IX-I - University of Otagodunedinstudy.otago.ac.nz/files/1381449551_Age 9 Data Directory.pdf · IX-I PHASE IX DATA ... Plasticine, dough Cooks or bakes edible product Yodels with

I X - I

PHASE I X DATA

INTRODUCTION

The Phase I X d a t a c o l l e c t i o n was designed b y P.A. S i l v a , R.O. McGee, A. Simpson, I.A. Stewar t , J. Lang ley , C. J u s t i n , J. Wi lson, 8. C a l v e r t , and J. Chapman. Data a r e coded as A, B, C o r D v a r i a b l e s (See Phase I11 f o r an e x p l a n a t i o n ) .

Other d a t a were c o l l e c t e d b y J. B i r k b e c k (anthropometry , n u t r i t i o n ) P. Maha lsk i ( s e t t l i n g f o r s l e e ~ and a t tachment o h j e c t s ) , S. Casswel l ( a l c o h o l exper ience and knowledge), T. Oei (smok ing) , Y . Sears ( e n v i r o n m e n t a l f a c t o r s i n c l u d i n g house t ype , l o c a t i o n , e t c , f a m i l y pe ts ; a l l e r g i e s ; asthma d a t a ) , J. Kashani ( K i d d i e Sads, depress ion , e t c . - k e p t a t t h e u n i t ) ; C. A d l e r ( w r i t t e n e x p r e s s i o n ) , R.H. Brown ( d e n t a l d a t a ) , and J. L a n g l e y ( i n j u r y d a t a ) . These a r e l o o k e d a f t e r b y those peop le ( w i t h t h e e x c e p t i o n of J. Y a s h a n i ' s and C . A d l e r ' s d a t a ) and d a t a s p e c i f i c a t i o n s a r e a v a i l a b l e from t h e u n i t on r e q u e s t .

NLIMBER OF CHILDREN

Seen a t Knox N=819; Seen a t School/Home N=29; Seen b y Psych. S e r v i c e N= 55; Seen overseas N=20

T o t a l Seen N=953 (92% of 1037)

No t seen N=35; R e f u s a l s N=46; D ied N=3 T o t a l No t Seen N= 84

INDEX TO DATA (879 o b s e r v a t i o n s )

Card Data V a r i a b l e Numbers Page

1 Exper iences and A c t i v i t i e s S c a l e (1978 Ed.) A1-60; 81-3; D l IX-5 Number o f books r e a d i n l a s t 7 days

2 General Paren t I n t e r v i e w Q u e s t i o n n a i r e ~ 6 1 - 7 a ; 04-22 IX-6 Address changes M o t h e r ' s o c c u p a t i o n and number o f hours worked C h i l d ' s schoo l Absences f r o m school No. o f t e a c h e r s P a r e n t s ' a s s o c i a t i o n w i t h schoo l C h i l d ' s membership o f l i b r a r y Bed t i m e S l e e p i n g t i m e S l e e p i n g problems T e l e v i s i o n w a t c h i n g Organ ised groups - e.g. s p o r t , drama, scou ts , e t c . Person answer ing q u e s t i o n n a i r e

3 Swimming Q u e s t i o n n a i r e A75-84;823 Proposed i n t e r m e d i a t e and secondary schoo ls

4 & 5 D i s c i p l i n e Q u e s t i o n n a i r e s A85-98; 824-54 Q u e s t i o n s about how p a r e n t s f e e l about

d i s c i p l i n e c o n s i s t e n c y agreement between p a r e n t s t y p e s o f bad b e h a v i o u r t y p e s o f punishment

6 R u t t e r Behav iou r Q u e s t i o n n a i r e E x t r a q u e s t i o n s on i n a t t e n t i o n ,

i m p u l s i v i t y , and h y p e r a c t i v i t y

IX-2

7 & 8 Child Affective State Q'aire for Parent A154; B55-90 IX-17

8 & B Health Ouestionnaire for Mothers A155-165; 591-144 IX-20 Rutter Malaise Inventory Mother's Depression questionnaire Questions about mother's opinion about her weight dieting physical fitness regular exercise use of iodised salt

10&11 First Aid Questionnaire for Mothers Parents' health knowledge and opinions questionnaire questions about:

smoking smoking and pregnancy weight fibre iron iodised salt alcohol

questions about compulsory health measures opinions on fluoridation

immunisations children's medical checks

12 Student's Perception of Abilities Scale A257-302; B145-147 IX-30 - measures self concept

Psychometrist's questionnaire for mother Questions about family size Position of study child in family SES Significant problems Progress at school generally and in reading,

printing, arithmetic, welling, written language. Changes since last year Good and bad influences on the child

13 Child Affective State Screening Ouestion- A303-320 IX-34 naire for Child

14 Psychometric Assessment I A321-364; 8148-152 IX-35 Age child seen Examiners ' codes Results of assessment for

Illinois Test of Psycholinguistic Abilities Verbal Comprehension and Expression Dunedin Articulation Screening Scale Behaviour Observations Bender Gestalt SIC test

15 Psychometric Assessment I1 8153-172; C3-6 Wechsler Intel 1 igence Scale for Children (Revised) Results from following subtests:

Information Similarities Arithmetic Vocabulary Picture Completion Block Design Object Assembly Coding

Verbal I0 Score Performance IQ Score Full Sca le IQ Score

15 Dunedin A r t i c u l a t i o n Check A365-387; B173-174 IX-39 Comments by speech t h e r a p i s t s

17 Otological/Audiological Assessment A388-411; 8175-178; IX-40 Resul t s of microscopic examination C7-14 Pure tone audiometry Tympanometry using Amplaid tynpanometer Stapedius r e f l e x using Amplaid t.vmpanometer Audiometry recording form

18 Eyes and Ears Examination A417-443; B1.79-185; IX-42 Near v isua l a c u i t y C15-15 Distance v isua l a c u i t y with and

without g l a s ses Cover t e s t S t e reops i s ENT assessment Examinations of nose, t o n s i l s , pharynx,

ce rv ica l a d e n i t i s Tympanometry usinq electromedics tympanometer Stapedius r e f l e x "

19 Blood Pressure and Exercise Tolerance A444-445; B186-191, IX-45 S y s t o l i c BP C17-26 Phase IV D i a s t o l i c BP Phase V " Pulse Exercise hea r t beat ) Post exe rc i se time )from Canadian Home F i tness Test Pre exe rc i se hea r t bea t )

20 Otological and Ophthalmological Q ' n a i r e A447-474; B192-195; IX-47 Ques t ions about:

ea r i n f e c t i o n s hearing l o s s ea r opera t ions e x t r a c t i o n of t o n s i l s adenoids v i s ion problems g la s ses

Pa ren t s ' smoking ques t ionnai re Ques t ions about mothers' and f a t h e r s ' smoking h a b i t s Mother's smoking during pregnancy

2 1 General Health and Medical Ques t ionnai re A475-511; B196-198 IX-50 Ques t ions about use of medical s p e c i a l i s t s Advice about behaviour problems from

GP t eache r s Education Dept. psychologis t s P s y c h i a t r i c Dept P a e d i a t r i c s Health Dept doctors , Social Welfare soc ia l workers o the r agencies

Hosp i t a l i s a t ions Acc iden t s / in ju r i e s

Adv ice f r o m GP's i n l a s t 2 y e a r s on so re t h r o a t s s k i n prob lems e p i 1 epsy g rowth prob lems o r t h o p a e d i c prob lems asthma h a y f e v e r a1 l e r g i e s , eye prob lems o t h e r prob lems

M e d i c a t i o n s M e d i c a t i o n s f o r e n u r e s i s Enures is H e a l t h C h r o n i c prob lems

29 Moos F a m i l y Env i ronment Sca le B199-208 10 s c a l e s Cohesion

Express iveness Conf 1 i c t Independence Achievement O r i e n t a t i o n I n t e l l e c t u a l - C u l t u r a l O r i e n t a t i o n A c t i v e - R e c r e a t i o n a l O r i e n t a t i o n Mora l and R e l i g i o u s Emphasis O r g a n i s a t i o n C o n t r o l

3 0 C y c l i n g Q u e s t i o n n a i r e A512-533; B209 IX-64

3 1 Dunedin S p e l l i n g T e s t B u r t Word Reading T e s t

40&41 School Q u e s t i o n n a i r e A559-615; 8211-212; IX-67 R u t t e r Teacher Q u e s t i o n n a i r e C30-31

Q u e s t i o n s about c o n c e n t r a t i o n i m p u l s i v i t y a c t i v i t y l e v e l s p e c i a l s t r e n g t h s s i g n i f i c a n t l e a r n i n g prob lems h e a l t h c o - o r d i n a t i o n r e f e r r a l t o P s y c h o l o g i c a l S e r v i c e

43 B a s i c Mo to r A b i l i t y T e s t A616-623; 8213-223; IX-72

A d d i t i o n a l V a r i a b l e s Sex V i s u a l e s t i m a t e o b e s i t y K i d d i e Sads YeslNo P a r e n t d e t a i 1 s P h y s i c a l and P s y c h o l o g i c a l Symptoms M o t h e r ' s d e p r e s s i v e sco re P a r e n t s ' and Teachers ' R u t t e r s Scores ITPA, S p e l l i n g , B u r t Reading age a d j u s t e d T o t a l M o t o r Scores BP measures Phase I X Anthropometry (15 measures)

L i s t o f Phase I X Research Tasks S p e c i a l Forms L i f e h i s t o r y i n f o r m a t i o n t o age n i n e

PHASE IX DATA

EXPERIENCES A N D ACTIVITIES SCALE - 1978 EDITION* (Card I - IX)

Name ........................................ S e r i e s No. D 1 (Score 0 = no; 1 = yes )

Experiences ( l a s t 12 months) A c t i v i t i e s ( a t home - l a s t 5 months on ly ) ( N B , m u s m a t home not elsewhere)

1 Swimming a t pool (deep water) A 1 1 2 Tra in r i d e 2 2 3 Large boat ( s h i p ) 3 3 4 Small boat 4 4 5 Plane - f l y i n g 5 5 6 Horse r i d e s 6 6 7 Library t o borrow a book 7 7 8 Restaurant f o r a meal 8 8 9 Zoo o r s i m i l a r 9 9

10 Farm 10 10

11 Factory 12 Concert 13 Puppet show 14 P i c t u r e s 15 Museum 16 Art Gal le ry 17 Sports event 18 Been f i s h i n g 19 Tra ins a t s t a t i o n 20 Ski ing or ska t ing

21 Bike r i d e ( 2 wheeler) (1+ mile) 21 21 22 Long t r i p (200+ mi l e s ) 22 22 23 Camoina hol idav 23 23 . a

24 Hike or tramp 13+ mi les ) 24 24 25 Circus 25 25 26 Church or Sunday School 26 26 27 Show ( a g r i c u l t u r a l ) 27 27 28 Been t o an a i r p o r t 28 28 29 Been shopping on own 29 29 30 Stying overnight with f r i e n d 30 30

Total B 1

Makes th ings with wood L n a i l s Writes l e g i b l e l e t t e r o r s t o r y Weaves P l a s t i c i n e , dough Cooks or bakes e d i b l e product Yodels with c l a y or s i m i l a r Makes k i t e s Dresses up Fantasy games, makes be l i eve Huts

L i s t ens t o records , t apes 41 Carves 42 Cleans c a r 43 Musical instrument 44 Pe ts 45 Makes models w i t h papier mache 46 Plays with model t r a i n o r c a r s e t 47 Climbs t r e e s , fences 48 Helps i n garden 49 Co l l ec t s stamps 50

Plays in paddling pool or s i m i l a r 51 Plays with chemistry s e t . 52 Picks or p l a n t s f lowers 5 3 Co l l ec t s th ings 5 4 Plays in sandpi t 55 Plays on swing, bars 56 Pa in ts a p i c t u r e ( p a i n t ) 57 Reads book on own 59 Co l l ec t s i n s e c t s 59 Plays t a b l e games ( eg , snakes & 60

l adde r s , ca rds , e t c . )

Total 82

N books read on own l a s t 7 days 83 a t home

Notes: - * This was developed by P.A. S i l v a and i s d i f f e r e n t from t h e preschool

experiences and a c t i v i t i e s s c a l e .

GENERAL PARENT INTERVIEW QUESTIONNAIRE* (Card 2 - I X )

Date ( d a y & month) 84-85

I am s u r e you w i l l unders tand t h a t f o r a l a r g e s t u d y l i k e t h i s t o be o f most value, we need t o g a t h e r d e t a i l e d i n f o r m a t i o n about t h e hundreds o f c h i l d r e n and t h e i r f a m i l i e s . A l though o t h e r i n t e r v i e w e r s w i l l be a s k i n g more l a t e r , i t would h e l p us save t i m e i f you would l e t us have some p r e l i m i n a r y i n f o r m a t i o n . N a t u r a l l y , a l l i n f o r m a t i o n i s c o m p l e t e l y c o n f i d e n t i a l .

(Coding conven t ions : 0 = no; 1 = yes; 8 = n o t a p p l i c a b l e ; 9 = n o t known)

1 How many t imes have you changed y o u r address i n t h e l a s t two y e a r s ? 51

2 Do you (mother ) have a j o b away f r o m home? I f you do have a job, 86 how many hours a week do you work? ( I f no job, code 00, o t h e r w i s e code hours week ly)

3 What i s m o t h e r ' s main occupa t ion? I f she works away f r o m home f o r 62 20+ hours, n o t e t h a t o c c u p a t i o n ( 0 = housewi fe ; 7 = s tuden t ; 8 = no mother )

(Coded a c c o r d i n g t o E l l e y and I r v i n g ' s S c a l e )

4 What schoo l does .......... go t o ? ............................. C 1

5 I s t h i s .......... f i r s t schoo l? ( I f yes code 1, 2nd = 2; e t c . ) 8 7

6 How many f u l l days d i d .......... have o f f schoo l d u r i n g t h e l a s t C2 12 months? ( E s t i m a t e as c l o s e l y as p o s s i b l e )

7 Has .......... had any l o n g absences i n t h e l a s t two years o f schoo l 53 ( 4 weeks o r more) Code no. o f l o n g absences. G i v e reasons f o r each ...........................................

See Research Task I X - 1 .................................................................

8 How many t e a c h e r s has .......... had i n t h e l a s t two y e a r s o f schoo l? 88 ( E s t i m a t e i f necessary )

9 Are you o r .......... f a t h e r on a commit tee a s s o c i a t e d w i t h t h e 64 schoo l?

10 How many t i m e have you o r ........... f a t h e r v i s i t e d t h e s c h o o l ( s ) 89 i n t h e p a s t 12 months?

11 Do you f e e l t h e schoo l keeps you w e l l i n fo rmed about p r o g r e s s 55 ( 0 = no; 1 = y e s )

12 Do you f e e l you have as much c o n t a c t as you would l i k e w i t h ........ 66 t e a c h e r ? ( 0 = no; 1 = y e s )

13 I n genera l , do you f e e l .......... school a c t i v e l y encourages p a r e n t s 67 t o become i n v o l v e d i n t h e schoo l programme? ( 0 = no; 1 = yes )

Notes: - * Q u e s t i o n n a i r e developed b y P.A. S i l v a

General Parent Interview Q'aire (cont'd)

14 Is .......... a member of a library? (not school library) (0 = no; 68 1 = yes)

15 If a member of a library, how many books have been borrowed (if any) 810 in the last 4 weeks (Code no.) (not a member code 88).

16 What time did ......... go to bed yesterday? 811-312

17 What time did ......... get up this morning? B13-B14

18 Total time in bed? B15-B15

19 Total time sleeping? B17-B15

20 Were there any sleeping problems last night? (0. settling, own 59 bed, waking, nightmares) (0 = no; 1 = yes) If yes, details

See Research Task IX-2 .................................................................

21 How long did ......... spend watching T\! yesterday? 819-520

22 How long each day does ......... usually spend watching TV from 821-322 from Monday to Thursday?

23 Does .......... belong to any organised groups outside school or home which he/she attends regularly?

If several groups, code each one from the left and fill empty boxes with 8's)

1 = individual ot team sport; 2 = cultural activity, e.g. music, 70-73 drama; 3 = dancing, all types; 4 = Cubs/Brownies; 5 = Girls/ Boys Brigade; 6 = religious activity; 7 = other (specify)

See Research Task IX-3 ................................................................. 24 Person answering this questionnaire

Motherhother figure = 1 Father/father figure = 2 Grandparent = 3 Other relative = 4 Other, specify = 7 ....................................

IX-8

SWIMMING QUESTIONNAIRE* (Card 3 - I X )

Coding - 0 = No; 1 = Yes; 8 = Not App l i cab le ; 9 = Not Known

1. Can you swim

2. Can your hubsand/wife swim?

3. I s .......... a member o f a swimming c l ub?

4. Can .......... comple te ly immerse h im /he rse l f i n water w i t h con f idence (e.g. open eyes, exhale, r e l a x ) ?

5. Has .......... ever go t i n t o d i f f i c u l t i e s i n water and had t o be "rescued"?

6. Can .......... swim? ( i f No, code r e s t o f ques t ions w i t h 8 ' s )

7. Approx imate ly how f a r can .......... swim?

0 o n l y a few s t rokes 1 10 metres 2 25 metres (% l e n g t h o f Olympic s i z e pool , e.g. Moana) 3 50 metres ( F u l l l e n s t h o f Olvmoic s i z e pool . e.q. Moana) " ,

4 More than 50 metres-

8. Who was .......... main swimming i n s t r u c t o r when he/she was l e a r n i n g t o swim?

0 No main i n s t r u c t o r 1 S e l f 2 Parents 3 S i b l i n g s

4 Teacher 5 Swimming i n s t r u c t o r 7 Other s p e c i f y

See Research Task IX-4

9. Approx imate ly how many t imes has .......... been swimming i n t h e l a s t yea r?

0 None 1 1 - 1 0 2 11 - 20

INTENDED SCHOOLS

10. To what i n t e r m e d i a t e school do you p l a n t o send .......... ? (Assuming you do n o t change your address)

Dunedin N o r t h Balmacewen Kenmure Tahuna Macandrew Mosgiel Other ( s t a t e ) See Research Task IX-5 Not a p p l i c a b l e (e.g. spec ia l c h i l d ) Not known

Notes: - * Th i s ques t i onna i re was developed by J. Langley

11. To what secondary schoo l do you p l a n t o send ........... ? ( N o t e t h e f i r s t c h o i c e o n l y i f t h e r e a r e a l t e r n a t i v e s )

0 1 = Logan Park H igh School 02 = Otago Boys High School 03 = Otago G i r l s H igh School 04 = K ings H i g h School 05 = Queens H i g h School 06 = B a v f i e l d h i a h School 07 = ~ a y k o r a i v a i l e y H i g h School 08 = St H i l d a s 09 = Columba C o l l e q e 1 0 = John ~ c ~ l a s h a n 11 = S t P a u l s H iah School I? = Moreau c o l l e g e 13 = Other p r i v a t e o r i n t e g r a t e d School 14 = Other s t a t e secondary schoo l 88 = Not a p ~ l i c a b l e (e.q. s D e c i a l c h i l d ) . . 99 = Not known

DISCIPLINE QUESTIONNAIRE I* (Card 4 - IX)

Child d i s t r a c t e d elsewhere!

In t roduct ion: Now we want t o ask you how you deal with ......... when he misbehaves. We don ' t think t h a t t h e r e i s a r i g h t or wrong way of doinq t h i s , so d o n ' t be embarrassed t o say what you do. Every ch i ld i s naughty, so again we won't think badly of him or you i f he does a l o t of t h ings wrong.

PART A

The fol lowing ques t ions r e l a t e t o general i s sues concerning your approach t o d i s c i p l i n e .

1 Person answering t h i s p a r t of t he ques t ionnai re? (1 = mother f i g u r e ; 55 2 = f a t h e r f i g u r e ; 3 = o t h e r ) s p e c i f y See Research Task IX-6

2 ( a ) On t h e whole, a r e you happy about t h e way i n which you deal w i t h 86 ......... when helshe misbehaves? ( 0 = no; 1 = yes ; 8 = n la ; 9 = n l k )

-you think you might have been doing wrong?


Prompt. Anything e l se? ............................................

3 How soon does ......... usual ly obey vou ( 0 = f a i r l y quickly; 1 = 87 have t o keep on a t him; 2 = sometimes one, sometimes t h e o the r ; 8 = nla ; 9 = n / k )

4 How many times has .......... had a r e a l temper tantrum i n t h e l a s t 524 s i x months? (Temper tantrum - t o t a l loss of control w i t h cont inual screams and v io l en t movements) (88 = n/a; 99 = n/k; 00 = none)

5 I s your method of dea l ing with . .... . . . . when naughty: ( 0 = very 88 changeable; 1 = sometimes changeable; 2 = usual ly t h e same; 3 = always t h e same; 8 = n/a; 9 = n lk )

6 I f you want ......... t o be good on a p a r t i c u l a r occasion, do you 89 ever promise him anything in advance? ( 0 = no; 1 = yes)

7 Compared w i t h o ther mothers, a r e you: ( 0 = very s t r i c t ; 1 = f a i r l y 90 easy going; 4 = very easy going; 8 = n la ; 9 = n l k )

8 Compared with o ther f a t h e r s , i s your husband: ( 0 = very s t r i c t ; 91 1 = f a i r l y s t r i c t ; 2 = average; 3 = f a i r l y easy going; 4 = very easy going; 8 = very easy going; 8 = n la ; 9 = n / k )

9 I s your husband's method dea l ing with .......... when naughty. (0 = 92 very changeable; 1 = sometimes changeable; 2 = usua l ly t h e same; 3 = always t h e same; 8 = n la ; 9 = n lk )

10 Do you and your husband handle misbehaviour d i f f e r e n t l y ? (0 = no; 93 1 = a l i t t l e ; 2 = a l o t ; 8 = n/a; 9 = n / k )

Notes:* - This quest ionnare was o r i g i n a l l y developed by J . Bradshaw.

D i s c i p l i n e Q u e s t i o n n a i r e ( c o n t ' d )

11 I n t h e l a s t week have you and you husband had any disagreements i n 9 4 f r o n t o f .......... about any bad behav iou r? ( 0 = none; 1 = s l i g h t one; 2 = m a j o r row; 3 = s e v e r a l s l i g h t ones; 4 = s e v e r a l rows; 8 = n/a; 9 = n / k )

12 ( a ) I f ......... want t o do something and you have re fused , does he 9 5 t r y and g e t round your husband? ( 0 = no; 1 = yes; S = n/a; R = n /k !

( b ) I f y o u r husband has r e f u s e d does ......... t r y and q e t round 9 5 you? ( 0 = no; 1 = yes; 8 = n/a; 9 = n / k )

13 Any o t h e r comments ahout d i s c i p l i n e ? ( 0 = no; 1 = yes ) 9 7 I f yes s p e c i f y .......................................................

See Research Task I X - 8

PART B

1 The f o l l o w i n g ques t ions r e l a t e t o s p e c i f i c events t h a t mav have happened yesterday.

How many t i m e s y e s t e r d a y was ( o r d i d ) (88 = n/a; 99 = n / k )

Rude

O b s t i n a t e / d i s o b e d i e n t

D e s t r u c t i v e

S i 11 ylshowed o f f

Aggress ive ( f i g h t i n g , c r u e l t o an imals)

Unt idy lmade a mess

S t e a l something

T e l l a l i e

Break a oromise

Do a n y t h i n g dangerous

Make a nu isance b y b e i n g o v e r a c t i v e

T o t a l

2. Was y e s t e r d a y a " t y p i c a l " day as f a r as . . . . . . . . . I s behav iou r i s concerned? ( 0 = no; 1 = yes )

IX-17

DISCIPLINE QUESTIONNAIRE I 1 (Card 5 - I X )

3 Yesterday how many t imes d i d you: (Code number o f t imes - 9 = 00; 1 = 01; e t c . )

( a ) send ......... o u t o f t h e room o r t o bed/bedroom, i .e . e x c l u s i o n

( b ) keep ......... i n d o o r s o r make h im/her s tand s t i l l o r s tand i n a co rner , i .e. r e s t r i c t i o n

( c ) smack ........ o r h i t h im/her w i t h somethinq

( d ) s t o p ... . . .. . . sweets o r n o t a l l o w h im/her t o do something he/ she en joys

( e ) t e l l ......... you w o n ' t l o v e h i d h e r i f he/she behaves l i k e t h a t

ENSURE THAT THE CHILD I S NOT LISTENING

( f ) say y o u ' l l send . . . . . . . . . away o r t h a t you w i l l have t o go away i f he/she i s naughty

( g ) t r y t o f r i g h t e n ... .... . . w i t h someone l i k e h i s / h e r f a t h e r o r a p o l iceman

( h ) t h r e a t e n t o smack/to d e p r i v e l a n y t h r e a t

( i ) shout a t ........... ( j ) l o o k angry o r d i s g u s t e d

( k ) t r y t o d i s t r a c t ......... /ge t . a t t e n t i o n o n t o something e l s e

( 1 ) t a l k t o .......... about what he/she d i d wrong

(m) i g n o r e l p a y no a t t e n t i o n t o t h e wrong behav iou r

( n ) change what you expected o f ........., e.g. bedt ime, amount he shou ld e a t

( 0 ) use any o t h e r way o f d i s c i p l i n i n g - s p e c i f y

See Research Task IX -9 ......................................................................

T o t a l P o s i t i v e ( d o n ' t code) T o t a l Nega t i ve ( d o n ' t code)

CHILD REHAVIOUR QUESTIONNAIRE* (Card 6 - I X )

Name ........................................ T h i s q u e s t i o n n a i r e asks about v a r i o u s k i n d s o f behav iou r t h a t many c h i l d r e n show a t some t ime . P lease t i c k t h e answers a c c o r d i n g t o t h e way y o u r c h i l d i s - NOW. Below i s a l i s t o f m i n o r h e a l t h prohlems which most c h i l d r e n have a t some t i m e . P lease t e l l us how o f t e n each o f these happens w i t h y o u r c h i l d b y p u t t i n g a t i c k i n t h e c o r r e c t space.

0 1 2 3 Never i n Less o f t e n A t l e a s t A t l e a s t l a s t yr t h a n once once p e r once p e r

p e r month month week A. Complains o f headaches 99

B. Has stomach ache o r v o m i t i n g

C. Complains o f b i l i o u s n e s s

D. Wets h i s l h e r hed o r p a n t s

E. S o i l s h i m l h e r s e l f o r l o s e s c o n t r o l o f bowels

F. Has temper t a n t r u m s ( i . e . comple te l o s s o f temper w i t h shou t ing , angry movements, e t c . )

G. Had t e a r s on a r r i v a l a t schoo l o r r e f u s e d t o go i n t o t h e b u i l d i n g

H. T raun ts f r o m school

I n s t r u c t i o n s . T h i s q u e s t i o n n a i r e asks about t h e k i n d s o f behav iou r t h a t many c h i l d r e n show a t some t ime. P lease g i v e t h e answers a c c o r d i n g t o t h e way y o u r c h i l d has been d u r i n g t h e pa;t 12 months. Selow a r e a s e r i e s o f d e s c r i p t i o n s o f b e h a v i o u r o f t e n shown b y c h i dren. A f t e r each s ta tement a r e 3 columns "Doesn ' t App ly " " A p p l i e s Somewhat" and " C e r t a i n l y A p p l i e s " . I f y o u r c h i l d d e f i n i t e l y shows t h e behav iou r d e s c r i b e d b y t h e s ta tement , p l e a s e a t i c k on t h e l i n e under " C e r t a i n l y A p p l i e s " . I f he o r she shows t h e behav iou r d e s c r i h e d b y t h e s t a t e - ment b u t t o a l e s s e r degree o r l e s s o f t e n , p l a c e a t i c k under " A p p l i e s Somewhat". I f , as f a r as you a r e aware y o u r c h i l d does n o t show t h e behav iou r , p l a c e a t i c k under " D o e s n ' t App ly " . P lease p u t one t i c k a q a i n s t each s ta tement .

S ta tement 0 = 1 = 2 =

Doesn ' t A p p l i e s Certa in1.v A p p l y Somewhat A p p l i e s

1. O f t e n r u n n i n g about o r jumping up 107 and down. H a r d l y eve r s t i l l

2. Squirmy, f i d g e t y c h i l d 108

Notes: - * T h i s i s t h e R u t t e r Rehav iour Q u e s t i o n n a i r e s e l e c t e d b y R. McGee. ( R u t t e r M., T i z a r d J. and Whitmore K. (eds) , (1970) Hea l th , E d u c a t i o n and Behav iour . London, Longmans Green.) A d d i t i o n a l i t e m s [page IX-15) added b y R.O. McGee.

Card 6 cont'd

Statement Doesn't Apply

3. Often destroys own or others' belongings

4. Frequently fights with other children

5. Not much liked hy other children

6. Often worried, worries about many things

7. Tends to do things on his own. Rather solitary -

8. Irritable. Is quick to "fly off the handle"

9. Often appears miserable, unhappy, tearful or distressed

10. Has twitches, mannerisms or tics of the face or body

11. Frequently sucks thumb or finger

12. Frequently bites nails or fingers

13. Is often disobedient

14. Cannot settle to anything for more than a few moments

15. Tends to be fearful or afraid of new things or new situations

16. Fussy or over-particular child

17. Often tell lies

18. Bullies other children

19. Has poor concentration or short attention span

20. Has a stutter or stamner

21. Has other speech difficulty

22. Has stolen things on one or more

23. Has an eating difficulty

24. Has sleeping difficulty

1 = Applies Somewhat

2 = Certainly Applies

Card 6 c o n t ' d

C i r c l e Yes o r No

25. Do you f i n d your c h i l d v e r y d i f f i c u l t t o manage?

26. Are t h e r e any o t h e r problems 0 = No l = Yes 132

D e t a i l s .............................................................. See Research Task IX-10

A.* Th ink about t h e way y o u r c h i l d 0 = 1 = 2 = c a r r i e s o u t tasks . A p o s s i b l e D o e s n ' t Apol i e s C e r t a i n l y example m i g h t be homework. Does App ly Somewhat Aopl i e s he o r she:

1. f a i l t o complete t a s k s 133

2. n o t appear t o l i s t e n t o i n s t r u c - 134 t i o n s o r d i r e c t i o n s

3. become e a s i l y d i s t r a c t e d o r l a c k 135 c o n c e n t r a t i o n

4. Have d i f f i c u l t y s t a y i n g w i t h a 136 p l a y a c t i v i t y

5. l a c k s e l f - c o n f i d e n c e i n a t t e m p t i n g 137 t a s k s

6. need c o n s t a n t h e l p o r a t t e n t i o n 138

Any comments See Research Task IX-11 139

B. Now t h i n k about t h e way your c h i l d approaches o r p l a n tasks . Does he o r she

1. a c t b e f o r e g i v i n g t h e t a s k enough 140 t h o u g h t

2. have d i f f i c u l t y i n o r g a n i s i n g work 141

3. s h i f t f r o m one a c t i v i t y t o another 142 a l o t o f t h e t i m e

4. become i m p a t i e n t when a w a i t i n g 143 t u r n s i n games

Any c o m e n t s See Research Task IX-12 144

C. What i s y o u r c h i l d ' s genera l a c t i v i t y l e v e l l i k e . Does he o r she

1. r u n about o r c l i m b on t h i n g s e x c e s s i v e l y 145

Notes: - * These i tems were developed f r o m DSM I11 by R.O. McGee. T o t a l scores, p l u s i n a t t e n t i o n , i m p u l s i v i t y , and h y p e r a c t i v i t y sco res a r e i n e x t r a v a r i a b l e s (page IX-73) 8228-231.

Card 6 c o n t ' d

2. show l i t t l e a c t i v i t y and seem p l a c i d o r s l u g g i s h

3. appraoch s i t u a t i o n s i n a v e r y a s s e r t i v e o r a g r e s s i v e way

4. go a l o n g w i t h e v e r y i n s t r u c t i o n w i t h no t r a c e o f r e s i s t a n c e

5. have v e r y q u i c k changes i n mood, sometimes f o r no reason

6. show l i t t l e emot ion and resoond a c t i v i t i e s i n t h e same way

7. say t h i n g s a t t i m e s which make i t h a r d t o f o l l o w h i s o r he r t h i n k i n g

8. appear u n u s u a l l y s i l e n t f o r h i s / h e r age.

Any comments See Research Task IX-13

CHILD AFFECTIVE STATE I* (Card 7 - I X ) ( F o r P a r e n t s )

We want t o l e a r n about how c h i l d r e n see themselves and t h e i r wor ld . We a r e i n t e r e s t e d i n CHANGES you may have n o t i c e d over r e c e n t weeks i n y o u r c h i l d , com- pa red w i t h how he/she was b e f o r e . I f you observed any o f t h e s e changes, p l e a s e i n d i c a t e a p p r o x i m a t e l y how many weeks you have been n o t i c i n g it, and p u t t h e number o f weeks i n t h e space p r o v i d e d on t h e r i g h t , e.g. one week = 1, t w e l v e weeks = 12

CIRCLE NO o r YES

HAS YOUR CHILD RECENTLY No. o f weeks

1 Looked sad o r unhappy a l o t o f t h e t i m e ? No Yes

2 Ta lked o f f e e l i n g sad o r unhappy? No Yes

3 L o s t i n t e r e s t i n l i f e i n g e n e r a l ? No Yes

4 Acted as i f e v e r y t h i n g i s hope less and w i l l n o t work o u t ? No Yes

HAS YOUR CHILD RECENTLY

5a L o s t i n t e r e s t i n food? No Yes

5b L o s t w e i g h t ? No Yes

5c Gained a l o t o f we igh t? No Yes


6a Had t r o u b l e f a l l i n g as leep? No Yes

6b Woken up d u r i n g t h e n i g h t and n o t been a b l e t o g e t back t o s l e e p ? No Yes

6c S l e p t a l o t more t h a n u s u a l ? No Yes

6d Woken up e a r l y i n t h e morn ing? No Yes


7a Seemed v e r y t i r e d ? No Yes

7b Appeared s lowed up i n body movements o r speech? No Yes

7c Been unab le t o keep s t i l l , f i d g e t y , squ i rmy? No Yes


8 L o s t i n t e r e s t i n a c t i v i t i e s t h a t were p l e a s u r a b l e i n t h e p a s t ( s p o r t , music, a r t , e t c ) ? No Yes

Notes: * These i t e m s were developed b y J. Kashani f r o m DSM 111.

Appeared t o f e e l inadequate ( t a l k s a l o t about not being able t o do th ings proper ly)?

F e l t excess ive ly g u i l t y ahout small th ings which go wrong

Talked about being dumb, u se l e s s , ugly, e t c?

Had d i f f i c u l t y concent ra t ing , e.g. a t school?

Had t r o u b l e makinq decisions?

Talked about s u i c i d e , i . e . t a lked about a wish t o he dead or t h a t o the r s would he b e t t e r off i f he/she were dead?

Cried e a s i l y o r of ten?

Given up t ry ing a t school?

Refused t o go t o school?

Got unusual1.y poor marks a t school?

S t a r t e d arguenents and qua r re l s of ten?

Yes

Yes

Yes

Yes

Yes

Yes

Yes

Yes

Yes

Yes

Yes

CHILD AFFECTIVE STATE I 1 (Card 8 - I X )

(For Paren ts - c o n t i n u e d )


20 Ta lked back t o grown-ups and seemed n o t t o r e s p e c t a u t h o r i t y ? No Yes

21 Appeared angry ( h o s t i l e ) and u n f r i e n d l y t o o t h e r s ? No Yes -

22 Had a l o t o f temper tant rums? No Yes

23 Been s u l k y o r moody? No Yes

24 Wished t o be alone, away f rom o t h e r people? No Yes

25a Complained o f f r e q u e n t headaches? No Yes

25b Complained of f r e q u e n t stomach aches? No Yes

25c Complained o f f r e q u e n t o t h e r aches o r p a i n s ? No Yes

26 Wor r ied a l o t ? No Yes

27 Do you c o n s i d e r t h a t your c h i l d has had a p e r i o d o f weeks i n t h e p a s t when he lshe f e l t c o n s i s t e n t l y sad o r down i n t h e dumps? No Yes

I f so, how many t imes and when


28 Person answering q u e s t i o n n a i r e - C i r c l e a p p r o p r i a t e answer A154

Mother = 1 F a t h e r = 2 Other = 3

S p e c i f y .............................................................

Reference: R032

CONFIDENTIAL HEALTH QUESTIONNAIRE FOR MOTHERS I* (Card 79 - IX)

Your answers t o t h i s conf identa l hea l th ques t ionnai re w i l l help doctors involved in planning b e t t e r community hea l th se rv ices . Your co-operation i s g r a t e f u l l y apprec ia ted .

Sec t ion A - I n s t r u c t i o n s

Please p u t a c i r c l e around the number of any of t h e symptoms l i s t e d i f they apply t o you over t h e pas t month. I f doubtful , put a c i r c l e . I f t h e r e a r e any problems, our s t a f f wi l l be pleased t o advise you. Please ask.

Loss of balance Deafness or noises in t h e head Ear discharges, i r r i t a t i o n , achinq Vision changes Nasal blockage, i r r i t a t i o n Changes i n small or t a s t e Aching i n t h e f a c e Aching neck, shoulders or arms Teeth t roub les Sore mouth o r bad breath Too much o r too l i t t l e s a l i v a Sore t h r o a t or neck glands T h i r s t Speech d i f f i c u l t y or hoarseness Swallowing d i f f i c u l t y o r pain Pain in t h e ches t Shortness of b rea t Cough or s p i t Wheezing Fain t ing or f i t s Blue o r pa le l i p s , hands or f e e t Vomiting Hiccup Stomach pain, swel l ing o r lumps Rapture Too much a p p e t i t e Changes i n weight Const ipat ion Diarrhoea Changes in look of bowel motion Pain o r i t c h i n back passage Urine - change in appearance, poor con t ro l , frequency, pain Skin - rash , i n f e c t i o n s , i t c h Scalp t r o u b l e Too much or too l i t t l e sweating Fevers Bruising e a s i l y Lumps in armpits o r groin Aching in back or l egs Varicose veins Hands o r f e e t - pain, swell ing, numbness, t i n g l i n g or coldness Change in walking or running J o i n t pain, s t i f f n e s s , swell ing

Notes: * This aues t ionna i r e was o r i a i n a l l v included bv J.S. Dodse. I t s . continuing inc lus ion was decided" upon by R.o'. YcGee. B91 coded 88 = not appl icable o r 99 not f i l l e d in o r f i r s t symptom number. Other v a r i a b l e numbers f i l l e d in with symptom numbers. The symptom sco res (phys ica l , psycholoqical , t o t a l , and depress ive a re in e x t r a va r i ab le s (page IX-73) 8224-227.

(Card 79 c o n t ' d )

44 Musc le weakness o r cramp 45 Tremor (shakes) 46 B r e a s t pa in , tenderness, lumps Number o f o t h e r synptoms A156 47 D i s t r e s s f r o m h e a r t , f l u s h e s 48 New s k i n lumps 49 L a s t p e r i o d abnormal - unusual b l e e d i n g , d i s c h a r g e 50 To t h e b e s t o f y o u r knowledge, a r e you p regnan t a t t h e p r e s e n t

t i m e ? I f so, how many months .............. A157 (Code 0 = n o t pregnant ; 1 = 1 s t t r i m e s t e r ; 2 = 2nd t r i m e s t e r ;

3 = 3 r d t r i m e s t e r )

S e c t i o n B - I n s t r u c t i o n s

S imp ly p u t a c i r c l e around t h e number if y o u r answers t o t h e f o l l o w i n g q u e s t i o n s a r e "yes". I f y o u r answer i s "no" do n o t mark.

Do you o f t e n have a back ache? Do you o f t e n have bad headaches? 8107-3108 Do you o f t e n wear y o u r s e l f o u t w o r r y i n g about y o u r h e a l t h ? BlOP-9110 Do you o f t e n g e t i n t o a v i o l e n t rage? Do peop le o f t e n annoy and i r r i t a t e you? Do you a t t i m e s have a t w i t c h i n g o f t h e face, head o r shou lde rs? 8111-9112 Do you o f t e n sudden ly become scared f o r no good reasons? Are you scared t o be a l o n e when t h e r e a r e no f r i e n d s near you? Are you f r i g h t e n e d o f g o i n g o u t a l o n e o r o f meet ing peop le? B113-3 l lA Do you su f fe r from i n d i g e s t i o n ? Do you o f t e n s u f f e r f r o m an upse t stomach? 8115-8116 Does e v e r y l i t t l e t h i n g g e t on your nerves and wear you o u t ? Does y o u r h e a r t o f t e n r a c e l i k e mad? B117-3119 Do you o f t e n have bad p a i n s i n your eves? 511q-8120 Are you t r o u b l e d w i t h rheumat ism o f f i b r o s i t i s ? Have you ever had a nervous breakdown?

CONFIDENTIAL HEALTH QUESTIONNAIRE FOR MOTHERS 11* (Card 9 - IX)

Do you of ten f e e l miserahle and depressed? Do you o f t en ge t worried about th ings? Are you e a s i l y upset or i r r i t a t e d ? Are you cons tan t ly keyed up and j i t t e r y ? I s your a p p e t i t e poor? Do you f e e l t i r e d most of t h e time? Do you usual ly have g r e a t d i f f i c u l t y i n f a l l i n g as leep o r

s tay ing as leep? Do you usual ly wake unnecessar i ly e a r l y in t h e morning? Have you found t h a t you need more s l eep than previousl.y? Have you l o s t 4 o r more pounds during t h e l a s t month or 10 o r

more pounds during t h e l a s t year? Have vou gained 4 o r more pounds during t h e l a s t month or 10

o r more pounds during t h e l a s t year? Have you l o s t i n t e r e s t in a c t i v i t i e s t h a t previously were

p leasurahle f o r you? ( s o c i a l ga ther ings , music, sex, e t c ) Have you l o s t i n t e r e s t in your job or housework? Do you f i n d i t d i f f i c u l t t o concent ra te or focus on what you

a r e doing? I s i t d i f f i c u l t f o r you t o make dec is ions quickly? Do you f e e l t h a t you have slowed down and a re moving slowly? Have you been thinking ahout hur t ing yourse l f? Do you o f t en blame yourself excess ive ly when th inqs go wrong? Do you f e e l g u i l t y f o r minor mistakes you make? Did you ever have a period of 2 or more weeks when you a re

depressed? (unhappy, bored, unable t o enjoy y o u r s e l f ) Have you ever received any of t h e fol lowing t rea tments f o r

depression? If yes, c i r c l e t h e appropr ia te answer

( a ) drugs (Code 1) ( b ) h o s p i t a l i s a t i o n (Code 2) ( c ) psychotherapy (Code 3 ) ( d ) e lec t roconvuls ive t reatment (Code 4 )

Combinations (Code 5 )

Sect ion C - Instruct ions** C i r c l e one answer f o r each quest ion.

76 Do you t h i n k you a re about t h e r i g h t weight f o r your height?

0 = About r i g h t 1 = Too f a t 2 = Too t h i n

77 Have you ever t r i e d t o lo se weight?

0 = No, never 1 = Yes, only once 2 = Yes, more than once

78 When was t h e l a s t t ime you t r i e d t o l o s e weight?

0 = Doesn't apply, have not t r i e d 1 = within t h e l a s t year 2 = within t h e l a s t 5 years 3 = more than 5 years ago

Notes: * These items were added by R.O. McGee and based on DSM 111. ** These items were added by 8. Calvert .

Card 9 c o n t ' d

79 How much w e i g h t d i d you l o s e ?

0 = H a v e n ' t t r i e d 1 = None - d i d n o t succeed 2 = 0-4 k i l o s ( 0 - 9 l b s ) 3 = 5-9 k i l o s (10-20 l b s ) 4 = 10 o r more k i l o s ( 2 1 o r more l b s )

80 Do you c o n s i d e r y o u r s e l f t o he p h y s i c a l l y f i t ?

0 = Yes, v e r y f i t 1 = Yes, m o d e r a t e l y f i t 2 = No, n o t v e r y f i t 3 = Very u n f i t

8 1 Do you have any r e g u l a r e x e r c i s e t o keep f i t ? 163

0 = No 1 = Yes, r e a s o n a b l y r e g u l a r l y ( l e s s than once a week) 2 = Yes, r e g u l a r l y (once a week o r more)

82 How o f t e n i n t h e l a s t seven days d i d you walk ( o r j o g ) f o r 10 m i n u t e s 5143 o r l o n g e r ?

W r i t e number o f t i m e s .................................. 83 What i s t h e l o n g e s t t i m e ( h o u r s and m i n u t e s ) you have walked i n t h e

1 a s t week? h r s n i n s 16a 5144

W r i t e l o n g e s t t i m e ..................................... 84 Do you use i o d i s e d s a l t ?

0 = No 1 = Yes 2 = U s u a l l y b u t n o t a1wa.y~ 3 = U n c e r t a i n

Reference: Mo thers ' depress ion R032

FIRST AID OUESTIONNAIRE* (Card 10 - IX)

Below a r e some quest ions r e l a t i n g t o F i r s t Aid. Please s e l e c t t he b e s t answer and put a t i c k a f t e r i t . Take your time and go over your answers c a r e f u l l y . Please f e e l f r e e t o change your answer b u t be su re t h e change i s c l e a r . There i s not time l i m i t . Please complete t h e aues t ionna i r e by your se l f .

1 What t r a i n i n g have you had in F i r s t Aid? 166

1. None 2. S t Johns, Red Cross, S t Andrews ........................... 3. Other (p l ease desc r ibe ) ........................................................

2 How long ago did you r ece ive t h i s t r a i n i n g ?

1. Not app l i cab le - never been t r a i n e d 2 . Less than a year 3. 1-2 years 4. More than 2 years

3 Do you know how t o g ive mouth t o mouth r e s u s c i t a t i o n ?

1. Yes 2 . No 3. Other ( p l e a s e s t a t e ) ...........................

4 In examining an unconscious passenser a f t e r a motor acc ident , you would f i r s t of a l l :

** 1. Ensure t h e p a t i e n t i s breathing 2. Examine t h e pupi l s 3. Check f o r i n j u r i e s t o limbs, e t c . 4 . Examine e a r s f o r bleeding 5. Smell t h e p a t i e n t ' s breath

5 A person has taken poison and in unconscious. Which of t h e fol lowing 170 i s not c o r r e c t F i r s t Aid t reatment:

** 1. Induce vomiting 2 . Check t h e airway 3. Place in t h e recovery pos i t i on 4 . Send t h e p a t i e n t t o hospi ta l 5. Save any conta iners of vomited mater ia l

6 The hear t of a c h i l d has stopped brea th ing . The f i r s t t h ing you do 171 i s :

** 1. S t a r t mouth t o mouth r e s u s c i t a t i o n ** 2. Apply ca rd iac massage

3. Raise t h e p a t i e n t ' s f e e t 4. Go and g e t help 5. Lay p a t i e n t i n recovery pos i t i on

Notes: - * This ques t ionna i r e was developed by J . Langley. I t was based on items used in S t Johns Ambulance t e s t s . ** The c o r r e c t answers a r e marked t h u s .

IX -25

(Card 10 cont'd)

7 With severe bleeding from a deep cut in a limb and no foreign body 172 present, the - first step in treatment is:

1. Apply a tourniquet above the injury 2. Elevate the limb

** 3. Press the sides of the wound firmly but gently together 4. Bind a sterile pad tightly over the wound 5. Send for medical aid

8 In the immediate treatment of scalds and burns, one should

1. Remove the patient's clothing 2. Smear the burn with butter

** 3. Immerse the burnt part in cold water 4. Apply burn cream thickly 5. Prick the blisters to let out the fluid

9 If a patient's life is in danger from falling debris, you must first 174

1. Treat for shock 2. Reassure the patient

** 3. Remove him from the danger 4. On no account move him 5. Immobilise any fractures

10 The prime rule in the case of an unconscious patient is to

1. Make sure the patient is not bleeding ** 2. Make sure the air passages are not obstructed

3. Make sure there are no hidden fractures 4. Note and record the pulse, pupils, and respiration 5. Check if the patient carries a "diabetes" or "steroid"

card

11 A person has swallowed a poison, is conscious, and has burns around 176 the mouth. The first aider should

1. Induce vomiting with an emetic 2. Place him in the recovery position

** 3. Dilute the poison with milk or water 4. Give mouth to mout resuscitation 5. Treat for shock

12 What instructions should you give to the casualty with internal bleeding

1. to breathe deeply and regularly ** 2. to relax mentally and physically

3. to hold his breath as much as possible 4. to try and keep moving 5. to drink as much fluid as possible

13 The application of an ointment to a severe burn

1. Does much to ease the pain 2. Reduces the plasma loss through the burned surface

** 3. Severely complicates medical treatment 4. Prevent infection entering the broken surface 5. Decreases blister formation

(Card 10 cont'd)

14 I f you find a person who is burned and unconscious in contact with wires, you should

1. Reassure him 2. Apply mouth to mouth resuscitation 3. Pour water on the burns 4. Place him in the recovery position

** 5. Keep well clear until the power is turned off

15 A child is choking because he has inhaled a nut. The first aider should first

** 1. Place him over his knee, head downwards and slap his back

2. Place him in the recovery position 3. Give artificial resuscitation immediately 4. Lay him on his face and slap his back to dislodge the

nut 5. Place some amnonia under his nose to make him cough

the nut up

16 A child has a fracture which involves the elbow. Which of the following would you - not do:

1. Place the limb gently by the patient's side ** 2 . Flex the elbow and place it in a sling

3. Secure the arm to the trunk 4. Transport as a stretcher case 5. Lie the casuality down

Total Correct

IX-27

PARENTS' CONFIDENTIAL HEALTH KNOWLEDGE AND OPINION QUESTIONNAIRE I*

(Card 10 - IX Cont 'd)

I n s t r u c t i o n s : These quest ions a re meant t o f ind out what people know and be l ieve about a number of th ings which r e l a t e t o hea l th . P lease put t i c k s in t h e brackets f o r t h e answer(s) t h a t i s nea res t t o what you th ink . Please do not put anything in t h e boxes in t h e r i g h t hand column.

For Off ice Use Only

1. Which th ree of t h e fol lowing would be much more l i k e l y t o happen t o someone who smokes than t o someone w h o d o e s n ' t ? (Tick t h r e e )

a . f l u b . hea r t a t t ack c . i nd iges t ion d . lung cancer e . chronic b ronch i t i s f . rheumatism

2. What e f f e c t s could r egu la r smoking have on t h e unborn ch i ld i f a pregnant woman smokes? ( t i c k two)

a . no e f f e c t b . baby more l i k e l y t o be deformed c. baby l i k e l y t o be smal l e r d . baby more 1 i k e l y t o be anaemic e . miscarr iage more l i k e l y

3 . How important do you th ick i t i s t o be about t h e r i g h t weight f o r your height? ( t i c k one)

a. very important b. q u i t e important

c . not very important d . unimportant

4. Why do you th ink people ge t t oo f a t ? (Tick t h e two most important reasons)

a. born with a tendency t o be f a t b . something wrong with the way t h e i r bodies use food c. they e a t t h e wrong kind of food d . they e a t t oo much food e . they d o n ' t get enough exe rc i se

5. Which f o u r o f t h e following foodswould b e m o s t l i k e l y t o r e s u l t i n people pu t t ing on weight ( t i c k f o u r )

a. bread c . l o l l i e s

e . cakes g. sa lad

b. b u t t e r d . po ta toes

f . jam h . s teak

Notes: * This ques t ionna i r e was developed by B . Calvert and P.A. S i l v a .

PARENT'S HEALTH KNOWLEDGE AND OPINION QUESTIONNAIRE I1 (Card 11 - IX )

6. Why i s i t i m p o r t a n t t o have f i b r e i n o u r f o o d ? ( T i c k t h e two most i m p o r t a n t reasons )

a. avo ids c o n s t i p a t i o n b. l e s s l i k e l y t o g e t l u n g cancer c. g e t fewer c o l d s d. foods w i t h more f i b r e a r e more n a t u r a l e. l e s s l i k e l y t o g e t bowel cancer f. a i d s d i g e s t i o n

7. Do you u s u a l l y have brown o r wholemeal o r w h i t e bread? ( T i c k one)

a. brown o r wholemeal - ~

b. w h i t e c . about h a l f o f each

8. Which o f t h e f o l l o w i n g f o o d s c o n t a i n f i b r e ? ( T i c k t h r e e )

a. b r e a d c. meat e. f r u i t

b. m i l k d. vege tab les f. cheese

9. Which o f t h e f o l l o w i n g foods c o n t a i n reasonab le amounts o f i r o n ? ( T i c k two)

a. m i l k b. meat c. cheese d. eggs

10. Why i t i s i m p o r t a n t t o have i r o n i n o u r food? ( T i c k one)

a. t o p r e v e n t cancer o f t h e l i v e r b. t o p r o t e c t a g a i n s t h e a r t a t t a c k s c . t o p r e v e n t anaemia d. t o p r e v e n t headaches e. t o p r e v e n t rheumat ism

11. Why i s i t i m ~ o r t a n t t o have i o d i s e d s a l t o r some o t h e r i o d i n e i n our d i e t ? ( T i c k one)

a. t o p r e v e n t g o i t r e b. t o improve t h e t e e t h c . t o p r e v e n t t u b e r c u l o s i s (TB) d. t o improve r e s i s t a n t t o i n f e c t i o n s e. d o n ' t know

12. Why i s it bad t o have t o o much s a l t i n o u r d i e t ? ( T i c k one)

a. may cause d i a b e t e s b. may cause h i g h b l o o d p r e s s u r e ( h y p e r t e n s i o n ) c. may cause adenoids d. may cause a r t h r i t i s

13. Which t h r e e p a r t s of the body a re most l i k e l y t o be damaged by drinking too much alcohol? (Tick t h r e e )

a . l i v e r c . stomach e . bowel g. bra in

b. lungs d. eyes f . h e a r t

14. Does alcohol warm up a person who has been out in t h e cold? (Tick one)

a . yes b. no c . uncer ta in

15. Does i t t ake a t l e a s t 12 years of heavy drinking t o t u r n someone i n t o an a lcohol ic? (Tick one)

a. yes b. no c . uncer ta in

16. Does alcohol improve a person ' s confidence? (Tick one)


17. Does alcohol add t o t h e c a l o r i e s i n t h e d i e t ? (Tick one)


Compulsory Medical Health Measures

These ques t ions a r e t o f i n d out your opinion on some i s sues r e l a t e d t o hea l th . P lease put a t i c k a f t e r the following statements you agree w i t h and a c ross i f you d isagree . Leave them blank i f you do not have an opinion.

Tick o r c ross

1. Fluoride in the water supply i s a good th ing 251

2. Immunisations aga ins t childhood d i seases such as r u b e l l a should be compulsory

3. All ch i ld ren should have r egu la r medical checks when they a re young.

4. Ch i ld ren ' s medical checks should be compulsory 254

5. Parents should be paid f o r tak ing their chi ldren f o r r egu la r medical checks

STUDENT'S PERCEPTION OF ABILITIES SCALE (SPAS)" (CARD 12 - I X )

To make sure you unders tand how t o f i l l i n t he ques t ions by y o u r s e l f , cou ld you p lease do ques t ions A and 8 and then show them t o me.

A. I am no good a t swimming 0 . I r i d e a b i k e w e l l

Yes No Yes No

Now do a l l t h e r e s t o f t h e ques t ions by y o u r s e l f . C i r c l e t h e answer.

1 A l l new words a re easy f o r me t o s p e l l Yes No 257

2 I u s u a l l y have problems unders tand ing what I read Yes No

3 I am one o f t he b r i g h t e s t k i d s i n t he c l a s s Yes No

4 I have neat p r i n t i n g Yes No 260

5 I am unhappy w i t h how I read Yes No 261

6 I am good a t s o e l l i n g Yes No 267

7 I make many mis takes i n school Yes No 263

8 I have problems i n s p e l l i n g Yes No 264

9 I l i k e t o r ead t o my paren ts Yes No 265

10 I l i k e making up endings t o s t o r i e s Yes No 756

11 I l i k e t o answer ques t ions Yes No 257

12 I have problems p r i n t i n g n e a t l y Yes No 768

13 I l i k e t o do comprehension ques t ions Yes No 259

14 I am good a t p r i n t i n g Yes No 770

15 I have d i f f i c u l t y work ing w i t h numbers Yes No ?71

16 I l i k e maths Yes No 772

17 I am a messy w r i t e r Yes No ?73

18 Tests a re easy f o r me t o t a k e Yes No 774

19 I l i k e t o sound o u t words Yes No ?75

20 I have d i f f i c u l t y t h i n k i n g up good s t o r i e s Yes No

21 My s p e l l i n g i s always r i g h t Yes Yo 277

22 I am unhappy w i t h how I do maths Yes No 278

Notes: * The S tuden t ' s Pe rcep t i on o f A b i l i t i e s Scale was s e l e c t e d by J.W. Chapman. The r e f e r e n c e t o t h e o r i g i n a l t e s t i s Boersma, JF. and Chapman, JW. (1979) Manual f o r t h e S t u d e n t ' s Pe rcep t i on o f A b i l i t y Scale. Edmonton, U n i v e r s i t y o f A l b e r t a . (Note o n l y h a l f o f t h e o r i g i n a l i tems were used.)

I have d i f f i c u l t y do ing what my teacher says

I f i n d s p e l l i n g hard

I u s u a l l y get my maths r i g h t

I am unhappy w i t h my p r i n t i n g

I am slow a t s p e l l i n g

I n School I f i n d new t h i n g s d i f f i c u l t t o l e a r n

I u s u a l l y s p e l l words r i g h t

My teacher t h i n k s I am good a t p r i n t i n g

I have t r o u b l e t e l l i n g o thers what I mean

I am good a t maths

I l i k e t o t e l l s t o r i e s i n c lass

I f i n d m u l t i p l i c a t i o n ( t imes t a b l e ) f u n

I always ge t eve ry th ing i n maths r i g h t

Yes No

Yes No

Yes No

Yes No

Yes No

Yes No

Yes No

Yes N o

Yes No

Yes No

Yes No

Yes No

Yes NO

References: R046, R047

1 How many living children are there in your family altogether?

2 What is ... position in the family? 3 What is your husband's occupation? (Elley & Irving code 1-6;

student = 7; no father figure in household = 8; n/k = 9)

... 4 Does have any significant problems? .................................... (0 = no; 1 = yes) Details


5 How well is ... doing at school generally? (0 = slow; 1 = ave; 2 = above ave; 8 = n/a; 9 = n/k)

6 How well is ... getting on with reading? 7 How well is ... getting on with printing and writing? 8 How well is ... getting on with arithmetic and mathematics? 9 How well is ... getting on with spelling? 10 How well is ... getting on with written language

(e.g. story writing)?

11 Are there any ways in which ... has changed in the last year? (0 = no; 1 = yes) Specify .......................................................


12 Some things happen to children that in some ways influence how they develop. Have there been any important events or experiences that have occurred to influence ... patterns of development for the better or worse over the last year? 0 = no influences; 1 = adverse influences - details

See Research Task IX-17 ...............................................................

2 = mildly important influences (positive)

Notes: - * The psychometric assessment was designed by P.A. Silva.

3 = markedly important influences (positive)

...............................................................

............................................................... 4 = combinations or other

13 Are there any other important comments or remarks about ... you 302 would like to make?


CHILD AFFECTIVE STATE SCREENING QUESTIONNAIRE FOR CHILD* (Card 23 - I X )

Here a r e some more q u e s t i o n s about how you f e e l . Dlease c i r l e one answer f o r each q u e s t i o n .

1 I e n j o y d o i n g a l o t o f d i f f e r e n t t h i n g s Yes No 303

2 Most o f t h e t i m e I f e e l happy Yes No 304

3 I b e l i e v e t h a t t h i n g s w i l l go w e l l f o r me Yes No 305

4 U s u a l l y I have a t l e a s t one s p e c i a l f r i e n d Yes No 305

5 I l i k e go ing t o schoo l Yes N o 307

6 I have energy

7 I can s i t s t i l l when I must

8 I e n j o y e a t i n g my f o o d

9 My s l e e p i s p r e t t y good

10 I w o r r y a l o t

I g e t i n t o a l o t o f t r o u b l e

I g e t a l o t o f headaches

I g e t a l o t o f stomach aches

I g e t a l o t o f o t h e r t ypes o f aches and p a i n s

Sometimes I t h i n k a l o t about h u r t i n g m y s e l f on purpose

I have d i f f i c u l t y c o n c e n t r a t i n g on t h i n g s I am d o i n g

I f e e l bad about t h i n g s I have done

L i t t l e t h i n g s u p s e t me a l o t of t h e t i m e

Yes Yo 308

Yes N o 309

Yes N o 310

Yes No 311

Yes N o 312

Yes

Yes

Yes

Yes

Yes

Yes

Yes

Yes

Notes: - * T h i s q u e s t i o n n a i r e was developed b y J . Kashani o u t o f DSM 111. No t a l l c h i l d r e n had a l l t h e i tems ( s e e R034 f o r d e t a i l s )

PSYCHOMETRIC ASSESSMENT I* (Card 1 4 - I X )

Y r Mths 321 B l a 8

Age o f C h i l d Today ( t o n e a r e s t month)

Where t e s t e d 1 = Knox; 322 2 = schoo l ; 3 = Out o f town, Psych. S e r v i c e

Examiner ' s Code (See over f o r codes)

ITPA Verba l Comprehension** Verba l E x p r e s s i o n

Dunedin A r t i c u l a t i o n Sc reen inq Sca le (OASS)

Rat - - S i t - Leg - Zebra

F i s h - - Sheep - C h a i r - Jam

Clown - - F l a g - Small - P l a n t

Sweeps - S k i - Steps Bread

F rog - Presen ts - Truck - Drum

DASS T o t a l A d d i t i o n a l Speech I tems

Count one, two, t h r e e , fou r , f i v e t h - (Code 0 = i n c o r r E t ; 1 = c o r r e c t ) - v

Behav iour Observa t ions (See d e f i n i t i o n s o v e r )

Bender G e s t a l t SIC Test** C h i l d b rough t back t o f i n i s h t e s t ( 0 = no; 1 = y e s ) D e v i a t i o n f r o m s t a n d a r d i s a t i o n ( 0 = no; 1 = y e s )

(Why, d e t a i l s ........................................................ 767

Comments o r remarks n o t covered above ( 0 = none; 1 = comments) 363


T e s t C o n d i t i o n s ( 0 = alone; 1 = n o t a l o n e i.e. ano the r examiner i n 364 t h e room)

Notes : - * Psychometr ic assessment des igned by P.A. S i l v a . See Phase V I I , page 28 f o r r e f e r e n c e s . ** T h i s was coded bv E. S a n d e r l i n a . See Ms S a n d e r l i n a f o r d e t a i l s .

NB. The ITPA has been a d j u s t e d f o r age. See e x t r a v a r i a b l e s page IX-73 B236-237.

CODE

EXAMINERS' CODES

PHASE I X

NAME

P s y c h o m e t r i s t s :

Francesca Ranja C h r i s E l d e r E l s i e Evans L i z F u l t o n Hamish God f rey Glenda Graham L o l a J e n k i n C a r o l e Randal 1 Ruth Ross A l i s o n S c a r f e

Psych S e r v i ce/Overseas

BEHAVIOLIR OBSERVATIONS

Separation No concern Very little concern Initial reticence, appropriate

353(9) Attention Span 1. Very brief 2. Short time 3. Adequate time 4. More than average time More than usual concern

Very upset, cries, won't separate 354(10) Goal Orientation

1. No effort Fearfulness None evident

?. Briefly attempts 3. Keeps goal or direction in mind 4. Keeps goal and question in qind 5. Compulsive absorption

Very little Normal caution Inhibited and uneasy Very fearful 355(11) Activity Level

1. Hypoactive Rapport 2. Little activity Very shy, withdrawn 3. Normo activity Shy, waits for gestures 4. Restless Initial shyness, then ease 5. Hyperactive Very friendly. at ease

- ~xtFeme friendliness 356(12) Nature of Activity

1. Extreme rigidity Confidence Lacks, extremely self-

2. Some riqidity 3. Flexible. aooro~riate

critical Distrusts own ability Adeouatelv self-confident

4. ~requentiy impuisive 5. Extremely impulsive, explosive

ore than-usual confidence Very self-confident

357(13) Nature of Communication 1. Little or none 2. Answers questions only 3. Readily answers, may elaborate 4. Answers freely 5. Difficult to follow thinkinq

Emotional Reactivity Extremelv flat somewhatd fl at Normal responsiveness Mood more variable than average Extreme lability

358(14) Assertiveness 1. Extreme1 y assertive 2. Quite forceful, rough materials 3. Self-assertive but acceptinq

control 4. Passive acceptance 5. Extremely passive

Co-operation Extreme negativism Considerable Reasonably co-operati ve Accepts directions more easily Extremely suggestible 359(15) Hostility

1. Very hostile, obstructive 2. Unusually hostile 3. No unusual hostility 4. Very agreeable 5. Ingratiating

Frustration Tolerance

Withdraws completely Occasionally withdrawn Attempts difficult tasks Becomes upset by difficulty Acting-out, crying

-re1 iant. refuses help ~arely needs reassurance Dependent appropriate situations Demands more attention than average Constant need of attention and help

IX-38

PSYCHOMETRIC ASSESSMENT JI* (Card 15 - 1x1

WECHSLER INTELLIGENCE SCALE FOR CHILDREN (Revised)

Raw Scaled Score Score

VERBAL TESTS

Information Similarities Arithmetic Vocahul ary

Sum of Scaled Verbal Scores

PERFORMANCE TESTS

Picture Completion Block Design Ohject Assernhly Coding

Sum of Scaled Performance Scores

Prorated Sum of Verbal Scores Prorated Sum of Performance Scores

Total Prorated Scores

Notes: - * Reference: Wechsler, D. (1974) Wechsler Intel 1 igence Scale for Children (Revised). New York, Psycholoqical Corporation

DUNEDIN ARTICULATION CHECK* (Card 16 - XI)

sail - - ride - jam - thumb

hurry - feather fly - - throw - -- splashed

She liked - her frothy bubble bath - Dad planted some s t a b l e s

Mother - scrambed some eggs

What a terrible +osion

Ring for an ambulance

They'll have to go to hospital -

Total

Has child been to a speech therapist (0 = no; If yes, code n times)

Speech Clinic: 1 Caversham 5 Green Island 2 Forbury 6 Kaikorai 3 George St 7 Other, or more than one 4 Mosgiel 8 Corstorphine

Comments (0 = no; 1 = yes)


........................................ Examiner's Code

................................................. Chris = 1 Lois = 2 ................................................. Faye = 3

Notes: * The DAC was developed by C. Justin and other Dunedin speech therapists.

Reference: MON5

OTOLOGICAL/AUDIOLOGICAL ASSESSMENT* (Card 17 - I X )

Ex te rna l A u d i t o r y Neatus ( 0 = normal; 1 = abnormal)

D e t a i l .........................................

L i g h t r e f l e x ( 0 = normal; 1 = abnormal)

M i c r o v a s c u l a r i s a t i o n (grade 0-5)

Calcification/Hyalinisation D = normal 1 = h y a l i n e change draw 2 = cha lk patch draw r e d 3 = mixed

Scar 0 = none 1 = a t r o p h i c draw 2 = non a t r o p h i c draw red 3 = mixed

Trans lucency (exc lude areas denoted as c a l c i f i e d o r h y a l i n e ( 7 = b r i l l i a n t l y c l e a r ; 0 = normal b u t no t b r i l l i a n t ; 1 = media l w a l l v i s i b l e bu t w i t h d i f f i c u l t y ; 2 = opaque, medial w a l l no t v i s i b l e )

Secre t ions ( 0 = none; 1 = t r a c e o f f l u i d ((20%); 2 = 20-502 f l u i d ; 3 = 50-80% f l u i d ; 4 = more than 80%; 5 = f i l l i n g

Sec re t i on Colour ( 0 = none; 1 = n e u t r a l ; 2 = blue; 3 = ye l low; 4 = wh i te ; 5 = o t h e r )

Other ( 0 = normal; 1 = tube, 2 = o t h e r )

Spec i f y ..........................................

Date..... ..... R L

O t o l o g i s t ' s d e c i s i o n ( 0 = normal; 1 = f l u i d ; 2 = uncer ta in ; 3 = f l u i d p l u s o ther ; 4 = o t h e r )

Spec i f y .......................................... 405-407

Notes: - * These assessments were designed by I.A. Stewar t and A. Simpson.

OTOLOGICAL/AUDIOLOGICAL ASSESSMENT (CONT' D)

Examinat ion 1 Date ............

Pure Tone code f i g u r e

H igh Frequency Loss (0 = no; 1 = yes )

M i d d l e Ear Pressure

Curve Type O = A; 1 = s h a l l o w A; 2 = h igh; 3 = C; 4 = BC; 5 = B; 6 = o t h e r

S taoed ius R e f l e x 1 k ~ z 3 kHz

Compl i ance code f i g u r e

R i g h t L e f t 8175 B175

THE DUNEDIN M U L T I D l S C I P L i N A R Y CHILD DEVELOPMENT STUDY

AUDIOMETRIC EXAMINATION

Name . . . . . . . . . . . . . . . . . . . . . . . . . . D a t e - - - - - - - - - - S e r i e s No. - - - - - - - - - - -

T e s t e r . . . . . . . . . . . . . . . . . . . . . . . .

Comments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Re fe r red ENT

-----------------------.-------------------- YES NO

I m p e d a n c e

5.0 4.8 P u r e Tone

4.6 4.4 4.2 3 m 8- 2 m a.m - 4 .o -l--i---.-l--!-. I I - ,o 3.8

I I - r 3.6 D - - - -- - .- , - - - I ' * I-! 0

m 3.4 - 3.2 L >q 3.0 > 2.8 'S 2.6 J.

2.4 51)

.; 2 . 2 - 2.0 70--

1.8 1.6 80 m 1.4 - p 1.2 . 10(1 --

8 1.0 0.8

. ,201 0.6

I I I 0

-0 m ,m ,m A m a m ;; 0.4 FlEOUENCI IN CYCLES PEm SECONO

P 0.2 *I% Y" X ncr*. 0

2 R i g h t L e f t

c 0 AVEWIOE HEIRON= LQS5 (dB1 - - -500 400 300 200 iml o 100 200 300 400 5

(Relative External Ear Pressure m m W )

P r o b e i n ( H I P r o b e i n ( L )

M i d d l e E a r P r e s s u r e (MEP) . . . . . . . . . . . . . . . . . . . . a ) C o m p l i a n c e a t MEP . . . . . . . . . . . . . . . . . . . . b ) C o m p l i a n c e a t MEP + ZOO mmW . . . . . . . . . . . . . . . . . . . .

.......... C ) C o m p l i a n c e a t t y m p a n i c membrane ( a - b ) . . . . . . . . . . ( N o r m a l r a n g e 0 . 3 - ? 1 . 5 n i l . e q u i v . v o l . a i r )

MIDDLE EAR MUSCLE REFLEX MEASUREMENTS

A c o u s t i c R e f l e x T h r e s h o l d ( A R T )

I p s i l a t e r a l dB HL -- dB HL

EYES AND EARS EXAMINATION* (Card 18 - I X )

1 Does .. . wear g l a s s e s ? ( 0 = no; 1 = yes; 2 = u s u a l l y b u t h a s n ' t b rough them) ( a ) Bes t d i s t a n c e VA (code - see shee t )

( w i t h g lasses i f worn)

( b ) VA w i t h o u t g lasses [code - see s h e e t )

I f no g lasses , code same as l ( a )

2 D i s t a n c e VA w i t h +2.00 sphere (code - see s h e e t )

3 ( a ) Bes t near v i s i o n ( w i t h g lasses i f worn) (code - see s h e e t )

( b ) Near v i s i o n - w i t h o u t g lasses (code - see s h e e t )

I f no g lasses worn same as 3a

4 Cover T e s t ( a ) H o r i z o n t a l - ( w i t h o u t g l a s s e s ) 0 = no movement; 1 = ET; 2 = XT; 3 = EP; 4 = XP

( b ) V e r t i c a l 0 = no movement; 1 = h y p e r t r o p i a ; 2 = h y p e r p h o r i a

D e t a i l s ......................................... 5 Cover T e s t

( a ) H o r i z o n t a l ( w i t h g lasses i f worn)

( b ) V e r t i c a l 8 = n / a

6 E.O.M. Normal (code 0 ) Abnormal (code 1 ) - D e t a i l and s t a t e whether g lasses

worn o r n o t

7 Other ( 0 = no; 1 = yes; 2 = d o u b t f u l ) S p e c i f y 422

8 S t e r e o p s i s w i t h g lasses i f worn T.N.O. - B u t t e r f l y ( 0 = no; 1 = y e s ) 423 C i r c l e s ( 0 = n o ; 1 = y e s ; 2 = d o u b t f u l ) 424 Shapes ( 0 = no; 1 = yes; 2 = d o u b t f u l ) 425 Wedge (Grade 1 - 6 ) 426

Notes: - * T h i s assessment was des igned b y A. Sirnpson.

E.N.T. ASSESSMENT* (Card 18 - IX cont'd)

Examination 8 = n/a; 9 = n/k

I. Nose (a) Clear (0)

Partially obstructed (1) Fully obstructed (2)

If obstructed, how long has it been like this? Code weeks 3195

(b) Septum - straight or nearly so (0) - deviated to riqht - deviated to left

(1) (2)

- oblique (3)

(c) Turbinates Colour Normal (0) A1 lergic Other

(1) (2)

Size Normal (0) Enlarged Touching Septum

(1) ( 1 )

(d) Discharge

2. Tonsils

None Watery rvlucoid Purulent Crust Mi xed

Size grade (0-4) Infected (0 = no; 1 = yes)

3. Any abnormality of pharynx (0 = no; 1 = yes)

4. Cervical Adenitis Size grade (0-4) (0 = absent)

5. Other (0 = normal; 1 = abnormal) 47Q

Specify ......................................................

Notes : - * This assessment was designed by I.A. Stewart and A. Simpson.

AUTOMATIC TYMPANOMETRIC ASSESSMENT*

M i d d l e Ear P ressure

R i g h t

L e f t

Code Type

0 = A; 1 = s h a l l o w A; 2 = h i g h A; 3 = C, 4 = BC; 5 = B; 6 = o t h e r

Staped ius R e f l e x

0 = absent

1 = o resen t

Notes: - * T h i s assessment was designed b y I .A . S t e w a r t and A. Simpson and c a r r i e d o u t b y C. K i r k l a n d .

IX-45

BLOOD PRESSURE AND FITNESS* (Card 19 - I X )

(Code Values)

1. B.P.

2. B.P.

3. B.P.

Svst .

Phase I V

Phase V

P u l s e l m i n

Sys t .

Phase I V

Phase V

P u l se/min

Syst .

Phase I V

Phase V

Pu lse /m in

Notes: - * T h i s assessment was des igned b y A. Simpson and c a r r i e d o u t by R. A l l e n .

I See e x t r a v a r i a b l e s (page IX-73) f o r t h e average o f t h e above measures (C34-37).

4. Exercise heart rate (beatslmin) C23

5. Post exercise time to 16 beats C24

6. Time before post exercise heart rate times C25

7. Co-ordination/rhythm. (Rate suhject on ahility to keep time to music and maintain constant weed)

0 = good - no break in rhythm, constant speed

1 = satisfactory - constant speed but occasional miss of beat

2 = poor - speed flutuates and/or erratic maintenance of beat

3 = very bad - erratic speed and incomplete maintenance of beat

8. Observations: Any unusual reponses or events, e.g. difficulty in 445 breathing, muscle injury, disinterested, distractable, malfunction- ing of equipment

(0 = normal; 1 = other)

Please specify ................................................... See Research Task IX-21

9. Pre exercise heart rate (beatshin.) C25

Notes: - * These assessments were designed by 5. Ross and carried out by C. Kirkland. We have doubts about the reliability of these measures.

IX-47

OTOLOGY A N D OPHTHALMOLOGICAL QUESTIONNAIRE* (Card 20 - IX)

OTOLOGY

8 = n/a; 9 = n / k ;

1. In the pas t two years has ... ( a ) had any ear i n fec t ion? 0 = no; 1 = yes

I f yes , how many? Code no. 58 = n/a

( b ) been suspected of having a hearing lo s s? 0 = no; 1 = yes; 2 = known f o r more than 2 .yrs

Was t h i s confirmed? 0 = no; 1 = yes ; 2 = no attempt made t o confirm

I f yes , hy whom? 1 = CDS; 2 = ENT; 3 = Health Dept. 4 = o t h e r ,

spec i fy ................................................... See Research Task IX-22

( c ) had any ear opera t ions? ( e s p e c i a l l y tubes) 0 = no; 1 = yes

1 = u n i l a t e r a l tube; 2 = b i l a t e r a l tube; 3 = other

s p e c i f y See Research Task IX-23 8 = n/a

I f yes , where? 0 = DPH; 1 = o the r . Specify .............................. 8 = n/a


( I f ... has been seen a t ENT o r has had an opera t ion , check s p e c i a l i s t form has been f i l l e d in . )

2. Has ... had h is /her t o n s i l s out? 0 = no; 1 = yes; 9 = n / k

I f yes, a t what. age? ........... '6193

3. Has ... had h i s /he r adenoids out? 0 = no; 1 = yes; 9 = n / k

Notes: - * Otology ques t ions designed by I.A. Stewart. Ophthalmology quest ions designed by A. Simpson.

OTOLOGY AND OPHTHALMOLOGY QUESTIONNAIRE (CARD 20 C o n t ' d )

OPHTHALMOLOGY - 1. Do you t h i n k ... sees n o r m a l l y ?

0 = no; 1 = yes; 2 = unsure T h i s q u e s t i o n r e f e r s t o v i s i o n w i t h o u t g lasses

2. Has ... had a r e a l o r suspected v i s i o n prob lem i n t h e p a s t two years? 0 = no, f i l l i n r e s t o f forms w i t h 8 ' s ; 1 = r e a l ( c o n f i r m e d ) ; 2 = suspected ( n o t c o n f i r m e d ) ; 3 = known f o r more t h a n two years

3. Has ... seen anyone about t h i s ( a r e a l o r suspected v i s i o n p rob lem i n t h e l a s t 2 y e a r s ) 0 = no; 1 = GP; 2 = s p e c i a l i s t o r Eye Dept;

3 = o t h e r ( s p e c i f y ) See Research Task IX-25

4 = more t h a n one ( s p e c i f y ) ..................................... 4. Was t h e s u s p i c i o n con f i rmed?

0 = no; 1 = yes; 2 = no a t tempt y e t made t o c o n f i r m t h i s ; 3 = d o n ' t have r e s u l t s y e t ; 8 = n l a

5. Does ... have g lasses? 0 = no; 1 = y e s I f yes: ( a ) A t what age were t h e y f i r s t p r e s c r i b e d ?

(code months) 888 = n l a

... ( b ) How much o f t h e t i m e shou ld wear them? 1 = a l l t h e t ime; 2 = p a r t of t i m e ( s p e c i f y ) ; 8 = n l a


6. Who f i r s t suspected a problem? 0 = mother; 1 = f a t h e r ; 2 = c h i l d ; 3 = CDS; 7 = o t h e r ( s p e c i f y )


7. I n t h e l a s t two y e a r s has ........ had a r e a l o r suspected eye p rob lem ( o t h e r t h a n o r as w e l l as a v i s i o n problem) e.g. s q u i n t , c o n j u n c t i v i t i s , e t c . 0 = no; 1 = yes; 2 = suspected; 3 = known f o r l o n g e r t h a n two y e a r s ( s p e c i f y )


4 = more t h a n one ( s p e c i f y ) .................................. ( I f ... has seen a s p e c i f a l i s t o r been seen a t t h e Eye Dept. check t h a t s p e c i a l i s t f o rm has been f i l l e d i n ) .

8. I f p rob lem was o n l y suspected, was t h e s u s p i c i o n con f i rmed? 0 = no; 1 = yes; 2 = no a t tempt y e t made t o con f i rm; 3 = d o n ' t have r e s u l t s y e t ; 8 = n l a

9. Who f i r s t suspected t h e problem? 0 = mother; 1 = f a t h e r ; 2 = c h i l d ; 3 = CDS; 7 = o t h e r ( s p e c i f y )


OTOLOGY AND OPHTHALMOLOGY OUESTIONNAIRE (CARD 20 C o n t ' d )

SMOKING I N HOUSEHOLD

1. Are you (mother ) a non-smoker, ex-smoker, o r smoker? I f smoker, how many p e r day? 0 = non; 1 = ex; 2 = l e s s t h a n 10; 3 = 11-20; 4 = 21-30 5 = 31-40; 6 = more t h a n 40; 8 = n / a ( n o mother ) ; 7 = o t h e r ( s p e c i f y what and q u a n t i t y p e r day)


( a ) I f you a r e an ex-smoker, how l o n g i s i t s i n c e you s topped smoking? Code i n y e a r s o r 0 f o r l e s s t h a n 1 year ; 88 = n /a

( b ) On average, how many d i d you smoke p e r day? Code as f o r smokers

2. I s f a t h e r o r f a t h e r f i g u r e a smoker? Code as 0.16 Code 8, n/a, i f no f a t h e r i n household D e t a i l i f smokes o t h e r t h a n c i g a r e t t e s and grade q u a n t i t y


( a ) I f an ex-smoker, how l o n g s i n c e he stopped? B195

( b ) On average, how many d i d he smoke p e r day? 459

3. How many o t h e r permanent members o f t h e household smoke? Code number

Now a few q u e s t i o n s about smoking w h i l e you were e x p e c t i n g ......... U e ' d l i k e t o break i t up i n t o f o u r s e c t i o n s , t h r e e s e c t i o n s o f t h r e e months d u r i n g p re - gancy and t h e f i r s t t h r e e months a f t e r .......... was born.

4. Were you a non-smoker o r a smoker du r ing :

( a ) f i r s t t h r e e months o f pregnancy

( b ) second t h r e e months o f pregnancy

( c ) t h i r d t h r e e months o f pregnancy

( d ) f i r s t t h r e e months a f t e r ... was b o r n

Code each - 0 = non-smoker and grade smoker as f o r smoking q u e s t i o n n a i r e

G E N E R A L HEALTH A N D MEDICAL QUESTIONNAIRE* (Card 21 - IX)

This questionnaire i s similar t o the ones asked 2 years ago, with one or two questions dropped out and one or two added.

1. F i r s t of a l l , we'd l i ke t o know i f ... has seen a s p e c i a l i s t , a hospital doctor, or been seen in a hospital outpatient department during the l a s t two years (0 = no; 1 = yes If several spec i a l i s t s , code number). If yes, f i l l i n spec i a l i s t form, one for each spec i a l i s t seen.

(See Special is t Form a t end of t h i s card)

2 . In the l a s t 4 years ( i .e. s ince ... s ta r ted school) , have you sought help or advice fo r a behaviour or emotional problem from: (Code O = no; or no. of v i s i t s . 7 or more = 7)

general pract i t ioner

school teacher

Education Dept psychologists

Dept of Psychiatry or Psychological Medicine (including Development Centre a t Wakari)

Paediatrician

Public Health Nurse

Health Department doctor

Social Welfare social worker

Voluntary social agencies (e.g. Family Care Centre, Catholic Social Services, PSSA)

Specify .................................................... Other (specify) See Research Task IX-33

Examples of these problems are bed wetting, temper tantrum, s tea l ing , school refusal , d i f f i c u l t behaviour.

If yes, f i l l in the Behaviour Problem Consultation form, one fo r each agency. (See form a t end of card)

3. Has ... been admitted overnight t o hospital i n the l a s t 2 years? 91 '35 0 = no; If yes, code number of times and f i l l in hospital isation form for each admission. (See Hospitalisation Form a t end of card) ( I f the answer i s yes, the child must have been under the care of a spec i a l i s t and a spec i a l i s t form should have been f i l l e d i n ) .

4. Has ... been i n hospital fo r any investigations, treatments, 8197 anaesthetics, e tc . n o t requiring an overnight stay? If yes, please specify and code number of times in l a s t 2 years

Notes: - * Questionnaire designed by A. Simpson.

IX -51 (Card 2 1 c o n t ' d )

Examples - day c a r e f o r tubes i n ears, a n a e s t h e t i c s f o r s e t t i n g f r a c t u r e s , e t c . ( n o t s h o r t v i s i t s t o A & E o r O u t o a t i e n t s Deoar tment ) .

5. Mow many i n j u r i e s ( i n c l u d i n g p o i s o n i n g s ) r e q u i r i n g med ica l a t t e n t i o n 8198 has ......... had i n t h e p a s t 2 y e a r s ? Code number o r 9P = n/k I f any, f i l l i n A c c i d e n t s Form* f o r each one.

(See Card 22 a t end o f t h i s f o r m )

6. Mow many t i m e s has ......... seen a GP about t h e f o l l o w i n g problems i n t h e l a s t 2 y e a r s ? Code up t o 6. Code 7 o r more as 7.

s o r e t h r o a t s and ea r ache and/or c o l d s 485

s k i n prob lems 487

e p i l e p s y 488

g rowth problems 489

o r t h o p a e d i c (bones and j o i n t s ) 490

asthma

h a y f e v e r

a l l e r g i e s 493

eye problems 494

o t h e r problems A q 5

I f any, p l e a s e g i v e d e t a i l s , e.g. eczema, c o n j u n c t i v i t i s , e t c .

See Research Task IX -34

................................................... Other s p e c i f y

7 ( a ) D i d ......... t a k e o r use any m e d i c i n e ( s ) ( m i x t u r e s , t a b l e t s , 496 o in tmen ts , n a s a l sprays, e tc . ) ye:;;rda,v? no =,O; Yes - code number o f p r e p a r a t i o n s . I f yes, f i i n M e d i c a t ~ o n Use f o r m f o r each. (See M e d i c a t i o n Form a t end o f t h i s card.)

( b ) D i d ......... t a k e o r use any med ic ines ( m i x t u r e s , t a b l e t s , 497 o in tmen ts , n a s a l sprays, e tc . ) i n t h e l a s t 7 days? no = 0; Yes - code number o f p r e p a r a t i o n s . I f yes, f i l l i n M e d i c a t i o n Use f o r m f o r each.

8 I s t h e r e any med ic ine , e t c . wh ich you keep a s u p p l y of and which .......... t a k e s o f f and on, when needed, b u t d i d n ' t t a k e d u r i n g t h e l a s t week? n o = 0; Yes - code number o f p r e p a r a t i o n s and s p e c i f y .........................................................


9 I s .......... now o r has he/she e v e r t a k e n any m e d i c a t i o n s ( i . e . 499 p i l l s o r m e d i c i n e ) f o r t h e t r e a t 3 o f b e d w e t t i n g ? no = 0; Yes - 1 and f i l l i n E n u r e s i s M e d i c a t i o n form. (See forms a t end o f t h i s c a r d )

Notes: - * A c c i d e n t s fo rms a r e i n a separa te d a t a s e t under t h e s u p e r v i s i o n of J. Lang ley . See copy a t end o f t h i s card .

THE DUNEDIN MULTIDISCIPLINARY CHILD DEVELOPMENT STUDY

SPECIALIST CLINIC - PHASE.IX

( F o r t h o s e who h a v e a t t e n d e d a s p e c i a l i s t c l i n i c i n t h e l a s t i 2 y e a r s )

Name . . . . . . . . . . . . . . . . . . . . . . . . . . . . . S e r i e s No.

1 . To w h a t d e p a r t m e n t o r s p e c i a l i s t was . . . r e f e r r e d ? ( e . g . P a e d i a t r i c s , O r t h o p a e d i c s ) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

2 . For w h a t p r o b l e m was h e / s h e r e f e r r e d ? ( e . g . g l u e e a r , a s t h m a , d e f e c t i v e v i s i o n ) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

3 . A t w h a t a g e was ... f i r s t r e f e r r e d t o t h e s p e c i a l i s t ? Code m o n t h s - - - - - - - - - - - - - - - - - -

4 . I s . s t i l l a t t e n d i n g t he s p e c i a l i s t c l i n i c ? 0 = no: . l = y e s

5 . F o r how l o n g d i d . .. a t t e n d s p e c i a l i s t ? Code months

6 . D u r i n g t h e l a s t y e a r , how o f t e n h a s . . . b e e n s e e n by t h e s p e c i a l i s t ? . . . . . . . . . . . . . . . . . . . . . .

7 . Who f i r s t s u s p e c t e d t h e p r o b l e m f o r w h i c h . . . was r e f e r r e d ? l = M o t h e r 2 - F a t h e r 3 S ) t h e r r e l a t i v e

rbaC.D.S. S = P l u n k e t L = G P . . . . . . . . . . . . . . . . . . . . . . . other . . . . . 7 = o t h e r . . . . . . . . . . . . . . . . . . . . .

8 . Who r e f e r r e d ... t o t h e s p e c i a l i s t ?

O=GP l=CDS 2 = 0 t h e r ( s i g n i f y ) - - - - - - - - - - - - - - -

T!iE DUNEDIt4 MULT ID ISCIPL INARY CHILD DEVELOPMENT STUDY - BEHAVlOUR PROBLEM CONSULTATION - P H A S U -

( F o r t h o s e who h a v e s o u g h t h e l p f o r a b e h a v i o u r p r o b l e m i n t h e l a s t f o u r y e a r s , i . e . s i n c e s t a r t i n g s c h o o l )

Name . . . . . . . . . . . . . . . . . . . . . . . . . . . . . S e r i e s 110. ( 1 - 4 )

ONE FORM FOR EACH AGENCY

A g e n c y ------.---.-------------------------

No. o f f o r m s f o r t h i s c h i l d - - - - - - - _ _ - - - _ _ -

1. Wha t was t h e p r o b l e m F o r w h i c h h e l p was s o u g h t ? ( e . g . b e d w e t t i n g , t e m p e r t a n t r u m s . s t e a l i n g )

110;; r ? 4 w n - . . ~ h e : ~ y r : ~ ~ f i r : t ::ni::ted t i : i s a g e n c y . .

f o r t h i s p r o b i e l l l ? Code m o n t h s . . . . . . . . . . . . . . . . . . . . . . . .

3. How many t i m e s was ... s e e n ? ( T h i s q u e s t i o n r e f e r s t o c h i l d w i t h o r w i t h o u t t h e m o t h e r ) Code 0 = c h i l d n o t s e e n o r n o . u p t o 7

4 . a . l ~ ... s t i l l a t t e n d i n g ?

( 0 = n o ; 1 = y e s )

I t NO,

b.When wds ... l a s t s e e n b y t h i s a g e n c y ? Code i n m o n t h s a g e l a s t s e e n , o r i f s t i l l a t t e n d i n g c o d e 888

5 . Who was c o n c e r n e d f i r s t a b o u t t h e p r o b l e m f o r w h i c h h e l p was s o u g h t ? - - - - - - - - - - - - - - - - ( 1 = m o t h e r ; 2 = f a t h e r ; 3 = o t h e r r e l a t i v e ; 4 = COS; 5 = t e a c h e r ; 6 = GP: 7 = o t h e r ( s p e c i f y )

6 . How d i d y o u a r r a n g e t o go t o t h i s a g e n c y ?

( 1 = s e l f r e f e r r a l ; 2 = o t h e r ( s p e c i f y ) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . El

7 . How e f f e c t i v e w e r e t h e v i s i t s t o t h i s a g e n c y i n s o l v i n g t h e p r o b l e m ? C i r c l e a p p r o p r i a t e a n s w e r

V e r y E f f e c t i v e P a r t i a l l y e f f e c t i v e

N o t e f f e c t i v e a t a l l P r o b l e m r e s o l v e d b u t d o n ' t t h i n k i t was b e c a u s e o f t h e v i s i t s

P a r e n t a l r e a s s u r a n c e

O t h e r ( s p e c i f y ) . . . . . . . . . . . . . . . . . . . . . . . . . .

T!iE DUNEDIN MULTIDISCIPLINARY CHILD DEVELOPMENT STUDY

BEHAVIOUR PROBLEM CONSULTATION - PHASE I X

or or t h o s e who h a v e s o u g h t h e l p f o r a b e h a v i o u r p r o b l e m i n t h e l a s t f o u r y e a r s , i . e . s i n c e s t a r t i n g s c h o o l )

ONE FORM FOR EACH AGENCY

Agency . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . No. o f f o r m s f o r t h i s c h i l d - - - - - - - - - - - - - - -

1. What was t h e p r o b l e m f o r w h i c h h e l p was s o u g h t ? ( e . g . b e d w e t t i n g , t e m p e r t a n t r u m s , s t e a l i n g ) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

, !lo\; <!d \?a i . . :e!le:~ y,!u fir;t :r.n;::ted t ; : i s a g e n c y . . f o r his p r o b i e l l l ?

Code m o n t h s . . . . . . . . . . . . . . . . . . . . . . . . 3. How many t i m e s was ... s e e n ? ( T h i s q u e s t i o n r e f e r s

t o c h i l d w i t h o r w i t h o u t t h e m o t h e r ) I

Code 0 = c h i l d n o t s e e n o r no . u p t o 7 I I . - . .. 4 . a . l s ... s t i l l a t t e n d i n g ?

( 0 = n o ; 1 = y e s )

j I t NO,

b.When was ... l a s t s e e n b y t h i s a g e n c y ? Code i n m o n t h s a g e l a s t s e e n , o r i f s t i l l a t t e n d i n g

1 c o d e 8118 - - - - - - - - - - - - - - - - - I ! 5. Who was c o n c e r n e d f i r s t a b o u t t h e p r o b l e m I . f o r w h i c h h e l p was s o u g h t ? - - - - - - - - - - - - - - - -

( 1 = m o t h e r ; 2 = f a t h e r ; 3 = o t h e r r e l a t i v e ; 4 = CDS; 5 = t e a c h e r ; 6 = G P : 7 = o t h e r ( s p e c i f y )

. . - - - - - - - - - - - - - - - -

6. How d i d y o u a r r a n g e t o go t o t h i s a g e n c y ?

( 1 = s e l f r e f e r r a l ; 2 = o t h e r ( s p e c i f y )

7 . How e f f e c t i v e w e r e t h e v i s i t s t o t h i s a g e n c y i n s o l v i n g t h e p r o b l e m ? C i r c l e a p p r o p r i a t e a n s w e r

V e r y E f f e c t i v e P a r t i a l l y e f f e c t i v e

N o t e f f e c t i v e a t a l l P r o b l e m r e s o l v e d b u t d o n ' t t h i n k i t was b e c a u s e o f t h e v i s i t s

P a r e n t a l r e a s s u r a n c e

O t h e r ( s p e c i f y ) . . . . . . . . . . . . . . . . . . . . . . . . . .

THE DUNEOIN M U L T I D I S C I P L I N A R Y CHILD DEVELOPMENT STUDY

HOSPITALISATION F O R M - P H A S E M

F i l l i n o n e f o r m f o r e a c h a d m i s s i o n d u r i n g l a s t 2 y e a r s

Name . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . S e r i e s No.

1. Do y o u k n o w w h a t d e p a r t m e n t o f t h e h o s p i t a l ... was a d m i t t e d t o ? ( e . g . P a e d i a t r i c s . E y e s , ENT) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

2 . W h a t was t h e p r o b l e m t h a t ... was a d m i t t e d f o r ? ( e . g . , a p p e n d i c i t i s , a s t h m a , e t c . ) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

3 . D i d . . . h a v e a n y s u r g e r y ? ( c o d e w h a t ) 0 = n o ; 1 = y e s o r n o . o f o p e r a t i o n s

4 . Was t h e ' a d m i s s i o n a c u t e o r p l a n n e d ? 1 = a c u t e ; 2 =. p l a n n e d ; 3 ' - n o t s u r e

5 . How l o n g was . . . i n h o s p i t a l ? ( c o d e i n d a y s )

THE DUNEDIN MULTIDISCIPLINARY CHILD DEVELOPMENT STUDY MEDlClNE USE BY CHILDREN - PHASE I X

(One fo rm f o r each t y p e o f m e d i c a t i o n used . d u r i n g l a s t week)

Name - - - - - . . . . . . . . . . . . . . . . . . . . . . . . S e r i e s No. - - - - - - - - When a l t e r n a t i v e answers g i v e n , p l e a s e c i r c l e a p p r o p r i a t e one

1. Y h a t m e d i c a t i o n d i d . .. t a k e

Name and s t r e n g t h . . . . . . . . . . . . . . . . . . . . . . . . How much . . . . . . . . . . . . . . . . . . . . . . . . H O W o f t e n . . . . . . . . . . . . . . . . . . . . . . . .

2 . F o r how l o n g has ... been t a k i n g t h e m e d i c a t i o n ?

more t h a n one y e a r more t h a n one month

more t h a n one week l e s s t h a n one week

3. F o r wha t c o n d i t i o n was t h e m e d i c a t i o n g i v e n ?

4. Hon l o n g ago was t h e m e d i c a t i o n o b t a i n e d ?

more t han one y e a r more t h a n one month

more t h a n one week l e s s t h a n one week

5 . Was t h e m e d i c a t i o n p r e s c r i b e d b y a d o c t o r ?

Yes No

6. If o b t a i n e d w i t h o u t a p r e s c r i p t i o n , was i t o b t a i n e d f rom a pharmacy o r a n o t h e r t y p e o f shop

Pharmacy Shop O t h e r ( s p e c i f y ) - - - - - - - - - - - - - - 7 . I f b o u g h t f r om a pharmacy, d i d you r e c e i v e any u s e f u l a d v i c e

a b o u t t h e m e d i c a t i o n

Yes No If y e s . p l e a s e summar ise . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

8. If t h e medication was p r e s c r i b e d by a d o c t o r , d i d t h e d o c t o r e x p l a i n wha t i t was f o r , how t o t a k e i t , o r a n y t h i n g e l s e a b o u t i t ? Yes No

I f y e s , p l e a s e summar ise . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

9 . D i d t h e p h a r m a c i s t who d i s p e n s e d t he m e d i c a t i o n e n l a r g e on how t o use i t o r t e l l you a n y t h i n g e l s e a b o u t t h e m e d i c i n e

Yes No

If y e s . P l e a s e summar ise . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

rDA4i.tJed ow..

M e d i c i n e U s e hy C h i l d r e n ( c o n t ' r l )

10 ( a ) D i d y o u n o t i c e a n y c h a n g e i n . . . w h i l e h e l s h e was u s i n g t h e m e d i c a t i o n ?

Yes No

If y e s , p l e a s e d e t a i l -------------..-_------------.--

--------~----~~..--~-------~-~----~-------------------

b ) Was t h i s c h a n g e e x p e c t e d

Yes N o

If e x p e c t e d . w h y ? ------.-----------------------------

--~-~.~....------~----~-.-~-------~-----------~~---~--

c ) D i d y o u t e l l y o u r d o c t o r ?

Yes No

d j D i d y o u t e l l y o u r p h a r m a c i s t ?

y e s N o

e ) D i d . . . s t o p u s i n g t h e m e d i c a t i o n b e c a u s e o f t h e c h a n g e l s

Yes N o

I f y e s , was t h i s a c t i n g o n

Y o u r own i n i t i a t i v e Y o u r d o c t o r ' s a d v i c e

Y o u r p h a r a m a c i s t ' s a d v i c e O t h e r

11. D i d t h e m e d i c a t i o n a p p e a r t o b e e f f e c t i v e

Yes C a n ' t t e l l

P a r t i a l l y N o

O t h e r ( s p e c i f y ) -----.-----------------

---------------------------------------.----------------

-------------------------------------.------------------

THE DUNEDIN M U L T I D M I P L I N A R Y CHILD DEVELOPMENT STUDY

1 . ENURESIS MEDICATION - PHASE I X

(One f o r m f o r each d i f f e r e n t m e d i c a t i o n )

Name . . . . . . . . . . . . . . . . . . . . . . . . . . . S e r i e s No. - - - - - - - -

1. What m e d i c i n e o r p i l l s d i d ... t a k e ?

Name a n d s t r e n g t h . . . . . . . . . . . . . . . . . . . . . . . How much . . . . . . . . . . . . . . . . . . . . . . . How o f t e n . . . . . . . . . . . . . . . . . . . . . . .

2. A t w h a t age d i d .. . s t a r t t a k i n g i t ? - - - - - - y e a r s - - - - months

3. F o r how l o n g d i d ... t a k e i t ?

D i d h e / s h e h a v e more t h a n one c o u r s e o f t r e a t m e n t ?

( I f y e s , f i l l i n s e p a r a t e f o r m f o r each c o u r s e o f t r e a t m e n t )

4 . What i s t h e name and a d d r e s s o f t h e d o c t o r who p r e s c r i b e d i t ? . . . . . . . . . . . . . . . . . . . . . . . . Da te o f p r e s c r i p t i o n - - - - - - - - - - - - - - - - - -

5. How s u c c e s s f u l was i t ?

C i r c l e and d e t a i l s if n e c e s s a r y

Success

Success t h e n r e l a p s e ( l e n g t h o f t i m e o f s u c c e s s - - - - - - - ) was r e l a p s e w h i l e s t l l l on t r e a t m e n t ?

Yes N o Reduced i n c i d e n c e

F a i l e d

O t h e r ( s p e c i f y ) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6. D l d y o u n o t i c e any change i n ... w h i l e h e / s h e was o n

t h e m e d i c a t i o n ? If y e s , s p e c i f y . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

7. Was t h i s change e x p e c t e d ? Yes N o

I f e x p e c t e d . why? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

TEE DWEDIH WULTIDISCIPLINdIiT CHILD DEYELORLERT STUJIT

ACCIDEHTfi 1 W P . Y QUBTIOWBI9E - F?!! IX - Card ad ?Ill i n one f o m for each accident r e s u l t i n g i n an

I Plmaae dmaarlbs a a fully ae poeaible how the accident occurrad7 i

r o s u i r i n r medical a t t en t i on during the last tug p a c e .

3. what -as ----- ------- doing a t the ti=

of t he accident?

Sect ion

a ) Where did the accident happen?

Do not cod8

. . . . . . . . . . . . . . . . . . . . . . . . Home Strsst m d Highray

F a r r Public Building

For a c e use onlv I

School

I ndva t r l a l Place

Place of rocroation ----------- and aport pj i o t horn

(b) Where d id t he mc idsn t happen?

I -..I.--

i ' I (b) What other a r t i c l e s , equipment. eubetancee, objecte e t c wera involved i n the accident?

( a ) What ac tua l ly caused the in jury?

. . . . . . . . . . . . . . . . . . . . . . .

Pleaee deecribn the in jury(a ) - - - - - - - - - - : received as a result of this accident? \(41,42) ( ~ e f e r t o I n ju ry Dlagnoeia Codes and ~ m t r u c t i o n s ) I

(26-29)

I

Please deecribe the p r t ( a ) of body which were injured?

I (Refer t o Body Part Codee and ~ m t r u c t i o n s )

I admitted t o hoepi ta l - - - - - - - - - - 1

because of t h l e injury? ---- days i (53-55) 1-1 I

lo. Have you taken any meaeuree which a m intended t o decraaee the chances of t h l e type of accident / in jury happening again?

Other

( I f Tee) What are theee meaeuree'i

(1f NO) Y4y not?

( I f o ther ) Specify

IB there any-thing e1.e you would 1-e t o Bay about I (62,63) t h l e accident/injury?

. . . . . . . . . . . . . . . . . . . . . . . . Card (7=vDl No

BLADDER CONTROL

Now a few ques t ions about b l a d d e r c o n t r o l :

1 0 ( a ) I s .......... d r y a l l dayt ime ( 6 o u t o f 7 days )? 0 = no; 1 = yes 500

( b ) I f you were t o grade t h e number o f t i m e s ......... wets h i s / 501 h e r pants, which would i t be?

0 = never i n l a s t year 2 = a t l e a s t once/month 1 = l e s s o f t e n than once/month 3 = a t l e a s t once/week

11 ( a ) D u r i n g t h e l a s t month has .......... u s u a l l y been d r y i n t h e 502 morning? 0 = no; 1 = yes

( 3 o u t of 4 days o r 24 o r o u t 30 days) ( i . e . wet l e s s than 6 n i g h t s i n a month) ( I f e n u r e t i c , an enures is fo rm was f i l l e d i n * )

( b ) D u r i n g t h e l a s t 4 mornings has ......... been wet? 0 = no o r code no. o f t imes

12 If you were t o grade t h e number of t imes ......... wets h i s / h e r bed, 504 which would i t be?

0 = Never i n l a s t year 1 = l e s s o f t e n than once/mth 2 = a t l e a s t once/mth 3 = a t l e a s t once/week

13 Do any of . . . . . . . . . b r o t h e r s and/or s i s t e r s who a r e over 10 years 505 wet t h e bed more t h a n once a month? O = no; 1 = yes. I f severa l , code number; 8 = n / a (no s i b l i n g s over 10 y r s )

GENERAL HEALTH

1 4 How do you t h i n k .........I s h e a l t h i s ? 0 = v e r y good; 1 = good; 2 = n o t t o o good; 3 = n o t a t a l l good.

15 Do you t h i n k .........I s h e a l t h , i n comparison w i t h l a s t year , i s 0 = much b e t t e r ; 1 = s l i g h t l y b e t t e r ; 2 = same; 3 = s l i g h t l y worse; 4 = much worse; 9 = n/k

16 Does ......... have any s i g n i f i c a n t problems? 0 = no; 1 = yes I f yes, s p e c i f y See Research Task IX-36

17 Does ......... have any c h r o n i c o r r e c u r r e n t i l l n e s s ? 0 = no; 1 = yes; 2 = more than 1

If yes, s p e c i f y ................................................. 18 Has .......... been seen by a d o c t o r i n t h e l a s t 4 weeks? 0 = no o r 510

N t i m e s Code 7 f o r 7 o r more. If yes, d e t a i l s and code ( I n t e r n a t - a t i o n a l c o d i n g o f d i seases)

19 I s t h i s an acute, c h r o n i c , o r i n t e r m i t t e n t problem? 511

1 = acute; 2 = c h r o n i c ; 3 = i n t e r m i t t e n t ; 4 = more t h a n one cond i - t i o n ; p l e a s e d e t a i l above whether acute, c h r o n i c o r i n t e r m i t t e n t ; 8 = n/k; 9 = n/a.

Notes: - * A l l e n u r e t i c a t aoe 9 had a c u r r e n t e n u r e s i s f o r m f i l l e d i n . A l l who had been e n u r e t i c a t 7 ( f r o m a l i s t t h a t was generated) had a p w t e n u r e s i s f o r m f i l l e d , i n . These forms f o l l o w .

T H E DUNEDIN MULTIDISCIPLINARY-CHILD D E V E L O P M E N T S T U D Y P .- % ENURESIS QUESTIONNAIRE - P H A S E I X -

FOR CHILDREN WHO - ARE ENURETIC

Name _ _ _ _ _ - - - _ - - - - _ - - - - - - - - - - S e r i e s No .

I n t n e l a s t 2 y e a r s h a s . .. b e e n d r y f o r a m o n t h o r m o r e ? 0 = n o ; 1 = y e s . I f n o , c o d e 8 f o r r e m a i n d e r o f Q.l

( b ) I f y e s , a t w h a t a g e d i d . . . b e c o m e d r y ( c o d e m t h s ) ( s i n c e a g e 7 y e a r s )

( c ) A t w h a t a g e d i d . . . t h e n b e c o m e w e t a g a i n ? ( c o d e m t h s )

( d ) D i d t h i s h a p p e n m o r e t h a n o n c e ? O = n o ; 1 = y e s . I f y e s , d e t a i l s . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 0 ( e ) Do y o u k n o w o f a n y r e a s o n s w h i c h may h a v e c a u s e d . . . t o

b e c o m e w e t a g a i n ? ( e . g . c h a n g e i n r o u t i n e o r home s i t u a - t i o n ) 0 = n o ; 1 = y e s . D e t a i l s . . . . . . . . . . . . . . . . . . . . .

2 I n t h e l a s t 2 y e a r s h a v e y o u s o u g h t a n y o n e ' s a d v i c e a b o u t t h i s p r o b l e m ? O = n o ; l = G P o n l y ; 2 = c o m m e r c i a 1 ; 3 = P s y c h o l o g i c a l S e r v i c e ; 4 = p a e d i a t r i c s p e c i a l i s t ; 5 = u r o l o g i s t ; 6 = P s y c h . M e d i c i n e ; 7 = o t h e r ; l O = c o m b i n a t i o n ; 8 = n / a ; 9 = n / k . I f c o m b i n a t i o n c i r c l e n o s .

m 3 We w o u l d l i k e t o k n o w a b o u t t r e a t m e n t s w h i c h h a v e b e e n

t r i e d ' A s k i f e a c h o f t h e f o l l o w i n g h a v e b e e n t r i e d a n d how s u c c e s s f u l t h e y w e r e . R e c o r d n u m b e r o f s e p a r a t e a t t e m p t s )

T r i e d & Reduced Success success P a r t i a l Success F a i l e d I n c i d e n c e t h e n Relapse t h e n Relapse

C h a r t n b-1

B e l l ( o r s t i m u l u s t o waken)

O t h e r ( s p e c i f y ) .

------------------ Combinat ion

S p e c i f y - - - - - - - - - - - - - - - - - - - - - . . . . . . . . . . . . . . . . . . . . . . - - - - - - - - - - - - - - - - - -

4. A r e t h e r e a n y o t h e r w a y s y o u h a v e t r i e d t o d e a l w i t h t h e p r o b l e m ? ( e . g . s c o l d i n g , p u n i s h m e n t , r e w a r d s ) O = n o ; l = y e s ; 7 = o t h e r ; 8 = n / a ; 9 = n / k . D e t a i l . . . . . . . . . . . . . . . . . . . . . . .

5 . Has t h i s p r o b l e m c a u s e d a n y i n c o n v e n i e n c e s i n t h e f a m i l y . ( e . g . o n h o l i d a y s ) . O = n o ; l = y e s ; 7 = o t h e r ; 8 = n / a ; 9 = n / k D e t a i 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

6 . I s . .. o n t r e a t m e n t f o r e n u r e s i s a t p r e s e n t ? I f y e s , s p e c i f y . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1. 0 = n o ; 1 = y e s

THE DUNEDIN M U L T I D I S C I P L l I I A K r C K L d U t V t L O t ' M t N l 5 I UUY " ..

ENURESIS QUESTIONNAIRE - PHASE I X -- FOR CHILDREN WHO WERE ENURETIC AT 7 YEARS

Name - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - Series No.

-. D u r i n g t h e l a s t t w o y e a r s d i d . . . h a v e e p i s o d e s o f b e i n g d r y f o r a m o n t h o r m o r e a n d t h e n r e l a p s e ? ( c o d e 0 ) o r d i d h e b e c o m e d r y a n d s t a y t h a t w a y ( c o d e 1)

I f a n s w e r 0 , t h e n :

a . how many t i m e s h a s t h i s h a p p e n e d i n t h e l a s t 2 y e a r s ?

b . w h e n d i d . . . l a s t b e c o m e d r y ? ( a g e i n y e a r s a n d m o n t h s - - - - - - - - - - - - - - - - - - -

c . d o y o u k n o w a n y r e a s o n s w h i c h may h a v e c a u s e d . t o b e c o m e w e t a g a i n ? ( e . g . c h a n g e i n r o u t i n e o r home s i t u a t i o n ) 0 = n o ; 1 = y e s De t a i 1

L . D i d t h e e n u r e s i s s t o p a s a r e s u l t o f t r e a t m e n t ? 0 = n o ; 1 = y e s . I f y e s , s p e c i f y - - - - - - - - - - - - - - - - - - -

We w o u l d l i k e t o k n o w a b o u t t r e a t m e n t s i n t h e l a s t 2 y e a r s w h i c h h a v e b e e n t r i e d a n d how s u c c e s s f u l t h e y w e r e .

(Ask i f each o f t h e f o l l o w i n g have been t r i e d and how s u c c e s s f u l t h e y were. Record number o f s e p a r a t e a t t e m p t s )

T r i e d & Reduced Success Succes P a r t i a1 Success F a i 1 ed I n c i dence t h e Relapse then Relapse

C h a r t

P i l l s

I1 ( o r s t i m u l u s J waken) b e ( s p e c i f y ) ----------------

I s ... o n t r e a t m e n t f o r e n u r e s i s a t p r e s e n t ? 0 = n o ; 1 = y e s I f yes., s p e c i f y . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . El

MOOS FAMILY ENVIRONMENT SCALE* (Card 29 - I X )

Cohesion

Expressiveness

Conf 1 i ct

Independence

Achievement Orientation

Intellectual - Cultural Orientation Active Recreational Orientation

Moral - Religious Emphasis Organisation

Control

Notes : * This scale was selected by P.A. Silva. The reference is Moos, R. and Moos 8. (1981) Family Environment Scale Manual. Palo Alto, Consulting Psychological Press.

CYCLING QUESTIONNAIRE* (Card 30 - I X )

SECTION A - CYCLING EXPERIENCES

Coding 0 = No; 1 = Yes; 8 = Not A p p l i c a b l e ; 9 = Not Known

1 Can you r i d e a two wheel b i k e ? ( I f No, code a l l r e m a i n i n g boxes 512 8 ' s )

2 Do you have a t o wheel b i k e o f y o u r own? 513

3 How o l d were you when you l e a r n e d t o r i d e a two wheel b i k e ? 514 (Code f o r yea rs , e.g. 5 = 5 y e a r s )

4 Have you r i d d e n a two wheel b i k e on t h e road? ( I f No. code Q5 and Q6 w i t h 8 ' s )

5 On how many days have you r i d d e n a b i k e t o schoo l s i n c e l a s t 515 ........... ( a week ago)? (Code f o r days 0-5)

6 ( a ) Have you r i d d e n a two wheel b i k e on a r o a d when i t was dark - 517 when t h e s t r e e t l i g h t s were on? ( I f o t h e r t h a n Yes, code p a r t s ( b ) and ( c ) w i t h 8 ' s )

The l a s t t i m e you r o d e y o u r h i k e a t n i g h t on t h e road, d i d you have a w o r k i n g

( b ) head l i g h t ( l i g h t i n f r o n t ) ? 518

( c ) t a i l l i g h t ( l i g h t a t t h e back - n o t j u s t a r e f l e c t o r ) ? 519

Notes: - * The c y c l i n g q u e s t i o n n a i r e and r o a d code q u e s t i o n n a i r e were des igned b y J. Langley.

SECTION B - ROAD CODE*

TURNING

1. Fig. 1

2. Fig. 2

3. Fig. 3

4. Fig. 4

5. Fig. 5

Number of turning questions correct

HAND SIGNALS

6. Fig. 6

7. Fig. 7

8. Fig. 8

Number of hand signal questions correct

SIGNS

9. Fig. 9 530

10. Fig. 10 531

11. Fig. 11 532

Number of sign questions correct 533

Total number of road code questions correct 8209

Notes: - * See J . Langley for items and scoring criteria.

IX-66

DUNEDIN SPELLING TEST* (Card 31 - IX)

1. doll

3. around

5. Tuesday

7. far

9 . library

11. tractor

13. neat

15. treasure

17. member

19. problem

21. hero

23. resource

25. pinnacle

getting

part

everything

hungry

hurn

useful

blanket

sink

oasis

equipment

welfare

guarantee

Total B120***

Burt Reading Score** C29***

* This test was selected by P.A. Silva and comprises half the items in the Dunedin Spelling Test. The original reference is Smith, C.T.W. and Pearce, D.W. (1966) Testing spelling: attainment norms and comparisons for pupils from 9-13 years. National Education, April 1966; 117-120. An unpublished paper describing the results of this test is available from the unit. ** Scottish Counci 1 for Educational Research (1976). The Burt Word Readinq Test, 1974 Revision. London, Hodder and Stouqhton. *** These scores have-been adjusted for age. see extra variabies (page IX-73) 8238, C38.

SCHOOL QUESTIONNAIRE* (Card 40 - IX)

School ................................. ................ Child 's age today to nearest month

A . BEHAVIOUR - RUTTER TEACHER OllESTIONNAIRE

Below i s a se r ies of descriptions of behaviour often shown b v children. After each statement are three columns: 'Doesn't Apply', 'Applies Somewhat', and 'Certainly Applies' . If the child def in i te ly shows the behaviour described by the statement, please place a t i ck under 'Certainly Applies' . If the child shows the behaviour described by the statement b u t t o a lesser degree or l ess often, place a t ick under 'Applies Somewhat'. I f , as f a r as you are aware, the child does not show the behaviour, place a t i ck under 'Doesn't Apply'. Please p u t only one t i ck against EACH statement.

Statement

1. Very r e s t l e s s , often running or jumping up and down. Hardly ever s t i l l

2. Truants from school

3. Squirmy, f idgety child

4. Often destroys own or others ' belongings

5. Frequent f i g h t s with other children

6. Not much liked by other children

7. Often worried, worries about many things

8. Tends t o do things on his own, rather so l i t a ry

9 . I r r i t a b l e , i s quick t o ' f l y off the handle'

10. Often appears miserable, unhappy, t ea r fu l or distressed

11. Has twitches, mannerisms or t i c s of the face or body

12. Frequently sucks t h u m b or f inger

noesn' t Applies Certain1 y

Notes: * This questionnaire was designed by ?.A. Silva and R . O . McGee. Scores for the Rutter Behaviour Scale are in extra variables (page IX-73) B232-235. See page IX-13 fo r reference.

13. F r e q u e n t l y b i t e s n a i l s

14. Tends t o be absent f r o m school f o r t r i v i a l reasons

15. I s o f t e n d i s o b e d i e n t

16. Has poor c o n c e n t r a t i o n o r s h o r t a t t e n t i o n span

17. Tends t o be f e a r f u l o r a f r a i d o f new t h i n g s o r new s i t u a t i o n s

18. Fussy o r o v e r - p a r t i c u l a r c h i l d

19. O f t e n t e l l s l i e s

20. Has s t o l e n t h i n g s on one o r more occas ions

21. Has wet o r s o i l e d s e l f a t school t h i s year

22. O f t e n complains o f p a i n s o r aches

23. Has had t e a r s on a r r i v a l a t school o r has r e f u s e d t o come i n t o t h e b u i l d i n g t h i s year

24. Has a s t u t t e r o r starrrner

25. Has o t h e r speech d i f f i c u l t y

26. B u l l i e s o t h e r c h i l d r e n

27. Are t h e r e any o t h e r problems o f behav iour? ( 0 = no; 1 = y e s ) No Yes

D e t a i l s of o t h e r problems o f behav iou r ................................... See Research Task IX-37

A d d i t i o n a l Behav iou r I tems*

0 1 2 A. T h i n k about t h e way t h e c h i l d Doesn ' t A p p l i e s C e r t a i n l y

c a r r i e s o u t t a s k s i n c l a s s . Does APP 1 Y Somewhat A p p l i e s he o r she:

1. f a i l t o complete t a s k s

Notes: - * These a d d i t i o n a l i tems were added b y R.O. McGee and a r e based on DSM 111 c r i t e r i a f o r d i s o r d e r s .

2. not appear t o l i s t en t o ins t ruct ions or directions

3. become eas i ly dis t racted or lack concentration

4. have d i f f i c u l t y staying with a play ac t i v i t y

5. lack self-confidence i n attempting tasks

6 . need constant help or a t tent ion

Any comments .................................................... See Research Task IX-38

0. Now think about the way the child approaches or plans tasks. Does he or she:

1. act before giving the task enough thought

2. have d i f f i cu l ty i n organising work

3. s h i f t from one ac t i v i t y t o another a l o t of the time

4. become more impatient than other children when awaiting turns in games

5. frequently ca l l out in c lass , out of turn, despite e f fo r t s of the teacher t o control t h i s

Any comments .................................................... See Research Task IX-39

C . What i s the c h i l d ' s general ac t iv i ty level l ike? Does he or she:

1. have trouble s i t t i n g s t i l l

2. show l i t t l e ac t i v i t y and seem placid or sluggish

3. approach s i tua t ions i n a very asser t ive or aggressive way

4. go along with every ins t ruct ion with no t race of res is tance

5 . have very quick changes of mood, sometimes fo r no reason

6. show little emotion and respond to activities in the same way

7. say things at times which make it hard to follow his or her thinking

8. appear usually silent for his/her age 606

Any comments .................................................... 607


SCHOOL BEHAVIOUR AND SOCIAL ADJUSTMENT*

In your view, does this child appear to have any special strengths? 608

Yes No Don' t know

If yes, details ...................................................... See Research Task IX-41

EDUCATIONAL PROGRESS

In your view, does this child appear to have any significant learning problems?

Yes No Don't know

If yes, details ...................................................... See Research Task IX-42

HEALTH AND SCHOOLING

Do you know of any health or physical problems that significantly affect 513 this child's schooling? (e.g. hearing, vision, or orthopaedic problems)

Yes No Don' t know

If yes, details ..................................................... See Research Task IX-43

CO-ORDINATION

In your opinion, is this child very clumsy?

Yes No Don' t know

If yes, details (e.g. gross or fine co-ordination problems, specific activities where clumsiness noticed) ................................


Notes: - * The last items were added by P.A. Silva.

TEACHER'S KNOWLEDGE OF CHILD

How w e l l do you c o n s i d e r you know t h i s c h i l d ?

( 0 = v e r y w e l l ; 1 = m o d e r a t e l y w e l l ; 2 = n o t v e r y w e l l )

How l o n g have you known t h i s c h i l d (months)?

REFERRAL

Has t h i s c h i l d e v e r been r e f e r r e d t o P s y c h o l o g i c a l S e r v i c e ?

Yes No D o n ' t know

ANY OTHER COMMENTS ABOUT THE CHILD

P lease n o t e h e r e any o t h e r r e l e v a n t comments about t h e c h i l d you w i s h 614 t o make .............................................................

See Research Task IX-45 ......................................................................

...................................................................... C h i l d ' s P r e s e n t C lass ...................... 615

Teacher ' s Name ............................. Date ................

T h i s Government and U n i v e r s i t y Departments i n v o l v e d i n t h i s s t u d y a r e g r a t e f u l t o you f o r y o u r a s s i s t a n c e .

BASIC MOTOR ABILITY TEST* (Card 43 - I X )

Name ........................................

S c o r i n g - mark t e s t i n s c o r e box O b s e r v a t i o n s - 0 = no s i g n

1 = s i g n e v i d e n t 9 = no t e s t

reason

1. BEADSTRINGING Score 8213 7. BALANCE Score a218

H e l d l a c e i n (R) hand 616 eyes open 8219

H e l d l a c e i n ( L ) hand 617 eyes c l o s e d 8220

Changed hands 618 F o g ' s s i g n 623

2. TARGET THROW Score 8214 8. CHAIR PUSH-UPS Score 3221

Immature movement p a t t e r n 619

3. TAPPING BOARD Score 8215 9. AGILITY RUN Score 3222

H e l d s t y l u s ( R ) hand

H e l d s t y l u s ( L ) hand EXAMINER'S CODE

6 2 1 SK - 0 1 JW - 02 O t h e r - 44 - s p e c i f y

4. HAMSTRING STRETCH 8216

5. STANDING LONG JUMP Score C32

Immature movement p a t t e r n 622

6. FACE DOWN TO STANDING 8217

Notes: - * T h i s t e s t was s e l e c t e d by J. Wi lson. The r e f e r e n c e i s Arnheim, D. and S i n c l a i r , W. (1974) The Clumsy C h i l d . S t L o u i s , C.V. Yos5.y. See e x t r a v a r i a b l e s f o r t o t a l s c o r e (C33).

IX-73

Additional variables for PSILVA/SCRIINCHED/PHASE 9

Sex l=female 2=male

Visual estimate of obesity (Anthropometric variable)

Final examination status II

SADS Yes=l No=2

Has .. a father and mother living at home? (Alac A(52))

Has .. always had same parents? (Alac A(69))

How many chanqes in parent figures has .. had? (Alac A!70))

Mother's physical s,motoms = 1 for B(91) to B(105) if GE 1 and LE 49 plus value at A1 55

Mother's psychological svmptoms = 1 for B(1.07) to B(142) GE51 and LE 74

Total symptons = 61224) + B(225)

Mother's Depressive Score = 1 for B(107) to B(142) GE 67 and LE 86

Parent's Rutter Total

Parent's Rutter Inattention score

In li Impulsivity score

Hyperactivity score

Teacher's " Total

O n Motor

,a Aggression

Anxious

ITPA Comprehension adjusted for age

ITPA Exoression " ,I

Spelling adjusted for age

Total Motor Score

Average systolic pressure

I diastolic Phase IV

I I v tI pulse

Burt Reading Score adjusted for age

PHASE 9 ANTHROPOMETRY

1 He igh t (mm)

2 S i t t i n g h e i g h t (mn)

3 Cormic index = (2 ) * 100.0/(1)

4 U/L R a t i o = ( 2 ) / ( ( 1 ) - ( 2 ) )

5 Mid upper arm c i rcumference (mm)

6 T r i ceps s k i n f o l d (mm)

7 Subscapul a r s k i n f o l d (mm)

8 Upper arm muscle d iamter (mm) = ( 5 ) / - (6)

9 Weight (kg)

10 R e l a t i v e w ~ i g h t , Que te le tas * index , body mass index, = (9) 1 0 0 0 . 0 / ( ) / ( 1 ) 100.0

11 Ponderal index = (1)/10.0/((9)

*10~0.0)**.333

12 Occ ip i t o f r o n t a l c i rcumference (mm)

1 3 B iacromia l diameter (mm)

1 4 B i - i l i a c diameter (mm)

15 E I D Index

Task 1 2 3 4 5 6 7 8

Variable A6 3 A69 A70-3 A82 A84 A8 5 A86 A97 852 8132 A139 A144 A153

RESEARCH TASKS

Reasons for long absences from school Sleeping problems Other organized groups Swimming instructor Intermediate school Other person answering discipline questionnaire Comments on discipline measures Comments on discipline Other methods of discipline used yesterdav Rutter, other problems Comments on attention Comments on approach to tasks Comments on activity level Comments on child affective state Significant problems Changes in the last two years Adverse influences, mi Idly important influences, Other comments to psycometrist Other comments on psychological testing Comments by speech therapist Comments on fitness test Who confirmed hearing loss Ear operations Hospital for ear operation Whom seen about suspected vision problem Time glasses should be worn Person suspecting vision problem Real or suspected eye problem Who first suspected eye problem Smoking by mother Smoking by father Smoking by mother during pregnancy Help from other agencies Problems seen by G.P. Other medications Significant problems Other problems on school questionnaire School attention, comments School task approach, comments School, general activity level, comments Special strengths School, significant problems School, significant health problems School, co-ordination problems School, teachers' comments

Special Forms Phase IX

Specialist Forms Behaviour Problem Consultation Hospitalisation Forms Medicine Use Enuresis Medication Accidental Emergency Current Enuresis Past Enuresis (i.e. at age 7 ) Kiddie Sads Forms (depression, etc. )

Life History Information to Phase IX

Changes i n parenting have been analysed by R.O. McGee and are available.

Documents

IX-I - University of Otagodunedinstudy.otago.ac.nz/files/1381449551_Age 9 Data Directory.pdf · IX-I PHASE IX DATA ... Plasticine, dough Cooks or bakes edible product Yodels with