2.1: Anthropometric Indicators Measurement Guide - Linkages Project

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TAKING MEASUREMENTS PART 5. Figure 5.5. Child Mid-Upper Arm Circumference Measurement Arm circumference “insertion” tape 0. cm cm 6 7 8 9 10 11 12 13 14 15 16 18 19 20 21 22 23 24 25 0. cm 1 2 4 6 3 5 1. Locate tip of shoulder 2. Tip of shoulder 3. Tip of elbow 4. Place tape at tip of shoulder 5. Pull tape past tip of bent elbow 6. Mark midpoint 7 7. Correct tape tension 5. 10 9 10 8 8. Tape too tight 9 9. Tape too loose 10. Correct tape position for arm circumference How to weigh and measure children: assessing the nutritional status of young children in UN (1986) 35
5.4.Assessing the Accuracy of Measurements Accuracy is achieved through good training and supervision. There are techniques for measuring the accuracy of the measurements. When taking more than one height or weight measurement on the same person, the two measurements can be averaged. If they are vastly different from each other, the measurements should be disregarded and the measuring should start again (Table 5.1 provides specific parameters). Table 5.1. Largest acceptable differences between repeated measurements Anthropometric measurement Weight Height MUAC Largest acceptable difference 0.5kg 1.0cm 0.5cm The field supervisor is usually responsible for assessing the accuracy of measurements. There are a few practices a supervisor should employ to make sure that the data collected is of high quality. These are: • Checking the measurements recorded and submitted by field staff, to see whether they look reasonable. • Accompanying field staff on interviews to watch how measurements are taken. • Conducting repeat visits to some households that have already been interviewed by the field staff. Measurements should be repeated to determine if the previous measurements are supported by the repeat measurements. Appendix 6 has a section on Anthropometric Standardization tests. These tests can be used during training or at any point during the survey process to check how accurately field staff take measurements. These tests can be especially useful during training to determine who needs more training or who might need a little extra supervision once in the field. 5. 5.5. Entering the data A survey questionnaire usually contains a wide range of information to be collected. A questionnaire should be adapted to the needs for measuring anthropometry. Some information will carry over from one module or section to another. The following is an example of one format used for survey work for children under five years of age. Anthropometry - basic information: Enter the children’s names and identification code numbers, enter the sex and their ages (see Figure 5.6). Be careful not to mix up children when moving from one section of a questionnaire to another. Child weight: Record the child’s weight in kilograms to one decimal. Read the supporting notes carefully as they should be known to all interviewers and supervisors. In the example of Mary (Figure 5.6), her weight was 10.2 kilograms. Had her weight been 9.5 kgs, the entry would be |0|9:5|. Always note the zeros and the decimals. Child length: Record the child’s length in centimeters to one decimal. In the example of Mary (Figure 5.6), her length was 67.3 centimeters. The entry is made as |0|6|7:3|. Always note the zeros and the decimals. Make sure the information is entered accurately and fully on each child. 36
Page 1 and 2: FOOD AND NUTRITION TECHNICAL ASSIST
Page 3 and 4: This publication was made possible
Page 5 and 6: Contents - continued 5. 23 23 24 24
Page 7 and 8: Acknowledgements This guide draws e
Page 9 and 10: P ART 1.Introduction 1. This guide
Page 11 and 12: P ART Evaluation and Annual 2.Anthr
Page 13 and 14: 2. Wasting: Wasting is the result o
Page 15 and 16: P ART 3.Collecting Anthropometric D
Page 17 and 18: 3. making progress reports to the c
Page 19 and 20: 4. Code Qty Description NK26 4 Clip
Page 21 and 22: Salter Model 235-6S This is a light
Page 23 and 24: will improve the durability of the
Page 25 and 26: 5. 5.2. Procedures Before Measuring
Page 27 and 28: 5.3.2. Height for children 24 month
Page 29 and 30: 5.3.3. Length for infants and child
Page 31 and 32: 5.3.4. Weight Using Salter-like Han
Page 33 and 34: 5.3.4. Child Weight Using UNICEF UN
Page 35: 5.3.5. Child Mid-Upper Arm Circumfe
Page 39 and 40: out questionnaires • Explanation
Page 41 and 42: same as a 4 cm difference from the
Page 43 and 44: Malnutrition Classification Systems
Page 45 and 46: 7.1. Sources of Epi Info Software P
Page 47 and 48: Calculation of Nutrition Levels The
Page 49 and 50: Example 2 A Cooperating Sponsor con
Page 51 and 52: 8. derived is not necessarily impor
Page 53 and 54: 9. Pellitier, D., Frongillo Jr., E,
Page 55 and 56: LSMS World Bank Surveys: www.worldb
Page 57 and 58: 9. plastic, non-stretchable tape th
Page 59 and 60: 9. include: cohort studies, trend s
Page 61 and 62: 9. Sampling error - The difference
Page 63 and 64: Two-tailed Test - A statistical tes
Page 65 and 66: APPENDIX 1.Calculating Z-scores 9.
Page 67 and 68: A 24 month old girl who is 64.9 cm
Page 69 and 70: Change in weight-for-height (wastin
Page 71 and 72: 9. • Do not restrict your sample
Page 73 and 74: Figure A3.2. Values of Z alpha (Z
Page 75 and 76: APPENDIX 4.Measuring Adults 9. The
Page 77 and 78: 9. UNICEF Electronic Scale - (Item
Page 79 and 80: Collins et al. (2000) recommends th
Page 81 and 82: 9. There are a number of recommenda
Page 83 and 84: APPENDIX of Anthropometric 6.Standa
Page 85 and 86: Form 2. Formula for Anthropometric
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Form 3. Measurement techniques obse
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Form 4. Example of overplacing of f
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9. Analysis Once all the children h
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Figure A6.1 Recording Measurements
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Points 1 to 3 are especially import
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The Title II Generic Indicators - c
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