1. T HE I NTERGENERATIONAL O BSERVATION S CALE : P ROCESS, P ROCEDURES, AND O UTCOMES Background Shannon Jarrott, Ph.D., Cynthia L. Smith, Ph.D., & Aaron Weintraub, M.S. Department of Human Development Virginia Tech Assessing IGPs Procedures Discussion and Application http://www.intergenerational.clahs.vt.edu/ Presented at the Generations United Biennial Conference, Washington, DC July 2009 sjarrott@vt.edu The study took place at Neighbors Growing Together, the Virginia Tech shared site IGP comprised of a child care and adult day services. The Child Development Center for Learning and Research consists of 3 rooms serving 41 children ages 15 months to 5 years. Each class has 1-2 intergenerational activities a week. Adult Day Services serves 15-18 clients daily, 50% of whom have some form of cognitive impairment such as Alzheimer’s disease. Phase 1: Scale Development Qualitative observations of intergenerational activities were gathered to modify Rubin’s Play Observation Scale for intergenerational activities. Adaptations to the Play Observation Scale included : Inclusion of older adults and structured activities Expanding codes to distinguish social behaviors with age peers from intergenerational partners (see Table 1) Features of the IOS include: Live coding for the duration of an intergenerational activity Observers watch 4-5 participants in a session Observers code individuals in cycles using 15-second intervals Phase 2: Reliability Testing We utilized video coding in Phase 2 to allow multiple viewings and comparison of trainees’ codes to master coding sheets. Observers obtained acceptable inter-rater reliability at each step (kappa.60 or higher). Observers independently coded 15-second intervals of an entire activity: Step 1: Watching video taped intervals as many times as necessary Step 2: Watching video tapes only once Step 3. Watching live intergenerational activities and reviewing codes Phase 3: Replication of Reliability Four new coders were trained using the 3-step process above. Approximately 4 weeks were required at each step. Acceptable kappas (.60 or higher) were achieved at each step. Many of the tools previously used to assess IGPs and intergenerational contact: Are designed for a single study without psychometric properties Assess just one generation of participants Rely on proxy report because developmental and disease characteristics limit self-report We developed the Intergenerational Observation Scale (IOS) to address some of these limitations. The IOS: Was adapted from categories of social engagement and affect in Rubin’s (2001) Play Observation Scale Assesses both elders and children Measures social behavior and affect of participants Was developed through a 3-phase study conducted from 2005-2008 Our findings indicated that the IOS is a replicable measure of social interaction during intergenerational contact. It contributes to the intergenerational field as it allows for standardized data collection across generations. The IOS includes a measure of affect, which needs to be tested for reliability. The IOS gives insight to practitioners and researchers by providing both process and outcome data. Additional IOS items related to the activity setting (e.g., physical setup of the activity and facilitator collaboration) can further help facilitators distinguish factors in an activity’s success. The IOS is an appropriate tool to assess interventions designed to improve levels of positive affect, increase interaction, or reduce inactivity during intergenerational activities. The next step for our research team includes using the IOS as a process evaluation tool to help intergenerational programs promote best practices and increased positive intergenerational interactions. Intergenerational programs (IGPs) connect youth and elders in a shared activity for mutual benefit. Positive outcomes of IGPs include enhanced generativity, increases in engagement, positive affect, and quality of life for adults and increased prosocial behavior and empathy in children. Benefits for adults also include outcomes targeted by particular programs, such as enhanced computer skills or improved physical fitness. Children in school-based IGPs have demonstrated enhanced reading ability and reduced absenteeism. Our work is informed by Allport’s Contact Theory in which positive interactions are the means to foster desired attitudinal change and behavioral outcomes between out-group members. Drawing on Allport’s theory, we developed the Intergenerational Observation Scale (IOS) to measure qualities of interaction during intergenerational contact. The IOS focuses on social behavior and affect of young and old participants during intergenerational contact In the current study, we piloted the IOS and addressed the scale’s reliability and utility in an IGP involving frail elders and preschool-aged children. BehaviorDescription Interactive IGTo interact with a member of the other generation of participants, usually with a common goal or purpose. Parallel IGTo engage in a similar activity beside (but not with) IG others, while acknowledging IG partner. Interactive PeerTo interact with a participant from the target’s program, usually with a common goal or purpose. Parallel PeerTo engage in a similar activity beside (but not with) program peers, while acknowledging peers. StaffInteractive or parallel behavior with a staff member from either program w/o peer or IG directed behavior. WatchingTo watch (or listen to) the activities of others. SolitaryTo engage in an activity alone without acknowledgment of or interaction with others. UnoccupiedLack of goal or focus, includes repetitive, self-stimulating behavior. Table 1. IOS Behavior Categories