br />
$40,000 <strong>to</strong> 59,999<br />
Over $60,000<br />
1/14/2008 Page 25 of 51
Have you participated <strong>in</strong> any of the follow<strong>in</strong>g programs dur<strong>in</strong>g the past year? (Please check all that apply).<br />
Food Stamps<br />
Medicaid/MediCal<br />
WIC<br />
Social Security<br />
Head Start<br />
School lunch program<br />
TANF<br />
Other (Please expla<strong>in</strong>) ____________________________<br />
None of these<br />
Are you employed for pay?<br />
Not employed<br />
Employed 1 <strong>to</strong> 20 hours a week<br />
Employed 21 or more hours a week<br />
Are you enrolled <strong>in</strong> school?<br />
High school<br />
Part-time college<br />
Full-time college<br />
Not enrolled <strong>in</strong> school<br />
Before receiv<strong>in</strong>g this newsletter series, had you ever used your county Cooperative Extension office?<br />
Doma<strong>in</strong>: Delivery<br />
Yes No<br />
<br />
Where do you generally access this <strong>in</strong>formation?<br />
In your home<br />
At work<br />
At a public place (library, government agency)<br />
Was there any follow up after you received the <strong>in</strong>formation?<br />
No<br />
Yes, an educa<strong>to</strong>r/professional visited with me<br />
Yes, I received an email <strong>to</strong> follow up<br />
Yes, I received a phone call <strong>to</strong> follow up<br />
How old was your baby when you first received JITP? (check one)<br />
a week <strong>to</strong> 1 month old<br />
1 <strong>to</strong> 2 months old<br />
2 <strong>to</strong> 3 months old<br />
4 <strong>to</strong> 5 months old<br />
6 <strong>to</strong> 7 months old<br />
8 <strong>to</strong> 12 months old<br />
I was still pregnant<br />
Other (Please expla<strong>in</strong>) ______________________________________________<br />
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<br />
issue for 4 month old babies when your baby was 4 months old?<br />
Doma<strong>in</strong>: Parent Use<br />
Yes Most of the <strong>Time</strong> No, Please Expla<strong>in</strong>:<br />
<br />
How often did you do the follow<strong>in</strong>g?<br />
Once <strong>in</strong> a Most of the<br />
a<br />
b<br />
Click on a pull-down menu <strong>to</strong> learn more<br />
Click on a l<strong>in</strong>k <strong>to</strong> get more <strong>in</strong>formation<br />
Never<br />
<br />
<br />
while<br />
<br />
<br />
time<br />
<br />
<br />
In addition <strong>to</strong> read<strong>in</strong>g the articles, did you do any of the follow<strong>in</strong>g?<br />
a follow l<strong>in</strong>ks <strong>in</strong> the articles <strong>to</strong> other websites<br />
for more <strong>in</strong>formation<br />
b watch the videos <strong>in</strong> the articles <strong>to</strong> learn<br />
more about how <strong>to</strong> care for my baby<br />
c ask a question of an expert about a specific<br />
issue<br />
d search on the JITP site for <strong>in</strong>formation<br />
beyond the issue sent <strong>to</strong> me<br />
Doma<strong>in</strong>: Parent Satisfaction<br />
How useful <strong>to</strong> you were the follow<strong>in</strong>g features of the JITP<br />
Website?<br />
If yes how helpful was it?<br />
Not at all Somewhat Very<br />
No Yes helpful helpful helpful<br />
<br />
<br />
<br />
<br />
Not Very Somewhat<br />
a<br />
b<br />
c<br />
d<br />
e<br />
Real S<strong>to</strong>ries (videos)<br />
Message Board<br />
Recommended<br />
Resources<br />
Expert Advice<br />
Did Not Try<br />
<br />
<br />
<br />
<br />
<br />
Useful<br />
<br />
<br />
<br />
<br />
<br />
Useful<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
Very<br />
Useful<br />
How useful <strong>to</strong> you was the JITP website compared <strong>to</strong> the<br />
About the<br />
follow<strong>in</strong>g sources of <strong>in</strong>formation?<br />
a Books or magaz<strong>in</strong>es<br />
b Brochures or fact sheets<br />
c Newsletters that come <strong>in</strong> the mail<br />
d TV shows or videos<br />
e Parent<strong>in</strong>g classes or workshops<br />
f Doc<strong>to</strong>rs or nurses<br />
g Public Health Nurses<br />
h Home visi<strong>to</strong>rs (SM)<br />
i Child care providers<br />
j Spouse/partner<br />
k Baby’s grandparent<br />
l Other parents or friends<br />
m Other relatives<br />
Less Useful<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
Same<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
More Useful<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
Not Sure<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
1/14/2008 Page 27 of 51
Is there anyth<strong>in</strong>g miss<strong>in</strong>g from JITP? Someth<strong>in</strong>g that you wanted <strong>to</strong> know?<br />
Doma<strong>in</strong>: Impact on Parent and Family Attitudes, and Knowledge<br />
(Follow-up <strong>to</strong>: “I realize that some of the behaviors my baby does are normal for his/her age.”)<br />
(*Note <strong>to</strong> researchers: All behaviors listed below are considered normal)<br />
For the follow<strong>in</strong>g, please answer whether you believe the Normal Not Normal<br />
behavior is normal for the child’s age that is listed.<br />
1-2 Months<br />
Behavior Behavior<br />
a<br />
b<br />
Frequently chang<strong>in</strong>g diapers.<br />
Cry<strong>in</strong>g when uncomfortable <strong>in</strong>stead of only<br />
when hungry or tired.<br />
<br />
<br />
<br />
<br />
c Respond<strong>in</strong>g <strong>to</strong> everyone the same way as<br />
s/he responds <strong>to</strong> you<br />
<br />
2-3 Months<br />
d Push<strong>in</strong>g away food even when s/he is<br />
cry<strong>in</strong>g.<br />
e Uncontrollably wav<strong>in</strong>g arms and kick<strong>in</strong>g<br />
legs even when be<strong>in</strong>g held.<br />
3-4 Months<br />
f Push<strong>in</strong>g away when you are hold<strong>in</strong>g<br />
him/her.<br />
<br />
<br />
<br />
4-5 Months<br />
g Putt<strong>in</strong>g everyth<strong>in</strong>g <strong>in</strong> his/her mouth. <br />
5-7 Months<br />
h Throw<strong>in</strong>g/dropp<strong>in</strong>g <strong>to</strong>ys and<br />
laugh<strong>in</strong>g/smil<strong>in</strong>g.<br />
<br />
i Gett<strong>in</strong>g angry at you. <br />
7-9 Months<br />
j Bit<strong>in</strong>g when be<strong>in</strong>g breast fed. <br />
k Grabb<strong>in</strong>g th<strong>in</strong>gs and not lett<strong>in</strong>g go. <br />
9-10 Months<br />
l Cry<strong>in</strong>g when you leave him/her with<br />
someone else.<br />
m Gett<strong>in</strong>g <strong>in</strong><strong>to</strong> th<strong>in</strong>gs that are open even<br />
though you said not <strong>to</strong>.<br />
<br />
<br />
10-12 Months<br />
n Repeat<strong>in</strong>g words or sounds he hears over<br />
and over aga<strong>in</strong>.<br />
<br />
o Wak<strong>in</strong>g up at night. <br />
1/14/2008 Page 28 of 51
Balanc<strong>in</strong>g Needs<br />
How easy is it for you <strong>to</strong> do each of the follow<strong>in</strong>g?<br />
Not at all Somewhat Easy Very Easy<br />
1 Month<br />
a<br />
b<br />
F<strong>in</strong>d time <strong>to</strong> give your baby a bath<br />
Spend time by yourself<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
2 Months<br />
c Do loud or noisy activities that you like <strong>to</strong><br />
do (e.g. watch<strong>in</strong>g television, listen<strong>in</strong>g <strong>to</strong><br />
music) without upsett<strong>in</strong>g your baby.<br />
<br />
d Have time <strong>to</strong> relax or exercise. <br />
3 Months<br />
e Know that you are better parent when you<br />
take care of yourself.<br />
f F<strong>in</strong>d th<strong>in</strong>gs for your baby can do while you<br />
take care of other tasks like mak<strong>in</strong>g d<strong>in</strong>ner.<br />
g Play<strong>in</strong>g games with your baby that are also<br />
fun for you.<br />
<br />
<br />
<br />
4 Months<br />
h Know when you are gett<strong>in</strong>g stressed or<br />
tense.<br />
<br />
I<br />
j<br />
Relax and calm yourself down.<br />
Know when you are gett<strong>in</strong>g stressed or<br />
tense.<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
5 Months<br />
k Know where <strong>to</strong> f<strong>in</strong>d other parents <strong>to</strong> talk<br />
with.<br />
6 Months<br />
l Recognize that some th<strong>in</strong>gs you may want<br />
<strong>to</strong> do <strong>in</strong> front of your baby are not good<br />
models for them (watch<strong>in</strong>g TV, not<br />
exercis<strong>in</strong>g, fight<strong>in</strong>g or yell<strong>in</strong>g at family<br />
members).<br />
7 Months<br />
m Keep your house neat and tidy while also<br />
giv<strong>in</strong>g your baby access <strong>to</strong> safe and fun<br />
<strong>to</strong>ys.<br />
n Decorate your house <strong>in</strong> ways that are also<br />
safe for your baby.<br />
o F<strong>in</strong>d time <strong>to</strong> spend with your partner or<br />
other adults.<br />
p Know that you do not always have <strong>to</strong> be a<br />
perfect parent no matter what.<br />
<br />
<br />
<br />
<br />
<br />
<br />
1/14/2008 Page 29 of 51
8 Months<br />
q Take time <strong>to</strong> help your baby get <strong>to</strong> know<br />
new people before you leave him/her with<br />
them.<br />
r Use the same caregiver or someone my<br />
baby knows, each time I leave my baby<br />
with someone.<br />
9 Months<br />
s Keep th<strong>in</strong>gs out of reach that are not safe<br />
or okay for my baby <strong>to</strong> have.<br />
t Let my baby explore the world on his/her<br />
own.<br />
u Keep yourself from mak<strong>in</strong>g your baby do<br />
th<strong>in</strong>gs the way you want them done.<br />
v Do th<strong>in</strong>gs that make you feel good<br />
yourself.<br />
x Balance your time between all your<br />
children.<br />
Not at all Somewhat Easy Very Easy<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
10 Months<br />
y F<strong>in</strong>d time <strong>to</strong> talk one-on-one with my baby<br />
every day.<br />
<br />
z<br />
aa<br />
Enforce the rules I make for my baby.<br />
Feel okay about spend<strong>in</strong>g time away from<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
my children.<br />
bb Take my baby on errands that do not upset<br />
him/her.<br />
<br />
11 Months<br />
cc Improve your own health <strong>to</strong> benefit your<br />
baby (e.g. s<strong>to</strong>p smok<strong>in</strong>g, exercise more, eat<br />
healthy foods)<br />
<br />
dd<br />
ee<br />
Set limits for your child.<br />
Know that bad days can happen but th<strong>in</strong>gs<br />
will get better.<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
12 Months<br />
ff Keep a schedule that works for my child<br />
and myself.<br />
<br />
gg<br />
hh<br />
Feel confident <strong>in</strong> myself as a parent.<br />
Keep a schedule that works for my child<br />
and myself.<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
1/14/2008 Page 30 of 51
Doma<strong>in</strong>: Impact on Parent Practices and Behavior<br />
S<strong>in</strong>ce read<strong>in</strong>g the newsletters, I do the follow<strong>in</strong>g th<strong>in</strong>gs<br />
No More<br />
less often/no different/more often with my baby:<br />
a Smile, kiss, and hug my baby.<br />
b Ask a nurse or doc<strong>to</strong>r questions about my<br />
child.<br />
Less Often<br />
<br />
<br />
Difference<br />
<br />
<br />
Often<br />
<br />
<br />
c Call community agencies for help or<br />
advice.<br />
<br />
d Talk about feed<strong>in</strong>g my baby the right foods<br />
with my husband, wife, or others close <strong>to</strong><br />
me<br />
<br />
e Talk with others about know<strong>in</strong>g when my<br />
baby is hungry or full.<br />
<br />
f Talk about my baby’s development with<br />
my husband or wife.<br />
<br />
g Repeat sounds my baby makes back <strong>to</strong><br />
him.<br />
<br />
h<br />
i<br />
Let my baby feel, look at, and smell th<strong>in</strong>gs.<br />
Th<strong>in</strong>k about what I feed my baby.<br />
<br />
<br />
<br />
<br />
<br />
<br />
j Notice the health of my baby’s teeth and<br />
gums.<br />
<br />
Has read<strong>in</strong>g the newsletters caused you <strong>to</strong> do anyth<strong>in</strong>g differently with your baby? If so, could you tell us <strong>in</strong> a few<br />
words?<br />
What did you do when you realized the <strong>Just</strong> In <strong>Time</strong> Parent<strong>in</strong>g <strong>in</strong>formation was different from what family members <strong>to</strong>ld<br />
you? (Check all that apply)<br />
Looked for more <strong>in</strong>formation <strong>to</strong> help me decide<br />
Talked with others <strong>to</strong> f<strong>in</strong>d out what they th<strong>in</strong>k<br />
Shared the JITP <strong>in</strong>formation with family members<br />
Ma<strong>in</strong>ly followed my family’s beliefs<br />
Ma<strong>in</strong>ly followed the newsletter <strong>in</strong>formation<br />
1/14/2008 Page 31 of 51
Doma<strong>in</strong>: Impact on Parent and Family Practices, Knowledge, and Attitudes: Standardized Scales (non-copyrighted)<br />
Maternal Self-Efficacy Scale (Teti & Gelfand, 1991)<br />
a When your baby is upset, fussy or cry<strong>in</strong>g,<br />
how good are you at sooth<strong>in</strong>g him or her?<br />
b How good are you at understand<strong>in</strong>g what<br />
your baby wants or needs<br />
c How good are you at gett<strong>in</strong>g your baby <strong>to</strong><br />
pay attention <strong>to</strong> you? For example, when<br />
you want your baby <strong>to</strong> look at you, how<br />
good are you mak<strong>in</strong>g him or her do it?<br />
d How good are you at mak<strong>in</strong>g your baby<br />
understand what you want him/her <strong>to</strong> do?<br />
For example, if you want your baby <strong>to</strong> eat<br />
d<strong>in</strong>ner or play quietly, how good are you at<br />
mak<strong>in</strong>g him or her do that?<br />
e How good are you at gett<strong>in</strong>g your baby <strong>to</strong><br />
pay attention <strong>to</strong> you? For example, when<br />
you want your baby <strong>to</strong> look at you, how<br />
good are you mak<strong>in</strong>g him or her do it?<br />
f How good are you at gett<strong>in</strong>g your baby <strong>to</strong><br />
have fun with you? For example, how good<br />
are you at gett<strong>in</strong>g your baby <strong>to</strong> smile and<br />
laugh with you?<br />
g How good are you at know<strong>in</strong>g what<br />
activities your baby will enjoy? For example,<br />
how good are you at know<strong>in</strong>g what games<br />
and <strong>to</strong>ys your baby will like <strong>to</strong> play with?<br />
h How good are you at keep<strong>in</strong>g your baby<br />
occupied when you need <strong>to</strong> do housework?<br />
For example, how good are you at f<strong>in</strong>d<strong>in</strong>g<br />
th<strong>in</strong>gs for the baby when you need <strong>to</strong> do the<br />
dishes?<br />
i How good do you feel you are at feed<strong>in</strong>g,<br />
chang<strong>in</strong>g, and bath<strong>in</strong>g your baby?<br />
j How good are you at gett<strong>in</strong>g your baby <strong>to</strong><br />
show off for visi<strong>to</strong>rs? For example, how<br />
good are you at mak<strong>in</strong>g your baby smile or<br />
laugh for people who visit?<br />
k In general, how good a mother do you feel<br />
you are?<br />
Parent Self-Agency Measure (Dumka, S<strong>to</strong>erz<strong>in</strong>ger, Jackson, & Roosa, 1996)<br />
Not Good Not Good Good<br />
At All<br />
<br />
Enough<br />
<br />
Enough<br />
<br />
Very Good<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
a<br />
b<br />
I feel sure of myself as a mother/father.<br />
I know I am do<strong>in</strong>g a good job as a<br />
mother/father.<br />
Rarely<br />
<br />
<br />
<br />
<br />
<br />
<br />
Always<br />
<br />
<br />
c I know th<strong>in</strong>gs about be<strong>in</strong>g a mother/father<br />
that would be helpful <strong>to</strong> other parents.<br />
<br />
d I can solve most problems between my<br />
child and me.<br />
<br />
1/14/2008 Page 32 of 51
e When th<strong>in</strong>gs are go<strong>in</strong>g badly between my<br />
child and me, I keep try<strong>in</strong>g until th<strong>in</strong>gs<br />
beg<strong>in</strong> <strong>to</strong> change.<br />
<br />
Parent<strong>in</strong>g Sense of Competence Scale (PSOC) (Gibaud-Walls<strong>to</strong>n & Wandersman, 1978; Psychometric Information/Fac<strong>to</strong>rial Status<br />
Johns<strong>to</strong>n & Mash, 1989)<br />
a The problems of tak<strong>in</strong>g care of a child are<br />
easy <strong>to</strong> solve once you know how your<br />
actions affect your child, an understand<strong>in</strong>g<br />
I have acquired.<br />
b Even though be<strong>in</strong>g a parent could be<br />
reward<strong>in</strong>g, I am frustrated now while my<br />
child is at his/her present age.<br />
c I go <strong>to</strong> bed the same way I wake up <strong>in</strong> the<br />
morn<strong>in</strong>g, feel<strong>in</strong>g I have not accomplished a<br />
whole lot.<br />
d I do not know why it is, but sometimes<br />
when I’m supposed <strong>to</strong> be <strong>in</strong> control, I feel<br />
more like the one be<strong>in</strong>g manipulated.<br />
e My mother/father was better prepared <strong>to</strong><br />
be a good mother/father than I am.<br />
f I would make a f<strong>in</strong>e model for a new<br />
mother/father <strong>to</strong> follow <strong>in</strong> order <strong>to</strong> learn<br />
what she/he would need <strong>to</strong> know <strong>in</strong> order<br />
<strong>to</strong> be a good parent<br />
g Be<strong>in</strong>g a parent is manageable, and any<br />
problems are easily solved.<br />
h A difficult problem <strong>in</strong> be<strong>in</strong>g a parent is not<br />
know<strong>in</strong>g whether you’re do<strong>in</strong>g a good job<br />
or a bad one.<br />
i Sometimes I feel like I’m not gett<strong>in</strong>g<br />
anyth<strong>in</strong>g done.<br />
j I meet my own personal expectations for<br />
expertise <strong>in</strong> car<strong>in</strong>g for my child<br />
k If anyone can f<strong>in</strong>d the answer <strong>to</strong> what is<br />
troubl<strong>in</strong>g my child, I am the one.<br />
l My talents and <strong>in</strong>terests are <strong>in</strong> other areas,<br />
not <strong>in</strong> be<strong>in</strong>g a parent.<br />
m Consider<strong>in</strong>g how long I’ve been a<br />
mother/father, I feel thoroughly familiar<br />
with this role.<br />
n If be<strong>in</strong>g a mother/father of a child were<br />
only more <strong>in</strong>terest<strong>in</strong>g, I would be<br />
motivated <strong>to</strong> do a better job as a parent.<br />
Strongly<br />
Strongly<br />
Agree<br />
<br />
Agree<br />
<br />
Disagree<br />
<br />
Disagree<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
o I honestly believe I have all the skills<br />
necessary <strong>to</strong> be a good mother/father <strong>to</strong><br />
my child.<br />
<br />
p Be<strong>in</strong>g a parent makes me tense and anxious. <br />
(Note for researchers: Efficacy:1,6,7,10,11,13,15; Satisfaction: 2,3,4,5,8,9,12,14,16)<br />
1/14/2008 Page 33 of 51
Knowledge of Infant Development Inven<strong>to</strong>ry (KIDI) (MacPhee, D.)<br />
a The parent just needs <strong>to</strong> feed, clean, and<br />
clothe the baby for it <strong>to</strong> turn out f<strong>in</strong>e.<br />
Disagree<br />
<br />
Agree<br />
<br />
Not Sure<br />
<br />
b A 2 year old who is 2 or 3 months beh<strong>in</strong>d<br />
other 2 year olds is retarded.<br />
<br />
c Children often will keep us<strong>in</strong>g the wrong<br />
word for a while, even when they are <strong>to</strong>ld<br />
the right way <strong>to</strong> say it (like “feet” not<br />
“footsees”)<br />
<br />
d A baby should not be held when he (she) is<br />
cry<strong>in</strong>g because this will make him (her)<br />
want <strong>to</strong> be held all the time.<br />
<br />
e If a baby (less than a year) wants a snack,<br />
give it nuts, popcorn or rais<strong>in</strong>s.<br />
<br />
f Babies do some th<strong>in</strong>gs just <strong>to</strong> make trouble<br />
for their parents, like cry<strong>in</strong>g a long tie or<br />
poop<strong>in</strong>g <strong>in</strong> their diapers.<br />
<br />
g If you punish your child for do<strong>in</strong>g<br />
someth<strong>in</strong>g naughty, it’s okay <strong>to</strong> give him<br />
(her) a piece of candy <strong>to</strong> s<strong>to</strong>p the cry<strong>in</strong>g.<br />
<br />
h You must stay <strong>in</strong> the bathroom when your<br />
<strong>in</strong>fant is <strong>in</strong> the tub.<br />
<br />
i<br />
j<br />
Babies cannot see or hear at birth.<br />
Infants understand only words they can<br />
say.<br />
<br />
<br />
<br />
<br />
<br />
<br />
k If a child is shy or fussy <strong>in</strong> new situations, it<br />
means that he (she) has an emotional<br />
problem.<br />
<br />
l Talk<strong>in</strong>g <strong>to</strong> a child about th<strong>in</strong>gs he (she) is<br />
do<strong>in</strong>g helps its mental development.<br />
<br />
m A two year old who says “NO!” <strong>to</strong><br />
everyth<strong>in</strong>g and bosses you around is try<strong>in</strong>g<br />
<strong>to</strong> get you upset.<br />
<br />
n The way a child is brought up has little<br />
effect on how smart he (she) will be.<br />
<br />
o A baby may cry for 20 or 30 m<strong>in</strong>utes at a<br />
time, no matter how much you try <strong>to</strong><br />
comfort him (her).<br />
<br />
p Fathers are naturally clumsy when it comes<br />
<strong>to</strong> tak<strong>in</strong>g care of babies.<br />
<br />
q<br />
r<br />
All <strong>in</strong>fants need the same amount of sleep.<br />
Babies have little affect on how parents<br />
care for them, at least until they get older.<br />
<br />
<br />
<br />
<br />
<br />
<br />
s Tak<strong>in</strong>g care of a child can leave the parent<br />
feel<strong>in</strong>g tired, frustrated or overwhelmed.<br />
<br />
t Putt<strong>in</strong>g a soft pillow <strong>in</strong> the crib is a good,<br />
safe way <strong>to</strong> help the baby sleep better.<br />
<br />
u A brother or sister may start wett<strong>in</strong>g the<br />
bed or thumb suck<strong>in</strong>g when the new baby<br />
arrives <strong>in</strong> the family.<br />
<br />
v New foods should be given <strong>to</strong> the <strong>in</strong>fant<br />
one at a time, with 4-5 days between each<br />
one.<br />
<br />
w The two year old’s sense of time is<br />
different from an adult’s.<br />
<br />
1/14/2008 Page 34 of 51
x Most premature babies end up be<strong>in</strong>g<br />
abused, neglected, or mentally retarded.<br />
y If a baby is fed evaporated milk, he (she_<br />
needs extra vitam<strong>in</strong>s and iron.<br />
z Some healthy babies spit out almost every<br />
new food until they get used <strong>to</strong> it.<br />
aa The baby’s personality or temperament is<br />
set by 6 months of age.<br />
bb Some parents do not bond with their<br />
<strong>in</strong>fants until the baby starts <strong>to</strong> smile and<br />
look at them.<br />
cc The way the parent treats a baby <strong>in</strong> the first<br />
months of life determ<strong>in</strong>es whether the<br />
child will grow up <strong>to</strong> be well-adjusted or a<br />
moody misfit.<br />
dd Children learn all of their language by<br />
copy<strong>in</strong>g what they have heard adults say.<br />
ee When a baby less than 12 months gets<br />
diarrhea, you should s<strong>to</strong>p feed<strong>in</strong>g solid<br />
foods and give it a little sugar water or<br />
pedialyte.<br />
ff Infants may s<strong>to</strong>p pay<strong>in</strong>g attention <strong>to</strong> what<br />
is go<strong>in</strong>g on around them if there is <strong>to</strong>o<br />
much noise or <strong>to</strong>o many th<strong>in</strong>gs <strong>to</strong> look at.<br />
gg Some normal kids do not enjoy be<strong>in</strong>g<br />
cuddled.<br />
hh If a baby has trouble poop<strong>in</strong>g, give it warm<br />
milk.<br />
Ii The more you soothe your cry<strong>in</strong>g baby by<br />
hold<strong>in</strong>g and talk<strong>in</strong>g <strong>to</strong> it, the more you<br />
spoil him (her).<br />
jj A common cause of accidents for <strong>to</strong>ddlers<br />
is pull<strong>in</strong>g someth<strong>in</strong>g like a fry<strong>in</strong>g pan, a<br />
tablecloth, or a lamp down on <strong>to</strong>p of them.<br />
kk Girls are delicate and sick more often, so<br />
they need <strong>to</strong> be treated more carefully than<br />
boys.<br />
ll A good way <strong>to</strong> teach your child not <strong>to</strong> hit is<br />
<strong>to</strong> hit back.<br />
mm Some days you need <strong>to</strong> discipl<strong>in</strong>e your<br />
child; other days you can ignore the same<br />
th<strong>in</strong>g. It all depends on the mood you’re <strong>in</strong><br />
that day.<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
1/14/2008 Page 35 of 51
Doma<strong>in</strong>: Impact on Obesity<br />
Which response best describes how confident you were,<br />
before/at the time your baby was born, with:<br />
a Know<strong>in</strong>g when your baby was hungry<br />
b Know<strong>in</strong>g when your baby had enough <strong>to</strong><br />
eat<br />
Not at all<br />
<br />
<br />
Somewhat<br />
<br />
<br />
Very<br />
<br />
<br />
c Know<strong>in</strong>g that babies need a safe place <strong>to</strong><br />
get exercise<br />
<br />
Circle the response that best describes how confident you<br />
are now with:<br />
a Know<strong>in</strong>g when your baby was hungry<br />
b Know<strong>in</strong>g when your baby had enough <strong>to</strong><br />
eat<br />
Not at all<br />
<br />
<br />
Somewhat<br />
<br />
<br />
Very<br />
<br />
<br />
c Know<strong>in</strong>g that babies need a safe place <strong>to</strong><br />
get exercise<br />
<br />
Was JITP useful <strong>in</strong> help<strong>in</strong>g you learn <strong>to</strong>:<br />
a Know<strong>in</strong>g when your baby was hungry<br />
b Know when your baby is hungry?<br />
c Know when your baby has had enough <strong>to</strong><br />
eat?<br />
Not at all<br />
<br />
<br />
<br />
Somewhat<br />
<br />
<br />
<br />
Very<br />
<br />
<br />
<br />
1/14/2008 Page 36 of 51
ADDITIONAL INFORMATION ABOUT STANDARDIZED PARENTING MEASURES<br />
Name Citation Description Psychometrics<br />
Knowledge of<br />
Infant<br />
Development<br />
Inven<strong>to</strong>ry<br />
(KIDI)<br />
The Adult-<br />
Adolescent<br />
Parent<strong>in</strong>g<br />
Inven<strong>to</strong>r<br />
(AAPI)<br />
David<br />
MacPhee,<br />
Educational<br />
Test<strong>in</strong>g Service<br />
Bavolek, S. J.<br />
(1984). Family<br />
Development<br />
Resources.<br />
Designed <strong>to</strong> obta<strong>in</strong> comprehensive <strong>in</strong>formation on<br />
parents’ factual knowledge of parental practices, child<br />
developmental processes, and <strong>in</strong>fant norms of behavior.<br />
The items can also be grouped <strong>in</strong><strong>to</strong> four non-exclusive<br />
general categories <strong>to</strong> obta<strong>in</strong> more specific <strong>in</strong>formation on<br />
a person’s knowledge on <strong>in</strong>fant norms and miles<strong>to</strong>nes,<br />
pr<strong>in</strong>ciples of <strong>in</strong>fant development, parent<strong>in</strong>g, and health<br />
and safety.<br />
56-item, respond: agree, disagree or not sure<br />
Measures attitudes <strong>to</strong>ward parent<strong>in</strong>g for adolescent and<br />
adult parents. Assesses four areas: <strong>in</strong>appropriate<br />
developmental expectations of children, lack of empathy,<br />
belief <strong>in</strong> corporal punishment, and role reversal. Higher<br />
scores relate <strong>to</strong> healthier parent<strong>in</strong>g attitudes. For<br />
expectations, a higher score suggests a parent has<br />
reasonable developmental expectations for<br />
their child. Higher scores for empathy <strong>in</strong>dicate a parent<br />
seeks <strong>to</strong> understand why a child feels the way s/he does<br />
and attempts <strong>to</strong> be sensitive <strong>to</strong> their needs. For physical<br />
punishment higher scores suggest that the parent values<br />
alternatives <strong>to</strong> corporal punishment for discipl<strong>in</strong><strong>in</strong>g<br />
children. A higher score for role reversal means that one<br />
appropriately f<strong>in</strong>ds support and comfort and does not<br />
expect it from one’s child.<br />
32 items; 5-po<strong>in</strong>t Likert (“strongly agree”; “strongly<br />
disagree”)<br />
Reliability<br />
Validity<br />
1/14/2008 Page 37 of 51<br />
0.93<br />
0.76<br />
0.83<br />
Has been est.
Child Abuse<br />
Potential<br />
Inven<strong>to</strong>ry<br />
(CAP)<br />
Parental Stress<br />
Index (PSI) –<br />
Sense of<br />
Competence<br />
subscale<br />
Maternal Self-<br />
Efficacy<br />
Questionnaire<br />
Parent Self<br />
Agency<br />
Questionnaire<br />
Milner (1986)<br />
The Child<br />
Abuse<br />
Potential<br />
Inven<strong>to</strong>ry:<br />
Manual Psytec,<br />
Webster, NC<br />
Abid<strong>in</strong>, R. R.<br />
(1995)<br />
Psychological<br />
Assessment<br />
Resources, Inc.<br />
Teti, D. M. &<br />
Gelfand, D. M.<br />
Child<br />
Development,<br />
Vol. 62, No. 5.<br />
(Oct., 1991),<br />
pp. 918-929.<br />
Dumka,<br />
S<strong>to</strong>erz<strong>in</strong>ger,<br />
Jackson, &<br />
Roosa (1996)<br />
Journal of<br />
Family<br />
Relations<br />
Designed primarily as a screen<strong>in</strong>g <strong>to</strong>ol for the detection<br />
of physical child abuse. It conta<strong>in</strong>s a <strong>to</strong>tal of 10 scales.<br />
The primary cl<strong>in</strong>ical scale (Abuse) can be divided <strong>in</strong><strong>to</strong> six<br />
fac<strong>to</strong>r scales: Distress, Rigidity, Unhapp<strong>in</strong>ess, Problems<br />
With Child and Self, Problems With Family, and<br />
Problems With Others. In addition, the CAP Inven<strong>to</strong>ry<br />
conta<strong>in</strong>s three validity scales: Lie, Random Response, and<br />
Inconsistency.<br />
160 items <strong>to</strong>tal; 77 items CAP Abuse scale,<br />
agree/disagree<br />
Intended <strong>to</strong> be faithful <strong>to</strong> Bandura’s concept of selfefficacy<br />
as be<strong>in</strong>g highly situation- or doma<strong>in</strong>-specific, <strong>in</strong><br />
contrast <strong>to</strong> other, more global parental self-efficacy<br />
scales. Items address mothers’ feel<strong>in</strong>gs of efficacy <strong>in</strong><br />
relation <strong>to</strong> specific, delimited doma<strong>in</strong>s of <strong>in</strong>fant care.<br />
Item scores are summed <strong>to</strong> create a maternal self-efficacy<br />
score.<br />
10-items; (1 = not good at all; 2 = not good enough; 3 =<br />
good enough; 4 = very good)<br />
Intended <strong>to</strong> be faithful <strong>to</strong> Bandura’s concept of selfefficacy<br />
as be<strong>in</strong>g highly situation- or doma<strong>in</strong>-specific, <strong>in</strong><br />
contrast <strong>to</strong> other, more global parental self-efficacy<br />
scales. Items address mothers’ feel<strong>in</strong>gs of efficacy <strong>in</strong><br />
relation <strong>to</strong> specific, delimited doma<strong>in</strong>s of <strong>in</strong>fant care.<br />
Item scores are summed <strong>to</strong> create a maternal self-efficacy<br />
score.<br />
10-items; (1 = not good at all; 2 = not good enough; 3 =<br />
good enough; 4 = very good)<br />
Parents’ overall coni3dence <strong>in</strong> their ability <strong>to</strong> act<br />
successfully <strong>in</strong> the parental role.<br />
5-items; 7-po<strong>in</strong>t Likert scale (“Rarely”; “Always”)<br />
1/14/2008 Page 38 of 51<br />
0.97<br />
0.86<br />
0.86<br />
.70 –<br />
Anglo<br />
.68 –<br />
Mexican<br />
.48 – physical<br />
abuse <strong>in</strong><br />
childhood<br />
.34 – subsequent<br />
confirmed<br />
reports of<br />
abuse/neglect<br />
neg. related <strong>to</strong><br />
PSI Sense of<br />
Competence;<br />
Has been est. <strong>in</strong><br />
several other<br />
studies<br />
neg. related <strong>to</strong><br />
PSI Sense of<br />
Competence;<br />
Has been est. <strong>in</strong><br />
several other<br />
studies<br />
Active cop<strong>in</strong>g<br />
.31**<br />
Parent<strong>in</strong>g<br />
acceptance .55**<br />
Parent<strong>in</strong>g<br />
<strong>in</strong>consistent<br />
discipl<strong>in</strong>e -.34**
Parent Sense of<br />
Competence<br />
(PSOC) Self-<br />
Efficacy<br />
subscale<br />
Johns<strong>to</strong>n, C. &<br />
Mash, E. J.<br />
Journal of<br />
Cl<strong>in</strong>ical Child<br />
Psychology,<br />
Vol.18, No 2.<br />
(June 1989),<br />
pp. 167-175<br />
The Self-Efficacy subscale assesses mother’s perceptions<br />
of competence, familiarity with parent<strong>in</strong>g role, perceived<br />
parent<strong>in</strong>g expertise, and problem-solv<strong>in</strong>g abilities.<br />
7-items; 6-po<strong>in</strong>t Likert scale (“Strongly Agree”; “Strongly<br />
Disagree”)<br />
1/14/2008 Page 39 of 51<br />
.70<br />
Related <strong>to</strong> child<br />
<strong>in</strong>ternaliz<strong>in</strong>g &<br />
externaliz<strong>in</strong>g<br />
scales of CBCL
APPENDIX D: INSTITUTIONAL REVIEW BOARD:<br />
PROTECTION OF HUMAN SUBJECTS<br />
Please talk with the Institutional Review Board at your own <strong>in</strong>stitution <strong>to</strong> determ<strong>in</strong>e what procedures you need <strong>to</strong><br />
follow <strong>to</strong> use data collected for the JITP project or <strong>to</strong> collect additional data. For those who are us<strong>in</strong>g data already<br />
collected through eXtension, it appears that many Institutional Review Boards may treat this as secondary data. Use<br />
of the data may fall under the “exempt” category. As a researcher, however, it is your responsibility <strong>to</strong> follow the<br />
policies and guidel<strong>in</strong>es established at your own <strong>in</strong>stitution.<br />
The University of Nebraska has approved the collection of evaluation data for eXtension projects. The pro<strong>to</strong>col<br />
submitted <strong>to</strong> Nebraska, their approval letters and consent forms appear below. Please note that there is a follow-up<br />
letter for those participants who did not respond <strong>to</strong> the first request <strong>to</strong> fill out the questionnaire. There also is a<br />
Consent Form for those who did not subscribe but are visit<strong>in</strong>g the website; however, at present we are collect<strong>in</strong>g data<br />
only from subscribers. The follow<strong>in</strong>g <strong>in</strong>formation should be of use as you discuss use of the data with your own<br />
Institutional Review Board.<br />
Project Title:<br />
Investiga<strong>to</strong>r Information:<br />
Pr<strong>in</strong>cipal Investiga<strong>to</strong>r:<br />
Department:<br />
Department Phone:<br />
Contact Phone:<br />
Contact Address:<br />
City/State/Zip:<br />
University of Nebraska-L<strong>in</strong>coln<br />
Institutional Review Board (IRB)<br />
312 N. 14 th St., 209 Alex West<br />
L<strong>in</strong>coln, NE 68588-0408<br />
(402) 472-6965<br />
Fax (402) 472-6048<br />
irb@unl.edu<br />
IRB NEW PROTOCOL SUBMISSION<br />
eXtension Communities of Practice Onl<strong>in</strong>e <strong>Evaluation</strong> Survey<br />
Dan Cot<strong>to</strong>n<br />
eXtension<br />
402/472-8841<br />
402/472-2821<br />
UNL<br />
6 Ag Communications Bldg<br />
L<strong>in</strong>coln, NE 68583-0918<br />
Secondary Investiga<strong>to</strong>r or<br />
Project Supervisor*:<br />
Department:<br />
Department Phone:<br />
Contact Phone:<br />
Contact Address:<br />
City/State/Zip:<br />
FOR OFFICE USE ONLY<br />
IRB#____________________<br />
Date Approved:____________<br />
Date Received:_____________<br />
Code #:________________<br />
Michael Lambur<br />
Agricultural and Extension<br />
Education<br />
540/231-6836<br />
540/239-3965<br />
Virg<strong>in</strong>ia Tech<br />
268 Lit<strong>to</strong>n Reaves Hall<br />
Blacksburg, VA 24061-0343<br />
E-Mail Address:<br />
dan.cot<strong>to</strong>n@extension.org E-Mail Address:<br />
lamburmt@vt.edu<br />
* Student theses or dissertations must be submitted with a faculty member listed as Secondary Investiga<strong>to</strong>r or Project Supervisor.<br />
UNL IRB<br />
06/30/2006 Page 40 of 51
Pr<strong>in</strong>cipal Investiga<strong>to</strong>r is:<br />
X Faculty Staff Post Doc<strong>to</strong>ral Student<br />
Graduate Student Undergraduate Student Other<br />
Type of Project:<br />
X Research Demonstration Class Project<br />
Independent Study Other<br />
Does the research <strong>in</strong>volve an outside <strong>in</strong>stitution/agency<br />
other than UNL*?<br />
Yes No<br />
* Note: Research can only beg<strong>in</strong> at each <strong>in</strong>stitution after the IRB receives the <strong>in</strong>stitutional approval letter<br />
If yes, please list the <strong>in</strong>stitutions/agencies. Virg<strong>in</strong>ia Tech<br />
Where will participation take place (e.g., UNL, at home, <strong>in</strong> a Where participants access the <strong>in</strong>ternet (primarily home)<br />
community build<strong>in</strong>g, etc)<br />
Project Information:<br />
Present/Proposed Source of Fund<strong>in</strong>g: USDA<br />
Project Start Date: 5/21/07 Project End Date: 12/31/10<br />
*Please attach a copy of the fund<strong>in</strong>g application.<br />
Type of Review Requested: Please check either exempt, expedited, or full board. Please refer <strong>to</strong> the <strong>in</strong>vestiga<strong>to</strong>r<br />
manual, accessible on our website: http://www.unl.edu/research/ReComp1/compliance.shtml, <strong>to</strong> determ<strong>in</strong>e which type of<br />
review is appropriate. F<strong>in</strong>al review determ<strong>in</strong>ation will be made by the IRB.<br />
Please check your response <strong>to</strong> each question.<br />
Yes X No 1. Does the research <strong>in</strong>volve prisoners?<br />
2. Does the research <strong>in</strong>volve us<strong>in</strong>g survey or <strong>in</strong>terview procedures with children (under 19<br />
Yes X No years of age) that is not conducted <strong>in</strong> an educational sett<strong>in</strong>g utiliz<strong>in</strong>g normal educational<br />
X<br />
X<br />
practices?<br />
Yes X No<br />
3. Does the research <strong>in</strong>volve the observation of children <strong>in</strong> sett<strong>in</strong>gs where the <strong>in</strong>vestiga<strong>to</strong>r<br />
will participate <strong>in</strong> the activities be<strong>in</strong>g observed?<br />
Yes X No 4. Will videotap<strong>in</strong>g or audio tape record<strong>in</strong>g be used?<br />
Yes X No 5. Will the participants be asked <strong>to</strong> perform physical tasks?<br />
6. Does the research attempt <strong>to</strong> <strong>in</strong>fluence or change participants’ behavior, perception, or<br />
Yes No cognition?<br />
7. Will data collection <strong>in</strong>clude collect<strong>in</strong>g sensitive data (illegal activities, sensitive <strong>to</strong>pics such<br />
as sexual orientation or behavior, undesirable work behavior, or other data that may be<br />
Yes<br />
X<br />
No<br />
pa<strong>in</strong>ful or embarrass<strong>in</strong>g <strong>to</strong> reveal)?<br />
Yes X No<br />
8. For research us<strong>in</strong>g exist<strong>in</strong>g or archived data, documents, records or specimens, will any<br />
data, documents, records, or specimens be collected from subjects after the submission of<br />
this application?<br />
Yes X No 8a. Can subjects be identified, either directly or <strong>in</strong>directly, from the data, documents,<br />
records, or specimens?<br />
Exempt Expedited Full Board<br />
UNL IRB<br />
06/30/2006 Page 41 of 51<br />
X
Description of Subjects:<br />
Total number of participants (<strong>in</strong>clude ‘controls’): Don’t know<br />
Will participants of both sexes/genders be recruited? Yes No<br />
If “No” was selected, please <strong>in</strong>clude justification/rationale.<br />
Will participation be limited <strong>to</strong> certa<strong>in</strong> racial or ethic groups? Yes No<br />
If “Yes” was selected, please <strong>in</strong>clude justification/rationale.<br />
What are the participants’ characteristics?<br />
Participants will be members of the general population who access the eXtension public website (www.extension.org)<br />
Type of Participant: (Check all appropriate blanks for participant population)<br />
X Adults, Non Students X Pregnant Women Persons with Psychological<br />
Impairment<br />
X UNL Students Fetuses Persons with Neurological<br />
Impairment<br />
X M<strong>in</strong>ors (under age 19) X Persons with Limited Civil Freedom Persons with Mental<br />
Retardation<br />
Victims X Adults with Legal Representatives Persons with HIV/AIDS<br />
Other (Expla<strong>in</strong>):<br />
Special Considerations: Yes<br />
If yes, please check all appropriate blanks below.<br />
No<br />
Audio tap<strong>in</strong>g Videotap<strong>in</strong>g Archival/Secondary Data Analysis Genetic Data/Samples<br />
Pho<strong>to</strong>graphy X Web-based<br />
research<br />
X<br />
Biological Samples Protected Health<br />
Information<br />
Project Personnel List:<br />
Please list the names of all personnel work<strong>in</strong>g on this project, start<strong>in</strong>g with the pr<strong>in</strong>cipal <strong>in</strong>vestiga<strong>to</strong>r and the secondary<br />
<strong>in</strong>vestiga<strong>to</strong>r/project advisor. Research assistants, students, data entry staff and other research project staff should also be<br />
<strong>in</strong>cluded. For a complete explanation of tra<strong>in</strong><strong>in</strong>g and project staff please go <strong>to</strong><br />
http://www.unl.edu/research/ReComp1/compliance.shtml<br />
Name of Individual: Project Role: UNL Status* Involved <strong>in</strong> Project<br />
Design/Supervision?<br />
Collect Data?<br />
Yes/No<br />
Dan Cot<strong>to</strong>n Direc<strong>to</strong>r Faculty<br />
Yes/No<br />
Yes No<br />
Michael Lambur <strong>Evaluation</strong> Leader Unaffiliated (faculty at<br />
VA Tech)<br />
Yes Yes<br />
UNL IRB<br />
06/30/2006 Page 42 of 51<br />
X<br />
X
*Faculty, Staff, Graduate Student, Undergraduate Student, Unaffiliated, Other<br />
Required Signatures:<br />
Pr<strong>in</strong>cipal Investiga<strong>to</strong>r:<br />
Secondary Investiga<strong>to</strong>r/Project Advisor:<br />
Unit Review Committee:<br />
PROJECT DESCRIPTION<br />
1. Describe the significance of the project.<br />
What is the significance/purpose of the study? (Please provide a brief 1-2 paragraph explanation <strong>in</strong> lay terms.)<br />
The eXtension Initiative is a public website (www.extension.org) developed by members of the national Cooperative Extension<br />
System. The purpose of the website is <strong>to</strong> provide <strong>in</strong>formation and educational materials <strong>to</strong> members of the general population <strong>to</strong><br />
help them improve their lives. Information and educational materials are developed by collaborative groups of Extension<br />
professionals from across the nation called Communities of Practice (CoP). CoP’s develop <strong>in</strong>formation and educational materials<br />
<strong>in</strong> specific content areas (e.g., Horses, F<strong>in</strong>ancial Security, Wildlife Damage Assessment, Fire Ants, etc.). The <strong>in</strong>tent of the<br />
<strong>in</strong>formation and educational materials is <strong>to</strong> assist users <strong>in</strong> acquir<strong>in</strong>g new <strong>in</strong>formation <strong>to</strong> ultimately change their behaviors and<br />
solve problems <strong>in</strong> the particular content area. To evaluate knowledge acquisition and behavior change, CoP’s will use onl<strong>in</strong>e<br />
surveys of participants.<br />
2. Describe the methods and procedures.<br />
Describe the data collection procedures and what participants will have <strong>to</strong> do.<br />
FOR OFFICE USE ONLY<br />
PROTOCOL:<br />
DATE APPROVED:<br />
Onl<strong>in</strong>e surveys will be the evaluation method <strong>to</strong> document op<strong>in</strong>ions of the site and knowledge and behavior change of users. The<br />
onl<strong>in</strong>e survey application used will be InstantSurvey, a commercial onl<strong>in</strong>e web application. These onl<strong>in</strong>e surveys will either be<br />
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Date:<br />
Date:<br />
Date:
sent directly <strong>to</strong> registered eXtension website users or a url will be provided on the website that users can access <strong>to</strong> take the survey.<br />
How long will this take participants <strong>to</strong> complete?<br />
Each onl<strong>in</strong>e survey should take approximately 5-10 m<strong>in</strong>utes <strong>to</strong> complete.<br />
Will follow-ups or rem<strong>in</strong>ders be sent? If so, expla<strong>in</strong>.<br />
If surveys are sent directly <strong>to</strong> registered eXtension website users, follow-up rem<strong>in</strong>ders may be sent.<br />
3. Describe recruit<strong>in</strong>g procedures.<br />
How will the names and contact <strong>in</strong>formation for participants be obta<strong>in</strong>ed?<br />
Registered eXtension users will voluntarily supply their name and email address. The email address will only be used <strong>to</strong> send a<br />
notice <strong>to</strong> users <strong>to</strong> <strong>in</strong>vite them <strong>to</strong> complete the onl<strong>in</strong>e survey. The email address will never be associated with their onl<strong>in</strong>e survey<br />
responses.<br />
How will participants be approached about participat<strong>in</strong>g <strong>in</strong> the study?<br />
An email will be sent <strong>to</strong> registered users <strong>in</strong>form<strong>in</strong>g them of the survey. This will <strong>in</strong>clude the cover letter and a url for the survey.<br />
For users who are not recruited (not registered), an onl<strong>in</strong>e survey url will be imbedded <strong>in</strong> the content of the eXtension web page<br />
and they will click on it <strong>to</strong> take the survey. The first page that they will see will be the <strong>in</strong>vitation <strong>to</strong> participate (cover letter) and<br />
then the content of the survey.<br />
**Please submit copies of recruitment flyers, ads, phone scripts, emails, etc.<br />
4. Describe Benefits and Risks.<br />
Expla<strong>in</strong> the benefits <strong>to</strong> participants or <strong>to</strong> others.<br />
Benefits may <strong>in</strong>clude self-reflection of respond<strong>in</strong>g <strong>to</strong> questions about <strong>in</strong>dividual knowledge and behavior as a result of <strong>in</strong>teract<strong>in</strong>g<br />
with the website and complet<strong>in</strong>g the evaluation survey.<br />
Expla<strong>in</strong> the risks <strong>to</strong> participants. What will be done <strong>to</strong> m<strong>in</strong>imize the risks? If there are no known risks, this should be stated.<br />
There are no known risks.<br />
5. Describe Compensation. Will compensation be provided <strong>to</strong> participants? No<br />
If ‘Yes’, please describe amount and type of compensation, <strong>in</strong>clud<strong>in</strong>g money, gift certificates, extra credit, etc.<br />
6. Informed Consent<br />
How will <strong>in</strong>formed consent/assent be obta<strong>in</strong>ed?<br />
Participation <strong>in</strong> the onl<strong>in</strong>e surveys will be voluntary and <strong>in</strong>formed consent will be communicated <strong>in</strong> the <strong>in</strong>vitation <strong>to</strong> participate<br />
(cover letter).<br />
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**Please attach copies of <strong>in</strong>formed consent forms, emails, and/or letters. Please refer <strong>to</strong> the last page for a checklist of<br />
the <strong>in</strong>formation that needs <strong>to</strong> be <strong>in</strong>cluded <strong>in</strong> the <strong>in</strong>formed consent document.<br />
7. Describe how confidentiality will be ma<strong>in</strong>ta<strong>in</strong>ed.<br />
How will confidentiality of records be ma<strong>in</strong>ta<strong>in</strong>ed?<br />
All records will be handled and held with<strong>in</strong> a secure <strong>in</strong>frastructure on InstantSurvey servers. InstantSurvey does not use the data<br />
for any purpose.<br />
Will <strong>in</strong>dividuals be identified?<br />
No.<br />
How long will records be kept?<br />
Records will be kept <strong>in</strong>def<strong>in</strong>itely.<br />
Where will records be s<strong>to</strong>red?<br />
Onl<strong>in</strong>e survey responses will be s<strong>to</strong>red with<strong>in</strong> a secure <strong>in</strong>frastructure on InstantSurvey servers.<br />
Who has access <strong>to</strong> the records/data?<br />
Pr<strong>in</strong>ciple <strong>in</strong>vestiga<strong>to</strong>rs will have access <strong>to</strong> the onl<strong>in</strong>e survey data.<br />
How will data be reported?<br />
Data will be reported collectively, with no reference <strong>to</strong> <strong>in</strong>dividual survey respondents. The data will be reported <strong>in</strong> peer-reviewed<br />
publications, conference presentations, and eXtension reports.<br />
For web based studies, how will the data be handled? Will the data be sent <strong>to</strong> a secure server? Will the data be encrypted while <strong>in</strong> transit? Will you be<br />
collect<strong>in</strong>g IP addresses?<br />
The data will be handled and held with<strong>in</strong> a secure <strong>in</strong>frastructure of InstantSurvey servers. The data can be encrypted by choos<strong>in</strong>g<br />
<strong>to</strong> conduct an SSL Encryption upon survey distribution. No IP records will be collected.<br />
If transcriptions are required, how will transcriptions be handled? Who is do<strong>in</strong>g the transcriptions? Please attach a copy of the confidentiality agreement<br />
that transcriptionists will sign.<br />
* For studies utiliz<strong>in</strong>g Protected Health Information (PHI; e.g., <strong>in</strong>formation obta<strong>in</strong>ed from a hospital, cl<strong>in</strong>ic, or treatment facility), how will this PHI<br />
data be obta<strong>in</strong>ed and safeguarded? Please provide a copy of the release of authorization that will be used <strong>to</strong> obta<strong>in</strong> permission from the participant for the<br />
agency/<strong>in</strong>stitution <strong>to</strong> release protected health <strong>in</strong>formation for project purposes or a letter from the agency/<strong>in</strong>stitution document<strong>in</strong>g agreement <strong>to</strong> provide<br />
protected health <strong>in</strong>formation for project purposes.<br />
*For studies <strong>in</strong>volv<strong>in</strong>g genetic data/sampl<strong>in</strong>g/analysis, illegal drug use, or crim<strong>in</strong>al activity that places the participant at risk for legal action, how will<br />
confidentiality be ma<strong>in</strong>ta<strong>in</strong>ed? Will a Certificate of Confidentiality be obta<strong>in</strong>ed <strong>to</strong> protect the compelled disclosure of this <strong>in</strong>formation?<br />
8. Copies of questionnaires, survey, or test<strong>in</strong>g <strong>in</strong>struments.<br />
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Please list all questionnaires, surveys, and/or assessment <strong>in</strong>struments/measures used <strong>in</strong> the project.<br />
Please submit copies of all <strong>in</strong>struments/measures.<br />
Checklist for the Informed Consent Form (cover letter, email, etc): Basic <strong>in</strong>formation that must be<br />
<strong>in</strong>cluded<br />
Project Description<br />
Is the project title identified?<br />
Is it stated that the study <strong>in</strong>volves research?<br />
Purpose of the research?<br />
How long will it take <strong>to</strong> participate?<br />
Why participant was selected?<br />
Is the age of participant stated (under 19 needs parental consent)?<br />
Are procedures described?<br />
Where will it take place?<br />
Are experimental procedures identified? (<strong>in</strong>clude if applicable)<br />
Risks, Benefits, and Alternatives<br />
Are risks and discomforts <strong>to</strong> participants expla<strong>in</strong>ed? If no risks, does it say no known risks?<br />
If there are risks, what will be done <strong>to</strong> m<strong>in</strong>imize the risks? Referrals?<br />
Are benefits <strong>to</strong> participants and <strong>to</strong> others that might be expected from the research expla<strong>in</strong>ed?<br />
Are alternative procedures or course of treatment that might be advantageous <strong>to</strong> the participant identified?<br />
If the study offers course credit, are alternative ways <strong>to</strong> earn the credit expla<strong>in</strong>ed?<br />
Confidentiality<br />
Will confidentiality of records identify<strong>in</strong>g participant be ma<strong>in</strong>ta<strong>in</strong>ed?<br />
How will data be reported: scientific journal, professional meet<strong>in</strong>g, aggregated data?<br />
Compensation<br />
Is compensation offered?<br />
Are medical treatments available if <strong>in</strong>jury occurs?<br />
Who will pay for treatments (participant or department)?<br />
What conditions would exclude participant from participat<strong>in</strong>g?<br />
Right <strong>to</strong> Ask Questions<br />
Is it stated that participants have a right <strong>to</strong> ask questions and <strong>to</strong> have those questions answered?<br />
Are the names & phone numbers of persons <strong>to</strong> contact for answers <strong>to</strong> questions about the research provided?<br />
Does it state who <strong>to</strong> contact concern<strong>in</strong>g questions about research participants’ rights, “Sometimes study participants have<br />
questions or concerns about their rights. In that case you should call the University of Nebraska-L<strong>in</strong>coln Institutional<br />
Review Board at (402) 472-6965.”<br />
Freedom <strong>to</strong> Withdraw<br />
Does it state, “You are free <strong>to</strong> decide not <strong>to</strong> participate <strong>in</strong> this study. You can also withdraw at any time without harm<strong>in</strong>g<br />
your relationship with the researchers or the University of Nebraska-L<strong>in</strong>coln.”<br />
Does it state participation is voluntary?<br />
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University of Nebraska Project Approval<br />
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APPROVED CONSENT FORMS<br />
Note: This consent form appears <strong>in</strong> front of the first evaluation questionnaire sent <strong>to</strong> subscribers.<br />
Dear eXtension User,<br />
We are writ<strong>in</strong>g <strong>to</strong> ask your help <strong>in</strong> a survey of eXtension <strong>Just</strong> In <strong>Time</strong> Parent<strong>in</strong>g program users. This survey is be<strong>in</strong>g conducted <strong>to</strong><br />
learn more about our eXtension users and how they benefit from us<strong>in</strong>g <strong>in</strong>formation on the website.<br />
Our records <strong>in</strong>dicate that you are a registered eXtension user. We are send<strong>in</strong>g this email survey <strong>to</strong> registered eXtension users <strong>to</strong><br />
ask their op<strong>in</strong>ions of the <strong>in</strong>formation they ga<strong>in</strong>ed on the site and <strong>to</strong> see if they learned new th<strong>in</strong>gs and even changed the way they<br />
do some th<strong>in</strong>gs. There are no known risks <strong>to</strong> you <strong>to</strong> take this survey. You must be at least 18 or older (19 or older <strong>in</strong> Nebraska<br />
and Alabama) <strong>to</strong> participate.<br />
Results from the survey will help us <strong>to</strong> document the value of the <strong>in</strong>formation on the website. Your answers <strong>to</strong> the questions are<br />
anonymous. Any reports prepared will be released only as summaries <strong>in</strong> which no <strong>in</strong>dividual’s answers can be identified. This<br />
survey is voluntary. You are free <strong>to</strong> decide not <strong>to</strong> participate <strong>in</strong> the survey and can withdraw at any time without harm<strong>in</strong>g your<br />
relationship with the researchers or the <strong>in</strong>stitutions <strong>in</strong>volved. However, you can help us very much by tak<strong>in</strong>g about 10 m<strong>in</strong>utes <strong>to</strong><br />
share your perspectives about <strong>Just</strong> In <strong>Time</strong> Parent<strong>in</strong>g on eXtension.<br />
If you have questions or comments about the survey, please contact any one of the follow<strong>in</strong>g people:<br />
CONTENT AREA/COP LEAD PERSON<br />
TITLE<br />
PHONE NUMBER<br />
EMAIL ADDRESS<br />
[Determ<strong>in</strong>e whose name will go <strong>in</strong> here. Aaron Ebata? Pat Nelson?]<br />
Michael Lambur<br />
eXtension <strong>Evaluation</strong> and Research Leader<br />
540/239-3965<br />
mike.lambur@extenion.org<br />
Dan Cot<strong>to</strong>n<br />
Direc<strong>to</strong>r, eXtension<br />
402/472-2821<br />
dan.cot<strong>to</strong>n@extension.org<br />
Sometimes survey participants have questions or concerns about their rights. In that case, you should call the University of<br />
Nebraska-L<strong>in</strong>coln Institutional Review Board at (402) 472-6965.<br />
To take the survey, please click on the url provided below.<br />
SURVEY URL<br />
S<strong>in</strong>cerely,<br />
CONTENT AREA/COP LEAD PERSON<br />
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Note: This Consent Form appears <strong>in</strong> front of the follow-up questionnaire sent <strong>to</strong> subscribers who did not<br />
fill out the first questionnaire.<br />
Dear eXtension User,<br />
Recently, we asked your help <strong>in</strong> complet<strong>in</strong>g a survey of eXtension <strong>Just</strong> In <strong>Time</strong> Parent<strong>in</strong>g program users. This survey is be<strong>in</strong>g<br />
conducted <strong>to</strong> learn more about our eXtension users and how they benefit from us<strong>in</strong>g <strong>in</strong>formation on the website. If you have<br />
already completed the survey, please accept our thanks and disregard this email. If you have not already responded, we would<br />
appreciate it if you could take a couple of m<strong>in</strong>utes <strong>to</strong> complete the survey.<br />
We are send<strong>in</strong>g this email survey <strong>to</strong> registered eXtension users <strong>to</strong> ask their op<strong>in</strong>ions of the <strong>in</strong>formation they ga<strong>in</strong>ed on the site and<br />
<strong>to</strong> see if they learned new th<strong>in</strong>gs and even changed the way they do some th<strong>in</strong>gs. There are no known risks <strong>to</strong> you <strong>to</strong> take this<br />
survey. You must be at least 18 or older (19 or older <strong>in</strong> Nebraska and Alabama) <strong>to</strong> participate.<br />
Results from the survey will help us <strong>to</strong> document the value of the <strong>in</strong>formation on the website. Your answers <strong>to</strong> the questions are<br />
anonymous. Any reports prepared will be released only as summaries <strong>in</strong> which no <strong>in</strong>dividual’s answers can be identified. This<br />
survey is voluntary. You are free <strong>to</strong> decide not <strong>to</strong> participate <strong>in</strong> the survey and can withdraw at any time without harm<strong>in</strong>g your<br />
relationship with the researchers or the <strong>in</strong>stitutions <strong>in</strong>volved. However, you can help us very much by tak<strong>in</strong>g about 10 m<strong>in</strong>utes <strong>to</strong><br />
share your perspectives about <strong>Just</strong> In <strong>Time</strong> Parent<strong>in</strong>g on eXtension.<br />
If you have questions or comments about the survey, please contact any one of the follow<strong>in</strong>g people:<br />
CONTENT AREA/COP LEAD PERSON<br />
TITLE<br />
PHONE NUMBER<br />
EMAIL ADDRESS<br />
Michael Lambur<br />
eXtension <strong>Evaluation</strong> and Research Leader<br />
540/239-3965<br />
mike.lambur@extenion.org<br />
Dan Cot<strong>to</strong>n<br />
Direc<strong>to</strong>r, eXtension<br />
402/472-2821<br />
dan.cot<strong>to</strong>n@extension.org<br />
Sometimes survey participants have questions or concerns about their rights. In that case, you should call the University of<br />
Nebraska-L<strong>in</strong>coln Institutional Review Board at (402) 472-6965.<br />
To take the survey, please click on the url provided below.<br />
SURVEY URL<br />
S<strong>in</strong>cerely,<br />
CONTENT AREA/COP LEAD PERSON<br />
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Note: This Consent Form is designed for non-subscribers (i.e., users who click on an imbedded url from an<br />
eXtension web page). We are not presently collect<strong>in</strong>g evaluation data from non-subscribers.<br />
Dear eXtension User,<br />
Thank you for your <strong>in</strong>terest <strong>in</strong> help<strong>in</strong>g us <strong>in</strong> a survey of eXtension <strong>Just</strong> In <strong>Time</strong> Parent<strong>in</strong>g program users. This survey is be<strong>in</strong>g<br />
conducted <strong>to</strong> learn more about our eXtension users and how they benefit from us<strong>in</strong>g <strong>in</strong>formation on the website.<br />
This survey is <strong>in</strong>tended <strong>to</strong> seek eXtension user’s <strong>in</strong>put on their op<strong>in</strong>ions of the <strong>in</strong>formation they ga<strong>in</strong>ed on the site and <strong>to</strong> see if<br />
they learned new th<strong>in</strong>gs and even changed the way they do some th<strong>in</strong>gs. There are no known risks <strong>to</strong> you <strong>to</strong> take this survey.<br />
You must be at least 18 or older (19 or older <strong>in</strong> Nebraska and Alabama) <strong>to</strong> participate.<br />
Results from the survey will help us <strong>to</strong> document the value of the <strong>in</strong>formation on the website. Your answers <strong>to</strong> the questions are<br />
anonymous. Any reports prepared will be released only as summaries <strong>in</strong> which no <strong>in</strong>dividual’s answers can be identified. This<br />
survey is voluntary. You are free <strong>to</strong> decide not <strong>to</strong> participate <strong>in</strong> the survey and can withdraw at any time without harm<strong>in</strong>g your<br />
relationship with the researchers or the <strong>in</strong>stitutions <strong>in</strong>volved. However, you can help us very much by tak<strong>in</strong>g about 10 <strong>to</strong> share<br />
your perspectives about <strong>Just</strong> In <strong>Time</strong> Parent<strong>in</strong>g on eXtension.<br />
If you have questions or comments about the survey, please contact any one of the follow<strong>in</strong>g people:<br />
CONTENT AREA/COP LEAD PERSON<br />
TITLE<br />
PHONE NUMBER<br />
EMAIL ADDRESS<br />
Michael Lambur<br />
eXtension <strong>Evaluation</strong> and Research Leader<br />
540/239-3965<br />
mike.lambur@extenion.org<br />
Dan Cot<strong>to</strong>n<br />
Direc<strong>to</strong>r, eXtension<br />
402/472-2821<br />
dan.cot<strong>to</strong>n@extension.org<br />
Sometimes survey participants have questions or concerns about their rights. In that case, you should call the University of<br />
Nebraska-L<strong>in</strong>coln Institutional Review Board at (402) 472-6965.<br />
To take the survey, please proceed and respond <strong>to</strong> the questions below.<br />
S<strong>in</strong>cerely,<br />
CONTENT AREA/COP LEAD PERSON<br />
Survey questions<br />
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