PH861 2012
GRADUATE SCHOOL OF PUBLIC HEALTH
College of Health and Human Services
Division of Health Promotion
Spring 2012
Course Syllabus
PH861: Health Behavior Measurement
Day/Time:
Location:
Instructor:
Phone:
Mondays 4-6:40 PM
Sky Park & Site Visits
John Elder
594-2997
Office: 9245 Sky Park Court, Suite 221
Office hrs: by Appt.
Schedule Number: 56582
Prerequisites: Enrollment in PhD program, or permission.
Course Description: PH 861 is designed to equip the advanced public health student in the
measurement of health behavior as well as disease risks, biological correlates, and broader social
and environmental factors that interact with the behavior. The framework for the course is the
Socioecological Model, which addresses these various levels of measurement. Students will
develop knowledge and abilities in biological assessment, questionnaires and their development,
behavioral observation, and community and broader assessment. This course is meant to be an
overview rather than a detailed investigation of any one technique or variable area.
Course Objectives:
At the end of this course, students will be able to
1) Define key concepts related to the scientific and applied use of health behavior measures
Given a specific research method or health related category, select an appropriate
behavioral measure(s)
2) Define reliability; given a specific variable, select an appropriate reliability coefficient;
and calculate specific reliability coefficients given certain data.
3) Define and describe the application of validity.
4) Describe the purpose and circumstances for testing reliability and validity of
measurement instruments; describe the relationship between reliability and validity.
Define and calculate screening quality coefficients.
5) Describe common measurement errors and how to adjust for these errors.
6) Compare and contrast different methods for survey development.
7) Extend survey methodology to the measurement of social capital, acculturation, racism
and discrimination, quality of life and behavioral economics.
8) Explain and apply methods for item writing, and scaling.
9) Recognize when to conduct reliability assessments and item analysis.
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PH861 2012
10) Develop, conduct and analyze direct observation of behavior.
11) Apply direct observation methodology to Real Time Data Capture
12) Define basic aspects of biobehavioral assessment.
13) Select a dependent variable of choice, and develop a comprehensive assessment strategy
for that variable spanning the range of socioecological levels.
Core Competencies for the PhD in Health Behavior and PH861
For those of you enrolled in the HB JDP, PH861 will address all of the below core competencies
with a special emphasis on #2 and #3 (below):
COMPETENCY 1. Demonstrate a sound grasp of the major influential theories and models of
health behavior change.
COMPETENCY 2. Demonstrate knowledge of best practices for measuring health behaviors and
related risk factors, and use psychometric principles to develop new reliable and valid
measurement instruments.
COMPENTENCY 3. Use qualitative research methods to address health behavior research
questions and to plan interventions.
COMPETENCY 4. Design effective interventions to motivate a change in population health
behavior.
COMPETENCY 5. Demonstrate a sound grasp of sophisticated designs that test the effectiveness
of theoretically-based interventions in health behavior.
COMPETENCY 6. Demonstrate a sound grasp of the evidence of the effectiveness of policy
interventions, particularly those focused on environmental incentives, in promoting healthy
behavior.
COMPETENCY 7. Demonstrate a basic understanding of the biological basis of health behaviors.
COMPETENCY 8. Demonstrate skills in writing research proposals that would be competitive at
the National Institutes of Health and comparable funding organizations.
Required Text and List of Readings
The Di Iorio text is the only required textbook. Other articles and chapters will be required to
reinforce the content of individual lectures. As individual guest lecturers are still in the process of
preparing for their respective classes,
Overall:
Measurement in Health Behavior: Methods for Research and Evaluation, Colleen Konicki Di
Iorio, Jossey-Bass, 2005.
Direct Observation
1. McKenzie, T.L. (2010). 2009 C.H. McCloy lecture seeing is believing: observing physical
activity and its contexts. Research Quarterly for Exercise and Sport, 81 (2),113.
2. McKenzie,T. L., Catellier, D., Conway, T., Webber, L., Lytle, L., Elder, J., Pratt, C., &
Greiser, M. (2006). Girls’ physical activity levels and lesson context during middle school
physical education: TAAG Baseline. Medicine and Science in Sport and Exercise, 38(7),
1229-1235.
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PH861 2012
3. McKenzie, T. L., Marshall, S. J., Sallis, J. F., & Conway, T. L. (2000). Leisure-time
physical activity in school environments: An observational study using SOPLAY. Preventive
Medicine, 30, 70-77.
4. McKenzie, T. L., Cohen, D. A., Sehgal, A., Williamson, S., & Golinelli, D. (2006). System
for Observing Play and Leisure Activity in Communities (SOPARC): Reliability and
feasibility measures. Journal of Physical Activity and Health, 1, S203-217.
5. McKenzie, T. L., Baquero, B., Crespo, N., Arredondo, E., Campbell, N. & Elder, J. P.
(2008). Environmental correlates of physical activity in Mexican-American children at home.
Journal of Physical Activity and Health, 5, 579-591.
Ecological Momentary Assessment and Accelerometry:
1) Shiffman S, Stone AA, Hufford MR. Ecological momentary assessment. Annu Rev Clin
Psychol. 2008;4:1-32.
2) Stone AA, Shiffman S. Capturing momentary self-report data: A proposal for reporting
guidelines. Annals of Behavioral Medicine. 2002;24(3):236-43.
3) Gorely T, Marshall SJ, Biddle SJ, Cameron N. Patterns of sedentary behaviour and
physical activity among adolescents in the United Kingdom: Project STIL. J Behav Med.
2007 Dec;30(6):521-31..
4) Dunton GF, Whalen CK, Jamner LD, Henker B, Floro JN. Using ecologic momentary
assessment to measure physical activity during adolescence. Am J Prev Med. 2005
Nov;29(4):281-7.
5) Matthews CE et al (2012). Best practices for using physical activity moniotrs in
population based research. MSSE, S68-76.
Society and Health
1. Robert Wood Johnson Foundation (2008). Where we live matters for our health:
neighborhoods and health.
2. Thacker, S. et al. (2006): Measuring the public’s health. Public Health Reports:
January/February, pp 14-22.
Qualitative Research and Ethnography
1. Chenail, R (2011). How to conduct clinical qualitative research based on the patient’s
experience. The Qualitative Report, 16, 4, 1173-90.
2. Jarrett R et al. (2011). ‘Holler, run, be loud’: strategies for promoting physical activity in
a low income African American neighborhood. Journal of Family Psychology, 25, 82536.
3. Morse J (2011). Introducing the First Global Congress on Qualitative Health Research:
what are we? What will we do-and why? Qualitative Health Research, 22, 137-56.
4. Sinding C (2010). Using institutional ethnography to understand the production of health
care disparities. Qualitative Health Research, 20, 1656-63.
5. Swift JA & Tischler V (2010). Qualitative research in nutrition and dietetics: getting
started. Journal of Human Nutrition and Dietetics, 559-66.
Cognitive Interviewing
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PH861 2012
1.
2.
3.
4.
Warnecke et al. Improving question wording in surveys of culturally diverse populations.
Carlson, E. A case study in translation methodology using the Lifestyle Profile II.
Collins. Pretesting survey instruments: an overview of cognitive methods.
Pasick et al. Quality of data in multiethnic health surveys.
Behavioral Economics
1. G. Loewenstein and P. Ubel: “Economics Behaving Badly” July 14, 2010
NY Times
URL: http://www.nytimes.com/2010/07/15/opinion/15loewenstein.html
2. Wong YN, Hamilton O, Egleston B, Salador K, Murphy C, Meropol NJ. (2010)
Understanding how out-of-pocket expenses, treatment value, and patient characteristics
influence treatment choices. Oncologist. 15(6):566-76.
3. Rickard BJ, Okrent AM, Alston JM. (2012) How have agricultural policies influenced
caloric consumption in the United States? Health Econ. 2012 Feb 13. doi: 10.1002/hec.2799.
[Epub ahead of print]
Volpp KG, Asch DA, Galvin R, Loewenstein G. (2011) Redesigning employee health
incentives--lessons from behavioral economics. N Engl J Med. 4;365(5):388-90.
Nutrition
1. Cadmus-Bertram L & Patterson RE. Overview of nutritional epidemiology.
2. Subar A. et al (2003). Using intake biormarkers to evaluate the extent of dietary
misreporting in a sample of adults: the OPEN study. American Journal of
Epidemiology, 158, 1, 1-13.
Reference Text Books:
1) Measuring Health: A Guide to Rating Scales and Questionnaires. Ian McDowell, 3rd Edition.
Oxford Press
Evaluation and Grading: Grading for the course will be based upon performance of the following
assignments:
1.
2.
3.
4.
Classroom attendance & participation; lecture preparation------15%
Measurement and reading assignments---------------------25%
Examination --------------------------------------------------30%
Term Paper---------------------------------------------------30%
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PH861 2012
Readings
Students will write 5 fill-in-the-blank, multiple choice or short answer test questions
covering the weekly readings. These are due prior to that week’s class.
Examination
The final exam will be based on these questions and the lectures. The exam will probe for
knowledge of basic definitions and concepts presented in course material.
Term Paper
The semester paper is design to explore the ability to adapt and apply course concept to
your own research. It will be written in the format of a grant application methods section.
You will select a health behavior, or risk, syndrome, disease or other category and
propose a specific measurement strategy for their target. Measures must reflect the
multiple levels of the socioecological model, either through the selection of measures and
instruments Students must propose developing at least two new measures, one a self
report scale or survey instrument, and the other using direct observation, either through
self0monitoring (EMA) or third party observation (of individuals or environments).
The paper will capture the primary themes of the course, including:
Operationalization
Sampling
Reliability
Validity
Integrated socioecological levels
Pilot testing
Data analysis
Students are encouraged to select topics that they may eventually pursue for dissertation
or other research, OR other topics involving a range of issues that they simply find
interesting (e.g. global warming, emerging infectious diseases, gun control). Nutrition,
physical activity, obesity and tobacco control are not permitted as topics given their
coverage in the class lectures.
Topics must be approved by me by March 22 and presented to the class in outline
form on April 5th and in full on May 13th, at which time they are due to me.. Papers are
due on the last day of the semester, giving you a chance to receive input from me and
your fellow students.
Total Points
96-100
90-95
Assigned Grade
A
A-
5
PH861 2012
87-89
84-86
80-83
77-79
74-76
70-73
F
B+
B
BC+
C
C<70
Course Syllabus
Every effort will be made to follow the syllabus content and schedule however if circumstances
dictate there may be modifications necessary during the semester. If such is the case I will make
every effort to notify students in a timely manner.
GRADUATE SCHOOL OF PUBLIC HEALTH
College of Health and Human Services
Division of Health Promotion
PH 861: Health Behavior Measurement
Spring 2012
Course Calendar
Date
Week 1
(Jan 28)
Week 2
(Feb 4)
Week 3
(Feb 11)
Week 4
(Feb 17)
Week 5
(Feb 25)
Week 6
(Mar 5)
Topics
Guest Speakers
Readings
Introduction to Behavioral Measurement: scope of
course, range of measures, theoretical background,
Sallis
Scales and other Measures.
Major Concepts of Measurement, Types of
Measures-Self Report, Observations, Biobehavioral, Electronic. Measurement error. Survey
Development
je
Item Writing and Scaling; Item Response Theory.
Screening characteristics.
CDI 1, 2, 3, 6
7, 13
Reliability, Validity and Test Characteristics;
Knowledge, Attitudes, Practices, Consequences and
je
Emotions
CDI 4
Social Capital, Geography, Society, Culture,
DALYs and QALYs
Clinical and Survey Assessment of Nutrition
Qualitative Assessment and Ethnography*
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CDI 9, 10 &
11, see above
CDI 3, 5; see
above
Arredondo with See above
Hidalgo
Gutzmer
Finch with Heo
PH861 2012
Week 7
(March 4)
Week 8
(Mar 11)
Week 9
(Mar 18)
(Mar 26)
Week 10
(Apr 2)
Week 11
(Apr 9)
Week 12
(Apr 16)
Week 13
(Feb 25)
Week 14
(April 30)
Week 15
(May 7)
Week 16
(May 14)
Direct Observation
Ecological Momentary Assessment
Biobehavioral Assessment.
McKenzie with See above
Robusto
Marshall with See above
Merchant
Smriti Shivpuri See above
with Marinac
Spring Recess
Presentation of Paper Topics
New Frontiers: Behavioral Economics, Social
Capital and Social Autopsy
Socioecological Assessment of Nutrition
Clinical and Survey Assessment of Nutrition
(Lewsey
w/Elder)
Ayala with
Schmied
Patterson with
Kolodziejczyk
See above
See above
See above
Student Presentations
Site Visit to Clinical Site for Projects SOL and
EXPORT
Talavera and
Staff
450 4th Avenue
Chula Vista,
CA
Final Exam
The University Policy File includes the following statement on absence for Religious
Observances: By the end of the second week of classes, students should notify the instructors of
affected courses of planned absences for religious observances.
Course policies:
Missing class. If you miss a class, it is your responsibility to contact the instructor to
discuss alternatives to any exercise you miss, and to obtain lecture notes, handouts, other
materials or instructions from the course Blackboard site or a classmate.
Testing. Once a test begins, students are not to leave the classroom until all students have
completed the test. Needs should be attended to prior to the test.
Extenuating circumstances. If severe difficulties (e.g., illness, injury, death of a family
member) prevent you from completing an assignment on time, please contact the instructor to
discuss alternative arrangements.
Disability. If you have a disability and anticipate needing any type of accommodation in
order to participate in this class, please contact the instructor and make appropriate arrangements
with Disability Services.
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PH861 2012
Cheating and Plagiarism. All individual written assignments/presentations must be the
student’s original work.
Disruptive Classroom Behavior. Academic misconduct by a student shall include, but not
be limited to: disrupting classes; giving or receiving unauthorized aid on examinations, reports or
other assignments; knowingly misrepresenting the source of any academic work; falsifying
research results; plagiarizing another’s work; violating regulations or ethical codes for the
treatment of human subjects; or otherwise acting dishonestly. If an instance of academic
misconduct is suspected, the student will be informed of the infraction and the penalty to be
imposed. If appropriate, the matter will be referred to the Department Chair and Dean of the
College for mediation. Potential sanctions include a warning, an admonition, censure, reduction
of grade (including a grade of F for the course), disciplinary probation, suspension, or expulsion.
Safety. This is an evening course. Students are encouraged to park near the Sky Park
entrance and under lights in the parking lot. Students should leave the building in groups.
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