CHAPTER 75 AFTER-SCHOOL TIME USE INTERVIEW: GRADE 5 …education-webfiles.s3-website-us-west-2.amazonaws.com/childcare/pdf... · Homework and Sleep ... school four days each week,

The NICHD Study of Early Child Care and Youth Development Page i Chapter 75 9/6/01

CHAPTER 75

AFTER-SCHOOL TIME USE INTERVIEW: GRADE 5

TABLE OF CONTENTS

I. INTRODUCTION ............................................................................................................. 1 II. CONDUCTING THE INTERVIEW ............................................................................. 25

A. Materials .............................................................................................................. 25 B. Audiotaping.......................................................................................................... 26 C. Timing of the Interview ...................................................................................... 26 D. Typical School Day.............................................................................................. 26 E. Beginning of the Interview ................................................................................. 27 F. Guided Recall....................................................................................................... 28

1. Activities ................................................................................................... 32 2. Location: Indoors versus Outdoors ....................................................... 33 3. Who Else: Present, Doing, Distal Supervision ...................................... 33 4. Transit Issues ........................................................................................... 36

G. End of the Interview............................................................................................ 37 III. COMPLETING THE AFTER-SCHOOL TIME USE INTERVIEW

WORKSHEET ................................................................................................................ 37 A. Parent Report ...................................................................................................... 38 B. Child Report ........................................................................................................ 43

1. Activity ..................................................................................................... 43 2. Location.................................................................................................... 46 3. Who Else................................................................................................... 46 4. Activities that Last Through Two or More Intervals .......................... 50 5. Child's Subjective Experience of the Afternoon................................... 50 6. Homework and Sleep .............................................................................. 50

C. Post-Interview Rating ......................................................................................... 51 D. Examples of Completed Worksheets ................................................................. 51

1. Figure 1..................................................................................................... 52 2. Figure 2..................................................................................................... 58 3. Figure 3..................................................................................................... 67

IV. CODING THE INTERVIEW ........................................................................................ 74 V. PROBLEM SOLVING ................................................................................................... 80

A. Probing the Child's Responses ........................................................................... 80 B. Gaps in Time and Missing Data......................................................................... 82 C. Parent Wants to Listen On Telephone Extension ............................................ 83 D. Child Checks Activity Times with Parent......................................................... 83

The NICHD Study of Early Child Care and Youth Development Page ii Chapter 75 9/6/01

E. Family Does Not Have a Telephone................................................................... 84 F. Mother Says She Will Have Child Keep Track of Activities........................... 84 G. Special School Circumstances ............................................................................ 84

1. Home-Schooled Children........................................................................ 84 2. Schools that Do Not Dismiss until Late Afternoon............................... 85

VI. TRAINING AND CERTIFICATION ........................................................................... 85

A. New Interviewers................................................................................................. 85 B. Experienced Interviewers ................................................................................... 88 C. Monitoring ........................................................................................................... 89

VII. TIMELINE ...................................................................................................................... 89 APPENDIX A: STANDARD GUIDED RECALL QUESTIONS........................................... 90 APPENDIX B: AFTER-SCHOOL TIME USE INTERVIEW WORKSHEET: .................. 91 GRADE 5 APPENDIX C: SAMPLE CARE PROVIDER INFORMATION FORM............................. 99 APPENDIX D: ACTIVITY, LOCATION, AND PERSON CODES.................................... 100 APPENDIX E: AFTER-SCHOOL TIME USE INTERVIEW SELF-MONITORING FORM...................................................................... 105

The NICHD Study of Early Child Care and Youth Development Page 1 Chapter 75 9/6/01

CHAPTER 75

AFTER-SCHOOL TIME USE INTERVIEW: GRADE 5

I. INTRODUCTION

The primary goal of the After-School Time Use interview is to obtain information about

children’s weekday afternoons. The interview uses a guided recall format to elicit information

from the child. For each 15-minute interval from the time of school dismissal until 6:00, the

interviewer will record what the child was doing, where he/she was, and who was with him/her.

At the end of the interview, the child is asked about his/her emotional experience during the

after-school hours, and about homework and bedtime. The parent also provides information,

about the child’s current after-school arrangements and participation in structured activities

during evenings and weekends.

This interview is a modification of the time use interview used by Posner & Vandell

(1994; 1999) with children in third, fourth, and fifth grades. Similar interviews were conducted

by Pettit, Laird, Bates, and Dodge (1997). From the information provided by the interview, we

can estimate children’s exposure to and experiences with different types of activities, such as

physical activities and sports, enrichment lessons, homework, TV, and computers. We also can

obtain estimates of the amount of time that children are in self-care or sibling care, or are

“hanging out” with peers without adult supervision. Furthermore, we can distinguish between

distal and proximal supervision by adults. Previous research (Marshall, Coll, Marx, McCartney,

Keefe, & Ruh, 1997; Pettit et al., 1997; Posner & Vandell, 1994) has suggested the importance

of each of these aspects of after-school experiences for children’s developmental outcomes.

Figures 1, 2, and 3 (p. 4-24) contain example worksheets that illustrate the types of

information obtained from the interview. Figure 1 shows the after-school experiences of a child


whose school dismisses at 2:45. His typical after-school schedule from school dismissal until

6:00 includes some time alone at home, some time with his 15-year-old brother at home, and

some time with his mother. On the day of the interview, the child walked home after school with

his friend Kevin. Once home, he had a snack and then watched TV until 4:30. He also did his

math homework during one of the TV shows. His older brother came home at 4:00 and watched

TV with him for part of the time. After watching TV, the child and his brother played basketball

for about 15 minutes, then the child went on a bike ride around the neighborhood. When he

returned home, he played marbles with his friend Kevin on the sidewalk in front of his house.

The child’s mother got home at 5:30, and the child talked to her about his day; the older brother

was in another room of the home. After talking, the child and his mother made dinner.

Figure 2 shows the experiences of a child who attends an after-school program at the

school four days each week, after school dismissal at 2:30. The child goes home to her mother

right after school on the remaining day of the week. On the day of the interview, the child

attended the after-school program. She first worked on an art project with two of her friends,

then went outside to play tag with a group of children. The children had snack at about 3:30,

then the child worked a bit more on her art project with her friends. Starting at 4:00, the child

worked alone on her reading homework for about 30 minutes. After completing her homework,

she played Barbies with one of her friends. The child then went outside and played on the swing

set with her friend Kelsey; other children were outside also but doing something else, and the

program teacher stayed inside with another group of children. Finally, the child cleaned up and

got ready to go home, then drove home with her mother.

Figure 3 shows an example report of a child whose school dismisses at 3:00. The child’s

typical after-school arrangements are a mix of time at home with mother, piano lesson, Scouts,


and time at home with his brother. On the day of the interview, the child rode the bus home,

then watched TV when he got home. His mother and younger brother were at home but not

watching TV with him. His mother and brother drove him to his piano lesson and dropped him

off, returning later to pick him up. After the piano lesson, the family went grocery shopping.

When they returned home, the child’s father was at home and he and the child set the table for

dinner. The family then had dinner together and talked about their day.

In this chapter, interviewers will learn how information about children’s experiences

during the after-school hours is obtained and how it is coded. Time use interviewers need to

master four tasks: (1) conducting the parent portion of the interview, (2) conducting the guided

recall with the child, (3) recording the information gleaned from the interview on the worksheet

as it is being conducted, and (4) coding the data from the interview for entry into the computer.

References

Marshall, N. L., Coll, C. G., Marx, F., McCartney, K., Keefe, N., & Ruh, J. (1997). After-

school time and children’s behavioral adjustment. Merrill-Palmer Quarterly, 43, 497-514.

Pettit, G. S., Laird, R. D., Bates, J. E., & Dodge, K. A. (1997). Patterns of after-school

care in middle childhood: Risk factors and developmental outcomes. Merrill-Palmer Quarterly,

43, 515-538.

Posner, J. K., & Vandell, D. L. (1994). Low-income children’s after-school care: Are

there beneficial effects of after-school programs? Child Development, 65, 440-456.

Posner, J. K., & Vandell, D. L. (1999). After-school activities and the development of

low-income urban children: A longitudinal study. Developmental Psychology, 35, 868-879.

_____________________________________________________________________________________________ The NICHD Study of Early Child Care and Youth Development Page 4 Chapter 75 9/6/01

Figure 1: AFTER-SCHOOL TIME USE INTERVIEW WORKSHEET: GRADE 5

Child ID 999901 Interviewer ID 99_ Date child report refers to 10-5-2000 Interview start time 6:50 am/pm Child interview conducted on the same day as activities that are reported? Yes No If NO, date child interview conducted:________________________________ Child interview conducted: 1-via phone 2-in person School dismissal time (circle day the child’s report refers to): M _2:45_ am/pm T _2:45__ am/pm W _2:45_ am/pm Th _2:45__am/pm F _2:45_ am/pm Who provided parent information? Mother Father Other adult Sibling Other _________ Parent and child information obtained on same day? Yes No If NO, date & time parent information obtained :__________________________am/pm Special circumstances: Home schooling: no/yes Long regular school day: no/yes Extended day program: no/yes Hi, PARENT. This is INTERVIEWER from the Study of Early Child Care and Youth Development. I’m calling to talk to CHILD about the things he/she did after school today, up until 6:00. I need to talk to you for just a couple minutes first, and then I need to talk to CHILD for about 15 minutes. Is this a good time for you and CHILD? (pause) Great. Was this a regular school day for CHILD? Yes No Did school dismiss at the regular time? Yes No

If NO to either question, or if it is a regularly scheduled early dismissal day, the interview cannot be conducted. Schedule a day/time to call back. Where did CHILD go right after school today? ____home_______________________________ How did he/she get there? ___walked_______________________________________________ Did CHILD participate in any activities this afternoon that happened at a set time, such as soccer practice or lessons? Yes No

If YES: What time was that at? ______________________________________________

Activity: ________________________________________________________________ Since I only need to ask CHILD about what he/she did today up until 6:00, it would help me to know what he/she was doing right at that time. _____helping make dinner_________________________________________________

___________________________________________________________________________________________________________ The NICHD Study of Early Child Care and Youth Development Page 5 Chapter 75 9/6/01

After-School Arrangements

Now I’d like to ask about CHILD’S after-school schedule during a typical week. We’re interested in where CHILD usually spends his/her time between when school ends and 6:00 p.m. Where does CHILD usually go right after school on Mondays? Who is he/she with there?* Write arrangement code in “1st arr.” box. How long is he/she there until? Write time in the first “until” box. If not at 1st arrangement until 6:00: Where does he/she go next? Who is he/she with there?* Write arrangement code in “2nd arr.” box. How long is he/she there until? Write time in the second “until” box. If not at 2nd arrangement until 6:00: Where does he/she go next? Who is he/she with there?* Write arrangement code in “3rd arr.” box. How long is he/she there until? Write time in the third “until” box. * It is not necessary to ask “Who is he/she with there” for arrangements 9 & 10. * If the child has a schedule that alternates weeks, record the arrangements for the current week (that is, the week of the interview). * Repeat for Tuesday through Friday as necessary. Mark all boxes that apply; code up to three arrangements per day.

1st arr. until 2nd arr. until 3rd arr. until

Monday 6 4:00 am/pm 3 (15) 5:30 am/pm 1 6:00 am/pm Tuesday 6 4:00 am/pm 3 (15) 5:30 am/pm 1 6:00 am/pm Wednesday 6 4:00 am/pm 3 (15) 5:30 am/pm 1 6:00 am/pm Thursday 6 4:00 am/pm 3 (15) 5:30 am/pm 1 6:00 am/pm Friday 6 4:00 am/pm 3 (15) 5:30 am/pm 1 6:00 am/pm

Arrangement codes 1 Home or elsewhere with mother 2 Home or elsewhere with father/mother’s partner 3 Home with siblings (record ages of siblings) 4 Home with adult relative or sitter Name: ___________________________________________________ 5 Home with sitter < 18, not a sibling 6 Home alone 7 At another’s home with an adult present Name: ______________________________________________ 8 At another’s home without an adult present 9 After-school care program Name: _________________________________________________________ 10 Structured activities or lessons (also record type of activity/lesson)

1 = interest group or club such as Scouts, chess club, youth fellowship group 2 = team sport, coached or lessons, such as soccer, basketball, football 3 = individual sport, coached or lessons, such as karate, gymnastics, tennis, swimming 4 = art, music, performance lessons such as dance, piano, choir, pottery class 5 = academic enrichment or tutoring such as Spanish class, math tutoring, reading club 6 = religious service or class such as Bible study, catechism, Hebrew school, confirmation 11 Any other location with adult supervision (e.g., public library, teacher’s classroom) 12 Any other location without adult supervision (e.g., park, mall, video arcade, down the block, out in the

neighborhood) 13 Home with peers, no adults or siblings present Thank you so much for taking the time to help me out. May I speak to CHILD now?


Structured Activities

Now I’d like to ask about CHILD’s evening and weekend activities. I’m interested in

activities like Scouts, clubs, coached sports, lessons, enrichment classes, tutoring, and religious

services or classes. Let’s start with weekday evenings. Does CHILD have any regular activities

after 6:00? Probe as necessary to determine day and time: Which day is that? What time does it

start and end?

And now let’s talk about weekends. Does CHILD have any regular activities on

weekends? Probe as necessary to determine day and time: Is that on Saturday or Sunday? What

time does it start and end?

1st activity

Start

End

2nd activity

Start

End

3rd activity

Start

End

Monday

Tuesday 3 6:30 7:30

Wednesday

Thursday

Friday

Saturday am/pm

am/pm

am/pm

am/pm

am/pm

am/pm

Sunday am/pm

am/pm

am/pm

am/pm

am/pm

am/pm

Activity codes 1 Interest group or club such as Scouts, chess club, youth fellowship group 2 Team sport, coached or lessons, such as soccer, basketball, football 3 Individual sport, coached or lessons, such as karate, gymnastics, tennis, swimming 4 Art, music, performance lessons such as dance, piano, choir, pottery class 5 Academic enrichment or tutoring such as Spanish class, math tutoring, reading club 6 Religious service or class such as church, Bible study, catechism, Hebrew school, confirmation


Hi, CHILD. This is INTERVIEWER from the Study of Early Child Care and Youth Development. I’d

like to talk with you about the things you did after school today, such as where you went and how you got there,

and who was with you, up until 6:00. Is this a good time for you to talk? (pause) Great!

I’ll be asking you some questions about your activities this afternoon, and I just need you to do your best

at remembering. If you have trouble remembering, I’ll help you out and we’ll work at it together, OK?

BEGIN GUIDED RECALL.

NOTE: This introductory script can be modified as appropriate for children who completed time use interviews

in third grade. For example, the second paragraph probably can be omitted for most children. For children who

did not complete interviews in third grade, the full script should be used.

What Where Who

1 1 1 p d ds p d ds

p d ds p d ds

2:00

– 2

:15

2 2 2 p d ds p d ds

p d ds p d ds

1 1 1 p d ds p d ds

p d ds p d ds

2:15

– 2

:30

2 2 2 p d ds p d ds

p d ds p d ds


What Where Who

1 1 1 p d ds p d ds

p d ds p d ds

2:30

– 2

:45

2 2 2 p d ds p d ds

p d ds p d ds

1 walk home 29 1 transit 12 1 friend (8) p d ds p d ds

09 p d ds p d ds

2:45

– 3

:00

2 2 2 p d ds p d ds

p d ds p d ds

1 snack 10 1 home – in 01 1 p d ds p d ds

p d ds p d ds

3:00

– 3

:15

2 TV – Fresh Prince 18 2 home – in 01 2 p d ds p d ds

p d ds p d ds

1 TV – Fresh Prince 18 1 home – in 01 1 p d ds p d ds

p d ds p d ds

3:15

– 3

:30

2 2 2 p d ds p d ds

p d ds p d ds

1 TV – Scooby Doo & homework

18

12

1 home – in 01 1 p d ds p d ds

p d ds p d ds

3:30

– 3

:45

2 2 2 p d ds p d ds

p d ds p d ds

1 TV – Scooby Doo & homework

18

12

1 home – in 01 1 p d ds p d ds

p d ds p d ds

3:45

– 4

:00

2 2 2 p d ds p d ds

p d ds p d ds

1 TV – Power Rangers 18 1 home – in 01 1 brother p d ds (15) p d ds

06 p d ds p d ds

4:00

– 4

:15

2 2 2 p d ds p d ds

p d ds p d ds


What Where Who

1 TV – Power Rangers 18 1 home – in 01 1 brother p d ds p d ds

06 p d ds p d ds

4:

15 –

4:3

0

2 2 2 p d ds p d ds

p d ds p d ds

1 basketball & talked 21 1 home – out 02 1 brother p d ds p d ds

06 p d ds p d ds

4:30

– 4

:45

2 2 2 p d ds p d ds

p d ds p d ds

1 bike 21 1 hood 10 1 p d ds p d ds

p d ds p d ds

4:45

– 5

:00

2 2 2 p d ds p d ds

p d ds p d ds

1 marbles 22 1 home – out 02 1 friend (8) p d ds p d ds

09 p d ds p d ds

5:00

– 5

:15

2 2 2 p d ds p d ds

p d ds p d ds

1 marbles 22 1 home – out 02 1 friend p d ds p d ds

09 p d ds p d ds

5:15

– 5

:30

2 2 2 p d ds p d ds

p d ds p d ds

1 talk to mom 08 1 home – in 01 1 mom p d ds p d ds

01 brother p d ds p d ds

06

5:30

– 5

:45

2 2 2 p d ds p d ds

p d ds p d ds

1 help make dinner 03 1 home – in 01 1 mom p d ds p d ds


06

5:45

– 6

:00

2 2 2 p d ds p d ds

p d ds p d ds


OK, CHILD, we’re almost done. Now I have just a few questions about how you felt today after school, and about your homework and bedtime. 1. Was there a time after school today when you did not feel safe?

0 No 1 Yes When did you feel unsafe? 2. Was there a time after school today when you felt lonely? 0 No 1 Yes When did you feel lonely? 3. Was there a time after school today when you were bored? 0 No 1 Yes When were you bored? homework 4. Did you have fun today after school? 0 No 1 Yes What was fun? marbles 5. Now let’s talk about your homework for a minute. Were you assigned homework today?

0 No 1 Yes 6. How often do you have homework? You can choose from these answers: READ OPTIONS

0 Never (IF NEVER, SKIP TO QUESTION 9) 1 Sometimes 2 Almost every day

7. How often do you need help with your homework? READ OPTIONS 0 Never (IF NEVER, SKIP TO QUESTION 9) 1 Sometimes 2 Often 8. When you need help, who usually helps you? CIRCLE ALL THAT APPLY; DO NOT

READ OPTIONS 0 No one ever helps 2 Father/mother’s partner 4 Sibling

1 Mother 3 Other adult 5 Peer 9. Now I’d like to talk about your sleep time. Do you have a usual bedtime on school nights? 0 No 1 Yes What is your usual bedtime? _____8:30_____ pm 10. What time did you go to bed last night? _____8:45_____ pm 11. What time do you usually wake up in the morning on school days? ___6:00____ am 12. And what time did you wake up today? _____6:00_____ am Thank you, CHILD, for talking to me tonight. You did a great job! 13. Accuracy of child’s report: 1 2 3 4 5 Low High



Child ID 999902 Interviewer ID 99_ Date child report refers to 10-5-2000 Interview start time 6:15 am/pm Child interview conducted on the same day as activities that are reported? Yes No If NO, date child interview conducted:________________________________ Child interview conducted: 1-via phone 2-in person School dismissal time (circle day the child’s report refers to): M _2:30_ am/pm T _2:30__ am/pm W _2:30_ am/pm Th _2:30_ am/pm F _2:30_ am/pm Who provided parent information? Mother Father Other adult Sibling Other _________ Parent and child information obtained on same day? Yes No If NO, date & time parent information obtained :__________________________am/pm Special circumstances: Home schooling: no/yes Long regular school day: no/yes Extended day program: no/yes Hi, PARENT. This is INTERVIEWER from the Study of Early Child Care and Youth Development. I’m calling to talk to CHILD about the things he/she did after school today, up until 6:00. I need to talk to you for just a couple minutes first, and then I need to talk to CHILD for about 15 minutes. Is this a good time for you and CHILD? (pause) Great. Was this a regular school day for CHILD? Yes No Did school dismiss at the regular time? Yes No

If NO to either question, or if it is a regularly scheduled early dismissal day, the interview cannot be conducted. Schedule a day/time to call back. Where did CHILD go right after school today? ___program until 5:45____________________ How did he/she get there? ____at school_____________________________________________ Did CHILD participate in any activities this afternoon that happened at a set time, such as soccer practice or lessons? Yes No

If YES: What time was that at? ______________________________________________

Activity: ________________________________________________________________ Since I only need to ask CHILD about what he/she did today up until 6:00, it would help me to know what he/she was doing right at that time.

______just getting home__________________________________________________

____________________________________________________________________________________________________________ The NICHD Study of Early Child Care and Youth Development Page 12 Chapter 75 9/6/01




Monday 9 5:45 am/pm 1 6:00 am/pm am/pm Tuesday 9 5:45 am/pm 1 6:00 am/pm am/pm Wednesday 9 5:45 am/pm 1 6:00 am/pm am/pm Thursday 9 5:45 am/pm 1 6:00 am/pm am/pm Friday 1 6:00 am/pm am/pm am/pm




______________________________________________________________________________________________ The NICHD Study of Early Child Care and Youth Development Page 13 Chapter 75 9/6/01






start and end?




1st activity

Start

End

2nd activity

Start

End

3rd activity

Start

End

Monday

Tuesday

Wednesday 6 7:00 8:30

Thursday

Friday

Saturday am/pm

am/pm

am/pm

am/pm

am/pm

am/pm

Sunday 6 9:00 am/pm

10:00 am/pm

am/pm

am/pm

am/pm

am/pm












What Where Who

1 1 1 p d ds p d ds

p d ds p d ds

2:00

– 2

:15

2 2 2 p d ds p d ds

p d ds p d ds

1 1 1 p d ds p d ds

p d ds p d ds

2:15

– 2

:30

2 2 2 p d ds p d ds

p d ds p d ds


What Where Who

1 house for pet rock 22 1 program – in 05 1 2 friends p d ds (same age) teacher p d ds

10

05

kids p d ds(same age)

p d ds

10 2:

30 –

2:4

5

2 2 2 p d ds p d ds

p d ds p d ds

1 rock house 22 1 program – in 05 1 2 friends p d ds

teacher p d ds

10

05

kids p d ds p d ds

10

2:45

– 3

:00

2 2 2 p d ds p d ds

p d ds p d ds

1 tag 21 1 program – out 06 1 kids p d ds

p d ds

10 teacher p d ds p d ds

05

3:00

– 3

:15

2 2 2 p d ds p d ds

p d ds p d ds

1 tag 21 1 program – out 06 1 kids p d ds p d ds


05

3:15

– 3

:30

2 missing data 99 2 99 2 p d ds p d ds

99 p d ds p d ds

1 snack 10 1 program – in 05 1 kids p d ds p d ds


05

3:30

– 3

:45

2 rock house 22 2 program – in 05 2 kids p d ds

teacher p d ds

10

05

kids p d ds p d ds

10

1 rock house 22 1 program – in 05 1 kids p d ds

teacher p d ds

10

05

kids p d ds p d ds

10

3:45

– 4

:00

2 2 2 p d ds p d ds

p d ds p d ds

1 homework 12 1 program – in 05 1 kids p d ds p d ds


05

4:00

– 4

:15

2 2 2 p d ds p d ds

p d ds p d ds


What Where Who

1 homework 12 1 program – in 05 1 kids p d ds p d ds


05

4:15

– 4

:30

2 2 2 p d ds p d ds

p d ds p d ds

1 Barbies 24 1 program – in 05 1 1 friend p d ds

teacher p d ds

09

05

kids p d ds p d ds

10

4:30

– 4

:45

2 2 2 p d ds p d ds

p d ds p d ds

1 Barbies 24 1 program – in 05 1 1 friend p d ds

teacher p d ds

09

05

kids p d ds p d ds

10

4:45

– 5

:00

2 2 2 p d ds p d ds

p d ds p d ds

1 swing 21 1 program – out 06 1 1 friend p d ds

kids p d ds

09

10

teacher p d ds p d ds

05

5:00

– 5

:15

2 2 2 p d ds p d ds

p d ds p d ds

1 swing 21 1 program – out 06 1 1 friend p d ds

kids p d ds

09

10

teacher p d ds p d ds

05

5:15

– 5

:30

2 2 2 p d ds p d ds

p d ds p d ds

1 put toys away 03 1 program – in 05 1 teacher p d ds p d ds

05 kids p d ds p d ds

10

5:30

– 5

:45

2 2 2 p d ds p d ds

p d ds p d ds

1 drive home 29 1 transit 12 1 mom p d ds p d ds

01 p d ds p d ds

5:45

– 6

:00

2 2 2 p d ds p d ds

p d ds p d ds



0 No 1 Yes When did you feel unsafe? 2. Was there a time after school today when you felt lonely? 0 No 1 Yes When did you feel lonely? 3. Was there a time after school today when you were bored? 0 No 1 Yes When were you bored? 4. Did you have fun today after school? 0 No 1 Yes What was fun? making house for pet rock, Barbies 5. Now let’s talk about your homework for a minute. Were you assigned homework today?





1 Mother 3 Other adult 5 Peer 9. Now I’d like to talk about your sleep time. Do you have a usual bedtime on school nights? 0 No 1 Yes What is your usual bedtime? _____8:00_____ pm 10. What time did you go to bed last night? _____8:00_____ pm 11. What time do you usually wake up in the morning on school days? ___6:30____ am 12. And what time did you wake up today? _____6:20_____ am Thank you, CHILD, for talking to me tonight. You did a great job! 13. Accuracy of child’s report: 1 2 3 4 5 Low High



Child ID 999903 Interviewer ID 99_ Date child report refers to 10-5-2000 Interview start time 7:15 am/pm Child interview conducted on the same day as activities that are reported? Yes No If NO, date child interview conducted:________________________________ Child interview conducted: 1-via phone 2-in person School dismissal time (circle day the child’s report refers to): M _1:45_ am/pm T _3:00__ am/pm W _3:00_ am/pm Th _3:00_ am/pm F _3:00_ am/pm Who provided parent information? Mother Father Other adult Sibling Other _________ Parent and child information obtained on same day? Yes No If NO, date & time parent information obtained :__________________________am/pm Special circumstances: Home schooling: no/yes Long regular school day: no/yes Extended day program: no/yes Hi, PARENT. This is INTERVIEWER from the Study of Early Child Care and Youth Development. I’m calling to talk to CHILD about the things he/she did after school today, up until 6:00. I need to talk to you for just a couple minutes first, and then I need to talk to CHILD for about 15 minutes. Is this a good time for you and CHILD? (pause) Great. Was this a regular school day for CHILD? Yes No Did school dismiss at the regular time? Yes No

If NO to either question, or if it is a regularly scheduled early dismissal day, the interview cannot be conducted. Schedule a day/time to call back. Where did CHILD go right after school today? ___home at 3:30_________________________ How did he/she get there? ___bus__________________________________________________ Did CHILD participate in any activities this afternoon that happened at a set time, such as soccer practice or lessons? Yes No

If YES: What time was that at? __4:15 – 5:00___________________________________

Activity: ___piano lesson__________________________________________________ Since I only need to ask CHILD about what he/she did today up until 6:00, it would help me to know what he/she was doing right at that time.

______eating dinner______________________________________________________





Monday 1 6:00 am/pm am/pm am/pm Tuesday 1 4:15 am/pm 10-4 5:00 am/pm 1 6:00 am/pm Wednesday 2 5:30 am/pm 1 6:00 am/pm am/pm Thursday 10-1 4:30 am/pm 1 6:00 am/pm am/pm Friday 1 6:00 am/pm am/pm am/pm




______________________________________________________________________________________________ The NICHD Study of Early Child Care and Youth Development Page 20 Chapter 75 9/6/01






start and end?




1st activity

Start

End

2nd activity

Start

End

3rd activity

Start

End

Monday

Tuesday

Wednesday

Thursday

Friday

Saturday 2 10:00 am/pm

12:30 am/pm

am/pm

am/pm

am/pm

am/pm

Sunday 6 9:00 am/pm

10:00 am/pm

am/pm

am/pm

am/pm

am/pm












What Where Who

1 1 1 p d ds p d ds

p d ds p d ds

2:00

– 2

:15

2 2 2 p d ds p d ds

p d ds p d ds

1 1 1 p d ds p d ds

p d ds p d ds

2:15

– 2

:30

2 2 2 p d ds p d ds

p d ds p d ds


What Where Who

1 1 1 p d ds p d ds

p d ds p d ds

2:30

– 2

:45

2 2 2 p d ds p d ds

p d ds p d ds

1 1 1 p d ds p d ds

p d ds p d ds

2:45

– 3

:00

2 2 2 p d ds p d ds

p d ds p d ds

1 bus 29 1 transit 12 1 kids (1st-5th) p d ds p d ds

10 driver p d ds p d ds

05

3:00

– 3

:15

2 2 2 p d ds p d ds

p d ds p d ds

1 bus 29 1 transit 12 1 kids p d ds p d ds

10 driver p d ds p d ds

05

3:15

– 3

:30

2 2 2 p d ds p d ds

p d ds p d ds

1 TV – rain forest 17 1 home – in 01 1 mom p d ds p d ds

01 brother (3) p d ds p d ds

08

3:30

– 3

:45

2 2 2 p d ds p d ds

p d ds p d ds

1 TV – rain forest

& yo-yo

17

22

1 home – in 01 1 mom p d ds p d ds


08

3:45

– 4

:00

2 2 2 p d ds p d ds

p d ds p d ds

1 drive 29 1 transit 12 1 mom p d ds p d ds


08

4:00

– 4

:15

2 2 2 p d ds p d ds

p d ds p d ds


What Where Who

1 piano lesson 14 1 t’s house – in 03 1 teacher p d ds p d ds

05 p d ds p d ds

4:

15 –

4:3

0

2 2 2 p d ds p d ds

p d ds p d ds


05 p d ds p d ds

4:30

– 4

:45

2 2 2 p d ds p d ds

p d ds p d ds


05 p d ds p d ds

4:45

– 5

:00

2 2 2 p d ds p d ds

p d ds p d ds



08

5:00

– 5

:15

2 grocery shop 07 2 store 11 2 mom p d ds p d ds


08

1 shop 07 1 store 11 1 mom p d ds p d ds


08

5:15

– 5

:30



08

1 set table & talk 03 1 home – in 01 1 dad p d ds

mom p d ds

02

01

brother p d ds p d ds

08

5:30

– 5

:45

2 dinner & talk 10 2 home – in 01 2 parents p d ds p d ds


08

1 dinner & talk 10 1 home – in 01 1 parents p d ds p d ds


08

5:45

– 6

:00

2 2 2 p d ds p d ds

p d ds p d ds



0 No 1 Yes When did you feel unsafe? 2. Was there a time after school today when you felt lonely? 0 No 1 Yes When did you feel lonely? 3. Was there a time after school today when you were bored? 0 No 1 Yes When were you bored? 4. Did you have fun today after school? 0 No 1 Yes What was fun? 5. Now let’s talk about your homework for a minute. Were you assigned homework today?





1 Mother 3 Other adult 5 Peer 9. Now I’d like to talk about your sleep time. Do you have a usual bedtime on school nights? 0 No 1 Yes What is your usual bedtime? ____________ pm 10. What time did you go to bed last night? _____9:00_____ pm 11. What time do you usually wake up in the morning on school days? ___7:00____ am 12. And what time did you wake up today? _____7:15_____ am Thank you, CHILD, for talking to me tonight. You did a great job! 13. Accuracy of child’s report: 1 2 3 4 5 Low High


II. CONDUCTING THE INTERVIEW

A. Materials

The materials needed to conduct the After-School Time Use interview include the

interview worksheet, a pencil, a copy of the family’s household grid, and the local afternoon

television schedule. The household grid will provide the interviewer with the names of any

siblings the child may have, which will facilitate both accuracy in recording siblings and rapport

with the child. (Do not rely on the ages shown for the siblings on the household grid. These

ages are updated only periodically during maternal interviews and may not be accurate when the

time use interview is conducted.) The television schedule is a valuable aid in tracking the time

intervals during which the child watches TV, and helps to ensure the accuracy of the child’s time

report. The schedule used by interviewers should be updated weekly, because television stations

periodically change their daily programming. It is useful to tear the weekday afternoon schedule

from the weekly TV guide usually included in the Sunday newspaper, and to highlight the

children’s programs so that the interviewer can easily locate any particular program on the

schedule while talking to the child.

Sites are encouraged to prepare a list of all schools that study children are enrolled in and

their regular dismissal times, determined by calling the schools directly. Our experience with

time use interviews in other studies indicates that there are as many different parental answers to

the question of when a particular school dismisses as there are children who attend that school.

If this list of school dismissal times is made, the interviewer should consult it prior to conducting

the time use interview so that he/she can accurately report the child’s dismissal time on the

interview worksheet and knows where on the guided recall form to start recording the child’s

report. If the list of school dismissal times is not made at the site, the interviewer will ask the


parent or the child what time school dismisses each day of the week, and record this information

on the interview worksheet. Sites will want to resolve any discrepancies in the dismissal time

reports of different families attending the same school, preferably by calling the school directly.

A headset telephone should be used when conducting the time use interview. This

equipment will ensure interviewer comfort and leave the interviewer’s hands free to record

responses and flip through the pages of the worksheet. We recommend Radio Shack’s Headset

Telephone, Model 43-893.

B. Audiotaping

All interviews should be audiotaped for later review and possible monitoring. Multiple

interviews can be recorded on a single tape. Tapes should be kept until all calls are completed,

after which they can be recycled. Radio Shack’s Telephone Recording Control, Model 43-228A,

is ideally suited for recording the interviews.

C. Timing of the Interview

The interview can be conducted after 6:00 p.m. on school days. It is best to conduct the

interview as soon after 6:00 p.m. as possible within the scheduling constraints of the families.

Interviews probably should not be initiated after 8:00 unless requested by the family or when

interviewer knowledge of the family dictates that this would be acceptable to them. However,

the accuracy of the child’s recall of his/her after-school activities may be reduced when the

interview is conducted after 8:00. This also is the time that many families begin their bedtime

rituals; the interviewer does not want to call at times that will inconvenience the family.

D. Typical School Day

The interview must be conducted on a typical school day. The interviewer should consult

school calendars to determine when vacation, teacher in-service, or other types of non-school


weekdays occur. Some schools dismiss early once a week or once a month to allow teachers

planning time; these days are not typical school days. The interview also cannot be conducted

on days the child was absent from school because of illness or other reason, nor on days the child

participates in a data collection activity for this study during the after-school hours (e.g., lab

visit).

E. Beginning of the Interview

At the start of the interview phone call, speak to the parent before speaking to the child.

From the parent, determine (1) whether it was a typical school day for the child, (2) the first

place the child went after school (e.g., home, park, after-school program, sitter’s home; it is

helpful to ask what time the child arrives there), (3) whether the child had any activities that day

at a set time, such as soccer practice from 4:00 to 5:00 or piano lesson from 4:00 to 4:30, and (4)

what the child was doing at 6:00 p.m. The parent’s answers to these questions are recorded on

the interview worksheet. Their purpose is to facilitate the conduct of the child portion of the

interview. If the site has not compiled a list of school dismissal times, the interviewer will ask

the parent (or the child) for this information for each day of the week, not just for the day of the

interview, since many schools dismiss early one or more days each week. The parent also is

asked to report the child’s current after-school arrangements across the week, and the child’s

participation in structured activities during the evening and weekend hours. The worksheet

contains complete scripts for obtaining the parent-reported information.

If a parent or other adult (such as grandmother) is not available, the interviewer may

speak to an adolescent or older sibling who has knowledge of the child’s whereabouts

immediately after school dismissed and at 6:00. If no parent, other adult, or older sibling is

available, proceed directly to the child portion of the call. When an adult is not available, it will


be necessary to contact the mother or other adult at another time to obtain the information about

the after-school arrangements and structured activities. This should be done within a few days of

the time use interview.

When the child comes to the phone, explain the purpose of the call. Let the child know

that you will be asking about his/her after-school activities, and that the most important thing is

that he/she do his/her best at answering your questions. Also tell the child that if he/she has

trouble remembering everything he/she did after school, you will help him/her figure it out. The

script for the child introduction to the interview can be found on the worksheet.

F. Guided Recall

After the child has been introduced to the interview, the guided recall begins during the

interval when school ended, to the nearest 15-minute interval. For example, if school dismissed

at 3:00, the interview would begin with the interval covering the time period 3:00 to 3:15; if

school dismissed at 3:15, begin with the 3:15-3:30 interval. If school ended in the period 3:01-

3:07, begin the interview with the 3:00-3:15 interval; if school dismissal was during the period

3:08-3:14, begin with the 3:15-3:30 interval.

Several pieces of information are obtained about each activity the child engaged in after

school, including what the activity was and its duration, where it occurred, others who were

present, and whether the child was doing anything else at the same time. Standard questions to

elicit this information follow (see Appendix A for a shortened version that can be photocopied

for reference during live interviews).

Determine the first activity:

What was the first thing you did right after school ended today?

Examples of common first activities include walking home from school, riding the bus


home from school, driving to piano lessons, playing on the school playground, riding the van to

an off-site after-school program, and doing crafts at the on-site after-school program. Any non-

transit activity at a location other than the school usually cannot be a first activity because the

child had to first get from school to the location. It is not necessary to ask about specific

activities during an organized activity such as sports practice, Hebrew class, and music lesson.

Specific activities are inquired about when the child is at a Scouts meeting, however.

Determine how long the first activity lasted:

About how long did you FIRST ACTIVITY? OR About what time did you finish FIRST

ACTIVITY?

When the activity is a lesson or organized sports/clubs, the interviewer can ask instead:

What time does LESSON start? What time does LESSON end?

When the activity is watching TV and the interviewer has the TV schedule on hand, ask:

Did you watch the whole show? The interviewer then determines the time frame him/herself by

referencing the TV schedule.

Determine the location of the first activity:

Where were you while you were FIRST ACTIVITY?

Or, if the child specified the location when he/she stated the activity, confirm this

location: And you were at LOCATION?

It is not necessary to ask the child’s location when he/she is in transit, such as when

riding the bus, driving with the parent, or walking home.

Determine who else was present during the first activity:

Was anyone with you while you were FIRST ACTIVITY?

If YES, Who was with you? Was he/she doing FIRST ACTIVITY with you?


If the person was a child or adolescent, How old is PERSON NAMED?

Was anyone else with you while you were FIRST ACTIVITY?

If YES, Was he/she doing FIRST ACTIVITY with you?

Determine whether there was another (secondary) activity going on at the same time:

Did you do anything else while you were FIRST ACTIVITY?

Do not ask the location and who else questions in relation to the secondary activity. The

location and people present necessarily are the same as for the primary activity, and it does not

matter whether anyone else was doing the secondary activity with the child.

After obtaining all of the relevant information about the first activity, move on to the

child’s second activity. The same format is followed for eliciting information about this and all

subsequent activities.

Determine the second activity:

What was the next thing you did, after you FIRST ACTIVITY?

Determine how long the second activity lasted:

About how long did you SECOND ACTIVITY? OR About what time did you finish

SECOND ACTIVITY?

Determine the location of the second activity:

Where were you while you were SECOND ACTIVITY?


location: And you were at LOCATION.

Determine who else was present during the second activity:

Was anyone with you while you were SECOND ACTIVITY?

If YES, Who was with you? Was he/she doing SECOND ACTIVITY with you?



Was anyone else with you while you were SECOND ACTIVITY?

If YES, Was he/she doing SECOND ACTIVITY with you?

Determine whether there was another activity going on at the same time:

Did you do anything else while you were SECOND ACTIVITY?

Determine the third activity:

What was the next thing you did after school today, after you SECOND ACTIVITY?

Determine how long the third activity lasted:

About how long did you THIRD ACTIVITY? OR About what time did you finish THIRD

ACTIVITY?

Determine the location of the third activity:

Where were you while you were THIRD ACTIVITY?


location: And you were at LOCATION?

Determine who else was present during the third activity:

Was anyone with you while you were THIRD ACTIVITY?

If YES, Who was with you? Was he/she doing THIRD ACTIVITY with you?


Was anyone else with you while you were THIRD ACTIVITY?

If YES, Was he/she doing THIRD ACTIVITY with you?

Determine whether there was another activity going on at the same time:

Did you do anything else while you were THIRD ACTIVITY?

This format is followed for the fourth and subsequent activities that the child reports


during the guided recall, up to 6:00 p.m. The interview should occasionally reference clock time

during the recall. For example, the interviewer might say: I have us at 4:00 when you finished

your homework, does that sound right?

The parent’s report of the child’s activities and their times can be used to guide the

child’s recall of the afternoon. For example, the parent stated that the child had soccer practice

from 4:30 until 5:30. When reaching the 4:30 interval in the guided recall, the interviewer might

say to the child: Your mom said you had soccer practice at 4:30 and that it went until 5:30.

Does that sound right? In most cases, the child will confirm the mother’s report and the

interviewer can ask about the location of soccer practice, who else was present, and whether the

child was doing anything else during practice. In other cases, however, the child will disagree

with the mother’s report. In this situation, if the child seems certain that the mother’s report is

incorrect and if he/she confidently states what he/she was doing, the child’s report should be

recorded on the interview worksheet. In some cases, the mother will not have been with the

child during the afternoon and will report what she believes happened or will make an educated

guess. Mothers also sometimes report what the child usually is doing at 6:00 rather than what

the child actually was doing that day.

1. Activities

For some child-reported activities, it is necessary to obtain additional information. If the

child reports playing on the computer or with video machines, ask: What were you playing? If

the child cannot name the software or game, or if the interviewer is unfamiliar with it, ask the

child to describe its content: What kind of game is that? The goal is to determine whether the

software or game is primarily educational or for entertainment.

If the child reports watching TV/home videos/movies, ask: What were you watching? If


the child cannot name the TV show/video/movie, or if the interviewer is unfamiliar with it, ask

the child to describe its content: What was the show about? As with software and video games,

the goal is to determine whether the show/video/movie is primarily educational or for

entertainment. Afternoon educational programs include Zoom, Zoboom, Bill Nye the Science

Guy, Kratts’ Creatures, Arthur, and Dragon Tales, for example. Most PBS programs are

educational; when in doubt, check program content on the PBS Web site (www.pbs.org).

Afternoon entertainment programs include Full House, cartoons, and Saved by the Bell, for

example.

If the child reports academic-type activities such as reading or doing a science project,

ask: Were you reading/doing ACTIVITY for homework or for fun?

If the child reports babysitting, ask what the child was doing specifically. For example,

the child may be feeding, diapering, or playing a game with the younger child.

2. Location: Indoors versus Outdoors

In some instances, the interviewer will need to clarify with the child whether his/her

activity took place indoors or outdoors. For example, the child could sort baseball cards inside

the house or in the backyard, or could play basketball indoors with a plastic basketball set or

outdoors in the driveway.

3. Who Else: Present, Doing, Distal Supervision

The interviewer should never make assumptions about other people present in the child’s

location. For example, the interviewer may be tempted to assume that when the child was at an

after-school program, other children were present also. However, the interviewer should always

confirm this with the child. At times, probing may be necessary to ensure that all others present

are documented. For example, if the child engaged in a solitary activity while at the program


(such as homework), he/she may neglect to report that other children and the caregiver/teacher

were at the program also. In this case, the interviewer should probe the presence of these other

people: While you were ACTIVITY, were other kids and the teacher there too? Were they doing

ACTIVITY with you? When at home, children often do not report others present in the home.

For example, when watching TV, the child may not report the presence of others if they were not

in the same room as the child. The interviewer should probe this: Was anyone else at home

while you were watching TV?

Present. Other people in the child’s location who are not doing the same activity as the

child are viewed as present. This includes, for example, parents and siblings who are at home

with the child but not doing the same thing as the child, and children at an after-school program

who are engaged in different activities than the child is. It does not include others who are

sleeping; persons who are sleeping (such as a napping sibling or parent) are not viewed as

present in the child’s location.

Doing. In order for another person to be considered as doing an activity with the child

(rather than simply present), that person must be actively engaged in the activity with the child.

For example, if the study child is working on an art project and another child is helping him/her,

the second child is doing the art project with the study child. If the two children are working on

their own individual projects but are interacting with each other while working, the second child

is doing the activity with the child. If the children are working individually and not interacting,

the other child is not actively engaged in the project with the study child and therefore is viewed

as present, not doing. Similarly, if the child is doing homework and another child is doing

his/her own homework, but the two children are interacting, the other child is doing homework

with the child; if the children are working on their separate homework and not interacting, the


other child is present, not doing.

Distal supervision. In some instances, an adult may be supervising the child distally but

is not in the same location as the child. Distal supervision should be distinguished from being

present or doing the activity with the child. For example, the child arrived home from school,

checked in with his/her mother, then went outside to play in the backyard at home or on the

grounds of the apartment complex, or elsewhere in the neighborhood. His/her mother was home,

but in the house or apartment. Because the mother was not outside with the child, she was

providing distal supervision. Similarly, if the child and mother are home together for some

period of time but then the child goes outside to play, the mother is providing distal supervision

if she remains at home (that is, she does not leave to run errands, for example). Distal

supervision is not coded if any other adult is present in the child’s location or doing an activity

with the child.

A special case of distal supervision occurs when an adult is in the child’s location but is

sleeping. If no other adult is present in the child’s location or participating in the child’s activity,

the sleeping adult is providing distal supervision, even if, for example, the child and adult are at

home. If, however, another (awake) adult is present or doing the activity with the child, the

sleeping adult is disregarded.

Continued coding of distal supervision across intervals requires that the child check in

with the adult at least once per hour. Therefore, if the child checks in with his/her mother or

other adult at 3:30 and goes out to play, but does not check in again before 6:00 p.m., the distal

supervision ended after 1 hour. Note that a check-in is required for the distal supervision code; if

the child returns to the neighborhood after school but does not stop at home and check in with an

adult, that person cannot provide distal supervision for our purposes.


Distal supervision is not limited to the home and neighborhood. For example, the child

may be playing in the video arcade at the mall while the parent or other adult shops in mall

stores. Or, the child may be playing a pick-up game of basketball in the park while his/her

parent and siblings are enjoying the playground equipment elsewhere in the park. Similarly,

when the child and parent are hiking together they may split up for some period of time. In all of

these instances, if the child and parent check in with each other at least once per hour, distal

supervision is being provided.

In some cases, the interviewer will need to probe to determine whether the adult was

present in the child’s location or providing distal supervision: While you were playing basketball

in the driveway, was your mom outside with you or was she in the house? Probing also is

required if the distal supervision period exceeds 1 hour, to determine whether the child checked

in with the adult during the time he/she was being supervised distally. If yes, coding of distal

supervision continues; if no, coding of distal supervision is discontinued.

4. Transit Issues

Bus. When children ride the bus home from school, other children on the bus should be

coded as doing the activity with the child. The interviewer should probe whether the children

could be of varying ages: Were all the kids on the bus from your school or were some of them

from another school? If some children were from another school, ask: How old were the kids

from the other school? The interviewer needs to know whether any of the children were older

(ages 14-17) or younger (under 5) than the child’s peer group.

Children rarely mention the bus driver when asked who else was with him/her while

riding the bus. The interviewer should confirm the presence of the bus driver and code him/her

as present in the child’s location.


Car. When driving in the car with family members or other adults, all people in the car

should be coded as doing the child’s activity (travel). There is a qualitative difference between a

driver on a large school bus and the child’s parent driving the car, in terms of opportunities for

interaction and physical space.

G. End of the Interview

After completing the guided recall through 6:00 p.m., the interviewer will ask the child

four questions about his/her emotional experiences during the after-school hours (fear/safety

feelings, loneliness, boredom, fun/enjoyment). These questions, and a script to introduce them to

the child, are shown on the last page of the interview worksheet. If the child responds

affirmatively to any question, the interviewer must probe for further information. If the child

mentions an activity that was not reported during the guided recall, the interviewer will ask the

child when he/she was doing that activity and return to the guided recall chart if necessary.

After obtaining the child’s subjective experience of the afternoon, the child is asked about

frequency of homework assignments, whether he/she sometimes needs help with homework, and

who provides homework assistance. Finally, the child is asked about bedtime and wake-up time.

These questions are shown on the last page of the interview worksheet. At the end of the

interview, the child is thanked for telling the interviewer about his/her afternoon. It is not

necessary to speak to the parent again at the end of the call unless the parent wishes to speak to

you.

III. COMPLETING THE AFTER-SCHOOL TIME USE INTERVIEW WORKSHEET

The After-School Time Use interview worksheet (Appendix B) is used to record the

information obtained during the telephone call. Usually, the call will be made on the same day

that the child’s report of his/her after-school activities refers to (e.g., the child will be called on


Thursday to talk about his/her Thursday activities). However, there may be instances when the

interview is conducted with the child the next day, in person (see the Problem Solving section of

this manual for further information). Therefore, the date corresponding to the day that the

child’s report refers to, and the time of the interview (on the day it is actually conducted), are

recorded on the first page of the worksheet. Indicate whether the interview was conducted on the

same day that the child’s report refers to, and whether it was done by phone or in person.

The child’s school dismissal time for each day of the week is recorded, and the day of the

week that the child’s report refers to is circled. The identity of the person providing the parent

information is circled; indicate whether the information provided by the parent (or other person)

and the child is obtained on the same day. If the parent and child reports are obtained on

different days, indicate the date and time the parent information was obtained. Any special

circumstances (home schooling, long regular school day, and extended day program) should be

indicated as appropriate. (See the Problem Solving section for more information on these

situations.)

A. Parent Report

The first three pages of the worksheet pertain to the parent portion of the interview. On

the first page, the interviewer should record the parent’s answers to several questions by either

circling the response or writing the information on the lines provided.

After-school arrangements. The mother’s report of the child’s current after-school

arrangements is recorded on the second page of the worksheet. Instructions for obtaining the

information are included on the form. The child’s arrangements are coded with arrangement

codes used previously in Social Age interviews with the mother, except that “Home or elsewhere

with father/mother’s partner” is revised to include the child’s biological father who does not


reside with the child and mother. Also, “Home with peers, no adults or siblings present” is

added. Note that we are not concerned with transit time. For example, if the child rides the bus

from school to home for 30 minutes and then is home with his/her mother, code all of the time as

home with mother; do not enter a separate arrangement on the chart for transit. If the child goes

home to his mother after school and leaves at 4:45 for soccer practice that starts at 5:00, record

the child as home with mother until 5:00, when the structured activity begins.

In some cases, parents may be present when the child participates in a structured activity.

These situations should be coded for the structured activity. For example, if the parent takes the

child to soccer practice or piano lesson and stays at the activity location, code the structured

activity. Similarly, if the child goes to a Scouts meeting and the parent is the troop or den leader,

code the structured activity rather than “Home or elsewhere with mother/father”.

In some cases, parents will indicate that the Tuesday-Friday arrangements are the same as

those used on Monday; code the Monday arrangement information for the other days of the week

and do not go through each day separately with the parent. Similarly, the parent may say

something like, “On Mondays, Wednesdays, and Fridays, CHILD…” Code the information

provided in the Monday, Wednesday, and Friday lines, then ask about Tuesday and Thursday.

Some children have regular arrangements that alternate by weeks. For example, the child

may go to Girl Scouts every other Monday, and go home to mother on the alternating Mondays.

Or, children in divorced families may go to the home of the noncustodial parent after school for

one day every other week. When children have alternating arrangements, ask the parent for the

current week’s arrangements and code these on the chart. The arrangement codes and their

definitions follow.

1 Home or elsewhere with mother: Time the child spends with mother at home or


elsewhere, alone or with others, doing whatever. If the child is participating in a structured

activity or lesson where the mother is present or participating in the child’s activity, use code 10,

Structured activities or lessons.

2 Home or elsewhere with father/mother’s partner: Time the child spends with father

(whether resident or not) or mother's husband/partner when mother is not present, at home or

elsewhere, alone or with others, doing whatever. If mother reports that the child is with father

until 6:00, ask what time she arrives at home. If she arrives before 6:00, the code will change to

1 from that point on. If the child is participating in a structured activity or lesson where the

father is present or participating in the child’s activity, use code 10, Structured activities or

lessons.

3 Home with siblings: Time spent at home with child's resident full-time sib

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