Adapting Cognitive Interviewing for Early Adolescent Hispanic Girls and Sensitive Topics

Norris, Anne E.; Torres-Thomas, Sylvia; Williams, Ellita T.

doi:10.1891/1540-4153.12.3.111

Cited by 12 publications

(11 citation statements)

References 25 publications

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“…In lieu of focus groups, participants at the second school completed a paper-and-pencil pretest immediately prior to the first session (also containing the same demographic items used in the first implementation) and completed a posttest immediately after the last session. All measures had been pretested or used with this age group previously [ 10 , 24 ].…”

Section: Methodsmentioning

confidence: 99%

Multicultural Adaptation of Mighty Girls for Widespread Dissemination: Pilot Study, App Development and Usability Testing, and Gauging Parent Support With Focus Groups

Norris¹,

Thalasinos²,

Hecht³

2021

JMIR Form Res

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Background Taking evidence-based interventions to scale is a challenge for prevention science. Mighty Girls is an evidence-based sexual health intervention program that combines classroom sessions with novel, cutting-edge technology (digital puppetry). The program was developed for 7th grade Latinas, but US school and community demographics rarely allow interventions targeting a single ethnic group. Additionally, digital puppetry is costly to scale up, and parent disapproval often prevents successful dissemination of adolescent sexual health programs. Intervening steps along the scaling-up pathway are needed to adapt the program prior to scaling up for dissemination. Objective The aims of this study were to create a multicultural adaptation of the Mighty Girls program using a mobile app that is less costly to disseminate and is acceptable to parents of 7th grade girls. Methods This study used a three-phase process to adapt Mighty Girls into Mighty Teens. All phases used purposive (nonprobability) sampling of low-income, multicultural, urban metropolitan groups (7th grade girls and their parents) within central Florida. Phase 1 involved two videotaped implementations of a multicultural adaptation of the classroom sessions, one involving focus groups (N=14) and the other serving as a single-group pretest-posttest pilot study (N=23). Phase 2 involved development of a narrative cell phone app prototype, which was subjected to usability testing (N=25). App usability and engagement were assessed qualitatively (observation, focus group, open-ended questions) and quantitatively. Phase 3 used focus groups to assess parent support for the program (N=6). Qualitative data were analyzed using descriptive content analysis. Quantitative data were analyzed using descriptive statistics and paired t tests. Results Qualitative findings supported classroom sessions being multicultural, and identified simple changes to improve engagement and learning. Quantitative findings from the second classroom session implementation pilot study indicated a significant pre-post difference in intention to delay sexual intercourse (P=.04). App usability and appeal were supported by a System Usability Scale score of 76 (exceeding 68 per the industry standard) and 83% (20/24) of participants agreeing they would recommend the app to friends. Parents (mothers) expressed only positive regard for program goals, and classroom session and app activities. Conclusions This study adapted Mighty Girls into an engaging, easier-to-disseminate, multicultural program, termed Mighty Teens, that uses a narrative-generating app to support behavior change, and is likely to be accepted by parents of 7th grade girls. This study also provides evidence of the preliminary effectiveness of Mighty Teens classroom sessions. The sampling method and sample size were appropriate for adaptation, but research involving a more representative US sample is needed to confirm multicultural fit, parent receptivity, and program effectiveness. Study implications include integrating app use throughout the classroom sessions to build narrative-generating skills across the program and increasing the number of narratives produced, which should in turn increase the program’s behavior change potency.

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Section: Methodsmentioning

confidence: 99%

Multicultural Adaptation of Mighty Girls for Widespread Dissemination: Pilot Study, App Development and Usability Testing, and Gauging Parent Support With Focus Groups

Norris¹,

Thalasinos²,

Hecht³

2021

JMIR Form Res

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“…However, when refining study measures with adolescent girls a focus group approach is recommended over traditional one-on-one cognitive interviewing for various reasons. 60,96 For example, Adolescent have a preference for group activities and the focus group method is considered more developmentally appropriate. 97 Moreover, early adolescents may find it considerably less intimidating to discuss sensitive topics in a group of peers than in one-to-one interactions with an adult.…”

Section: Content Validity Assessmentmentioning

confidence: 99%

The Development and Psychometric Properties of A Survey to Assess Breast Knowledge and Attitudes of Adolescent Girls

Omrani¹,

Wakefield-Scurr

Smith

et al. 2019

American Journal of Health Education

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Background: Breast education could alleviate breast concerns reported by adolescent girls.Purpose: This article describes the development and psychometric properties of a survey to measure knowledge in multiple aspects related to breasts, attitudes to breasts and breast issues and the likelihood of engagement with positive breast habits among adolescent girls.Methods: An 85-item, developmentally appropriate, breast survey was generated using previous research. Consultation with 13 breast experts and a focus group of 7 girls established face and content validity. Survey validity and reliability was established by item analysis with 148 girls, principal components analysis with 729 girls, confirmatory factor analysis with 921 girls, known groups validation with 15 breast experts and 18 girls, internal reliability (729 and 921 girls) and test-re test reliability (18 girls). Results: Results indicate that the final 39-item breast survey (10-subscales) is valid, reliable, and easy to administer. Discussion: Each subscale within the survey addresses adolescent girls' specific breast concern which is consistent with the breast needs of adolescent girls. Translation to Health Education Practice: This study offers researchers and health educators a survey that can be used to inform the design of breast education programs and determine the impact of such programs.

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“…This approach is commonly cited as 'cognitive interviewing', which is one of the most prominent methods for identifying and correcting problems with survey questions, especially for improvements in surveys for young adolescents (Beatty and Willis 2007;Collins 2003;de Leeuw 2011;Dillman et al 2014;Haeger et al 2012;Presser et al 2004;Willis 2005). It is recommended to conduct cognitive interviewing in a one-to-one interview or focus group discussions with members of the target population prior to conducting a survey (de Leeuw 2011; Norris et al 2014;Presser et al 2004). Two common interview techniques are recommended; think-aloud and verbal probing, for more detailed information, please refer to Beatty and Willis (2000), Haeger et al (2012) Presser et al (2004 and Willis (2005).…”

Section: Face and Content Validitymentioning

confidence: 99%

Survey Development for Adolescents Aged 11–16 Years: A Developmental Science Based Guide

et al. 2018

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Methodological knowledge on surveying young adolescents is scarce and researchers often rely on theories and methodological studies based on adult respondents. However, young adolescents are in the process of developing their cognitive, psychological, emotional and social skills, therefore present a unique set of considerations. Question characteristics including; question type and format, question difficulty, wording, ambiguity, the number of response options, and the inclusion of a neutral mid-point, play a pivotal role in the response quality of young adolescents. Failure to address these factors is likely to encourage young adolescents to use satisficing techniques. In this article, we provide a science based guide for developing surveys for use with adolescents aged 11 to 16 years. The guide considers the characteristics and developmental stages of adolescents as survey responders and incorporates advice on appropriate question characteristics, survey layout and question sequence, approaches to pre-testing surveys and mode of survey administration. The guide provides recommendations for developmentally appropriate survey design to improve response quality in survey research with young adolescents.

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Adapting Cognitive Interviewing for Early Adolescent Hispanic Girls and Sensitive Topics

Cited by 12 publications

References 25 publications

Multicultural Adaptation of Mighty Girls for Widespread Dissemination: Pilot Study, App Development and Usability Testing, and Gauging Parent Support With Focus Groups

Multicultural Adaptation of Mighty Girls for Widespread Dissemination: Pilot Study, App Development and Usability Testing, and Gauging Parent Support With Focus Groups

The Development and Psychometric Properties of A Survey to Assess Breast Knowledge and Attitudes of Adolescent Girls

Survey Development for Adolescents Aged 11–16 Years: A Developmental Science Based Guide

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