scholarly journals Calibration of the Online Youth Activity Profile Assessment for School-Based Applications

2021 ◽  
pp. 1-11
Author(s):  
Gregory J. Welk ◽  
Pedro F. Saint-Maurice ◽  
Philip M. Dixon ◽  
Paul R. Hibbing ◽  
Yang Bai ◽  
...  
Keyword(s):  
The United States ◽  
Self Report ◽  
School Level ◽  
Online Version ◽  
Accelerometer Data ◽  
Sedentary Behaviors ◽  
Activity Profile ◽  
School Based ◽  
Calibration Methods ◽  
Youth Activity

A balance between the feasibility and validity of measures is an important consideration for physical activity (PA) research—particularly in school-based research with youth. The present study extends previously tested calibration methods to develop and test new equations for an online version of the youth activity profile (YAP) tool, a self-report tool designed for school applications. Data were collected across different regions and seasons to develop more robust, generalizable equations. The study involved a total of 717 youth from 33 schools (374 elementary [ages 9–11 years], 224 middle [ages 11–14 years], and 119 high school [ages 14–18 years]) in two different states in the United States. Participants wore a Sensewear monitor for a full week and then completed the online YAP at school to report PA and sedentary behaviors in school and at home. Accelerometer data were processed using an R-based segmentation program to compute PA and sedentary behavior levels. Quantile regression models were used with half of the sample to develop item-specific YAP calibration equations, and these were cross validated with the remaining half of the sample. Computed values of mean absolute percentage error ranged from 15 to 25% with slightly lower error observed for the middle school sample. The new equations had improved precision compared with the previous versions when tested on the same sample. The online version of the YAP provides an efficient and effective way to capture school level estimates of PA and sedentary behaviors in youth.

scholarly journals Calibration and Validation of the Youth Activity Profile as a Physical Activity and Sedentary Behaviour Surveillance Tool for English Youth

2019 ◽  
Vol 16 (19) ◽  
pp. 3711 ◽  
Author(s):  
Stuart J. Fairclough ◽  
Danielle L. Christian ◽  
Pedro F. Saint-Maurice ◽  
Paul R. Hibbing ◽  
Robert J. Noonan ◽  
...  
Keyword(s):  
Physical Activity ◽  
Sedentary Behaviour ◽  
Cross Validation ◽  
Self Report ◽  
School Level ◽  
Activity Profile ◽  
Sensewear Armband ◽  
Sensitivity Specificity ◽  
Youth Activity ◽  
Out Of School

Self-reported youth physical activity (PA) is typically overestimated. We aimed to calibrate and validate a self-report tool among English youth. Four-hundred-and-two participants (aged 9–16 years; 212 boys) wore SenseWear Armband Mini devices (SWA) for eight days and completed the self-report Youth Activity Profile (YAP) on the eighth day. Calibration algorithms for temporally matched segments were generated from the YAP data using quantile regression. The algorithms were applied in an independent cross-validation sample, and student- and school-level agreement were assessed. The utility of the YAP algorithms to assess compliance to PA guidelines was also examined. The school-level bias for the YAP estimates of in-school, out-of-school, and weekend moderate-to-vigorous PA (MVPA) were 17.2 (34.4), 31.6 (14.0), and −4.9 (3.6) min·week−1, respectively. Out-of-school sedentary behaviour (SB) was over-predicted by 109.2 (11.8) min·week−1. Predicted YAP values were within 15%–20% equivalence of the SWA estimates. The classification accuracy of the YAP MVPA estimates for compliance to 60 min·day−1 and 30 min·school-day−1 MVPA recommendations were 91%/37% and 89%/57% sensitivity/specificity, respectively. The YAP generated robust school-level estimates of MVPA and SB and has potential for surveillance to monitor compliance with PA guidelines. The accuracy of the YAP may be further improved through research with more representative UK samples to enhance the calibration process and to refine the resultant algorithms.

scholarly journals The FLASHE Study: A Publicly Available Data Resource

2020 ◽  
Vol 4 (Supplement_2) ◽  
pp. 1337-1337
Author(s):  
Linda Nebeling ◽  
Laura Dwyer ◽  
April Oh
Keyword(s):  
Physical Activity ◽  
Health Behaviors ◽  
The United States ◽  
National Sample ◽  
Study Data ◽  
Accelerometer Data ◽  
Sedentary Behaviors ◽  
Data Resource ◽  
Neighborhood Socioeconomic Status ◽  
Funding Sources

Abstract Objectives The Family Life, Activity, Sun, Health and Eating (FLASHE) survey was conducted in 2014 to collect information on eating, physical activity, sedentary behaviors, and behavioral correlates from a national sample of parent-adolescent dyads in the United States. It is a publicly available data resource which can be used to research questions about psychosocial, generational, household and neighborhood correlates of health behaviors. Methods Data were collected from dyads of caregivers and their adolescent children (ages 12–17) (n = 1072 completed dyads) between April – October 2014. Two surveys for each respondent: one on diet-related behaviors and one on physical activity-related behaviors were collected. An additional 407 dyads wore an accelerometer for seven days and completed an activity log. A ‘geoFLASHE’ dataset used parent-provided address information for home and school to geocode these locations and compute a set of variables applied to several different neighborhood definitions, including both circular and street-network buggers with distances ranging from 400 – 1200 meters. Accelerometer variables were computed for a subset of adolescents who wore an Actigraph Gt3x+ for seven days and includes estimates from raw and activity counts data. Training webinars on dyadic analytical methods, models and applications were provided. Results The geoFLASHE dataset includes variables for neighborhood, socioeconomic status factor, factor scores for built environment characteristics (high density, older neighborhood, and short commutes), and other variables for each buffer configuration. The adolescent accelerometer dataset offers summary variables of accelerometer data and minute-level estimates of light, moderate, and vigorous activity using Crouter, Chandler, and GGIR processing methods. Additionally, training webinar, questionnaires, survey data files and codebooks are available. Conclusions The FLASHE study data resources can be used to understand cancer-related health behaviors in family dyads. Funding Sources FLASHE study was funded by the National Cancer Institute under contract number HHSN2612012000391 issued to Westat, Inc.

scholarly journals Associations of Acculturation With Self-Report and Objective Physical Activity and Sedentary Behaviors Among Latinas

2016 ◽  
Vol 44 (3) ◽  
pp. 431-438 ◽  
Author(s):  
Lilian G. Perez ◽  
Adrian Chavez ◽  
David X. Marquez ◽  
Sandra C. Soto ◽  
Jessica Haughton ◽  
...  
Keyword(s):  
Physical Activity ◽  
United States ◽  
Leisure Time ◽  
Sedentary Time ◽  
Total Activity ◽  
The United States ◽  
Self Report ◽  
Sedentary Behaviors ◽  
Domain Specific ◽  
Cultural Phenomenon

Background. Less than 50% of Latinas meet physical activity (PA) recommendations. Acculturation is a complex cultural phenomenon that may influence health behaviors, but associations between acculturation and Latinas’ activity and sedentary levels are unclear. Aim. To examine associations of acculturation with Latinas’ domain-specific and total PA as well as sedentary time. Method. We analyzed baseline data collected between 2011 and 2013 among 410 Latinas (18-65 years) from a PA promotion intervention in San Diego, CA ( Fe en Acción/ Faith in Action). Participants wore an accelerometer to assess moderate-to-vigorous PA (MVPA) and sedentary time and completed a survey assessing domain-specific PA, sociodemographics, and acculturation as measured by length of residence in the United States and the Bidimensional Acculturation Scale (BAS) for Hispanics. Higher acculturation was defined as longer residence in the United States or being either assimilated or bicultural as per scores on the Hispanic and Anglo domains of the BAS. Results. Based on weekly averages from the accelerometer, Latinas spent 103 minutes in MVPA and 76% of total activity in sedentary time. Only 32% met MVPA recommendations via self-reported leisure-time and transportation PA. Longer residence in the United States was inversely associated with reporting any transportation or occupational PA and meeting MVPA recommendations. Assimilated/bicultural Latinas had significantly less accelerometer-based total MVPA and higher sedentary time than their lower acculturated counterparts. Conclusions. Overall, higher acculturation, based on either measure, was related to less activity. Our findings suggest interventions tailored to the acculturation levels of Latinas are needed to help reduce disparities in Latinas’ PA and sedentary behaviors.

scholarly journals 237 Sleep disturbances, online instruction, and learning during COVID-19: evidence from 4148 adolescents in the NESTED study

SLEEP ◽  
2021 ◽  
Vol 44 (Supplement_2) ◽  
pp. A94-A95
Author(s):  
Jared Saletin ◽  
Judith Owens ◽  
Kyla Wahlstrom ◽  
Sarah Honaker ◽  
Amy Wolfson ◽  
...  
Keyword(s):  
Sleep Disturbance ◽  
Online Instruction ◽  
School Engagement ◽  
Sleep Disturbances ◽  
The United States ◽  
Self Report ◽  
School Level ◽  
Sleep Disruption ◽  
Instructional Format ◽  
Asynchronous Instruction

Abstract Introduction COVID-19 fundamentally altered education in the United States. A variety of in-person, hybrid, and online instruction formats took hold in Fall 2020 as schools reopened. The Nationwide Education and School in TEens During COVID (NESTED) study assessed how these changes impacted sleep. Here we examined how instruction format was associated with sleep disruption and learning outcomes. Methods Data from 4148 grade 6-12 students were included in the current analyses (61% non-male; 34% non-white; 13% middle-school). Each student’s instructional format was categorized as: (i) in-person; (ii) hybrid [≥1 day/week in-person]; (iii) online/synchronous (scheduled classes); (iv) online/asynchronous (unscheduled classes); (v) online-mixed; or (vi) no-school. Sleep disturbances (i.e., difficulty falling/staying asleep) were measured with validated PROMIS t-scores. A bootstrapped structural equation model examined how instructional format and sleep disturbances predict school/learning success (SLS), a latent variable loading onto 3 outcomes: (i) school engagement (ii) likert-rated school stress; and (iii) cognitive function (PROMIS t-scores). The model covaried for gender, race-ethnicity, and school-level Results Our model fit well (RMSEA=.041). Examining total effects (direct + indirect), online and hybrid instruction were associated with lower SLS (b’s:-.06 to -.26; p’s<.01). The three online groups had the strongest effects (synchronous: b=-.15; 95%CI: [-.20, -.11]; asynchronous: b=-.17; [-.23, -.11]; mixed: b=-.14; [-.19, -.098]; p’s<.001). Sleep disturbance was also negatively associated with SLS (b=-.02; [-.02, -.02], p<.001). Monte-carlo simulations confirmed sleep disturbance mediated online instruction’s influence on SLS. The strongest effect was found for asynchronous instruction, with sleep disturbance mediating 24% of its effect (b = -.042; [-0.065, -.019]; p<.001). This sleep-mediated influence of asynchronous instruction propagated down to each SLS measure (p’s<.001), including a near 3-point difference on PROMIS cognitive scores (b = -2.86; [-3.73, -2.00]). Conclusion These analyses from the NESTED study indicate that sleep disruption may be one mechanism through which online instruction impacted learning during the pandemic. Sleep disturbances were unexpectedly influential for unscheduled instruction (i.e., asynchronous). Future analyses will examine specific sleep parameters (e.g., timing) and whether sleep’s influence differs in teens who self-report learning/behavior problems (e.g., ADHD). These nationwide data further underscore the importance of considering sleep as educators and policy makers determine school schedules. Support (if any):

scholarly journals Calibration and validation of the Youth Activity Profile as a physical activity and sedentary behaviour surveillance tool for English youth

2019 ◽  
Author(s):  
Stuart J Fairclough ◽  
Danielle L Christian ◽  
Pedro F Saint-Maurice ◽  
Paul R Hibbing ◽  
Robert J Noonan ◽  
...  
Keyword(s):  
Physical Activity ◽  
Sedentary Behaviour ◽  
Primary Schools ◽  
Vigorous Physical Activity ◽  
Self Report ◽  
Group Level ◽  
Activity Profile ◽  
The Us ◽  
Youth Activity ◽  
Out Of School

Abstract Background Calibration algorithms applied to the Youth Activity Profile (YAP) self-report questionnaire in the US have accurately estimated moderate-to-vigorous physical activity (MVPA) and sedentary behaviour (SB). However, the efficacy of the calibration algorithms may vary when applied to different populations. We aimed to: (1) assess the accuracy of US-generated YAP calibration algorithms for MVPA and SB with English youth, (2) validate English-specific YAP calibration algorithms, (3) examine their potential surveillance utility to assess compliance to MVPA guidelines. Methods Four primary schools and five secondary schools were recruited. Four-hundred-and-two participants (aged 9-16 years; 212 boys) wore SenseWear Armband Mini devices (SWA) for eight days and completed the YAP on the eighth day. For aim (1) the original US calibration algorithms were applied to the YAP scores, which were matched to SWA-estimated in-school, out-of-school, and weekend MVPA and out-of-school SB data. For aim (2) new calibration algorithms for the equivalent time-segments were generated from the English YAP data using quantile regression. The algorithms were applied in an independent cross-validation sample, and individual- and group-level agreement were assessed using bias, mean absolute percent error (MAPE) and equivalency tests, respectively. For aim (3) the utility of the English YAP algorithms to assess compliance to MVPA guidelines was examined using kappa, sensitivity, and specificity. Results Agreement between the US calibration algorithms and SWA estimates of MVPA and SB was poor. Group-level MAPE for the English YAP-estimates of in-school, out-of-school, and weekend MVPA ranged from 3.6% to 17.3%. Bias for these estimates were 17.2 (34.4), 31.6 (14.0), and -4.9 (3.6) min·week-1, respectively. Out-of-school SB was over-predicted by 109.2 (11.8) min·week-1 (MAPE=11.8%). Predicted YAP values were within 15%-20% equivalence of the SWA estimates. Classification accuracy of the English YAP MVPA estimates for compliance to 60 min·day-1 and 30 min·school-day-1 MVPA recommendations were 91%/37% and 89%/57% sensitivity/specificity, respectively. Conclusions The English YAP generated robust group-level estimates of MVPA and SB and has potential for surveillance to monitor compliance with MVPA guidelines. The YAP’s accuracy may be further improved through research work with more representative UK samples to enhance the calibration process and to refine the resultant algorithms.

scholarly journals Contemporary Challenges in School Recruitment for Criminological Survey Research: Lessons From the International Self-Report Delinquency Study in England, Germany, the Netherlands, and the United States

2019 ◽  
Vol 35 (4) ◽  
pp. 386-409 ◽  
Author(s):  
Renske S. van der Gaag ◽  
Lauren Herlitz ◽  
Mike Hough
Keyword(s):  
United States ◽  
The Netherlands ◽  
The United States ◽  
Lessons Learned ◽  
Self Report ◽  
Third Wave ◽  
Youth Health ◽  
Multiple Strategies ◽  
School Based ◽  
School Participation

Several multiwave cross-national surveys have experienced drops in school participation for youth health and risk behavior (HRB) surveys in Western European countries. This article considers explanations for the challenge in recruiting schools for surveys in England, Germany, the Netherlands, and the United States and the most important lessons learned during school recruitment for the third wave of the International Self-Report Delinquency Study in these four countries. Comparing school response rates for international academic surveys with those focused on HRB, schools have been increasingly less likely to participate in HRB surveys over the past two decades. However, considerable variation within and across surveys and countries suggests there are numerous influences on school recruitment, and there may be facilitators on which researchers could capitalize. We conclude that when planning future school-based HRB surveys, researchers should consider multiple strategies to engage schools from the outset, tailored to regional and national settings.

scholarly journals A Cross-Site Partnership to Examine Implementation and Sustainability of a School-Based Trauma Program

2018 ◽  
Vol 28 (Supp) ◽  
pp. 427-436 ◽  
Author(s):  
Pamela Vona ◽  
Shilpa Baweja ◽  
Catherine DeCarlo Santiago ◽  
Gillian Pears ◽  
Audra Langley ◽  
...  
Keyword(s):  
Mental Health ◽  
Health Services ◽  
School Setting ◽  
Implementation Strategies ◽  
Organizational Factors ◽  
The United States ◽  
School Level ◽  
Evidence Based ◽  
School Based ◽  
School Stakeholders

Objectives: Schools have been identified as an ideal setting for increasing access to mental health services particularly for underserved minority youth. The emerging field of implementation science has begun to systematically investigate strategies for more efficiently integrating evidence-based practices into community settings. Signifi­cantly less translational research has focused specifically on the school setting. To address this need, we examined the implementa­tion of a school-based trauma intervention across three distinct regions.Design: We conducted key informant interviews guided by Mendel’s Frame­work of Dissemination in Health Services Intervention Research with multiple school stakeholders to examine what school organizational characteristics influence the adoption and implementation process and sustainability of Cognitive Behavioral Intervention for Trauma in Schools (CBITS). Participants were selected from schools in three geographic regions in the United States: Western, Midwestern, and Southern.Results: Our findings reveal that while sites had some common organizational factors that appeared to facilitate implementation, regions differed in how they compensated for less robust implementation domains. Across all regions, school stakeholders recognized the need for services to sup­port students impacted by trauma. In the Western region, there was no centralized district policy for implementation; therefore, implementation was facilitated by school-level change agents and supervision support from the district mental health unit. In the Midwestern region, centralized district policies drove implementation. In both the Midwestern and Southern regions, imple­mentation was facilitated by collaboration with a local mental health agency.Conclusions: This study contributes to the paucity of empirical information on the organizational factors that influence the implementation of evidence-based mental health interventions in schools. Our find­ings reveal that different implementation strategies across policies, structures, and resources can result in implementation of a school-based intervention. Frameworks such as Mendel’s can be helpful in identify­ing areas of strength and improvement of implementation within a school organiza­tion.Ethn Dis. 2018; 28(Suppl 2): 427-436; doi:10.18865/ed.28.S2.427

When Prevention is Not Enough: Students’ Perception of Bullying and School-Wide Positive Behavior Interventions and Supports

2018 ◽  
Vol 45 (1) ◽  
pp. 29-40 ◽  
Author(s):  
Nicholas A. Gage ◽  
Chad A. Rose ◽  
Dennis A. Kramer
Keyword(s):  
Self Report ◽  
Positive Behavior ◽  
School Level ◽  
Bullying Victimization ◽  
Behavior Interventions ◽  
Treatment Groups ◽  
Positive Behavior Interventions ◽  
School Based ◽  
Significant Difference ◽  
Matched Comparison

Bullying continues to be a major concern in U.S. schools and is the focus of myriad prevention and intervention efforts. Researchers have recently cited school-wide positive behavior interventions and supports (SWPBIS) as a prevention framework for reducing school-based bullying. Therefore, we examined the effect of universal SWPBIS implemented with fidelity on students’ self-report of bullying victimization. We used school-level propensity score matching to compare 76,248 students’ self-report of bullying victimization in 118 schools that implemented SWPBIS with fidelity and 118 matched comparison schools. Random-effects regression models found no statistically significant difference between treatment groups on students’ self-report of bullying victimization. Recommendations and limitations are discussed.

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