National Household Education Surveys Program: 2001: Methodology Report

Nolin, Mary Jo; Montaquila, Jill M.; Nicchitta, Patricia; Hagedorn, Mary; Chapman, Chris

doi:10.1037/e672832007-017

Cited by 4 publications

(4 citation statements)

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“…Notably, 8.6% of parents reported that their school-age child was diagnosed with ADD/ ADHD (Merikangas et al, 2010) and 11.5% reported a learning disability (Nolin, Montaquila, Nicchitta, Hagedorn, & Chapman, 2004). Combined, just over one million children aged 6 to 11 years received IDEA school age special education services for learning disability, autism, and developmental delay.…”

Section: How Might Assessment Of Sleep Disorders Affect Early Intervementioning

confidence: 98%

Sleep Problems and Early Developmental Delay: Implications for Early Intervention Programs

Bonuck¹,

Grant²

2012

Intellectual and Developmental Disabilities

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Sleep disorders negatively impact behavior, cognition, and growth--the same areas targeted by early intervention. Conversely, developmental delays and disabilities may themselves precipitate sleep disorders. Young children with developmental delays experience sleep disorders at a higher rate than do typically developing children; the most common types are difficulties initiating or maintaining sleep and sleep disordered breathing. To date, attention has been focused on sleep problems in children with specific conditions (e.g., autism, genetic syndromes, prematurity, and seizure disorder). The authors review evidence of sleep problems' broader impact across the range of children screened for early intervention. Eligibility evaluations for early intervention address the five developmental domains: adaptive, motor, cognitive, communication, and socioemotional. Disordered sleep may be symptomatic of socioemotional and adaptive problems. Assessing sleep problems within the evaluation may help establish eligibility for early intervention services and would maximize developmental potential by ensuring timely identification, referral, and treatment.

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Section: How Might Assessment Of Sleep Disorders Affect Early Intervementioning

confidence: 98%

Sleep Problems and Early Developmental Delay: Implications for Early Intervention Programs

Bonuck¹,

Grant²

2012

Intellectual and Developmental Disabilities

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“…Nonresponse is also related to other aggregate-level factors, such as density, crime rate, fear of crime, social disorganization, geographic mobility, and family structure (Couper and Groves 1996;Groves 2006;Couper 1998, 2001;Goyder, Lock, and McNair 1992;Gfroerer, Lessler, and Parsley 1997;Johnson and Cho 2004;Johnson et al 2006;Kim, Smith, and Sokolowski 2006;Kojetin 1994;O'Hare, Ziniel, and Groves 2005;Smith 2002;van Goor, Jansma, and Veenstra 2005;Voogt and van Kempen 2002). As a result, aggregate-level variables are very useful for assessing, understanding, and adjusting for nonresponse bias (brick and broene 1997; Johnson and Cho 2004;Kalsbeek, Yang, and Agans 2002;Kennickell 2005;Montaquila and brick 1997;Nolin et al 2000;Turrell et al 2003).…”

Section: Nonresponse Measurement and Adjustmentmentioning

confidence: 99%

An Assessment of the Multi-level Integrated Database Approach

Smith¹,

Kim²

2012

The ANNALS of the American Academy of Political and Social Scie

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The Multi-level Integrated Database Approach (MIDA) is an innovative procedure to improve survey research in general and to assess and adjust for nonresponse bias in particular. Its utility for data collection, nonresponse measurement, estimate adjustment, interviewer validation, and analysis are considered. Also discussed is how MIDA extends survey methodology beyond existing practices. A demonstration of a MIDA-enhanced sample frame for U.S. households is carried out. Finally, further steps for the use and testing of MIDA are covered.

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“…The sample was drawn from the National Household Educational Survey of 1999 (NHES:99). Households representative of the United States were telephoned, and in households with children, one child or adolescent served as the participant (for design details, see Nolin et al, 2000). Children and adolescents in grades 6 through 12 answered questions concerning community service.…”

Section: Studymentioning

confidence: 99%

“… 4 The standard errors reported in both Table 1 and Table 2 were corrected for biases introduced by sampling (the corrected standard errors are 1.4 times larger than those obtained under standard assumptions; see Nolin et al, 2000). …”

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confidence: 99%

Youth Bulges in Communities

et al. 2004

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Youth bulges, cohorts of 16- to 25-year-olds disproportionately large relative to the adult population, are linked with social upheaval in historical research. Limited civic knowledge and heightened civic participation in adolescence, resulting from socialization in communities with large populations of children, are hypothesized to be developmental precursors to the political activism characteristic of youth constituting bulges. In two studies with nationally representative samples, adolescents in communities with disproportionately large populations of children were found to have less civic knowledge than equivalent adolescents in communities without large populations of children. In both studies, civic participation was predicted by the interaction of a community's proportion of children and its poverty level. Similar patterns were identified in a third study using country-level data. Together, the findings demonstrate that the youthfulness of communities and countries influences civic development.

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National Household Education Surveys Program: 2001: Methodology Report

Cited by 4 publications

References 0 publications

Sleep Problems and Early Developmental Delay: Implications for Early Intervention Programs

Sleep Problems and Early Developmental Delay: Implications for Early Intervention Programs

An Assessment of the Multi-level Integrated Database Approach

Youth Bulges in Communities

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