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Presented by: CARMELITA N. ERICTA. Administrator, PNSO. 5 th Annual Meeting of the Washington Group on Disability Statistics. Philippines National Statistics Office. Importance of Disability Statistics. The Philippines recognizes the importance of Disability Statistics:.

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5 th annual meeting of the washington group on disability statistics

Presented by: CARMELITA N. ERICTA

Administrator, PNSO

5th Annual Meeting of the Washington Group on Disability Statistics

Philippines National Statistics Office

importance of disability statistics
Importance of Disability Statistics

The Philippines recognizes the importance of Disability Statistics:

  • In formulating plans for rehabilitation, education and development of the “physically challenged” individuals.
  • In the establishment of more government-subsidized institutions that would cater to the promotion of physical, emotional, and psycho-social well-being of disabled persons
source of disability statistics
Source of Disability Statistics
  • The primary source of information on the size, distribution and characteristics of Persons with Disabilities (PWDs) in the Philippines is the Census of Population and Housing (CPH).
  • Data items for capturing Disability Statistics was first introduced during the Census of Population and Housing in 1990.
slide4

Source of Disability Statistics

  • For this census, disabilityrefers to any restriction or lack of ability (resulting from an impairment) to perform an activity in the manner or within the range considered normal for human being.
  • Based on the 2000 Census of Population (CPH) and Housing results, the proportion of Persons with Disabilities (PWDs) in the Philippines was registered at 1.23 percent.
activities related to disability statistics
Activities Related to Disability Statistics

The Philippines National Statistics Office (PNSO) undertook some testing for an effective data gathering for Disability Statistics.

A. Pretests and Pilot Census for the 2005 Census of Population (POPCEN 2005).

B. WHO/UNESCAP Disability Question Set Testing

pretest and pilot activities
Pretest and Pilot Activities

A series of pretests and Pilot census were conducted to test the effectiveness of the disability questions as well as other data items to be collected in the 2005 POPCEN

main findings
Main Findings
  • The word ”disability” in the heading of the question has somehow affected the way the question is asked by the enumerators. Thus, it was recommended to use “functional difficulty” as replacement for the word “disability” to avoid bias
  • Extensive consultation and partnership with other agencies and the local government units were seen as essential strategies to ensure the success of the undertaking.
slide8

Does ____________ have difficulty/problem in

Yes

No

1. Seeing ?

2. Communication?

3. Hearing ?

4. Mental behavior ?

5. Managing daily routine/moving/self-care?

Pilot Census

Disability question for the Pilot Census:

who unescap disability question set testing
WHO/UNESCAP Disability Question Set Testing
  • The field test conducted for WHO/UNESCAP provided insights as to the proper way of asking questions and clearer concepts and procedures to follow in collecting information on disability.
  • It was conducted from May 30 to June 19, 2005 in five barangays (smallest political unit in the Philippines).
who unescap disability question set testing1
WHO/UNESCAP Disability Question Set Testing
  • From the sample households, all members aged 18 years old and over were taken as respondents.
  • There were 1,057 respondents interviewed from 345 households.
  • Data were collected through a personal interview of the respondents.
  • The questionnaire was translated in Filipino language.
who unescap disability question set testing2
WHO/UNESCAP Disability Question Set Testing
  • The odd-even household serial number (household’s unique identification) scheme adopted for determining which sample households will be assigned with a particular version resulted in 52.60 percent of interviews using Questionnaire Version A and 47.40 percent using Questionnaire Version B.
who unescap disability question set testing3
WHO/UNESCAP Disability Question Set Testing
  • Only 2.08 percent of interviews were conducted to proxy respondents. Proxy respondents responded on behalf of the original respondents who in a way or another, had difficulty communicating due to health condition, language barrier or disability.
profile of the respondents of the who unescap disability question set testing
Profile of the Respondents of the WHO/UNESCAP Disability Question Set Testing
  • There were more female respondents than males (58.18 %)
profile of the respondents of the who unescap disability question set testing1
Profile of the Respondents of the WHO/UNESCAP Disability Question Set Testing
  • Around 35.57 percent of the respondents are less than 30 years old.
  • Those 62 years old and above comprised for 9.27 percent.
  • The median age is 36 years old.
profile of the respondents of the who unescap disability question set testing3
Profile of the Respondents of the WHO/UNESCAP Disability Question Set Testing
  • The largest proportion of respondents (28.57 percent) had spent 10 years in school, which is equivalent to high school completion in the Philippines.
  • Those who spent six years accounted for 14.57 percent.
  • Respondents with more than 17 years spent in school made up of 2.55 percent. “Cannot remember” reached 1.42 percent. These are the respondents who could not remember the number of years they spent in school, college or university.
profile of the respondents of the who unescap disability question set testing5
Profile of the Respondents of the WHO/UNESCAP Disability Question Set Testing
  • More than half of the respondents are currently married (59.60 percent).
  • Less than half of that (25.54 percent) are never married.
profile of the respondents of the who unescap disability question set testing6
Profile of the Respondents of the WHO/UNESCAP Disability Question Set Testing
  • Majority of the respondents were employed either as paid workers (34.25 percent) or self-employed (22.71 percent).
  • There were 25.83 percent who identified themselves as housekeepers/homemakers.
  • Few were students at 4.07 percent.
  • However, 8.80 percent of the respondents were unemployed for health and other reasons.
results of the who unescap disability question set testing
Results of the WHO/UNESCAP Disability Question Set Testing
  • Close to 80 percent of the respondents indicated no difficulty in seeing (W1), hearing (W2), walking or climbing steps (W3), remembering or concentrating (W4), washing all over or dressing (W5) and communicating (W6).
  • There are fewer respondents (below three percent) who experienced a lot of difficulties in the said activities while others are unable to perform said activities.
results of the who unescap disability question set testing2
Results of the WHO/UNESCAP Disability Question Set Testing
  • The highest number of respondents who suffered mild and moderate difficulties on their specific body functions at 35.57 percent and 16.18 percent, respectively, referred to bodily aches and pains (B1.1).
  • Sleeping problems (B1.15) got the most number of respondents with severe difficulty at 4.07 percent while 0.85 percent of the respondents have extreme difficulty in seeing and recognizing an object at arm’s length or in reading (B1.7).
  • Those who replied that coughing or wheezing for 10 minutes or more at a time (B1.14) is not applicable (NA) reached 1.42 percent. Those were the individuals who did not experience the said difficulty within the reference period.
results of the who unescap disability question set testing5
Results of the WHO/UNESCAP Disability Question Set Testing

Understanding and Communication

  • There were respondents who experienced mild, moderate to severe difficulty in analyzing and finding solutions to problems in day to day life (D1.3) with 28.19 percent, 14.85 percent and 2.65 percent, respectively.
  • 1.32 percent had extreme difficulty in learning a new task (D1.4).
  • 0.09 percent of the respondents refused to answer items D1.3 to D1.6 because he/she found these questions to be redundant and repetitive.
results of the who unescap disability question set testing7
Results of the WHO/UNESCAP Disability Question Set Testing

Getting Around

  • Almost 60 percent of the respondents had no difficulty in getting around.
  • From mild to moderate difficulties, there were respondents who experienced them both in standing for long periods (D2.1) at 21.76 percent and 12.30 percent, respectively.
  • Posted at 3.97 percent and 2.37 percent, respectively, these respondents revealed to have severe and extreme difficulties in walking a long distance (D2.5).
results of the who unescap disability question set testing9
Results of the WHO/UNESCAP Disability Question Set Testing

Self Care

  • Most of the respondents replied that they did not have difficulty in taking care of themselves. However, there were also respondents who reported to have mild to extreme difficulty in staying alone for a few days (D3.4).
results of the who unescap disability question set testing10
Results of the WHO/UNESCAP Disability Question Set Testing

Getting Along With People

  • Majority of the respondents, at least 60 percent, had no difficulty in getting along with people. There were respondents who experienced difficulty from mild to extreme in dealing with people they did not know (D4.1). A 24.03 percent of the total number of respondents claimed the question on sexual activities was not applicable to them.
results of the who unescap disability question set testing11
Results of the WHO/UNESCAP Disability Question Set Testing

Life Activities

  • Majority of the respondents (at least 57.99 percent), declared that they did not have difficulty in these particular life activities.
  • On the contrary, 22.33 percent, 12.11 percent and 1.04 percent attested to have mild, moderate and severe difficulties in taking care of their household responsibilities (D5.1).
  • 1.14 percent of the total number of respondents experienced extreme difficulty in getting all the household work done that they needed to do (D5.3).
results of the who unescap disability question set testing12
Results of the WHO/UNESCAP Disability Question Set Testing

Life Activities

  • 19 percent of the total number of respondents reported that questions on work and school related activities (D5.5 to D5.8) were not applicable to them. These were respondents who were either keeping the house/homemaker or unemployed.
results of the who unescap disability question set testing14
Results of the WHO/UNESCAP Disability Question Set Testing

Participation in Society

  • More than 60 percent of the respondents found no problem in participation in society.
  • There were respondents (21.67 percent) who were mildly affected emotionally by their health condition (D6.5).
  • There were also 11.64 percent and 2.93 percent of the total number of respondents whose financial resources were moderately and severely affected by their health condition (D6.6).
  • Another 1.14 percent of the respondents acknowledged having extreme difficulty in joining community activities (D6.1).
results of the who unescap disability question set testing16
Results of the WHO/UNESCAP Disability Question Set Testing

Need for Assistance

  • Most of the respondents reported no assistance needed. But there were 6.72 percent of the respondents who sometimes needed assistance for communication activities (E3). A few respondents (1.61 percent) admitted they always needed assistance for the same activity.
results of the who unescap disability question set testing17
Results of the WHO/UNESCAP Disability Question Set Testing

Need for Assistance

  • Although most of them needed no help or supervision (E4a is Yes for no need for help or supervision) with 88.84 percent.
  • A few needed help or supervision due to short-term health condition (E4b) with 4.54 percent.
  • Caused by long-term health condition (E4c) with 2.55 percent.
  • By reason of disability (E4d) with 1.99 percent.
  • Because of old or young age (E4e) with 3.97 percent and
  • On account of difficulty with the language (E4f) with 4.07 percent.
who unescap disability question set testing4
WHO/UNESCAP Disability Question Set Testing

Philippines: Cross tabulation of Question Set 1 (WG) and Question Set 2 (WHO/UNESCAP)

(n = 1,057)

W1. Do you have difficulty seeing, even if wearing glasses?

B1.6 How much difficulty did you have in seeing and recognizing a person you know across the road? (take into account eye glasses, if you wear them) Read the brackets if you see respondent wearing glasses.

who unescap disability question set testing5
WHO/UNESCAP Disability Question Set Testing

Philippines: Cross tabulation of Question Set 1 (WG) and Question Set 2 (WHO/UNESCAP)

(n = 1,057)

W1. Do you have difficulty seeing, even if wearing glasses?

B1.7 How much difficulty did you have in seeing and recognizing an object at arm’s length or in reading? (take into account eye glasses, if you wear them) Read the brackets if you see respondent wearing glasses.

who unescap disability question set testing6
WHO/UNESCAP Disability Question Set Testing

Philippines: Cross tabulation of Question Set 1 (WG) and Question Set 2 (WHO/UNESCAP)

(n = 1,057)

W2 Do you have difficulty hearing, even if using a hearing aid?

B1.8 How much difficulty did you have in hearing someone talking on the other side of the room in a normal voice? (take into account hearing aids, if you use them) Read the brackets if you see respondent using hearing aid..

who unescap disability question set testing7
WHO/UNESCAP Disability Question Set Testing

Philippines: Cross tabulation of Question Set 1 (WG) and Question Set 2 (WHO/UNESCAP)

(n = 1,057)

W2 Do you have difficulty hearing, even if using a hearing aid?

B1.9 How much difficulty did you have in hearing what is said in a conversation with one other person in a quiet room?(take into account hearing aids, if you use them) Read the brackets if you see respondent using hearing aid..

who unescap disability question set testing8
WHO/UNESCAP Disability Question Set Testing

Philippines: Cross tabulation of Question Set 1 (WG) and Question Set 2 (WHO/UNESCAP)

(n = 1,057)

W2 Do you have difficulty hearing, even if using a hearing aid?

D1.5 How much difficulty did you have in generally understanding what people say?

who unescap disability question set testing9
WHO/UNESCAP Disability Question Set Testing

Philippines: Cross tabulation of Question Set 1 (WG) and Question Set 2 (WHO/UNESCAP)

(n = 1,057)

W2 Do you have difficulty hearing, even if using a hearing aid?

D1.6 How much difficulty did you have in starting and maintaining a conversation?

who unescap disability question set testing10
WHO/UNESCAP Disability Question Set Testing

Philippines: Cross tabulation of Question Set 1 (WG) and Question Set 2 (WHO/UNESCAP)

(n = 1,057)

W2 Do you have difficulty hearing, even if using a hearing aid?

E3 Do you ever need someone to help with, or be with you for, communication activities? For example: understanding, or being understood by, others.

who unescap disability question set testing11
WHO/UNESCAP Disability Question Set Testing

Philippines: Cross tabulation of Question Set 1 (WG) and Question Set 2 (WHO/UNESCAP)

(n = 1,057)

W3. Do you have difficulty walking or climbing steps?

D2.5 How much difficulty did you have inwalking a long distance such as a kilometre [or equivalent]?

who unescap disability question set testing12
WHO/UNESCAP Disability Question Set Testing

Philippines: Cross tabulation of Question Set 1 (WG) and Question Set 2 (WHO/UNESCAP)

(n = 1,057)

W3. Do you have difficulty walking or climbing steps?

E2 Do you ever need someone to help with, or be with you for, body movement activities? For example: getting out of bed, moving around at home or at places away from home.

who unescap disability question set testing13
WHO/UNESCAP Disability Question Set Testing

Philippines: Cross tabulation of Question Set 1 (WG) and Question Set 2 (WHO/UNESCAP)

(n = 1,057)

W4 Do you have difficulty remembering or concentrating?

D1.1 How much difficulty did you have inconcentrating on doing something for ten minutes?

who unescap disability question set testing14
WHO/UNESCAP Disability Question Set Testing

Philippines: Cross tabulation of Question Set 1 (WG) and Question Set 2 (WHO/UNESCAP)

(n = 1,057)

W4 Do you have difficulty remembering or concentrating?

D1.1 How much difficulty did you have inremembering to do important things?

who unescap disability question set testing15
WHO/UNESCAP Disability Question Set Testing

Philippines: Cross tabulation of Question Set 1 (WG) and Question Set 2 (WHO/UNESCAP)

(n = 1,057)

W5 Do you have difficulty (with self-care such as) washing all over or dressing?

D3.1 How much difficulty did you have inwashing your whole body?

who unescap disability question set testing16
WHO/UNESCAP Disability Question Set Testing

Philippines: Cross tabulation of Question Set 1 (WG) and Question Set 2 (WHO/UNESCAP)

(n = 1,057)

W5 Do you have difficulty (with self-care such as) washing all over or dressing?

D3.1 How much difficulty did you have in getting dressed?

who unescap disability question set testing17
WHO/UNESCAP Disability Question Set Testing

Philippines: Cross tabulation of Question Set 1 (WG) and Question Set 2 (WHO/UNESCAP)

(n = 1,057)

W5 Do you have difficulty (with self-care such as) washing all over or dressing?

E1 Do you ever need someone to help with, or be with you for, self care activities? For example: doing everyday activities such as eating, showering, dressing or toileting.

who unescap disability question set testing18
WHO/UNESCAP Disability Question Set Testing

Philippines: Cross tabulation of Question Set 1 (WG) and Question Set 2 (WHO/UNESCAP)

(n = 1,057)

W6 Because of a physical, mental, or emotional health condition, do you have difficulty communicating, (for example understanding or being understood by others)?

D1.5 How much difficulty did you have in generally understanding what people say?

recommendations
Recommendations
  • The pretest provided several observations that could improve not only the questions for disability statistics but also the overall system of data collection for disability statistics.
recommendations for the manual
Recommendations for the Manual
  • The manual should include several examples and explanations
  • There should be a rationale why only 18 years old and over are considered eligible respondents. There are also a number of zero to 17 years old with disabilities and should also be given attention for programs and projects.
recommendations for the questionnaire
Recommendations for the Questionnaire

Due To Health Reasons:

  • The phrase “due to health condition” should be added to questions, which are normally not connected to health related conditions. These questions are: B1.15, B1.16 to B1.17, D1.1 to D1.6, D2.3 to D2.4, D3.4, D4.1 to D4.5, D5.1 to D5.8 and D6.1 to D6.8.
  • Item D1.3 is very hard to ask because respondents always relate this to financial problem of the family even if the interviewer keeps on emphasizing that this question refers to health condition only.
recommendations for the questionnaire1
Recommendations for the Questionnaire

The Need to Shorten the Questions:

  • Question W6 is very long that respondents were confused. This should be shortened.
  • Items D6.1 to D6.8 which are on the last part of the questionnaire suffered because of the length of interview. Respondents tend to provide whatever answer just to finish the interview. Thus, the questionnaire should be shortened to reduce the length of the interview.
recommendations for the questionnaire2
Recommendations for the Questionnaire

The Need to Shorten the Questions:

  • Some questions seem not answered accurately especially if the respondents have no health problem, for example, questions B1.16 and B1.17. There is a need to add a question in the questionnaire to identify the illness of the respondent as reference when asking questions related to difficulties.
recommendations for the questionnaire3
Recommendations for the Questionnaire

The Need to Shorten the Questions:

  • Introduction in Question Set 2 is too long. It should be revised to make it simpler and not boring.
  • Questions for each domain (1 to 6) are numerous that respondents found them redundant and lengthy. It is recommended that these questions be structured such that the phrase “How much difficulty…” will not be repeated for each item of interest.
recommendations for the questionnaire4
Recommendations for the Questionnaire

The Need to Shorten the Questions:

  • Illustration:

Domain 3. Self care:

How much difficulty did you have in:

  • Washing your whole body?
  • Getting dressed?
  • Eating?
  • Staying by yourself for a few days?
recommendations for the questionnaire5
Recommendations for the Questionnaire

Revision of Questions that are vague or too general or with sequential problem:

  • Respondents normally ask distance and number of steps in W3.
  • In item W4, there is a conflict between remembering vs. concentrating. There should be two separate questions.
  • Item B1.13 is easier to understand than item B1.12. If the questionnaire is to be shortened, the recommendation is to retain item B1.13.
recommendations for the questionnaire6
Recommendations for the Questionnaire

Revision of Questions that are vague or too general or with sequential problem:

  • In item B1.7, “reading” should come first before “seeing and recognizing…”
  • Items B1.15 and D6.4 asked time but choices are not appropriate. Hence, either the question or the choices should be revised.
recommendations for the questionnaire7
Recommendations for the Questionnaire

Revision of Questions that are vague or too general or with sequential problem:

  • Items B1.8 and B1.9 are confusing to the respondents. Revise to make them clear and short. Also, because the questions are not clear to the respondent, they sometimes provide inconsistent responses. If the questionnaire will be shortened, the suggestion is to retain only one question.
  • In item D3.4, add “home” to the question to be more precise.
recommendations for the questionnaire8
Recommendations for the Questionnaire

Revision of Questions that are vague or too general or with sequential problem:

  • In item D4.1, ”dealing” should be defined.
  • Items D6.2 and D6.3 are too vague. In item D6.3, attitude can be positive or negative. There is a need to revise these questions.
  • In item D6.6, a 30-day period is too short to measure drain in resources. Thus, there is a need to extend the period.
recommendations for the questionnaire9
Recommendations for the Questionnaire

Revision of Questions that are vague or too general or with sequential problem:

  • Items E1 to E3 are relatively easy to answer because of the clear examples whereas item E4a is confusing because of double negation.
recommendations for the questionnaire10
Recommendations for the Questionnaire

Response Options:

  • For items E1 to E4, there is a need to mention choices to respondents.
  • In Question Set 1, add instruction to interviewers that they should mention responses/choices.
  • The use of flashcards is very helpful. It is recommended that for Question Set 1, a similar device be used.
recommendations for the questionnaire11
Recommendations for the Questionnaire

Skipping/Screening Instructions:

  • In B1.14, some interviewers did not emphasize “…10 minutes” in the question that responses of the respondents vary. It is suggested that a screening question be asked first on whether the respondent experienced coughing before asking if he/she has difficulty
  • Items D5.1 to D5.8 and D6.1 to D6.8 should be skipped if respondents have no health problem.
recommendations for the questionnaire12
Recommendations for the Questionnaire

Skipping/Screening Instructions:

  • The sequence of items D6.6 and D6.7 should be revised.
  • Use of skipping instructions and filtered questions are essential. For instance in Domain 5, those with no work or out of school respondents should no longer be asked with questions regarding difficulty in these activities.
recommendations for the questionnaire13
Recommendations for the Questionnaire

Use of “Examples” in the questions:

  • In item B1.4, the example should be revised because there is a tendency that it is the one emphasized instead of ”appearance”.
  • In item D1.4, it is better to remove “for example….” since this example tend to limit the situation of learning a new task.
  • In item D4.5, however, there is a need for an example in the questionnaire to provide basis of the said activity.
recommendations for the questionnaire14
Recommendations for the Questionnaire

Use of “Examples” in the questions:

  • Examples given within the questions should be limited and mentioned only when needed for the respondent to better understand the question. These are items B1.4, B1.5, B1.13, B.15, D1.4, D2.5 and D6.1. The respondents are made to understand that the question refers only to that particular example(s).
recommendations for the questionnaire15
Recommendations for the Questionnaire

Translation of the Questionnaire:

  • There are English words that cannot be directly translated to Filipino language. However, it can be remedied by undertaking several testing prior to the finalization of the questionnaire. The words may not have the exact meaning but can be used for as long as the meaning of the whole question is still the same.
recommendations for the questionnaire16
Recommendations for the Questionnaire

Probing and Other Recommendations:

  • There is a need to do probing in item B1.16 regarding “feeling sad” as the answer normally does not relate to health reason.
  • Clarification or follow-up questions should be made in the actual survey/census in order to elicit accurate response from the respondents. The mere repetition of questions is not enough.
recommendations for the questionnaire17
Recommendations for the Questionnaire

Probing and Other Recommendations:

  • Item A3, it is better to ask for highest grade completed (HGC) instead of number or years spent in school. In addition, if the respondent answered number of years, probing is still needed in order to get accurate answers. Based on observation, upon probing, the second response (answer for the highest grade completed )normally differs from the first (answer for the number of years).
recommendations for the questionnaire18
Recommendations for the Questionnaire

Probing and Other Recommendations:

  • The word “Disability” should not appear in the questionnaire.
  • Introduction for Part 2 was repeated. It should be removed before the B-items.
recommendations for the questionnaire19
Recommendations for the Questionnaire

Response Choices:

  • Choices of response for Part 2 and 3 should be distinct from one another. For most respondents, there is no clear distinction between “mild” and “moderate”. Hence, the suggestion is to combine “mild and moderate” into only one category.
recommendations for the timing of the pretest
Recommendations for the Timing of the Pretest
  • The study was conducted at the time when rainy season started in the country, thus, contributing to the difficulties of the interviewers. Extension of the interview was sought. Obviously, timing of the conduct of the study should be given consideration.
  • A very short period was allotted to prepare for translation of the questions from English to Filipino language. The same goes for the duration of the field test where there are several callbacks.
recommendations for the timing of the pretest1
Recommendations for the Timing of the Pretest
  • In the actual survey/census, consideration for callbacks should be provided since respondents are individuals themselves. Unlike the usual household survey/census, the respondent is normally the adult member who can provide reliable information for all members.
recommendations for a series of pretests
Recommendations for a Series of Pretests
  • To ensure that a process or a set of questions to be used to collect information is free from errors, several testing should be employed. This is done whenever revisions are made to determine the implication of such changes. Hence, it is suggested that another test be conducted once the questions are revised based on the findings of this test.
who unescap disability question set testing19
WHO/UNESCAP Disability Question Set Testing
  • The conduct of the Disability Question Set Testing has identified more room for improvement. These are:

1. Revision of the instruction manual to include detailed concepts.

2. Revision of questionnaires to include probing, consistency and skipping instructions.

3. Simplification of the questions.

who unescap disability question set testing20
WHO/UNESCAP Disability Question Set Testing

4. Allowing flexibility in the workload during enumeration since all 18 years old and over were respondents.

5. Consideration on the timing of the operation (not rainy season).

6. A need for a series of pretests to finalize the questions, procedures and strategies.

slide86

Plan for the Conduct of Cognitive Test for the Washington Group Questions

  • The study aims to identify problematic questions and record the respondent's understanding of the question's intent.
  • The study will serve as a guide in the preparation of disability questions for the 2006 POPCEN in an attempt to capture up-to-date statistics on persons with disability.
slide90

Plan for the Conduct of Cognitive Test for the Washington Group Questions

Translation

  • The questions to be administered have been translated to Filipino language (the national language) as these questions were included in the WHO-UNESCAP Field test that was conducted in June.
  • The Filipino Translation was prepared by a group of personnel who are well versed in the language.
slide91

Plan for the Conduct of Cognitive Test for the Washington Group Questions

Actual Test

A. Selection of Sample Areas

  • The selection of areas will be determined according to some considerations like the enumeration costs and geographic characteristics.

1. One village classified as a highly urbanized area.

2. One rural village

slide92

Plan for the Conduct of Cognitive Test for the Washington Group Questions

Actual Test

B. Coordination with Field Personnel

Prior to the field test, coordination with the field offices will be made regarding:

1. The actual area to be selected

2. Coordination with local officials

3. Transportation to the field area

4. Training and supervision

5. Other related matters

slide93

Plan for the Conduct of Cognitive Test for the Washington Group Questions

Actual Test

C. Selection of Households

A systematic cluster sampling technique will be used in the selection of households.

  • The village will be divided into three segments
  • Clusters of five households each will be formed as the interviewer lists the households in the segment.
slide94

Plan for the Conduct of Cognitive Test for the Washington Group Questions

Actual Test

C. Selection of Households

  • A random start will be assigned to each segment and two clusters will be selected as samples in each segment
  • Thirty sample households will be selected per village
slide95

Plan for the Conduct of Cognitive Test for the Washington Group Questions

D. Respondents

  • All persons 18 years old and over in the sample households will be selected as samples.

E. Interview Approach

  • A team approach strategy will be adopted during data collection.
slide96

Plan for the Conduct of Cognitive Test for the Washington Group Questions

F. Question to be Tested

W1. Do you have difficulty seeing, even if wearing glasses?

W2. Do you have difficulty hearing, even if using a hearing aid?

W3. Do you have difficulty walking or climbing steps?

slide97

Plan for the Conduct of Cognitive Test for the Washington Group Questions

F. Question to be Tested

W4. Do you have difficulty remembering or concentrating?

W5. Do you have difficulty (with self-care such as) washing all over or dressing?

W6.Because of a physical, mental, or emotional health condition, do you have difficulty communicating, (for example understanding and being understood by others

slide98

Plan for the Conduct of Cognitive Test for the Washington Group Questions

G. Cognitive Test Mechanics.

a. The interviewer makes an introduction of the test.

b. Both the interviewer and the observer record the responses in a separate testing questionnaires.

c. The observer identifies and lists the question(s) the respondent has difficulty answering on the cognitive form.

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Plan for the Conduct of Cognitive Test for the Washington Group Questions

G. Cognitive Test Mechanics.

4. After the interview, the observer proceeds to conduct the cognitive test on the same respondent.

5. The observer should have noted down the difficulties of the respondents during the interview. This will serve as a basis in the succeeding questions.

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Plan for the Conduct of Cognitive Test for the Washington Group Questions

G. Cognitive Test Mechanics.

6. The observer makes an introduction and explains the purpose of the cognitive test.

7. The following questions for the cognitive testing are to ask;

  • Could you repeat the question, as you understood it in the interview?
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Plan for the Conduct of Cognitive Test for the Washington Group Questions

G. Cognitive Test Mechanics.

  • Do you need any kind of clarification about this question?
  • What do you think the purpose of this question was?
  • What is your recommendation to improve the question?
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Plan for the Conduct of Cognitive Test for the Washington Group Questions

H. Training and Debriefing

  • A one-day training will be conducted to discuss each question and the strategy to be employed in the field test.
  • After the field test, one day will be devoted to discuss the problems and observations made by both the interviewers and observers.
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Plan for the Conduct of Cognitive Test for the Washington Group Questions

Data Entry and Analysis

  • All forms are to be edited for completeness of entries.
  • Forms will be processed through data entry in the Microsoft Excel format.
  • The data will then be used as input in the STATA for tabulation, cross-reference, matching of entries and consistency checks.
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Plan for the Conduct of Cognitive Test for the Washington Group Questions

Data Entry and Analysis

  • Analysis of the data will be descriptive using tables and graphs.
  • Observation will be consolidated and recommendation will be prepared.
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PHILIPPINES NATIONAL STATISTICS OFFICE

P.O. Box 779, Manila, Philippines

http://www.census.gov.ph

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