H.O.M.E. Inventory: Assessing the Home Environment for Infants and Toddlers

1. H.O.M.E.Inventory Home Observation for Measurement of the Environment

2. Overall Purpose • To train Help Me Grow staff in the administration of the H.O.M.E. inventory as a tool to assess the home environment of the infants and toddlers they visit and as part of planning interventions.

3. Objectives • Describe the rationale for use of H.O.M.E. inventory • Practice administering the H.O.M.E. inventory • Practice scoring the H.O.M.E. inventory

4. Objectives • Interpret the H.O.M.E. scores • Plan interventions based on subscale score patterns

5. Defining the Acronym • H = HOME • O = OBSERVATION • M = MEASURMENT • E = ENVIRONMENT

6. Why? • To measure stimulation & support available to the child in the home • A research tool • To describe the home environment

7. The development of a young child is fostered by: • High frequency of adult contact with a small number of loving adults • A social learning environment that is both stimulating and responsive • An optimal level of need gratification • A positive emotional climate where a child learns to trust • Bettye Caldwell, 1998

8. The development of a young child is fostered by: • A minimum number of restrictions on exploration • Modulated amounts and varieties of sensory input • Access to appropriate play materials • Rich and varied cultural experiences Bettye Caldwell, 1998

9. Ground rules used indevelopment of HOME • Item must be consistent with one or more of the developmental principles • Item must be binary….”yes” or “no” • Based on as much observation as possible • Information obtained by actual visit to the home • Item written so + is favorable to development

10. Purpose • To identify at risk environments where both the child and parent can benefit from carefully planned intervention

11. Where & who? • Conducted in the child’s HOME • From the child’s perspective • Primary caregiver must be present

12. How? • Information gathered by: • Observation • Informal interview • Structured interview • Child must be awake • Observe during “normal” routine

13. GOOD NEWS……. “…demonstrated that raters could, with a minimum of formal training reach a level of 90% agreement…”

14. BAD NEWS ???

15. A good “Visitor” can: • Be at ease in the situation & put the caregiver at ease • Radiate respect • Avoid judgement • Adjust questions based on information given • Go with the flow • Ask questions in such a way to avoid putting caregiver on the defensive • Don’t create need to second guess “right” answers

16. Choose your attitude DESCRIPTION OF HOME NOT JUDGEMENT OF HOME

17. Guiding principle • “the intent of the assessment procedure is to get a picture of what the child’s world is like from his or her perspective– • from where he or she lies or sits or stands or moves about and sees, hears, smells, feels and tastes that world” • Caldwell & Bradley, 1984

18. Concepts • Responsivity - the extent to which the parent responds to the child’s behavior, offering verbal, touch and emotional reinforcements for desired behavior.

19. Concepts • Acceptance- covers parental acceptance of less than optimal behavior from the child and the avoidance of undue restriction and punishment. (discipline)

20. Concepts • Organization - the extent to which there is regularity and predictability (without monotony) in the family’s schedule, to the safety of the physical environment and to the use of community services as part of the family support system.

21. Concepts • Learning Materials - provision of age appropriate play and learning materials. They may be home-made or hand-me-downs. What is important is that the child is allowed to touch, move, listen and have fun in the process.

22. Concepts • Involvement - the extent to which the parent is actively involved in the child’s learning and provides stimulation for increasingly mature behavior.

23. Concepts • Variety - the inclusion in daily life of people and events that bring some variety (without disorganization) into the child’s life.

24. Item Administration

25. Responsivity - the extent to which the parent responds to the child’s behavior, offering verbal, touch and emotional reinforcements for desired behavior.

26. 1. Permits messy play 2. Spontaneouslyvocalizes twice 3.Responds to child’s vocalization 4. Tells childname of something I. RESPONSIVITY

28. I. RESPONSIVITY • 5. Distinct, clear and audible • 6. Initiates conversation • 7. Expresses self freely & easily • 8. Spontaneouspraisetwice

29. I. RESPONSIVITY 9.Positive feelings when speaking of or to child 10. Caresses or kisses once 11.Positive response to praise

30. Acceptance- covers parental acceptance of less than optimal behavior from the child and the avoidance of undue restriction and punishment. (discipline)

31. II. ACCEPTANCE 12. No more than one instance of physical punishment in past week 13. Family has a pet 14. Does not shout

33. II. ACCEPTANCE • 15. Does not express annoyance or hostilityabout child • 16. Neither slaps nor spanks • 17. Does not scold or criticize child

34. II. ACCEPTANCE 18. Does notinterfere withor restrict 3 or more times 19. 10 books present & visible

35. Organization - the extent to which there is regularity and predictability (without monotony) in the family’s schedule, to the safety of the physical environment and to the use of community services as part of the family support system.

36. III. ORGANIZATION 20. 3regular substitute caregivers 21. Grocery store once a week 22. Out of house 4 times a week

37. III. ORGANIZATION 23.Regularly to doctor or clinic 24.Specialplace for toys 25. Play environment appears safe

38. Learning Materials - provision of age appropriate play and learning materials. They may be home-made or hand-me-downs. What is important is that the child is allowed to touch, move, listen and have fun in the process.

39. IV. LEARNING MATERIALS Key word: provides Is it available?

40. IV. LEARNING MATERIALS 26. Muscle activity 27. Push or pull 28. Anything with wheels that child can ride on or in

41. IV. LEARNING MATERIALS 29. Cuddly or role play toys 30. Learning facilitators = equipment 31. Simpleeye-hand coordination

42. IV. LEARNING MATERIALS 32. Complex eye-hand coordination • Literature and music 34. Provides toys duringvisit

43. Involvement - the extent to which the parent is actively involved in the child’s learning and provides stimulation for increasingly mature behavior.

44. V. INVOLVEMENT 35. Talks while doing housework 36. Consciously encourages developmental advance 37. Invests maturing toys with value via attention

45. V. INVOLVEMENT 38. Structures play periods • Toys thatchallenge to develop new skills • In visual range and looks at often

46. Variety - the inclusion in daily life of people and events that bring some variety (without disorganization) into the child’s life.

47. VI. VARIETY 41. Father provides some care daily 42. Reads stories 3 times weekly

48. VI. VARIETY 43. 1 meal a day with mother andfather 44. Visits with relatives once a month 45. 3 books of his/her own

49. Now what?? Behavior or conditions described in most of the items are at least in theory modifiable Bettye Caldwell, 1998

50. Interpretation • Depends on how it will be used • Intervention vs research data • Observe the nature of the interaction • Mutually pleasant or frustrated and annoyed • Warm & loving or distant & hostile • Are needs of the child recognized and accepted