Range Of Background Characteristics Research Articles

Identifying environmental barriers to participation: Usability of a health-literacy informed problem-identification approach for parents of young children with developmental disabilities.

Parents of very young children recently diagnosed with developmental disabilities (DD) need to identify environmental barriers to their children's participation and adopt an adaptive orientation to solving these problems. Given the health service disparities for diverse families, parents may benefit from easy to use problem-identification approaches that address environmental barriers stemming from community and policy contexts. This feasibility study evaluated the usability of a health literacy-informed, structured, environment-focused problem-identification approach for parents of young children with DD. We used purposeful, convenience sampling to enrol 9 mothers of children ages 1-3 with DD (4 racial/ethnic minorities, 3 high school education, 4 annual household income <$20,000). We developed a structured problem-identification approach guided by a social ecological model featuring home, community, and policy contexts. The approach was applied to 3 short stories during a narrative elicitation interview. Two researchers independently coded parent responses for the type of barrier and solution identified with and without the approach. Parents identified 121 environmental barriers without the approach. When using the approach and prompted to consider home, community, and policy barriers, parents identified an additional 222 environmental barriers; the greatest number of barriers were aligned with International Classification of Functioning, Disability, and Health-Children and Youth environment Chapter 5 "Services, systems, and policies." Using the approach, parents with a postgraduate education and annual household income >$80,000 identified the most environmental barriers, and parents reporting the lowest annual household incomes identified the fewest environmental barriers. When parents attributed participation challenges to an environmental barrier, ~57% of solutions required parents to interact with individuals at the community or policy level. This study suggests that parents with a range of background characteristics can use a structured, environment-focused problem-identification approach. With the approach, parents are more likely to attribute participation challenges to environmental barriers and adopt a problem-solving orientation focused on changes to the community and policy context.

How Representative Are Snowball Samples? Using the Ethnosurvey to Study Guatemala-U.S. Migration

This analysis draws on binational data from an ethnosurvey conducted in Guatemala and in the United States in Providence, Rhode Island, to develop a refinement of the weighting scheme that the Mexican Migration Project uses. The alternative weighting procedure distinguishes between temporary and settled migrants by using a question on household location in the Guatemala questionnaire that is not used in the MMP. Demographic characteristics and integration experiences of the most recent U.S. trip are used to assess the composition and representativeness of the U.S. sample. Using a composite index of migrant integration to compare the impact of alternative U.S. sample weights on point estimates, I find that although the U.S. sample is broadly representative across a range of background characteristics, the MMP sample weighting procedure biases estimates of migrant integration downward.

Valuations of epilepsy-specific health states: a comparison of patients with epilepsy and the general population

AimsUtility values that can be used in the economic evaluation of treatments for epilepsy can be elicited from the general population and the patient population, but it is unclear how the health state values differ. The aim of this study is to compare the preferences of the general population and a sample of people with epilepsy for health states described by the NEWQOL-6D QALY measure. MethodsThe Time Trade Off preference elicitation technique was used to value eight NEWQOL-6D health states. The general population sample was recruited and interviewed in their homes, and the sample with epilepsy was recruited and interviewed in an epilepsy service in North West England. Descriptive analysis and regression modeling were used to compare health state values across the populations. ResultsA sample of 70 people with epilepsy and a sample of 60 members of the general population were included. The populations differed across a range of background characteristics, but there were limited differences between the health state values. Patients provided significantly higher (better) values for the most severe health state described by the NEWQOL-6D (p<0.01) and nonsignificant higher values for states with intermediate severity. The general population health state value was only higher for the best health state described by the NEWQOL-6D. ConclusionsThe similarities in the patient and general population values for NEWQOL-6D health states suggest that the use of the general population utility weights for the estimation of QALYs in the economic evaluation of epilepsy interventions is appropriate and largely representative of patient preferences.

Integrated Schooling and Religious Tolerance in Northern Ireland

The design of educational institutions has long been seen as a key element in determining social divisions. This article examines the long-term impact of separate and integrated education on relations between the two religious communities (Catholics and Protestants) in Northern Ireland. Using a large-scale survey, the results suggest that in comparison to their previously separate counterparts, individuals who attended an integrated school are more likely to be understanding and respectful of the culture and traditions of others. The finding holds even after a range of background characteristics are taken into account. The results have implications for the role of segregated educational institutions in ameliorating religious, ethnic or racial division in other post-conflict societies. The Northern Ireland evidence suggests that a segregated school system rather than ameliorating intolerance and division may end up exacerbating and reinforcing it.

Considering the experiences of ‘underachieving’ and ‘overachieving’ students

‘Underachievement’ has been one of the dominant discourses in education in recent times, but it is unclear what is meant by the term ‘underachievement’, and there is no widely accepted way of defining or measuring it. This paper describes the final stage of a large study which used contextualised models to identify students who may be underachieving and also overachieving in national tests at the end of Key Stage 3. Results suggested that the students who were identified in this study as underachieving were a very heterogeneous group, comprising students from across the ability range, from both sexes and with a range of background characteristics. Twenty students, both underachievers and overachievers, were randomly selected for interview. I examine whether there are any differences in how the two groups of students report their experiences of school. The findings suggest that any differences between the attitudes and aspirations of these students had little to do with whether they were ‘underachieving’ or ‘overachieving’ or whether they were male or female, and thus bring into question the usefulness of the concept of ‘underachievement’.

Welfare families' use of early childhood care and education programs, and implications for their children's development

With recent legislation placing a strong emphasis on the transition of welfare mothers into the workforce, it becomes increasingly important to understand whether and how participation in early childhood care and education programs has implications for the development of children from welfare families. This study focused on a sample of 182 African-American families, all of whom had applied for or were receiving Aid to Families With Dependent Children, and each with a child of between 3 and 5 years of age. We first examined which of a wide range of background characteristics predicted participation in early childhood care and education programs. We then examined whether measures of the children's school readiness and social maturity were predicted by current participation in an early childhood program, above and beyond the background characteristics associated with the use of such a program. Our results indicate that participation in an early childhood program is associated with significantly higher scores on the measure of school readiness.