A view from overseas, National Longitudinal Survey of Children and Youth (Canada)

1. Key issues for longitudinal research A view from overseas, National Longitudinal Survey of Children and Youth (Canada) Stephanie Lalonde, Statistics Canada April 20, 2011

2. Survey Overview History of NLSCY Survey Design Survey Content Direct Assessments School Collection Research Lessons Learned Today’s presentation Statistics Canada • Statistique Canada

3. A long-term study of Canadian children that follows their development and well-being from birth to early adulthood. Conducted by Statistics Canada and funded by Human Resources and Skills Development Canada (HRSDC). Development began in 1992 and data from the final collection were released in 2010. What is the NLSCY? Statistics Canada • Statistique Canada

4. To determine the prevalence of risk and protective factors for children and youth. To understand how these factors, as well as life events, influence children’s development. To make this information available for developing policies and programs that help children and youth. To collect information about a wide variety of topics – biological, social, economic. To collect information about the environment in which a child is growing up – family, peers, school, community. Objectives of the NLSCY Statistics Canada • Statistique Canada

5. Planning report May 1993 First data collection 1994-95 Data collection every two years Last data collection 2008-09 History of NLSCY Statistics Canada • Statistique Canada

6. May 1992, the Canadian government announced “Brighter Futures” initiative. “What works for children – Information Development Program” is a component of initiative Mandate to develop the first multi-disciplinary national longitudinal and cross-sectional database on children. Origins of NLSCY Statistics Canada • Statistique Canada

7. Need to provide longitudinal and cross-sectional information The ecological or holistic approach to the measurement of risk and outcomes The need to provide children and family information The need to gather and integrate community information The need to collect information on selected children from teachers Implications on survey design Statistics Canada • Statistique Canada

8. SURVEY DESIGN Statistics Canada • Statistique Canada

9. NLSCY overview 0 original cohort 11 1 2 3 4 5 6 7 8 2 13 0 1 0 1 2 3 4 15 0 1 2 3 4 5 6 17 0 1 2 3 4 5 8 19 10 21 2 3 4 5 0 1 12 23 0 1 23 4 5 67 8 9 14 25 2 3 4 5 6 7 8 9 10 11 0 1 Cohort 1 Cohort 2 Cohort 3 Cohort 4 Cohort 5 Cohort 6 Cohort 7 Cohort 8 Statistics Canada • Statistique Canada

10. Longitudinal sample size and response rates Statistics Canada • Statistique Canada

11. Cycle 8 sample and response rates Statistics Canada • Statistique Canada

12. Every 2 years - Mixed mode of collection Lasts 9 months (Sept – June) Multi level data: Household, Child, Parent (PMK), Schools Direct measures Community surveys Collection strategy Statistics Canada • Statistique Canada

13. SURVEY CONTENT Statistics Canada • Statistique Canada

14. Context Public Programs Family Work Resources Community School Social Outcomes Physical Health Transitions: Illness/Injury Accidents Divorce/separation Death of Family Member Spell of Poverty Puberty School Entry Graduation First Job Marriage First Child Emotional Social Cognitive/ Learning Language/ Communication Space Time Statistics Canada • Statistique Canada

15. Person most knowledgeable (PMK) • Person Most Knowledgeable (PMK) • Person who answers question about the child • Usually the biological mother, but not always Statistics Canada • Statistique Canada

16. Questionnaires Statistics Canada • Statistique Canada

17. Survey Overview Statistics Canada • Statistique Canada

18. List of subjects covered Education Labour force Income Health Family functioning Neighbourhood safety Social support Socio-demographic characteristics Adult component Statistics Canada • Statistique Canada

19. Subjects Covered by Child Component • Education • Health • Medical/Biological • Mother’s work after child’s birth • Temperament • Literacy • Communication • Activities • Developmental Milestones • Childcare • Behaviour • Sleep habits • Motor/Social/Cognitive Development • Relationships • Parenting • Custody • Expectations (Aspirations) • Socio-demographic characteristics Statistics Canada • Statistique Canada

20. Subjects Covered by Youth Component • Criminal behaviour • Relationships • Sexual Health • Activities • Self-esteem • Emotional Quotient • Social Support • Family formation and fertility • Moving out of parental home • Health • Education • Labour Force • Career Aspiration • Income • Suicide • Political engagement • Self-assessment of abilities Statistics Canada • Statistique Canada

21. Family and friends School Self-Esteem Emotional Intelligence Puberty Dating Smoking, Drinking and Drugs Activities Health Work Feelings and Behaviours (suicide) Self-completed questionnaires Statistics Canada • Statistique Canada

22. DIRECT ASSESSMENTS Statistics Canada • Statistique Canada

23. Direct Assessments Statistics Canada • Statistique Canada

24. PPVT-R Measure of receptive vocabulary Who Am I? Measure of level of development Number Knowledge Measures understanding of numbers Direct Assessments 4-5 year olds Statistics Canada • Statistique Canada

25. Increase focus on early childhood development Review of framework Selection of direct measures based on literature review and review of other surveys 16 measures selected for more detailed review 11 measures informally tested 5 measures field tested Choosing direct assessments Statistics Canada • Statistique Canada

26. Available in English and French (or easily adaptable) Appropriate for administration in the child’s home Easy to administer by lay interviewers Easy to score Choosing direct assessment - criteria Statistics Canada • Statistique Canada

27. Who Am I? Number Knowledge Weschler Preschool and Primary Scales of Intelligence (WPPSI-R) Early Screening Inventory Raven’s Coloured Progressive Matrices Assessments tested Statistics Canada • Statistique Canada

28. Measures developmental level and acquired knowledge and skills Developed by Dr. Molly de Lemos at the Australian Council of Educational Research (ACER) Can be used for children aged 3 to 7 General development assessed using a copying shapes task and drawing picture of onself Acquired knowledge and skills assessed through writing symbols such as numbers, letters, words and sentences Field test found that the assessment was relatively easy to administer and enjoyed by children The assessment is inexpensive Dropped the drawing task to save time Added to the NLSCY in Cycle 4 Field test of assessments – Who Am I? Statistics Canada • Statistique Canada

29. Assesses children’s understanding of quantity and the system of whole numbers Developed by Dr. Robbie Case and colleagues at the Institute of Child Study - University of Toronto Four developmental levels (pre-dimensional, uni-dimensional, bi-dimensional, and integrated bi-dimensional) Levels are attained at approximately 4, 6, 8 and 10 years of age. Only first three levels used in test The assessment included counting to 10, concepts of quantity, number line, simple additions and subtractions and some problem solving. Added to Cycle 4 of the NLSCY with some modifications. Field test of assessments – Number Knowledge Statistics Canada • Statistique Canada

30. Sub-test of the Wechsler Preschool and Primary Scales of Intelligence-Revised (WPPSI-R) WPPSI-R can be used as an intelligence test. Block design is one of the performance sub-tests and examines logical reasoning. The child must design with blocks a shape copying either one the interviewer constructs or from a booklet. The task proved too difficult for the interviewers to administer consistently so was not added to the NLSCY. Field test of assessments – Block Design Statistics Canada • Statistique Canada

31. A brief developmental screening instrument that is individually administered to children from 3 to 6 years of age. Developed by Dr. Samuel Meisels and colleagues at the University of Michigan. Designed to identify children who may need special educational services to participate successfully in school. Provides an overview of the child’s development in three major areas: Visual-Motor/Adaptive (fine motor skills, eye-hand co-ordination and short-term memory skills), Language (not used in test) and Cognition and Gross Motor. Some difficulties in administration but recommended for inclusion in NLSCY Final decision was not to use the ESI Field test of assessments – Early Screening Inventory Statistics Canada • Statistique Canada

32. Assesses child’s capacity for analogical reasoning as one aspect of intelligence. Child must select the missing element to complete a pattern Test is non-verbal Well liked by parents, children and interviewers Not added to the NLSCY Field test of assessments - Raven’s Coloured Progressive Matrices Statistics Canada • Statistique Canada

33. SCHOOL COLLECTION Statistics Canada • Statistique Canada

34. Changes cycle to cycle Dropped from Cycle 6 (2004) on Requires signed parental permission Requires co-operation from all ten provinces Relatively low response rates Logistically complex School collection Statistics Canada • Statistique Canada

35. Child/student’s education Child/student’s behaviour and attendance Involvement of parent and guardian Teaching practices Teacher’s perceptions of the school Personal information Survey content teachers Statistics Canada • Statistique Canada

36. Students in the school Involvement of parent(s) and guardian(s) Characteristics of school Principal’s perceptions of the school Personal information Survey content - Principals Statistics Canada • Statistique Canada

37. COMMUNITY SURVEYS Statistics Canada • Statistique Canada

38. Part of Understanding the Early Years initiative Designed to give communities information to enhance community resources and services Worked with community groups Includes a mapping project to map community resources and services Goal is to allow each community to use information to improve early childhood development Community surveys Statistics Canada • Statistique Canada

39. Collection for Communities Vocabulary Test PPVT Community Resource Use Who Am I Child Questionnaire Household Contact Parent Questionnaire Number Knowledge Phone interview EDI Teacher completed Questionnaire CAI Paper Questionnaire Tests Collected in the school Statistics Canada • Statistique Canada

40. SELECTED FINDINGS FROM NLSCY Statistics Canada • Statistique Canada

41. Hyperactivity biggest risk factor in slowing math skills Aggressive behaviour tended to decrease as children grew up Positive parenting can make a difference in disadvantaged families Growing Up in Canada Statistics Canada • Statistique Canada

42. Edited by J. Douglas Willms Development of Vulnerability Index Childhood vulnerability only weakly linked to income Effects of good parenting outweigh effects of income Vulnerability varies amongst communities Vulnerable children Statistics Canada • Statistique Canada

43. Change in parenting environment predicts change in child's behaviour Aggressive behaviour linked to parenting style, regardless of sex or income Parenting style and children's aggressive behaviour Statistics Canada • Statistique Canada

44. Relationship between youth depression and changes in relations with parents and peers. Description of Child care in Canada Description of Readiness to Learn of Five Year Olds Canadian Nine Year Olds at School Successful Transitions conference Other examples Statistics Canada • Statistique Canada

45. LESSONS LEARNED Statistics Canada • Statistique Canada

46. Breadth of content Large number of age groups Mixed requirements Longitudinal Cross-sectional Changes from cycle to cycle Challenges Statistics Canada • Statistique Canada

47. Age – age at time of collection vs. reference age Most questions asked based on reference age but norms based on actual age Change of PMK over time Example of changes Statistics Canada • Statistique Canada

48. Keep it simple wherever possible Have adequate resources from the start to design the best survey vehicle Think longitudinally Re-evaluate decisions made at previous cycles to determine if they are still appropriate Do research and analysis to develop new methods Ensure that there is good documentation That explain the ‘why’ and allow others to replicate the work Have clear long-term objectives NLSCY is trying to please everyone: focus on a few things and do them well Lessons Learned Statistics Canada • Statistique Canada

49. Stephanie Lalonde stephanie.lalonde@statcan.gc.ca General NLSCY inquiries ssd@statcan.gc.ca Contact Information Statistics Canada • Statistique Canada