Date

2013

Document Type

Dissertation

Degree

Doctor of Philosophy

Department

School Psychology

First Adviser

Manz, Patricia H.

Other advisers/committee members

Roggman, Lori; Power, Tom; Caskie, Grace

Abstract

Home visiting is model of service delivery that has many potential benefits for low-income families. Yet, ambiguous outcomes suggest the need for a comprehensive method of evaluating service delivery (Sweet & Appelbaum, 2004). In combining contemporary views of integrity that highlight the importance of both intervention delivery and reception (Power et al., 2005), and propose multiple dimensions of quantity, quality, and content as key components of home visiting (Raikes et al., 2006), a strong theoretical framework by which to evaluate service delivery emerges. Nevertheless, measurement indicators used to assess the key components of service delivery are often under-developed and lack psychometric validity (Sanetti & Kratochwill, 2009), particularly for parent-reported quality of home visiting. Therefore, the goals of this study included: (a) to develop in partnership with a program using home visiting as a mode of service delivery, the Home Visiting Process Scale (HVPS), a psychometrically-sound measurement tool for EHS programs to use in assessing the quality of home visiting services, (b) to empirically examine multiple components of home visiting service delivery proposed by Raikes and colleagues (2006), and (c) to comprehensively evaluate local EHS service delivery in relation to family characteristics and demographic risk. Results of Exploratory Factor Analysis (EFA) demonstrated a two-factor solution for parent-rated quality, representing the passive and active nature in which home visiting services are delivered and received (i.e., Delivery Quality and Response Quality). Furthermore, SEM analyses empirically-validated the tri-fold model of home visiting integrity, Quantity, Quality, and Content (Raikes et al., 2006). Quality emerged as a unique latent construct that was inversely associated with demographic risk. Child age at enrollment was also found to be a significant predictor of Quantity and Content of services. Implications for practice and directions for future research are provided.

Included in

Education Commons

Share

COinS