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2019-11-11T17:50:48Z

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Primary Caregiver Child Interview

Throughout the PCG-Child interview, questions are tailored to specific age groups of children to maximize question relevance and minimize recall error. See the questionnaire for age and/or school grade ranges for each item and for rules governing skip patterns throughout the instrument. Child age and school grade are based on child characteristics at the time of the household screening interview to determine eligibility.

Child Health (Section A). Questions about the physical health of each child (A2–A19) are drawn from the National Health Interview Survey and from the National Longitudinal Survey of Youth. Topics include general health status, birth weight, breastfeeding, medical care, immunization status, diagnosis of chronic conditions, asthma, and disability.

Questionnaire items about birth weight are directed only to PCGs only when the child’s birth weight does not appear in the birth history collected as part of the PSID Core interview (A4– A4_KG). Where birth weight was already available, this information is provided in the CDS- 2014 Demographics file (X14BWTP1–X14OS3B1 [biological mother report], X14BWTP2– X14OS3B2 [biological father report], X14BWTP3–X14OS3B3 [adoptive mother report], and X14BWTP4–X14OS3B4 [biological mother report]).

Information on breastfeeding duration is collected only where a CDS child is between ages 0 and 5 years at the time of the CDS household eligibility screening interview. Question wording is identical to CDS I-III.

Psychological Wellbeing, Personality, and Behavior (Section B). This section collected, for each child, modules covering the Behavioral Problems Index, positive behavior, prosocial behavior, and sibling interaction.

Behavior Problems Index. The 30-item Behavior Problems Index (BPI) was developed by James Peterson and Nicholas Zill from the Achenbach Behavior Problems Checklist to measure in a survey setting the incidence and severity of child behavior problems.10,11 In CDS-2014, the BPI was administered to PCGs of children who were between ages 3 and 17 years (B1–B30).
Caregivers of children aged 6–17 years old responded to two additional items specifically addressing children’s behavior at school (B31–B32). PCGs indicated whether the behavior or trait described in each item in the series was often, sometimes, or never true of the child.

Overall scale scores and subscale scores for internalizing and externalizing behavior are included in the public-use data. To construct scale scores, responses from each item were collapsed into a corresponding two-category variable and coded “1” if the behavior described was often or sometimes true for the child and “0” if never true. These dichotomous variables were summed to calculate an overall behavior problems score. For children aged 3 years and older, the overall scale score includes 27 of the items in B1 to B30 (P14BPI_T) and excludes items B23, B28, and B29, which did not load on to either of the subscale scores. For children aged 6 years and older, a second overall scale score is available (P14BPI_T29). This 29-item score includes responses to items B31–B32 as well as each of the items included in P14BPI_T. Subscale scores were constructed for externalizing behavior from a subset of 15 items (P14BPI_E15) for children aged 3 years and older. For children aged 6 years and older, a second externalizing behavior scale score is available (P14BPI_E), which includes responses to items B31 to B32 as well as each of the items included in P14BPI_E15. The internalizing behavior score for all children aged 3 years and older is constructed from a subset of 14 items (P14BPI_N). Table 2.2 shows the items included in each scale score.

Positive Behavior. The Positive Behavior Scale (PBS) measures positive aspects of children’s behavior and disposition, including self-esteem, social competence, self-control, compliance, and persistence (B33–B42). The scale includes 10 items measured on a five-point scale ranging from “Not at all like your child” to “Totally like your child.” Items remain identical in wording and sequencing to CDS I-III. Items were administered to PCGs of children aged 6–11 years.

A positive behavior scale score is provided (P14POSBEH). The score is computed as the average value of the constituent items where the PCG provided at least valid responses to at least eight items.

Prosocial Behavior. Five items from the “Strengths and Difficulties Questionnaire” (B43–B47) measure children’s prosocial behavior in the preceding six months, including sharing, consideration of the feelings of others, and volunteering to help others. Response options range from 1 (“Not true”) to 3 (“Certainly true”). The scale was administered to PCGs of children between ages 3 and 11 years in the PCG-Child questionnaire. These items are new in CDS- 2014.

A prosocial behavior scale score is provided (P14PROSOC). Constituent items were rescaled to range from 0 (“Not true”) to 2 “(Certainly true”) and then summed. The scale score was constructed only for those cases providing a valid response to each of the five items in the scale.

Sibling Interaction. Five items describe the frequency of helping and prosocial behaviors expressed toward siblings among children who are between ages 3 and 11 years and who have a sibling in the household (B48–B52). Items remain identical in wording and sequencing to CDS I-III.

Parenting and Family Interaction (Section C). Section C includes information about family routines, household rules, discipline strategies, parent-child discussion topics, and the PCG’s familiarity with children’s friendship networks. The universe for the items in this section varies depending on child age and grade. Many of these characterize the aspects of children’s home environments that are conducive to cognitive development and emotional support.

Items pertaining to household rules were revised compared to CDS I-III in order to accommodate new response options. In all waves, respondents were asked about whether there were household rules governing a variety of activities, including where and how children spend their time, homework, and television viewing. Previously, the response options were limited to “Yes” (i.e., there are household rules) and “No” (i.e., there are no household rules). In order to better characterize how household rules are implemented, the response categories were expanded as follows: “Yes, there are clear rules and they are enforced (1);” “Yes, there are general rules and they are monitored (2);” “Yes, there are rules, but child makes own choices (3);” and “No (there are no rules) (5).” In response to feedback received when the instrument was pre-tested, two additional categories were added for volunteered responses that the child was too young (6) or too old (7) for household rules related to a particular activity or domain.

Nonresident Parent (Section D and Nonresident Parent Block). The nonresident parent modules are administered to PCGs where at least one biological or adoptive parent is not living in the child’s household at the time of interview. Content in Section D includes whether the child has another adoptive parent, stepparent, or parent figure; whether the parent is still living, and if not, when the parent died; when the child and nonresident parent last lived together, if ever; and how often the parent and child communicate and visit. Questions are asked separately for nonresident mothers and fathers.

The Nonresident Parent Block collects information from the PCG about the nonresident parent of each CDS child in the household. That is, when two children have different nonresident biological parents, the Nonresident Parent Block collects information on each parent separately. Content includes the parent’s residential proximity, whether she or he has other children and/or is married; and the PCG’s frequency of contact and conflict with the parent.

Question wording is identical to CDS-II and CDS-III. However, the Nonresident Parent Block is new to CDS-2014 and was developed in order to ask only once about each nonresident biological parent whom CDS children in the household had in common.

Home Environment (Section E). Section E includes information about children’s access to learning resources and technology at home and about children’s learning and social activities in the community. PCGs also report who paid for children’s fee-based activities such as arts instruction, athletics, and tutoring.

The Home Environment section also includes new content on children’s use of technology at home, including whether the child has their own electronic device or devices such as a computer, tablet, or cellular telephone or smartphone (E47–E50); frequency of activities such as homework and social interaction using electronic devices (E51–E56); and recent help-seeking and help-giving associated with computer use at home (E57–E58).

The universe for the items in this section varies depending on child age and grade. Many of these items are used in constructing the HOME Scale to characterize the aspects of children’s home environments that are conducive to cognitive development and emotional support. Four new items (E43–E46) measuring the amount of choice children are permitted in decisions about their activities and home environment were developed for inclusion in the HOME Scale in consultation with Robert Bradley (Arizona State University) and Pamela Davis-Kean (University of Michigan). With the exception of these items and the new content on children’s computer and related technology use, content in this section is identical in question wording and response options to content included in CDS I-III.

Child Education (Section F and Schools Block). Section F collected information on the PCG’s educational aspirations and expectations for the CDS child (F2–F3) and the CDS child’s educational history and current status. Content includes whether the child attended an early intervention preschool program such as Head Start (F4–F8); age at kindergarten entry (F9– F12); recent school changes (F13); attendance at public and private schools (F14–F19); attendance in classes for gifted students (F20); classification as requiring special education (F21–F22); suspensions and expulsions (F23); grade retention (F24–F24A); school dropout (F26); home schooling (F33); participation in subsidized meal programs at school F27–F32); PCG involvement at the child’s school (F34–F38); and PCG involvement with the child’s education at home (F39–F41).

The universe for the items in this section varies depending on child age and grade. Question wording is identical to CDS I-III. Response options to some items differ compared to CDS I-III due to backcoding on some open-ended responses and to keep response categories consistent with those used with similar items elsewhere in the instrument (e.g., item F15C, “Who paid [CHILD’s] private school expenses?”).

In the Schools block, PCGs provide the name and location of the school where each child is currently enrolled. This information is matched to the Common Core of Data and Private Schools Survey databases maintained by the National Center for Education Statistics of the
U.S. Department of Education. Numeric school identifiers are available to qualified researchers under a restricted-use data agreement. Visit the PSID web site for more information on restricted-use agreements (http://simba.isr.umich.edu/restricted/RestrictedUse.aspx).

Expenditures and Savings. Seven items measure frequency, amount, and conditions of children’s receipt of an allowance (G1–G6). Eleven items measure family members’ savings and investments on behalf of children, including savings for college (G7–G13, G20–G20A). Six items describe expectations about college expenses.

Child Care (Child Care Block). For children in sixth grade and younger, PCGs describe arrangements in the past four weeks for all child care regularly provided by someone other than the PCG and his/her spouse or partner. This includes information on the type of arrangement (e.g., relative-based in-home care or child care center), the number of days and hours a child is in care each week, and the cost of care.

Primary Caregiver Child Interview - Revision history

Ymtsai: Created page with "Primary Caregiver Child Interview Throughout the PCG-Child interview, questions are tailored to specific age groups of children to maximize question relevance and minimize re..."