A Comparison of Deaf/Hard of Hearing and Hearing Young ... · A Comparison of Deaf/Hard of Hearing...
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A Comparison of Deaf/Hard of Hearing and Hearing Young Adults’ Responses to
a Health Risk Behavior Survey
Tamala David, MPA, MS, FNPDoctoral Dissertation Defense
University of Rochester School of Nursing
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Acknowledgments Dissertation Committee Jane Tuttle, PhD, FNP (Chair/Advisor) Harriet Kitzman, PhD, RN Steven Barnett, MD Robert Cole, PhD
Outside Chairperson Peter Veazie, PhD
Dissertation Funding ASPH/CDC/PRC Minority Fellowship Program
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Background
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Early-deafened Persons (EDP)
Born deaf or deaf since childhood Comprise ~ 18% of total deaf population Variations in their: Ability to hear & understand normal speech Primary language use English Literacy & Proficiency
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EDP Health and Health Behavior
National data & research is limited Adults, adolescents, children Less knowledgeable about health than
general population Variations in general health knowledge &
experiences Adults report: Worse health than general population Fewer health visits than general population
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Problem Research requires data collection using
instruments evaluated with EDP Written instruments good for research -
no documented evaluation with EDP Failure to evaluate written instruments
might contribute to: collection of spurious data erroneous research findings and conclusions
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Primary Study Researchers developed a survey by
adapting existing health survey items Goal: Identify health disparities or
differences in health risk behaviors between deaf/HOH & hearing young adults Administered survey to 778 freshmen 610 Rochester Institute of Technology 168 National Technical Institute for the Deaf
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Survey Development
Adaptation strategies included: Modifying words/phrases of borrowed items Adapting structure of questions & response
formats Targeting 5th grade reading level
Example Adaptation
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Example AdaptationDuring the past 30 days, on how many days did you have 5 or more drinks within a couple ofhours?
a. 0b. 1 or 2c. 3 to 5d. 6 to 9e. 10 to 19f. 20 to 29g. All 30
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Example Adaptation
Did you ever have five or more alcoholicdrinks in 2 or 3 hours?
a. Yes b. No↓If Yes: During the past 30 days, howmany times did you have five or morealcoholic drinks in 2 or 3 hours?
________ times
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Survey Evaluation
Primary researchers used multiple strategies Committee review Independent review Qualitative analysis Cognitive Interviews
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Purpose of Current Study Examine reliability of HBS Examine differences between
subjects’ responses and response patterns
Examine factors associated with response patterns Subject factors - Hearing status, language use,
reading skill Survey factors - Item readability & response
format, health topic
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Theoretical Underpinnings Cross-cultural Frameworks
1. Back Translation & Monolingual & Bilingual Tests (Maneesriwongul & Dixon, 2004)
2. 6-step Framework for Cross-Cultural Adaptation of Survey Instruments (Weech-Maldonado, Weidmer, Morales, & Hays, 2001)
Health Determinants Frameworks1. Domains of Health Literacy (Baker, 2006)2. Determinants of Health (HP2010; DHHS, 2000)
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Back Translation & Monolingual & Bilingual Tests
Monolinguals only use adapted instrument Bilinguals use adapted instrument at 1 point in time &
pre-existing instrument at another point in time ascomparison
Must have enough bilinguals to use this strategy(Maneesriwongul & Dixon, 2004)
PRE-EXISTINGINSTRUMENT
SOURCELANGUAGE
ORIGINALLANGUAGE
ADAPTEDINSTRUMENT
TARGETLANGUAGE
NEWLANGUAGE
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6-Step FrameworkSource language
Field test & analysis
Independent review
Committee review
Modified translation
Qualitative analysis
Backward translation
Translated version
Forward translation
Readability assessment
Cognitive interviews
Focus groups
Step 1
Step 2
Step 3
Step 4
Step 5
Step 6
6-step processfor cross-culturaladaptation and evaluation of surveys(Weech-Maldonado, Weidmer,Morales, & Hays, 2001)
REFERS TONCDHR
STRATEGIES
REFERS TOCURRENT STUDY
STRATEGIES
REFERS TOSTRATEGIES
NOT USED
LEGEND:
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Determinants of Health
POLICIES & INTERVENTIONS
ACCESS TO QUALITYHEALTH CARE
INDIVIDUAL
BEHAVIOR
BIOLOGY
PHYSICALENVIRONMENT
SOCIALENVIRONMENT
(HP2010; DHHS, 2000)
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Domains of Health Literacy
INDIVIDUALCAPACITY
READING FLUENCY
•PROSE•QUANTITATIVE•DOCUMENT
PRIOR KNOWLEDGE
•VOCABULARY•CONCEPTUAL KNOWLEDGEOF HEALTH & HEALTH CARE
HEALTH-RELATEDPRINT LITERACYAbility to under-
stand writtenHealth info.
COMPLEXITY & DIFFICULTY OFPRINTED MESSAGES
HEALTH-RELATEDORAL LITERACYAbility to orallycommunicateabout health
COMPLEXITY & DIFFICULTY OFSPOKEN MESSAGES
NEW KNOWLEDGE,POSITIVE ATTITUDES,
GREATER SELF-EFFICACY, BEHAVIOR
CHANGE
IMPROVEDHEALTH
OUTCOMES
OTHER FACTORS:Culture & Norms
Barriers to Change
(Baker, 2006)
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Questions and Hypotheses
Questions 18 Research
Questions 5 Instrument only 13 Responses or
response patterns and associated individual and/or instrument factors
Hypotheses 6 Hypotheses All
Responses/response patterns and associated individual and/or instrument factors
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Methodology
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Preliminary Work
To determine feasibility of study Preview subject factors Sample characteristics Response distributions
Preview survey factors Readability of adapted survey items
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Example Item:Tobacco & Alcohol Use
11. Did you ever have five or more alcoholic drinks in 2 or 3 hours?A. Yes B. No
If Yes: During the past 30 days, how many times did you have five or more alcoholic drinks in 2 or 3 hours?
_____________ times.
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Example Item:Nutrition & Physical Activity
32.During the past 7 days, how many days did you exercise or do physical activity for 20 minutes or more and sweat and breathe hard (for example, basketball, soccer, running, swimming laps, fast bicycling, fast dancing, or similar aerobic activities)?
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Example: Survey ItemNutrition & Physical Activity
a. 0 daysb. 1 dayc. 2 daysd. 3 dayse. 4 daysf. 5 daysg. 6 daysh. 7 days
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Current Study Compared the responses and response
patterns of 191 deaf/HOH and 541 hearing Independent Variable Measures Subjects’ hearing status Subjects’ best-known language Subjects’ estimated reading skill Estimated readability of survey item
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Measures: Independent Variables Self-described hearing status Dichotomized: Deaf/HOH vs Hearing
Self-reported best-known language Dichotomized: Sign language vs English
Estimated reading skill Dichotomized: At/below 8th vs above 8th
ERGL Survey Item Dichotomized: At/below 5th vs above 5th
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Measures: Dependent Variables
Responses to survey items Categorical/scale Recoded to dichotomized: Response vs
Non-response Response patterns Inconsistent Response Score: Continuous “Don’t Know” Response Score: Continuous Non-response Score: Continuous
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Results
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Findings: Instrument
Instrument readability Total 71 items 42 items (59%) had estimated readability < 5th grade 7 items (10%) had estimated readability = 5th grade 22 items (31%) had estimated readability > 5th grade
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Findings: Sample
Deaf/HOH(n=191)
Hearing(n=541)
Sign Language 106 4
English 75 507
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Findings: Sample Cont.
Deaf(n=114)
HOH(n=67)
Sign Language 83 23
English 31 44
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Findings: Sample Cont.
Sign Language(n=83)
English(n=46)
At or below 8th
grade42 14
Above 8th
grade41 32
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Response Findings Distribution of Responses Examined by hearing status for 68 of 71 survey
items (excluding 3 fill-in-the-blank items) Significant differences in responses between
deaf/HOH and hearing groups found Among 47 of 68 items Among items in 9 of 10 topic categories Among all response format types (not fill-in items) Among “A” and “B” response selections for items with
6 or more multiple-choice response options
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Response Findings Cont.
Inconsistent Responses Inconsistent responses examined &
compared by hearing status, best-known language, & estimated reading skill Differences statistically significant by hearing
status: D/HOH had more than hearing (t=4.677, p=.000) Differences not statistically significant by best-
known language or estimated reading skill
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Response Findings Cont.
“Don’t Know” Responses Examined & compared by hearing status, best-
known language, & estimated reading skill Differences statistically significant by hearing status:
D/HOH had more than hearing (t=8.349, p=.000) Differences not statistically significant by best-
known language Differences statistically significant by estimated
reading skill: at/below 8th had more than above 8th
(t=2.853, p=.005)
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Response Findings Cont.
Non-responses Examined and compared by hearing status,
best-known language, and estimated reading skill Differences not statistically significant by hearing
status Differences not statistically significant by best
language Differences statistically significant by estimated
reading skill: at/below 8th had more than above 8th
(t=2.142, p=.035)
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Discussion
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Discussion of Findings
Instrument Findings Not all items met targeted 5th grade
reading level Adaptation process helped some with
achieving targeted reading grade level Readability had impact on “don’t know”
response and “non-response” patterns Health topic categories associated with
responses and response patterns
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Discussion of Findings Cont.
Sample Findings Differences in self-described hearing status SD deaf more likely to be sign language
users than SD HOH and SD hearing Average estimated reading skills did not
differ, significantly, by SD deaf/HOH status Likelihood of having lower estimated
reading grade level skills associated with being a sign language user
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Discussion of Findings Cont.
Response Findings Differences in distribution of responses Differences in inconsistency responses Differences in “Don’t know” response patterns Differences in non-response patterns
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Strengths of Study Guided by extensive review of literature Derived from a primary study With a large, diverse sample of deaf/HOH
& hearing subjects Conducted by experts in field of deaf
health & deaf health research Procedures allowed for statistical
analyses and examination of research questions & hypotheses
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Limitations of Study
Secondary analysis Instrument not designed, specifically, for
this type of investigation Some analysis procedures violated
assumptions of statistical tests Representativeness of deaf/HOH
sample
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Implications: Future Research
The HBS has potential to be reliable/valid instrument for use with EDPs Additional investigation into differences
in responses and response patterns & associated factors Investigation of strategies for designing
instruments for health-related cross-cultural research
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Implications: Health Practice & Policy
Issue of health-related print literacy among EDPs needs to be addressed Health-related sign language literacy
among EDPs needs to be explored and/or enhanced Collaboration and policy support necessary
to promote changes/improvements
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Conclusion
Expands the literature on health-related research with deaf young adults Extends the science related to cross-
cultural research Documents factors that impact EDPs
use of a written heath survey Proposed and produced new questions
for research
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Questions??