TY - JOUR
T1 - The Infant-Toddler HOME in the 2nd and 3rd Years of Life
AU - Fuligni, Allison Sidle
AU - Han, Wen Jui
AU - Brooks-Gunn, Jeanne
N1 - Funding Information:
Some of the findings reported here are based on research conducted as part of the national Early Head Start Research and Evaluation Project funded by the Administration for Children and Families (ACF), U.S. Department of Health and Human Services under contract 105-95-1936 to Mathematica Policy Research, Princeton, NJ, and Columbia University’s Center for Children and Families, Teachers College, in conjunction with the Early Head Start Research Consortium. The Consortium consists of representatives from 17 programs participating in the evaluation, 15 local research teams, the evaluation contractors, and ACF. Research institutions in the Consortium (and principal researchers for conducting this research through 36 months of age) include ACF (Rachel Chazan Cohen, Judith Jerald, Esther Kresh, Helen Raikes, and Louisa Tarullo), Catholic University of America (Michaela Farber, Harriet Liebow, Nancy Taylor, Elizabeth Timberlake, and Shavaun Wall), Columbia University (Lisa Berlin, Christy Brady-Smith, Jeanne Brooks-Gunn, and Allison Sidle Fuligni), Harvard University (Catherine Ayoub, Barbara Alexander Pan, and Catherine Snow), Iowa State University (Dee Draper, Gayle Luze, Susan McBride, Carla Peterson), Mathematica Policy Research (Kimberly Boller, Jill Constantine, Ellen Eliason Kisker, John M. Love, Diane Paulsell, Christine Ross, Peter Schochet, Cheri Vogel, and Welmoet van Kammen), Medical University of South Carolina (Richard Faldowski, Gui-Young Hong, and Susan Pickrel), Michigan State University (Hiram Fitzgerald, Tom Reischl, and Rachel Schiffman), New York University (Mark Spellmann and Catherine Tamis-LeMonda), University of Arkansas (Robert Bradley, Richard Clubb, Andrea Hart, Mark Swanson, and Leanne Whiteside-Mansell), University of California—Los Angeles (Carollee Howes and Claire Hamilton), University of Colorado Health Sciences Center (Robert Emde, Jon Korfmacher, JoAnn Robinson, Paul Spicer, and Norman Watt), University of Kansas (Jane Atwater, Judith Carta, and Jean Ann Summers), University of Missouri—Columbia (Mark Fine, Jean Ispa, and Kathy Thornburg), University of Pittsburgh (Beth Green, Carol McAllister, and Robert Mc-Call), University of Washington School of Education (Eduardo Armijo and Joseph Stowitschek), University of Washington School of Nursing (Kathryn Barnard and Susan Spieker), and Utah State University (Lisa Boyce, Gina Cook, Catherine Callow-Heusser, and Lori Roggman). The authors thank Consortium member JoAnne Robinson, who reviewed and commented on an earlier draft of this article, as well as members of the Parenting Processes Early Head Start Consortium Working Group. The content of this article does not necessarily reflect the views or policies of the Department of Health and Human Services, nor does mention of trade names, commercial products, or organizations imply endorsement by the U.S. government.
Publisher Copyright:
© 2004, Copyright Taylor & Francis Group, LLC.
PY - 2004/5/1
Y1 - 2004/5/1
N2 - Objective. This article describes the use of the Infant-Toddler Home Observation for Measuring the Environment measure (IT-HOME; Caldwell & Bradley, 1984) in large-scale studies with children in the 2nd and 3rd year of life and explores the psychometric properties of several conceptually based subscales created from HOME items. Design. Data from 4 large studies are examined: the 14-month and 24-month waves of the Early Head Start Research and Evaluation Project (Ns = 2,344 and 2,166, respectively), the National Longitudinal Survey of Youth-Child Supplement (N = 2,615), and the NICHD Study of Early Child Care (N = 1,217). In each individual data set, HOME items are grouped conceptually into subscales, and the subscales are analyzed with respect to internal consistency and external validity with later child developmental outcomes. Results. Four subscales were created, corresponding to the categories Parental Warmth, Parental Lack of Hostility, Support of Learning and Literacy, and Parental Verbal Skills. Bivariate partial correlations controlling for background characteristics revealed associations between Parental Warmth and Support of Learning and Literacy and children's preschool-age cognitive and language scores, and between both Parental Lack of Hostility and Support of Learning and Literacy and children's lower behavior problem scores. Conclusions. Large-scale survey-style studies can use a limited number of HOME items to create conceptually meaningful measures of children's environment and its support of children's development. However, the importance of observer-rated items in these scales argues for the desirability of including observer ratings in survey protocols.
AB - Objective. This article describes the use of the Infant-Toddler Home Observation for Measuring the Environment measure (IT-HOME; Caldwell & Bradley, 1984) in large-scale studies with children in the 2nd and 3rd year of life and explores the psychometric properties of several conceptually based subscales created from HOME items. Design. Data from 4 large studies are examined: the 14-month and 24-month waves of the Early Head Start Research and Evaluation Project (Ns = 2,344 and 2,166, respectively), the National Longitudinal Survey of Youth-Child Supplement (N = 2,615), and the NICHD Study of Early Child Care (N = 1,217). In each individual data set, HOME items are grouped conceptually into subscales, and the subscales are analyzed with respect to internal consistency and external validity with later child developmental outcomes. Results. Four subscales were created, corresponding to the categories Parental Warmth, Parental Lack of Hostility, Support of Learning and Literacy, and Parental Verbal Skills. Bivariate partial correlations controlling for background characteristics revealed associations between Parental Warmth and Support of Learning and Literacy and children's preschool-age cognitive and language scores, and between both Parental Lack of Hostility and Support of Learning and Literacy and children's lower behavior problem scores. Conclusions. Large-scale survey-style studies can use a limited number of HOME items to create conceptually meaningful measures of children's environment and its support of children's development. However, the importance of observer-rated items in these scales argues for the desirability of including observer ratings in survey protocols.
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U2 - 10.1080/15295192.2004.9681268
DO - 10.1080/15295192.2004.9681268
M3 - Article
AN - SCOPUS:85014274541
SN - 1529-5192
VL - 4
SP - 139
EP - 159
JO - Parenting
JF - Parenting
IS - 2-3
ER -