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CDC Adolescents and Technology Panel Using Technology for Adolescent Research Michele Ybarra MPH PhD Internet Solutions for Kids, Inc. Atlanta, GA, June 11-12, 2008 * Thank you for your interest in this presentation. Please note that analyses included herein are preliminary. More recent, finalized analyses may be available by contacting CiPHR for further information.

Using Technology for Adolescent Research

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CDC Adolescents and Technology Panel, Atlanta, GA, June 11-12, 2008

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Page 1: Using Technology for Adolescent Research

CDC Adolescents and Technology Panel

Using Technology for Adolescent Research

Michele Ybarra MPH PhDInternet Solutions for Kids, Inc.

Atlanta, GA, June 11-12, 2008

* Thank you for your interest in this presentation.  Please note that analyses included herein are preliminary. More recent, finalized analyses may be available by contacting CiPHR for further information.

Page 2: Using Technology for Adolescent Research

Why use technology?

Compared to interviewer-based methodologies (e.g., in-person interviewer, telephone interview), self-administered surveys tend to:

1. Have increased self-disclosure – especially about sensitive topics (e.g., substance use)

2. Lower rates of social desirability bias

3. Can collect about 20% more information (online vs. telephone)

(e.g., Joinson, 1998; Joinson, 1999, etc)

Page 3: Using Technology for Adolescent Research

Why use technology?

Computer-based technology has many benefits over other self-administered methodologies including:

1. Intuitive skip patterns

2. Minimizes data entry errors

3. Minimizes missing / invalid data

4. Fewer resources necessary in a multi-site survey (potentially)

Page 4: Using Technology for Adolescent Research

Case Study: Growing up with Media

Our goals: Sensitive questions (e.g., violent behavior,

substance use) Complex survey with lots of skips Longitudinal survey Nationally representative data

Our solution Online survey

Page 5: Using Technology for Adolescent Research

Incorporating technology

…Into sampling Use a computer program to track demographic

characteristics of participants to improve the ease of balancing the sample (e.g., age, sex)

Identification of respondents Computer program to randomly identify the next

household to call Online panels (Harris Panel OnLine) Online surveys aimed at understanding use (e.g.,

characteristics of users of an online depression support group)

Page 6: Using Technology for Adolescent Research

Case Study: Growing up with Media

Our methodology plan: RDD survey to recruit the households Online survey to increase self-disclosure

29% Response Rate to the RDD (RR3 on AAPOR)

34% (35 / 103) completed the online survey

Page 7: Using Technology for Adolescent Research

Case Study: Growing up with Media

What now?

Online recruitment, online survey

Page 8: Using Technology for Adolescent Research

Incorporating technology (cont)

…Into data collection Web-based / computer-based data collection tools for

self-administration Computer-assisted telephone interview (CATI) PDA / text messaging (via cell phone) for “real-time”

data collection

…Into follow-up / retention of sample Automated email / text reminders Mass emails / text messages Personalized web site to update contact information

Page 9: Using Technology for Adolescent Research

Case Study: Growing up with Media

Incorporating technology into the data collection:

Mass emails to promote panel retention Automated follow up emails to promote response

rate Use of a computer program to ensure balancing of

sample on age and sex

Page 10: Using Technology for Adolescent Research

Considerations for practical implementation?

COST savings..?

Recruitment costs related to staff costs (e.g., interviewers)

Time and money to update/modify materials Communication with participants (e.g., email

vs. text message vs. letter)

Page 11: Using Technology for Adolescent Research

Case Study: Growing up with Media

Benefits

Increased sample size (from 1200 to 1600) Increased survey length (from 20 to 25 minutes) Increase our panel retention efforts to two

mailings and one email reminder every year

Page 12: Using Technology for Adolescent Research

Considerations for practical implementation?

COST increases..?

Buying computers, servers, software Hiring technology staff (e.g., programmers,

designers) Understanding the data security issues in

transmitting (e.g., HIPAA) as well as storing (e.g., firewalls) data

Page 13: Using Technology for Adolescent Research

Considerations for practical implementation?

COST increases..?

“Cost” of using an unfamiliar methodology?

Page 14: Using Technology for Adolescent Research

Case Study: Growing up with Media

Drawbacks

Discussion of “propensity scoring” is unfamiliar to many

Response rate of 26% is deemed too low by some

Page 15: Using Technology for Adolescent Research

Ethical / IRB considerations

Consent Obtaining / confirming parental consent Waiver of documentation of consent

Collecting personal / sensitive data Ensuring privacy? (Public computers,

computers at home in a public space) Be aware of legal restrictions (e.g., COPPA)

Page 16: Using Technology for Adolescent Research

Case Study: Growing up with Media

We used the HPOL as our sampling frame, so the survey firm had already confirmed the identity of their members

We included text in the consent and assent about the importance of being in a private space, and provided instructions on how to ‘suspend the survey’ if not in a safe place

Page 17: Using Technology for Adolescent Research

Case Study: Growing up with Media

IRB and process issues: Concerns about the impact of the sensitive

questions on youth, especially in an ‘uncontrolled’ environment

Privacy was an issue because of our “hand-off” methodology

We included in the consent and “hand-off” text about the importance of privacy, and instructions on how to “suspend” the survey.

Page 18: Using Technology for Adolescent Research

Considerations for practical implementation

ACCESS

Internet users tend to be: From more affluent households Be of White race Have a higher household education

The “digital divide” is decreasing (see the US Department of Commerce)

Among Internet users, we’re seeing disparity in connection speed

Page 19: Using Technology for Adolescent Research

Considerations for practical implementation

ACCESS

Text messaging is increasing among adolescents. In the GuwM survey, we saw a 45% increase over 1 year:

35.6% of 10-15 year olds sent and received text messages 1+ days/week in 2006

51.7% of them sent and received text messages 1+ days/week in 2007

Page 20: Using Technology for Adolescent Research

Send and receive text messages 1+ day per week on average, by age

15% 15%

39% 38%

49% 48%

26%

37%

47%

57%

67% 68%

0%

10%

20%

30%

40%

50%

60%

70%

80%

10 11 12 13 14 15 16

Wave 1 (2006)

Wave 2 (2007)

Page 21: Using Technology for Adolescent Research

Cross-tabulation of child race and cell phone ownership in 2007 (n=1,206)

51%41% 37%

48%

15%

11% 22%10%

11%20%

16%8%

24% 28% 25%34%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

White (73%) Black / AfricanAmerican (13%)

Mixed race (7%) All other (7%)

7 days

3-6 days

1-2 days

0 days

Design-based F(8.7, 10456.5) = 1.5 P = 0.13

Page 22: Using Technology for Adolescent Research

Cross-tabulation of household income and cell phone ownership in 2007 (n=1,206)

56% 54% 51%41%

15% 18%12%

15%

6% 7%13%

16%

22% 22% 24% 28%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Decline to state(7%)

$34,999 and less(21%)

$35,000 - 74,999(35%)

$75,000 andhigher (37%)

7 days

3-6 days

1-2 days

0 days

Design-based F(8.5, 1.7) = 1.8 P = 0.09

Page 23: Using Technology for Adolescent Research

Case Study: Growing up with Media

The focus of our study was on the influence of violence delivered via new technologies (e.g., video games and the Internet) on behavior.

By definition, we wanted our child respondents to have some level of exposure to the Internet.

Page 24: Using Technology for Adolescent Research

Quick summary

Remember:

All methodologies have limitations and biases.

You need to be very clear about what your goals are, and what methodology will minimize your bias while maximizing your goals the best.