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Data User Guide - Department of Social Services

1. Ss gt Wu cc IEEE n a Se a S a a i ucro E CC E 0 0 a e em a e GM as cancer ag ape E ora E a MDC AUS M ii Ent eR E S ae ere ee c e AA E s AS um a deer eee e m E ts 7 M ere y ee 7 s gt s v M M S E LUE ea TOO E a o gt Sce E pm nm oo aaee E 05 EE RIC MEA gt gt ee y ee S E Note v asked of both cohorts B asked only of the younger B cohort K asked only of the older K cohort NE asked only of new entrants NPC asked only of new primary carers LSIC Data User Guide March 2015 15 Table 6 Study Child questionnaire content and direct measures Questionnaire sections wi W 2 W 3 WA W5 W6 Vocabulary expressive K K K B B B a y ml UU ETA D cue S TUR gt E mM 2 Cx a m e S E UU an S NO A E ca 7 Lo CCF a s a O o C PAT R e a A o ASS Mathematics PAT Maths B Qu T IRI o mm o A CLEAR Note v asked of both cohorts B asked only of the younger B cohort K asked only of the older K cohort LSIC Data User Guide March 2015 16 Table 7 Parent 2 Dads starting from Wave 4 questionnaire content Questionnaire sections wi w2 w3 W4 w5 W6 Household a NEM EI S i c a US o M pt a s NEM M x z T ucc a E MESCENEUTT un pom d l S i RET ane paul E WINE KNIT pmo a e Dou TA d 7 HEN v EM eve B a lL e S xm o YS ET EM ee vus xt S AEN Parent warmth monito
2. 3 Survey method OlOGY wx iieri ns ipe eter ETE EI SERRE TED EVER EORR EROR AR VERE EAEE DAS 4 Footprints in Time sample selection eee eee e e e e eee 6 Footprints in Time study sites 00cocccccocnonnonncnnacnconccncon con rn rn rr rr rr rr rr rr rr 6 Study development and testing cesse sss s eee sees see ee eee 9 A A 9 Data collect iii anara aaar aao Aaa Eaa aa aaa SERA ada aibi alaani 11 Consent POCOS Si A a aN A OONO ONOR OOE UEN p OROG ONNO 11 Fieldwork SA tte 11 Fieldwork response nera e td 12 New entrants deed cad i ele decur AAA 12 Int rview ength iei aaa 13 Questionnaire content overview sss es sees sn esse esse esn essen nesne nne nenen ens 14 Using the datasets rieien naaa aA aaa a Eaa A naaa EEA EEan 20 LOCATING variables e dope Ee dee A AET a A ia 20 Variable naming convention sse e e ee e e ee e e ee e e ee e e ee men ee emenemenie eee ene men esee 20 Identifiers TT 21 COMO ME T 21 Geographic variables 1 5 crede p snes sa 21 Randomised cluster sere eae rede a xe ee RR xt Y Y ene 22 Household fOEFFTi uode iud A P EXER gU eR CREER EE TE UE EE CRY RE 22 Family composition variables err re a CHEAT T RENTES 23 P2 Dads S rvey sce ven xxm e xim Vel e xe Xe Nel ie x XR X RE Rn REX RR ue 24 BI aMscUu arilc ETEMRM 25 Direct assessments of child development ooccccccccnccncnncnncnncnncnncon narran narran narrar nnn 26 WANADOO 26 Renfrew Word Finding Vocabulary Testa iia iii P3 201a 26 PAT R
3. Confidentialisation A number of variables have been removed from the data as these could easily compromise the identity of the respondent These include Names of household members Date of birth of Parent 1 Parent 2 Dad and Study Child e Site Although we release site community related information in the form of pamphlets and in publications unit record data about site or state is not released However some variables containing geographic information such as LORI and randomised cluster variable are included with the dataset Respondent ID This is the identifier that is known to the participants and contains site information which is different to the anonymous xwaveid The General Release dataset has been further confidentialised in a range of ways Age the age a person turns in year of interview is top coded for all persons aged over 65 All P1s aged over 65 were given the average age of this group All P2s aged over 65 were given the average age of their group All other people over the age of 65 were given the average age of the non P1 P2s over 65 Language respondents could choose from 179 Indigenous language names or specify a foreign language or sign language As some of the Indigenous languages are only spoken in specific geographical areas the data has been grouped into five language categories All references to places individuals employers clans family names and languages and rare occupations
4. About the AEDC The following information about the AEDC was provided to FaHCSIA with the aggregated community level 2009 AEDC data For further information visit the AEDC website http www aedc gov au The Australian Early Development Census AEDC based on the Canadian Early Development Instrument is a population measure of young children s development Like a census it involves collecting information to help create a snapshot of early childhood development in communities across Australia Teachers complete a checklist for children in their first year of full time school The checklist measures five key areas or domains of child development e physical health and wellbeing e social competence e emotional maturity e language and cognitive skills school based e communication skills and general knowledge 1 Formerly known as the Australian Early Development Index AEDI LSIC Data User Guide March 2015 36 These are important areas of child development and also good predictors of adult health education and social outcomes As a population measure the AEDC places the focus on all children in the community it examines early childhood development across the whole community Moving the focus of effort from the individual child to all children in the community can make a bigger difference in supporting efforts to create optimal early childhood development While the AEDC is completed by teachers results are reported
5. Progressive Achievement Tests in ReadiNQ cocccccccccncnncnnonnnanannna can na canos 26 PAT Maths Progressive Achievement Test in MathematicCS o ooccccocccnconnnanannnacanano 28 MatricireaSon ID let ista dan aras 28 Child height and weight s sse s sse e eee eee eee 29 SGal L 30 Temperament 2 55495 4299 54 25 1 49954 A AAA ARPA Ida 30 Brief Infant Toddler Social and Emotional Assessment BITSEA 31 Strengths and Difficulties Questionnaire SDQ csse nmn nnns 31 Parent Empowerment and Efficacy Measure PEEM css e e e eee eee 32 Qualitative datar eee a ERR EA 33 Other specifty FespOHseS cse ease e ade 33 Missing data codihng iei id eere rd teen eni ere Ca E Ha IRV ERN DR CERE ERR TR IR PETRI E RR IRR ga 34 Mergirig datasets essen exe x a EY EXER RA AAA De EESEK ERA ER Pr RYE E TEE ser PP RT RE 34 LSIC Data User Guide March 2015 iii Condena a E EE C FT E D 35 Data M de i a EE 35 Data linkage the Australian Early Development Census AEDC 36 About th AEDC i eiu A dit n Ta EY Ve VPE E 36 National implementation ea a nennen nennen rr rr rr rr rr nnn nnn 37 Confidentialisation oerte eo eee e exem n n A oe v a e E ASA 37 List of AEDC Variables aci da verita Y ke eua eun Ee EX FR ERE n TE e RP as 39 Getting more information sss esse esse esse esse esse esse espes nnes ennenen ennenen s 41 A RAI 42 Appendix A WEE PEP Ce Cer rann Crererrreerrerrerrerr
6. The Parent Empowerment and Efficacy Measure PEEM Freiberg Homel amp Branch in press was developed during the Pathways to Prevention project a research practice partnership between Griffith University Mission Australia and Education Queensland The PEEM was used as a core outcome measure in the Pathways to Prevention family support service Aboriginal and Torres Strait Islander peoples made up approximately 16 of the more than 1000 families who participated in the Pathways to Prevention project The PEEM aims to tap carers sense of personal agency with respect to their parenting role Parents responses indicate the degree of confidence with which they approach and manage the challenges of raising children and feel empowered to find and make use of formal services and informal support systems in order to achieve their goals as a parent and help their children s thrive In its full form the PEEM consists of 20 items that tap parent empowerment as a general construct but the measure also provides an indication of efficacy along two distinct dimensions These two subscales Efficacy to Parent and Efficacy to Connect tap LSIC Data User Guide March 2015 32 i confidence to make parenting decisions and carry out parenting responsibilities and ii confidence to access parenting support and resources when needed and to participate as part of mutually supportive networks to meet one s own and one s children s needs The LSIC Wav
7. Presence in household non relative s O No 1 Yes Notes including step adoptive or foster including step half adoptive or foster P2 Dads Survey This section describes procedures used in collecting P2 Dads data To date P2 Dads information was collected in waves 1 2 4 and 5 The table below describes how the respondents for this dataset were selected and the total number of interviews Number of Wave Respondent g interviews 1 P2 a secondary carer who shared the responsibility of caring 257 for the Study Child with the primary carer P1 In most cases this was P1 s partner 73 5 per cent in a further 10 per cent of cases P2 was P1 s mother P2s who lived in the same household as the Study Child were recorded as household member 3 at the time of P1 s interview 2 P2 a secondary carer who shared the responsibility of caring 268 for the Study Child with the primary carer P1 In most cases this was the P1 s partner 84 per cent of cases where this information was available in a further 8 per cent of cases P2 was P1 s mother 3 Data not collected In wave 2 data on P2 s relationship to P1 were not collected if P2 and P1 were living in different households LSIC Data User Guide March 2015 24 Number of Wave Respondent s c Interviews 4 Dad the male partner of the primary carer P1 or another 213 adult who has a father like relationship with the Study Child In most ca
8. Releases 3 1 4 and 5 0 Australian National University postgraduate student Katherine Thurber generously donated her time to improve height and weight data quality through a cleaning process as described below This procedure has been used by DSS from wave 6 onwards e The World Health Organization WHO Anthro and WHO Anthro Plus programs available from lt http www who int childgrowth software en gt and lt http www who int growthref tools en gt were used to translate weight and height measurements to weight for age height for age and Body Mass Index BMI for age z scores based on the WHO Child Growth Standards These Standards are based on the results of the WHO Multicentre Growth Reference Study which included 8 440 healthy infants from eight countries Brazil Ghana India Norway Oman and the United States WHO 2006 e Children were classified as underweight healthy weight overweight or obese according to WHO and International Obesity Taskforce cut off points for BMI for age z scores For all children a BMI for age z score below 2 represents Grade 2 Thinness Cole et al 2007 For children between the ages of 5 and 19 years a BMI for age z score between 2 and 1 indicates a healthy weight a z score between 1 and 2 indicates overweight and a z score exceeding 2 indicates obesity de Onis amp Lobstein 2010 The cut off points for children zero to five years of age are more conservative a BMI for age z score betwe
9. Study s targets In other sites the number of eligible children was in excess of the required sample The same families who were interviewed in Wave 1 were approached again for interviews in subsequent waves However a proportion of families could not be interviewed again because they could not be located had moved substantial distances refused interviews or could not be interviewed for other reasons However the reduction in the number of study children was partially offset in Wave 2 by the recruitment of 88 additional children from the eleven sites in the sample These children were from families who had either missed out on or refused to participate in Wave 1 but were available and willing to participate in Wave 2 and potentially for subsequent waves Footprints in Time study sites The LSIC sample is not nationally representative however it sufficiently reflects the distribution of Aboriginal and Torres Strait Islander children aged between 0 and 5 years at the Study s commencement in 2008 in the states and territories and among urban regional and remote areas Following are the selected study sites New South Wales NSW Western Sydney from Campbelltown to Riverstone NSW South Coast from Kiama to Eden LSIC Data User Guide March 2015 6 Dubbo including Gilgandra Wellington and Narromine Victoria Vic Greater Shepparton including Wangaratta Seymour Bendigo Cobram and Barmah and areas in between Que
10. The first phase from September 2003 to June 2004 involved extensive consultation with Indigenous peoples and communities about the Study The design and development of the Study commenced in December 2005 with pilot testing continuing through 2006 and 2007 LSIC received funding in the 2007 08 budget for Waves 1 4 of the Study The Study is now classified as an ongoing measure and will continue as long as the sample retention enables the Study to remain viable Ethics Ethical clearance for the Study has been obtained from the Australian Government Department of Health Departmental Ethics Committee which has been chosen as the primary Human Research Ethics Committee HREC for the Study In addition state territory and or regional ethics clearance and support was obtained for Footprints in Time sites through state and territory HRECs or their equivalents in accordance with the National Health and Medical Research Council 2003 and Australian Institute of Aboriginal and Torres Strait Islander Studies guidelines State and territory departments of education and Catholic dioceses are also consulted to gain permission and support for preschool and school teachers to complete questionnaires about the LSIC Data User Guide March 2015 children involved in the Study State and territory departments managing out of home care were also consulted Survey methodology Footprints in Time employs an accelerated cross sequential design involving tw
11. and circumstances have been suppressed in the free text responses Data access There are strict security and confidentiality protocols surrounding use of the data Prospective users are required to complete a dataset application and read and sign a deed of licence These can be found on the LSIC webpage lt http www dss gov au Isic gt All enquiries regarding the Study or the data should be sent to lt LSICdata dss gov au gt Requests for information regarding applying for the data or licensing arrangements should be sent to lt longitudinalsurveys dss gov au gt The process for accessing LSIC datasets is very similar to the process for access to LSAC and HILDA surveys However applicants and licensed users will be asked to openly acknowledge their standpoint in their application and in the reporting of data outputs in reports or publications Those who are interested in applying for the Footprints in Time LSIC data should read Fact Sheet 6 Longitudinal Study of Indigenous Children Data Protocols link found at lt http www dss gov au lsic gt before completing their application LSIC Data User Guide March 2015 35 DATA LINKAGE THE AUSTRALIAN EARLY DEVELOPMENT CENSUS AEDC The Australian Early Development Census AEDC is a nation wide assessment of development of young children Between 1 May and 31 July 2009 teachers completed the AEDC checklist for children in their first year of full time school The AEDC measured
12. breached AEDC data cannot be released without some action to ensure identification is unlikely In this extract cells have been replaced with lt 3 and lt nn where the actual cell value is less than or equal to three Conversely where the number of children not included in a cell i e the remainder is less than or equal to three the cells have been replaced with gt nn and gt nn Disclosure of information about all members of a group when developmentally vulnerable Cells replaced with gt 90 0 indicate that confidentialisation took place due to at least 90 of the children in that domain scoring in the developmentally vulnerable category Insufficient number of children for a Domain Cells replaced with lt 15 and N A indicate that confidentialisation took place due to less than 15 children being available for domain calculations LSIC Data User Guide March 2015 37 Risks associated with the release of this extract Overall the risk assessment for releasing this extract is moderate due to significant data at a Local Community level being made public for the first time e The demographic cells for Aboriginal and Torres Strait Islanders Special Needs English as Second Language ESL and Language Background Other Than English LBOTE have not previously been made public at a Local Community level e The sub domain vulnerable cells have only been made public for the physical health and wellbeing domain This is the fir
13. can respond in languages other than English The test was chosen for LSIC in consultation with Dr Nola Purdie of the Australian Council for Educational Research ACER It has been normed in the UK and in New Zealand Renfrew 1998 The Renfrew pictures are simple and clear and often represent things from everyday life such as a cup a kangaroo and a pineapple All LSIC children regardless of age start with the first picture and are presented with one picture at a time until the child has provided no correct response to six in a row The next six pictures are then spread out and if the child can name at least one of the next six they are presented with the next six No further cards are presented once the child can no longer provide at least one correct answer for the six cards on display A child s vocabulary is a good predictor of later reading abilities Biemiller 2007 and this ability to communicate one s ideas clearly and to understand the communication of others are vital pre requisite skills for learning in the classroom PAT R Progressive Achievement Tests in Reading The LSIC K cohort was assessed with the Renfrew cards in Waves 1 2 and 3 By Wave 3 many of the students were being shown all of the Renfrew cards LSIC Steering Committee members requested a new measure that would develop with the children that is have progressively more difficult age appropriate items LSIC sought advice from Dr Nola Purdie and others at the Aus
14. explicitly available as an option in the questionnaire 3 Refused When explicitly available as an option in the questionnaire 4 Refused section When explicitly available as an option in the questionnaire Used both for the screener question for a section that can be refused as well as all the variables within that section 5 Not asked Indicates a question that has been skipped due to normal sequencing or a free text or numeric answer category which has been intentionally left blank 6 Cohort not asked Some questions are only asked of B cohort or K cohort 7 Implausible value Indicates where value has been deleted during cleaning e g 800kg person 8 Missing data Data not collected where it might be expected Used where an answer is not provided although based on sequencing and programming an answer should have been provided 9 Non responding person for items from merged datasets eg where a respondent has completed a P1 survey but not a SC survey Merging datasets Datasets can be merged across waves or within the wave e g P1 and P2 for Wave 1 by one to one matching on the unique identifier xwaveid The code to do this will be specific to the analysis package used Two examples of merging in Stata are provided at Appendix C If researchers experience difficulty merging datasets they should contact the LSIC Data Team at lt LSICdata dss gov au gt LSIC Data User Guide March 2015 34
15. for brti t P2 the SC since last year Dad s involvement with Study Child Best thing about being Dad bdii t Dads P2 kept in touch with SC bdi7 6t Dads Dads Other method SC settles at start of visit with bdiii t Dads P2 sc S behaviour at start of visit bdilla t Dads with P2 What helps SC settle when with bdi13 t Dads Dads P2 P2 supports SC with money or bfi12 t Dads Dads other kinds of support ebfi12 3t in W5 LSIC Data User Guide March 2015 48 Appendix B Qualitative free text questions and variables Question variable label Variable Name Wave excluding first letter indicating wave 1 2 3 4 5 6 Study Child direct responses Renfrew vocabulary crf1_1t crf1_50t sc SC SC SC SC SC Alternative words provided in K K K B B B English Who am I Year level at school cwi3 SC SC K K SC has a favourite animal cfv3_t SC B Things SC likes to do at cfv5_t SC SC preschool school K B SC s favourite thing to do at csc13_t SC SC SC preschool school K K What SC wants to be when csc14_t SC SC SC SC grown up K K K B SC s favourite thing to do not at csc16_t SC school K Reason why PAT R reading cpr2 t SC SC SC game was not completed K K K Reason why PAT Maths was not cpmci t SC completed K Teacher or Carer responses What is working well for SC dwwi t TC What is working well for dww2 t TC In
16. to take part in the Study participants were separately asked for consent to be voice recorded for the interview allow the other parent or another carer to be contacted allow the child s teacher or child care worker to be contacted allow the Study Child to be photographed At the conclusion of the consent process participants were given a summary sheet that recorded what they had agreed to This sheet included contact details for the ethics committee and DSS Participants were informed that they could change their consent and are able to withdraw from the Study at any time With Release 2 0 the records of six study children and their families were removed from the Wave 1 datasets because of irregularities in their administrative records With Release 3 1 one of the six study children removed from Release 2 0 was placed back into the datasets however another Study Child was removed from the datasets upon the request of their primary carer Fieldwork periods The Wave 6 pilot was conducted in September 2012 and the main round of interviews were conducted between 25 February 2013 and 14 December 2013 Although it is the aim of the Study to interview participants at 12 month intervals this is not always possible because of the availability of respondents and the logistics of interviewers travel arrangements and scheduling Nonetheless the average time between Waves 5 and 6 interviews was 11 7 months Table 2 shows the fieldwork per
17. 1 P1 P1 P1 group B B B Describe racist bullying ace23 t P1 P1 P1 P1 experienced by SC Describe bullying experienced ace51_t P1 P1 P1 by SC What was school like for ace66_t P1 Aboriginal people Is it different for SC now ace67 t P1 Study Child activities Things parent enjoys doing aac8 t P1 P1 with SC bac8 t P2 P2 Things SC enjoys doing with aac9 t P1 P1 parent bac9 t P2 P2 Apart from health and happiness aaciO t baciO t P1 P1 what do you want for your P2 Dads Study Child LSIC Data User Guide March 2015 47 Appendix B Qualitative free text questions and variables Question variable label Variable Name Wave excluding first letter indicating wave 1 2 3 4 5 6 What about Indigenous culture aac11_t bacii t P1 will help SC grow up strong P2 Anything else parent wants to aaci2 t baci2 t P1 P1 P1 P1 P1 tell P2 P2 Dads What would be a good education aaci8 t baci8 t P1 for SC P2 What parent hopes that SC aaci9 t baci9 t P1 P1 P1 P1 will do or learn next year P2 SC has done organised sport or aac22 t P1 P1 dancing in the last month Things SC enjoys doing aac24 t bac24 t P1 P1 P1 Dads Best thing about being SC s aac26 t P1 parent Are there family rules about aac29 t P1 P1 television Father and child activities bac40 t Dads Why P1 stays in LSIC aac70 t P1 Something that s happened
18. 3 if there was a P2 in the household Other household members take positions 4 onwards If a new member joins the household they are given the next free position Separate variables identify the member numbers of P1 and P2 if present in each wave The household form collects date of birth rather than age for the Study Child as well as P1 and P2 As child development occurs rapidly over the early years a variable for the Study Child s age in months at the time of interview ascagem has been derived to enable relevant analysis Note that the Study Child s age in months is also available on the Study Child file Zcscagem From wave 5 cscagem is calculated based on the date of the Study Child interview which in some cases differs significantly from the P1 interview date Starting from Wave 4 LSIC Data User Guide March 2015 22 Family composition variables A number of derived variables are included in the P1 dataset to describe the household composition and summarise information about presence of the Study Child s extended family These variables are derived for all previous waves where the data required for such derivation are available In all waves P1 was asked about their relationship to every other person in the household In addition starting from wave 4 P1 is asked how every person in the household is related to the Study Child To make the best use of the available information two sets of household variables were deriv
19. 4_b apa4_e apa4_h and apa4 with bapa4_ reverse coded LSIC Data User Guide March 2015 30 Sub scale Variable Calculation name Reactivity apa4rea mean of apa4_c apa4_f apa4_i and apa4_k with apa4_c reverse coded A sub scale is not derived if three or more components are missing Brief Infant Toddler Social and Emotional Assessment BITSEA The BITSEA Briggs Gowan et al 2004 is designed to be used as a screening tool to assess child development and identify possible social emotional and behavioural problems or delays in children aged 12 to 36 months The BITSEA gathers information on the parent s perception about a wide range of social emotional and behaviour problems and competencies Parents answered whether each statement was not true rarely somewhat true sometimes or very true often of their child s behaviour over the last month The BITSEA questions cover the two domains of social emotional behaviour problems and competencies Social emotional problems include externalising problems internalising problems problems of dysregulation maladaptive behaviours and atypical behaviours The questions regarding competencies are about attention compliance mastery motivation pro social peer relations empathy imitation play skills and social relatedness The BITSEA data can be used by researchers to identify early social and emotional problems in children Questions from the BITSEA were asked of p
20. Dems of total AEDC children based on ABS ERP AEDC Dems Average age months calculated at the Community level AEDC Dems children who are boys AEDC Dems children who are girls AEDC Dems children who are Aboriginal or Torres Strait Islanders AEDC Dems 9o children who are Special Needs AEDC Dems children who are English as a Second Language AEDC Dems children who speak a language other than English AEDC Dems children with a language background other than English AEDC Dems ABS people who have completed year 12 or equivalent AEDC Dems ABS persons who lived at a different address one year ago AEDC Dems ABS young people who are single parents 25 years AEDC Dems ABS the labour force unemployed AEDC PHYS Average domain score Physical health amp wellbeing AEDC PHYS children developmentally vulnerable on domain PHYS AEDC PHYS 1 Physical readiness for school day children vulnerable AEDC PHYS 2 Physical dependence children vulnerable AEDC PHYS 3 Gross and fine motor skills 9o children vulnerable AEDC SOC Average domain score Social competence AEDC SOC children developmentally vulnerable on domain SOC AEDC SOC 1 Overall social competence children vulnerable AEDC SOC 2 Responsibility and respect 9o children vulnerable AEDC SOC 3 Approaches to learning children vulnerable AEDC SOC 4 Readiness to explore new things 9o children vulnerable LSIC Data User Guide March 2015 39 Table 15 Aggr
21. K cohort LSIC Data User Guide March 2015 19 USING THE DATASETS Table 9 shows the number of records in each file in Release 6 Table 9 Number of records for each file Dataset Wave 1 Wave 2 Wave 3 Wave 4 Wave5 Wave6 Parent 1 1 671 1 523 1 404 1 283 1 258 1 239 Parent 2 Dads 257 269 n a 213 180 n a Study Child 1 469 1 472 1 394 1 269 1 244 1 241 Teacher Carer 44 163 326 442 473 541 Note Numbers in the datasets may vary from previous releases either because of administrative irregularities or if participants have requested that their data be removed from the Study n a not applicable Locating variables To locate variables of interest look through the marked up questionnaires and or the Data Dictionary The marked up questionnaires provide the full wording and sequencing of all questions and the variable names and answer categories for all variables The Data Dictionary is an Excel workbook providing details of all variables in the LSIC datasets There is one worksheet which contains all survey instruments P1 P2 Dads SC and TC The worksheet contains the variables for all released waves of data The Data Dictionary can be searched using filters to find variables of interest A description of each of the columns in the Data Dictionary can be found at Appendix A Variable naming convention The variable naming convention was developed so that variables have predictable names across waves and informants and so that themat
22. The measures start at a point where the vast majority of children experience some success Although the measures are designed to progressively get more difficult they are stopped when the child is unable to complete the more difficult items Both of these direct assessments can provide information about the extent to which a child is ready for the early years classroom tasks that are associated with subsequent literacy and numeracy development at school Direct measures also include child height and weight collected for both cohorts across all waves Who Am I Who am I de Lemos amp Doig 1999 is a developmental assessment that requires the child to write their name copy shapes write letters numbers and words in a small booklet with simple instructions and encouragement from the interviewer Who am I is not language dependent and is suitable for children with limited English The assessment takes about 10 minutes to complete and is suitable for preschool children and children in the first two years of school Renfrew Word Finding Vocabulary Test The Renfrew Word Finding Vocabulary Test Renfrew 1998 assesses children s expressive vocabulary compared for instance with the Peabody Picture Vocabulary Test Dunn amp Dunn 2007 which is a test of receptive vocabulary The Renfrew Word Finding Vocabulary Test assesses a child s ability to accurately describe images as portrayed in the 50 pictures contained in the assessment Children
23. ains unchanged across waves It is composed of six numbers the first two indicate the wave when the child first entered the Study Records for children who were part of the Study from Wave 1 start with 01 Wave 2 new entrants start with 02 however there have been no new entrants since then The first two numbers are followed by four randomly assigned numbers Cohort At the beginning of each instrument interviewers confirm whether the Study Child belongs with the younger B or older K cohort This selection determines the sequencing of future questions as not all questions are asked of both cohorts The variable for cohort is aachtype Wave 1 P1 bachtype Wave 2 P1 abchtype Wave 1 P2 and so on Geographic variables Interviews are primarily conducted in 11 sites from around Australia but for confidentiality reasons the site variable is not released From Wave 2 some interviews were conducted out of the original sites if respondents moved to a new location within a RAO s working range Level of relative isolation LORT variables aalor balori calori etc is a classification of remoteness indicating the relative distance of localities from population centres of various sizes LORI has five categories none urban low moderate high and extreme In the dataset the last two categories are combined as numbers in these areas are small LORI has been designed to take account of Indigenous language and other culturally specific geog
24. arent education work and finances Parent s main field of study ape4 t P1 P2 P1 P1 P1 bpe4 t P2 Dads Partner s main field of study apei5 t P1 Parent main job awo3 t P1 P1 P1 P1 P1 P1 bwo 3t P2 Dads Dads Main reason P2 not in paid work bwo4 t Dads Dads Parent s main tasks and duties awo9 t P1 P1 P1 P1 at work bwo9 t Dads Dads LSIC Data User Guide March 2015 46 Appendix B Qualitative free text questions and variables Question variable label Variable Name Wave excluding first letter indicating wave 1 2 3 4 5 6 P1 s partner s main job awol4 t P1 P1 P1 P1 s partner s main tasks and awoi5 t P1 P1 duties at work How did seeing a financial afi8 t P1 counsellor help Income management has afi111it P1 P1 P1 P1 caused changes to community bfiliit Dads Dads positive changes Income management has afi112t P1 P1 P1 P1 caused changes to community bfi112t Dads Dads negative changes Housing and community Home needs major repairs ahm7 t P1 P1 bhm7 t P2 Reason community is unsafe ahm13 t P1 P1 P1 P1 P1 bhm13 t P2 P2 Dads Comments about community ahm14 t P1 P1 bhmi4 t P2 P1 knows where to get help ahmi7 t P1 fixing house Parent has transport problems ahm26 t P1 bhm26 t Dads Community strengths asa21 t P1 Study Child education and child care SC attend playgroup or baby acel t P
25. arents of the B cohort in Wave 2 Two sub score variables have been derived in LSIC as described in Table 11 Table 12 BITSEA sub scales Sub scale Variable Calculation name Competency bapatotc sum of bapa5 where is 1 5 10 13 15 19 20 22 25 29 and 31 Problem bapatotp sum of bapa5 where is 2 3 4 6 7 8 9 11 12 14 16 17 18 21 23 24 26 27 28 30 32 33 and 34 A sub scale is not derived if five or more components are missing Strengths and Difficulties Questionnaire SDQ The SDQ is a 25 item behavioural screening questionnaire for 3 to 16 year olds see lt http www sdqinfo com gt It can be used by clinicians as an initial assessment of child and adolescent emotional and behavioural difficulties highlighting areas of difficulty that need further investigation It is also used to evaluate the effect of specific treatments programs and in estimating prevalence of behaviours in specific sub populations The SDQ is available in a number of versions with some variation in wording to suit different aged children and for specific counties The SDQ asks about both positive and negative attributes which can be grouped into five scales These are emotional symptoms LSIC Data User Guide March 2015 31 conduct problems hyperactivity inattention peer relationship problems and pro social behaviour The first four scales are then added to produce a total difficulties score The SDQ was asked of paren
26. children who undertook the measure as well as score errors to indicate the degree of reliability of the scale score Scale scores are not LSIC Data User Guide March 2015 27 provided in the LSIC data for children who chose to terminate the test opt out before attempting a prescribed number of questions The scale scores are comparable across waves so that it is possible for data users to assess progress over time as well as compare students within LSIC waves LSIC PAT R scores should not be compared with ACER published PAT R scores or norms due to differences in the administration of assessments PAT Maths Progressive Achievement Test in Mathematics PAT Maths O ACER is a test of mathematics achievement for detailed information including sample questions please refer to lt http www acer edu au patmaths gt PAT Maths assesses number algebra measurement geometry statistics and probability in multiple choice format The assessments also address the mathematical processes of understanding fluency problem solving and reasoning The skills assessed by each question are mapped against the Australian National Curriculum for Mathematics ACER 2014 LSIC started to administer PAT Maths in wave 6 for the K cohort In wave 6 the K cohort were aged 8 and 9 years and most were in grades 3 and 4 at school With the assistance of ACER 16 questions were selected covering a range of skills appropriate to these years and programmed s
27. digenous children Working well for Indigenous dww3 4 TC children learning and development Not working well for Indigenous dww4 t TC children learning and development Other activities school is doing dsv9 t TC TC TC TC to strengthen Indigenous education focus Describe Indigenous training dbgi5 t TC TC TC TC TC Strategies to help children catch dpc27 t TC TC TC up Strategies to promote dpc28 t TC TC attendance LSIC Data User Guide March 2015 49 Appendix B Qualitative free text questions and variables Question variable label Variable Name Wave excluding first letter indicating wave 1 2 3 4 5 6 Teacher or Carer responses continued Other practices to involve dpc26_8t TC TC parents How help parents support dpc30_t TC children Regular attendance of SC dcc8a t TC comment Reason SC is most frequently dcc9 9t TC absent other Number of parent teacher dcci4 t TC meetings attended by SC SC receives specialised services dcci5 t TC in school due to disability comment SC has an Individual Education dcci7 t TC Plan comment What SC does particularly well dcc35 t TC TC TC Benefits of having SC in dcc36 t TC TC TC classroom Activities SC enjoys dcc37 t TC TC TC TC TC Comments about SC or dcc38 t TC TC TC TC TC Aboriginal and Torres Strait Islander Indigenous children Anything else TC wants to tell dcc39 t TC TC TC Note P1 primary carer P2 seconda
28. do things for B himself herself Concerns about SC s learning or aldi4 t P1 P1 P1 P1 development B B SC is receiving treatment for aldi5 t P1 P1 P1 P1 speech difficulty B B LSIC Data User Guide March 2015 45 Appendix B Qualitative free text questions and variables Question variable label Variable Name Wave excluding first letter indicating wave 1 2 3 4 5 6 SC is receiving treatment for aldi6_t P1 P1 P1 P1 understanding difficulty B B Parent health and exercise Parent plays sport or exercises aoc4 t boc4_t P1 Dads Dads SC gets involved in parent s aocb t bocb t P1 Dads sport or exercise Dads Social and emotional wellbeing major life events Parent is getting help with asw13 t bsw13 t P1 P1 depression Dads P2 attended men s groups or bpw3 t Dads Dads other sessions about being a dad What other major events or ame16 t P1 P1 P1 P1 P1 P1 stressful situations happened to bmei16 t P2 P2 you your family or STUDY CHILD since this time last year What do you do to cope with amei7_t P1 P1 stress bmei7 t P2 Dads Culture and languages Issues about passing Indigenous apl32 t P1 Dads culture on to SC bpl32 t How parent reacts to racism bpl29 t Dads Dads discrimination or prejudice is NEA TA apl33a t Dads P1 OW paren eaches ow to bpi33 t Dads deal with racism Things P2 does to pass on bpi34 t Dads Indigenous culture to SC P
29. e 5 data collection included a subset of 14 of the 20 PEEM items These 14 items included 10 of the 11 items from the Efficacy to Parent subscale and four of the nine items from the Efficacy to Connect subscale The sub scales derived in LSIC are as described in Table 13 Table 14 Parent Empowerment and Efficacy Measure PEEM sub scales Sub scale Variable Calculation name Efficacy to eapspar sum of non missing variables eaps3 where is c e g parent h i j k m n Efficacy to eapscon sum of non missing variables eaps3_ where is a b d f connect A sub scale is not derived if one or more components are missing Qualitative data A range of qualitative data items are collected as part of Footprints in Time in the form of free text responses to a number of open ended questions in the survey Free text entry responses to open ended questions are included in the data releases however references to places individuals employers clans family names and languages are suppressed References to rare circumstances that may have been of sufficient noteworthiness to be known by the wider community are also suppressed The risk of identification is expected to be low given the confidentialised status of these data however data users need to be mindful at all times of their responsibility to not risk identification of respondents For the purposes of keeping data files to a manageable size free text entries in the data releases are tr
30. e naming conventions and missing data coding Other useful documentation for data users includes the marked up questionnaires and Data Dictionary The Data User Guide and Data Dictionary are available on the Study website lt http www dss gov au Isic gt We welcome any feedback you have about this Data User Guide If there is something that you expected to find in this manual and did not or if you had difficulty understanding any section please let us know by emailing lt lsicdata dss gov au gt LSIC Data User Guide March 2015 1 WHAT IS FOOTPRINTS IN TIME Footprints in Time is the name given to the Longitudinal Study of Indigenous Children LSIC Footprints in Time aims to improve the understanding of and policy response to the diverse circumstances faced by Aboriginal and Torres Strait Islander children their families and communities The Study provides a data resource that can be drawn on by government researchers service providers parents and communities The Study collects important information about the lives of Aboriginal and Torres Strait Islander children covering areas including children physical and mental health social and cognitive development family and community relationships and significant events children s families health work lifestyle and family and community connectedness children s communities facilities services and social and community issues services child care ed
31. ebsite lt http www dss gov au lsic gt Further enquiries can be directed to the LSIC Data Team by emailing lt LSICdata dss gov au gt or by calling toll free 1800 106 235 LSIC Data User Guide March 2015 41 REFERENCES Australian Council for Educational Research ACER 2008 Progressive Achievement Tests in Reading PAT R 4th Ed ACER Press Australian Council for Educational Research ACER 2014 ACER Progressive Achievement Tests PAT 2013 National Update Australia Australian Institute of Family Studies 2011 Longitudinal Study of Australian Children Data User Guide August 2011 Melbourne Biemiller A 2007 The influence of vocabulary on reading acquisition In Encyclopedia of Language and Literacy Development published on website by the Canadian Language and Literacy Center lt http literacyencyclopedia ca index php fa items show amp topicld 19 comments gt Biddle N 2011 Ranking regions revisiting an index of relative Indigenous socio economic outcomes Centre for Aboriginal Economic Policy Research Working Paper 50 Australian National University available at http caepr anu edu au Publications WP 2009WP50 php Briggs Gowan MJ Carter AS Irwin JR Watchtel K amp Cicchetti DV 2004 The Brief Infant Toddler Social and Emotional Assessment screening for social emotional problems and delays in competence Journal of Pediatric Psychology vol 29 no 2 pp 143 155 Cole TJ Flegal KM Nicho
32. ed some that are available in all waves and others starting from wave 4 Variables available in all waves fanntype this variable describes Study Child s household based on four aspects whether P1 is a parent including step adoptive or foster of the Study Child or an otherwise related or unrelated carer whether P1 indicated they had a partner in the household otherwise classified as lone parent carer whether there are other children aged 15 years or younger in the household whether there are other adults aged 16 years or older in the household these may include Study Child s older siblings The resulting 16 categories are presented below ahhtype Study Child lives with Parent amp partner Parent amp partner other adults Parent amp partner children 16 Parent amp partner children 16 other adults Lone parent Lone parent other adults Lone parent children 16 Lone parent children 16 other adults Carer amp partner Carer amp partner other adults Carer amp partner children 16 Carer amp partner children 16 other adults Lone carer 14 Lone carer other adults 15 Lone carer children 16 16 Lone carer children 16 other adults O ON AU Aun HC Rh hp pa Ww Ne O Note Parent including step adoptive or foster parents ahhpims Parent 1 is partnered This is a binary variable which takes the value of 1 if P1 indicated they had a partner in the househ
33. egated data at the suburb level for suburbs where LSIC children lived in Wave 2 continued Variable badc_eds badc_evul badc evi badc ev2 badc ev3 badc ev4 badc_lds badc_lvul badc Ivi badc Iv2 badc_lv3 badc_lv4 badc cds badc cvul badc vuli badc vul2 Description AEDC EMOT Average domain score Emotional maturity AEDC EMOT children developmentally vulnerable on domain EMOT AEDC EMOT 1 Pro social and helping behaviour children vulnerable AEDC EMOT 2 Anxious and fearful behaviour children vulnerable AEDC EMOT 3 Aggressive behaviour children vulnerable AEDC EMOT 4 Hyperactivity and inattention 9o children vulnerable AEDC LANGCOG Average domain score Language amp cognitive skills AEDC LANGCOG children developmentally vulnerable on domain LANGCOG AEDC LANGCOG 1 Basic literacy 9o children vulnerable AEDC LANGCOG 2 Interest in literacy numeracy children vulnerable AEDC LANGCOG 3 Advanced literacy children vulnerable AEDC LANGCOG 4 Basic numeracy children vulnerable AEDC COMGEN Average domain score Communication skills amp gen knowledge AEDC COMGEN children developmentally vulnerable on domain COMGEN AEDC children developmentally vulnerable on one or more domain s AEDC children developmentally vulnerable on two or more domains LSIC Data User Guide March 2015 40 GETTING MORE INFORMATION More information on Footprints in Time and its progress can be found on the LSIC w
34. en 2 and 1 indicates a healthy weight a z score between 1 and 2 indicates a risk of overweight a z score between 2 and 3 indicates overweight and a z score exceeding 3 indicates obesity de Onis amp Lobstein 2010 e Weights and heights were re coded to implausible value if they fell outside the range of values deemed plausible by the WHO WHO 2012 Weights and weight for age z Scores were recoded to implausible if the weight for age z score or BMI for age z score fell outside 5 Heights and height for age z scores were re coded to implausible if the height for age z score fell outside 6 or the BMI for age z score fell outside 5 BMI values and BMI for age z scores were re coded to implausible if the BMI for age z score fell outside 5 or either weight for age or height for age z scores were outside of their respective plausible ranges Measurements representing implausible variation within children over time were also excluded Decreases in height between waves were considered physiologically impossible and criteria were used to identify the values to re code to implausible value Decreases in weight between waves are physiologically possible especially in the case of illness or trauma so a more conservative cleaning process was applied to the weight data Decreases in weight between waves that were associated with a decrease in weight for age z LSIC Data User Guide March 2015 29 score greater than three were e
35. ensland Qld South East Queensland including Brisbane Ipswich Logan Inala Gold Coast and Bundaberg Mount Isa and remote Western Queensland including Mornington Island Doomadgee Normanton and Cloncurry e Torres Strait Islands and Northern Peninsula Area NPA Western Australia WA Kimberley region including Derby Fitzroy Crossing Broome and Ardiyooloon One Arm Point South Australia SA Adelaide including Port Augusta Northern Territory NT Alice Springs and some surrounding communities NT Top End including Darwin Katherine Minyerri and Galiwin ku Apart from site names Footprints in Time reports use the Level of Relative Isolation LORI to describe geographical characteristics of families in the Study Site names are not released with the data for reasons of confidentiality but LORI is included in the datasets Box 1 Level of Relative Isolation Footprints in Time uses a classification system of remoteness known as the Level of Relative Isolation LORI Previously used in the Western Australian Aboriginal Child Health Survey Zubrick et al 2004 LORI is based on an extension of the 18 point ARIA Accessibility Remoteness Index of Australia called ARIA Five categories of isolation have been defined ranging from None such as the Brisbane metropolitan area to Low for example Shepparton Moderate for example Derby High for example Bamaga and Extreme for example so
36. five areas of early childhood development physical health and wellbeing social competence emotional maturity language and cognitive skills school based and communication skills and general knowledge The recent AEDC data collection took place from May to August 2012 Results and further information is available from the website lt http www aedc gov au gt Two types of data linkage with AEDC scores are available or are being developed for LSIC 1 Aggregated AEDC data for LSIC children is in the Parent 1 Wave 2 Release 3 1 dataset This dataset is based on the suburb that the child lived in at their Wave 2 LSIC interview The aggregated dataset includes the average AEDC scores across the five areas of early childhood development by suburb the proportion of developmentally vulnerable children in that suburb as well as some demographic information This data relates to children Indigenous and non Indigenous living in the suburb in their first year of school whose teachers completed the AEDC checklist This may or may not include the Study Child 2 We also sought permission from parents of K cohort children to link specifically to their child s AEDC data Where parental permission was obtained and an AEDC was completed by a teacher LSIC will link that child s AEDC data to LSIC data in a separate data set and will be available for the data users in a later release Additional requirements for access to such data may be required
37. for the communities where children live not where they go to school The initial AEDC results allow communities to see how local children are doing relative to or compared to other children in their community and across Australia National implementation In 2009 the AEDC was completed nationwide for the first time Between 1 May and 31 July information was collected on 261 147 children 97 5 per cent of the estimated national five year old population This involved 15 522 teachers from 7 422 Government Catholic and Independent schools around Australia A follow up data collection occurred in some small areas in 2010 AEDC results are now available for 96 per cent of Australian communities Following the success of the first national implementation of the AEDC the Australian Government has made a commitment to collect this important data every three years The AEDC commitment represents a total investment of 51 2 million over five years or 28 million per collection cycle The ongoing AEDC funding will ensure that governments and communities continue to have the information they need to make a difference in the lives of young children and their families Confidentialisation Rule of Three For all data except AEDC developmental variables the lowest number that can be published is four For example data showing that there are two Indigenous children in an area should not be published but replaced with lt 3 If this rule is
38. g of the design sampling strategy and Wave 1 survey content was undertaken in partnership with the ABS The ABS tested the questionnaire and field procedures in the first pilot sites in 2006 A number of content areas were adapted to be more culturally appropriate and or better understood by respondents before testing the questionnaires and field procedures again in 2007 Initially six full time Indigenous RAOs were employed and trained to manage the community engagement activities for the pilot research including consent processes data collection and dissemination of information in pilot communities Study informants The Study collects or has collected data from multiple informants as below Parent 1 P1 was defined in Wave 1 as the primary caregiver who knew the Study Child best In most cases this was the child s biological mother but in some cases it was the child s father or another guardian In subsequent waves RAOs interviewed the same Parent 1 if they were available and caring for the child and if not the person who knew the Study Child best at time of interview was interviewed as P1 RAOs undertake an extensive interview with the primary carer of every Study Child containing questions about the Study Child P1 and the household It is a face to face interview all waves Parent 2 P2 Dad is Parent 1 s partner or another adult with a parent or carer relationship to the Study Child In most cases this is the biological fa
39. ically linked variables have similar names wherever possible LSIC variables are a maximum of eight characters in length The variable name is comprised of four parts and provides information on the content of the variable First character wave identifier a Wave 1 b Wave 2 c Wave 3 and d Wave 4 Second character subject informant a Parent 1 b Parent 2 Dads c Study Child and d Teacher Carer Third and fourth character topic name such as HF for household form SS for Strong Souls etc LSIC Data User Guide March 2015 20 Fifth to eighth character arbitrary number within topic This mainly relates to question numbering and sub numbering within the topic on the paper questionnaire An underscore is used where possible for variable items that are a categorical answer to a question where more than one category can be chosen For questions where only one category of answer is allowed the underscore will not be used Examples of these are aamc2_1 Wave 1 Parent 1 Maternal Health and Care Question 2 Category 1 Mother and or aunties An underscore is not used in variables where there is no room for it For example aaacibaa Wave 1 Parent 1 Activities Question 1b Who did this with him her Sub question A play music etc answer Mother Identifiers Each Study Child has a unique identifier xwaveid which is constant for all interviews relating to that child whether P1 P2 Dads SC or TC and rem
40. in Mathematics Parent Living Elsewhere Research Administration Officer interviewer Study Child Strengths and Difficulties Questionnaire Teacher Carer World Health Organization Wechsler Intelligence Scale for Children AT edition LSIC Data User Guide March 2015 V ACKNOWLEDGEMENTS Footprints in Time the Longitudinal Study of Indigenous Children LSIC was initiated and is funded by the Australian Government Department of Social Services DSS The Study would never have been possible without the support and trust of the Aboriginal and Torres Strait Islander families who open their doors to the researchers and generously give their time to talk openly about their lives Our gratitude goes to them and to the leaders and Elders of their communities who are active guardians of their people s wellbeing The Study brings together people committed to making a positive difference in the lives of Aboriginal and Torres Strait Islander children LSIC Data User Guide March 2015 vi INTRODUCTION The purpose of this document is to provide a comprehensive reference for data users of Footprints in Time the Longitudinal Study of Indigenous Children LSIC This document provides information data users need to know to use the LSIC datasets such as the background to the Study sample selection Study sites research design Study development and testing consent processes questionnaire design and piloting file structures variabl
41. information on how some variables were derived Position Poition2 etc Indicates the position within the dataset of the variable in the relevant wave Variables are broadly ordered as they appear in the questionnaires Appendix B Qualitative free text questions and variables Qualitative free text questions and variables Question variable label Variable Name Wave excluding first letter indicating wave 1 2 3 4 5 6 Study Child nutrition and health Bush tucker eaten anu4_t P1 Bush tucker eaten anu7 t P1 Foods that make SC sick anu6 t P1 Ways P1 encourages SC to eat anu40 t P1 for fruit and vegetables K Effect of health condition on ahc4 t P1 P1 P1 family life Effect of health condition on ahcb t P1 SC s life Reasons for hospitalisation of SC aholait ahola2t P1 P1 P1 P1 P1 P1 REASON number ahola3t ahola4t ahola5t What happens before sleep acs4_t P1 SC bedtime routine acsi t P1 Study Child development Concerns about SC s ald8 t P1 P1 P1 P1 hands fingers B B Concerns about how SC uses ald9 t P1 P1 P1 arms or legs B Concerns about how SC behaves ald10 t P1 P1 P1 P1 P1 B B B Concerns about how SC gets aldii t P1 P1 P1 P1 P1 along with others B B B Concerns about how SC is aldi2 t P1 P1 P1 P1 learning pre school and school K K B B skills Concerns about how SC is aldi3 t P1 P1 P1 learning to
42. iods for Waves 1 to 6 LSIC Data User Guide March 2015 11 Table 2 Fieldwork periods Wave Pilot Main 1 2006 2007 and Jan 2008 21 April 2008 to 23 Feb 2009 2 Nov 2008 3 March to 17 Dec 2009 3 Oct 2009 3 March to 23 Dec 2010 4 Oct 2010 7 March to 18 Dec 2011 5 Oct 2011 17 March to 19 Dec 2012 6 Sep 2012 25 February to 14 Dec 2013 Fieldwork response Out of the 1 258 families who participated in Wave 5 Footprints in Time interviewers successfully interviewed 1 068 families in Wave 6 achieving an overall response rate of 84 9 per cent between the two waves Table 3 shows fieldwork responses for Waves 1 to 6 Table 3 Fieldwork response from Wave 1 to Wave 6 Wave Previous wave Additional Total of retention respondents interviews interviews from previous interviewed wave 1 n a n a 1 671 n a 2 1 435 88 1 523 85 9 3 1 312 92 1 404 86 1 4 1 150 133 1 283 81 9 5 1 097 161 1 258 85 5 6 1 068 171 1 239 84 9 ka New entrants in Wave 2 RE Interviewed in the current wave but not the wave prior n a not applicable Notes New entrants were admitted into study in Wave 2 but not in subsequent waves Table excludes children removed from datasets for administrative reasons New entrants In order to maintain the viability of the sample in remote regions and meet the requests of a small number of families who expressed a strong wish to be part of the Study Footprints in Time added 88 new entrant families to the Study i
43. le This variable provides information on whether the person responding to the P2 Dads survey in the current wave participated in all waves and in what capacity 0 the respondent did not participate in a wave 1 the respondent participated as a P1 even if they also did a Dads interview 2 the respondent participated as a P2 Dad Example ebresp of 01022 indicates that the respondent did not participate in wave 1 in any capacity responded as P1 in wave 2 did not participate in wave 3 and completed Dads interview in waves 4 and 5 Please note that the third digit of bresp can only be O or 1 if Dad participated in wave 3 as a P1 since there was no P2 Dad survey in wave 3 From Wave 4 secondary caregiver P2 interviews were redesigned to focus on fathers or men performing a father like role in the study child s life This change reflects the majority of P2 respondents in Waves 1 and 2 being fathers This enables the inclusion of a number of questions which focus on the fathering role and relationship with the study child From wave 4 onwards LSIC Data User Guide March 2015 25 Direct assessments of child development Direct measures include the Who Am I developmental assessment and the Renfrew Word Finding Vocabulary Test which were undertaken by the B cohort in Waves 4 to 6 and the K cohort in Waves 1 to 3 These verbal and non verbal measures assess processes that underlie the learning of early literacy and numeracy skills
44. ligible for exclusion based on a predetermined set of criteria Starting from Release 6 extreme increases and decreases of BMI in consecutive waves associated with a BMI z score change equal to or greater than 4 were also flagged for exclusion based on the same set of criteria e For birth weight data a nationally representative reference of Australian birth weights from 1998 to 2007 Dobbins et al 2012 was used to calculate z scores Birth weights in the Footprints in Time sample were compared to the median birth weight of infants of the same gestational age and gender Birth weights were recoded to implausible value if their birth weight for gestational age z score was greater than 3 or less than 3 after undergoing a data cleaning process Infants were classified as small for gestational age if their birth weight was in the lowest decile of birth weights for infants of the same gender and gestational age equivalent to a z score less than 1 28 e Infants were classified as large for gestational age if their birth weight was in the highest decile of birth weights for infants of the same gender and gestational age equivalent to a z score greater than 1 28 Infants with a z score between 1 28 and 1 28 were classified as appropriate for gestational age Scales The questionnaires include sets of questions scales which have been designed to measure a specific trait or attribute of the respondent or Study Child such as child tempera
45. lls D Jackson AA 2007 Body mass index cut offs to define thinness in children and adolescents international survey British Medical Journal vol 335 issue 7880 p 194 de Lemos M 8 Doig B 1999 Who Am I Developmental Assessment Manual ACER Melbourne de Onis M Lobstein T 2010 Defining obesity risk status in the general childhood population Which cut offs should we use International Journal of Pediatric Obesity vol 5 nO 2 pp 458 60 Dobbins TA Sullivan EA Roberts CL Simpson JM 2012 Australian national birthweight percentiles by sex and gestational age 1998 2007 Medical Journal of Australia vol 197 no 2 p 291 Dunn LM amp Dunn DM 2007 Peabody Picture Vocabulary Test Fourth Edition Pearson Minneapolis Freiberg K Homel R amp Branch S in press The Parent Empowerment and Efficacy Measure PEEM A tool for strengthening the accountability and effectiveness of family support services Australian Social Work Renfrew C 1998 The Renfrew Language Scale Word Finding Vocabulary test Speechmark Milton Keynes Sanson A Prior MR Garino E Oberklaid F amp Sewell J 1997 The structure of infant temperament factor analysis of the revised infant temperament questionnaire InfantBehaviour and Development vol 10 97 104 Thomas A Cairney S Gunthorpe W Paradies Y Sayers S 2010 Strong Souls development and validation of a culturally appropriate tool for a
46. me Torres Strait islands Figure 1 shows the geographic spread of study children in Wave 1 LSIC Data User Guide March 2015 7 Figure 1 Footprints in Time sample distribution Parent 1 interviews LSIC Data User Guide March 2015 8 Study development and testing The design of the Study and the content was developed based on extensive consultations with urban regional and remote Indigenous communities organisations and service providers across Australia The overriding goal of consultations was to ensure the design of the research reflected the interests of Aboriginal and Torres Strait Islander peoples communities and service providers and that the data would genuinely benefit the children and their families Piloting of study interviews and community engagement strategies was conducted from September 2004 to December 2005 in the Torres Strait and Northern Peninsula Area NPA and in the ACT Queanbeyan region Content rationales were developed based on these consultations as well as other research such as the Western Australian Aboriginal Child Health Survey for example Zubrick et al 2003 and the National Aboriginal and Torres Strait Islander Social and Health Surveys NATSISS and NATSIHS These rationales were workshopped in November 2005 with members of the Steering Committee and other stakeholders and then used to develop draft questionnaires and Computer Assisted Personal Interview CAPI instruments Pilotin
47. ment social and emotional development child strengths and difficulties parenting style social and emotional wellbeing of the parent and degree of social support In some cases the questions have been asked exactly as designed and used in other studies In other cases questions have been adapted to the Indigenous context or shortened to meet time constraints A number of scores or sub scores have been derived in LSIC using established methods Temperament The Short Temperament Scale for Children is a set of questions developed to measure aspects of a child s personality Sanson et al 1987 An abridged form of 13 questions was asked of primary carers of the K cohort LSIC children in Wave 2 and of B cohort children in Wave 5 LSIC uses 12 of the questions Three facets of temperament are assessed by the questions e approach sociability how comfortable children are with new people and situations e persistence the ability to remain focussed on an activity or task and e reactivity the intensity volatility with which a child reacts to certain events Sub scales are derived for each aspect of temperament these are the average of four scores after reverse coding some variables as described in Table 10 Table 11 Short Temperament Scale for Children sub scales Sub scale Variable Calculation name Sociability apa4soc mean of apa4_a apa4_d apa4 g and apa4_j with Zapa4 a and apa4 d reverse coded Persistence apa4per mean of _apa
48. n Wave 2 With the addition of 88 new entrant families the total number of responses achieved in Wave 2 was 1 523 Seventy three of the 88 new entrant P1s answered questions specifically directed to new entrants and a further six of those new entrants later answered those questions in Wave 3 however these responses were merged back into the Wave 2 data file The other nine Wave 2 new entrants have missing data for new entrant questions however they did respond to the P1 questions that were asked of continuing participants LSIC Data User Guide March 2015 12 Interview length Roy Morgan Research has estimated the time taken for Waves 2 3 and 4 interviews based on a combination of anecdotal evidence and on the computer captured data excluding those cases that appeared implausible Table 4 Length of Interviews by respondent cohort and wave Cohorts Range Average Range Average Range Average Average w2 length W 3 length W4 length length w2 w3 W4 W6 Study 5 50 10 5 47 10 2 39 16 Child minutes minutes minutes minutes minutes minutes B Cohort 33 Study 5 50 17 5 49 19 3 58 24 minutes Child minutes minutes minutes minutes minutes minutes K Cohort Parent 1 0 5 3 1 hour 0 5 3 52 20 56 B Cohort hours hours minutes minutes minutes to 2 hours 1 hour Parenti 0 5 3 lhour 0 5 3 57 20 52 7 minutes K Cohort hours hours minutes minutes minutes to 2 hours Parent 10 60 30 n a n a 12 60 30 n a 2 Dads minutes minutes minutes min
49. nswer category that has been missed and are able LSIC Data User Guide March 2015 33 to amend the questionnaire if the question was repeated in a later wave to include this new category For some variables responses entered in Other specify have been back coded to existing categories where appropriate but the majority have not The Other specify category is of limited use to researchers without the accompanying text file It was decided to code all Other specify responses to 1 for ease of use They can be easily included or excluded from analysis and do not cause confusion when variables are numeric quantities e g Age number of weeks etc or Leichardt scales The only exception to this is for multiple response questions when a respondent can legitimately select both Other specify as well as another response category In these cases there is a separate variable indicating whether Other specify was selected Other specify text variables are not generally provided with the data Interested approved LSIC data users may request these variables from the LSIC Data Team lt LSICdata dss gov au gt Missing data coding The convention for dealing with missing data in LSIC is similar to but not the same as either of the conventions used by the LSAC and HILDA survey Missing data is coded 2 to 9 as per the table below 1 Other When explicitly available as an option in the questionnaire 2 Don t know When
50. nterviewer Study Child data include both face to face interview questions and direct assessments Teachers child care workers some teachers carers completed questionnaires that included their observations of the Study children all waves In early waves these records were relatively few in number Teacher Carer data collected from Waves 1 to 3 were included in Release 3 1 and Wave 4 data was included in Release 4 1 Teacher Carer questionnaires are typically completed on paper and the data entered by DSS staff Alternatively teachers carers are able to complete questionnaires online or with a RAO Missing data in the paper copies are coded as refusals when the data is entered LSIC Data User Guide March 2015 10 DATA COLLECTION Consent process The process for obtaining informed consent from the Study Child s parents or carers and their family teachers and carers is an integral part of the Study Prior to being interviewed for the first time parents were provided with an introductory letter and a DVD describing the Study and the consent process At the interview RAOs went through each consent form with the participant s and explained what permission was being sought This enabled parents to make informed consent about their participation in the Study A plain language statement was also available for parents who preferred to read about the Study Parents gave consent on behalf of the Study Child As well as seeking permission
51. ntifies respondents living in close geographical proximity The cluster variable is a number between 1 and 542 with each number corresponding to an ABS Indigenous Area The cluster numbers have been randomly assigned to an Indigenous Area so that actual location is not revealed The cluster variable is aarclus barclus carclus etc For information about the effect of sample clustering see Implications of the Study design for analysis and results by Dr Belinda Hewitt at lt www dss gov au LSIC gt Household form The household form in the P1 instrument collects basic demographic information age sex Indigenous status relationship to P1 and relationship to SC of all members of the household Prior to Release 1 2 the information for P1 P2 and Study Child were entered into the first three places and other household members could be enumerated in any order This meant that a particular individual could be member 4 in Wave 1 and member 6 in Wave 2 As researchers are not given access to the names of household members it would be impossible to analyse movements of individuals in and out of households To overcome this problem the household data was reorganised from Release 1 2 so that each individual has a permanent household member number position All data is missing if the member is not present in that wave The Study Child is always member 1 The P1 in Wave 1 is always member 2 even when they are no longer the P1 The P2 in Wave 1 is member
52. o cohorts of Indigenous children aged from 6 months to 2 years Baby cohort or B cohort and from 3 years 6 months to 5 years Child cohort or K cohort in Wave 1 The design allows the data covering the first nine or ten years of Aboriginal and Torres Strait Islander children s lives to be collected in six years Aboriginal and Torres Strait Islander children born between December 2003 and November 2004 K cohort or between December 2006 and November 2007 B cohort are the sample units in the Study The majority of families in the Study were recruited using addresses provided by Centrelink and Medicare Australia Other informal means of contact such as word of mouth local knowledge and study promotion were also used to supplement the number of children in the Study In practice the K cohort consists of children born in 2003 2004 and 2005 and the B cohort consists of children born in 2006 2007 and 2008 Table 1 shows the ages of each cohort throughout the Study LSIC Data User Guide March 2015 4 Table 1 Ages of each cohort throughout the Study Year 2008 2009 Wave 1 2 Younger B cohort age V2o 2 1v2 3 years Older K cohort age 315 5 4V5 6 years 2010 2011 2012 3 4 5 2V2 4 3 2 5 4V5 6 5V5 7 6v2 8 7 9 2013 515 7 8V2 10 2014 6v2 8 915 11 2015 79 1012 12 2016 8V2 10 1172 13 LSIC Data User Guide March 2015 Footprints in Time sample selection Footprints in Time uses a non random pu
53. o that the easiest questions came first Children were sequenced out after a prescribed number of incorrect responses In addition a hidden timer was set up for 16 minutes and if reached the test was concluded after the children finished the question they were on Similar to the PAT R measure PAT Maths questions are not visible in the marked up questionnaires Test scores are likewise not available to data users ACER has produced scale scores Fourth Edition scale for the LSIC children who undertook the measure as well as score errors to indicate the degree of reliability of the scale score Scale scores are not provided in the LSIC data for children who chose to terminate the test opt out before attempting a prescribed number of questions The scale scores will be comparable across waves so that it will be possible for data users to assess progress over time as well as compare students within LSIC waves LSIC PAT Maths scores should not be compared with ACER published PAT Maths scores or norms due to differences in the administration of assessments Matrix reasoning In Waves 4 and 5 children in the K cohort undertook the Matrix Reasoning test Wechsler 2003 from the Wechsler Intelligence Scale for Children 4th edition WISC IV It was chosen for LSIC because it is a non verbal measure of abstract reasoning ability so not language dependent and had been used successfully in LSAC AIFS 2011 The children are shown an incomplete
54. old and O otherwise The definition of partner includes husband or wife fianc fianc e de facto and boyfriend or girlfriend as well as same sex partners This variable may provide conflicting information to Zahf13 P1 is partnered as marked by RAO which was asked starting from wave 3 to collect more accurate information in cases where P1 did not wish to list live in partner as part of the household LSIC Data User Guide March 2015 23 Variables available from Wave 4 onwards ahh_ variables Presence in household of SC s relative nonrelative These are binary variables which take the value of 1 if a relative person is present in the Study Child s household and O otherwise For details please see Table 10 Table 10 Variables describing presence of relatives in Study Child s household Variable name Variable label Value label ahh_mum Presence in household SC s mother O No 1 Yes ahh_dad Presence in household SC s father O No 1 Yes ahh_br Presence in household SC s brother s O No 1 Yes ahh_sis Presence in household SC s sister s O No 1 Yes ahh_gm Presence in household SC s grandmother s OzNo 1 Yes ahh gf Presence in household SC s grandfather s OzNo 1 Yes sahh aun Presence in household SC s aunt s OzNo 1 Yes sahh unc Presence in household SC s uncle s OzNo 1 Yes ahh_cos Presence in household SC s cousin s OzNo 1 Yes ahh_or Presence in household SC s other relative s O No 1 Yes ahh_nr
55. rOOTofinis IN JIMS The Longitudinal Study of Indigenous Children Australian Government Data User Guide Release 6 0 Footprints in Time The Longitudinal Study of Indigenous Children PO Box 7576 Canberra Business Centre ACT 2610 Email LSICdata dss gov au Phone toll free 1800 106 235 Website www dss gov au Isic The Footprints in Time team acknowledges all the traditional custodians of the land and pays respect to their Elders past and present The Footprints in Time study was initiated and is funded by the Australian Government and is conducted by the Department of Social Services DSS This document must be attributed as the Department of Social Services 2015 Footprints in Time The Longitudinal Study of Indigenous Children Data User Guide Release 6 0 LSIC Data User Guide March 2015 ii Contents AbDbDreviatiOnS ci cocc nc coninnidcnconacdcnnn iodo 28024 3U dad ORSURRAARASA S ORO SES PRORRRORDRRRDERSARRARR SREAAlAUAA v Acknowledgements cmccccocnorocnncnconcaconnncnnrncnnrnrnnrnrnnnnrnnrnrnnnrnnnnrnnanrnnanrnnaneananennane vi Introduction 11 12 00122 2 eda cnica UENERRIAR NS RREERRRRRRRDRRRORARACAROAA 1 What is Footprints in Time ss sss sss ess sss s e e ss sss n esen eenn nee nnn eanne annee 2 Objective of the ale UT 2 WHOIS involved HT 3 A A ve Eng R E PEREUREDRRRSERFENPRERERRRA KRDPRRSKRIDURR RE AEDU RAV RIDE YS KRTPERAT IDE RETE KE 3 A
56. raphic characteristics LORI was originally developed for the Western Australian Aboriginal Child Health Survey Zubrick et al 2004 SEIFA Indexes the deciles of four SEIFA Indexes based on 2006 Census are provided in the LSIC datasets Index of Relative Socio economic Disadvantage variables aada10 badal0 cada10 etc Index of Relative Socio economic Advantage and Disadvantage variables aaad10 baadi0 caad10 etc LSIC Data User Guide March 2015 21 Index of Economic Resources variables aaeci0 baec10 caec10 etc Index of Education and Occupation variables aaed10 baed10 caed10 etc Index of Relative Indigenous Socioeconomic Outcomes IRISEO is a measure of community level socioeconomic advantage based on a principal components analysis of nine variables from the 2006 Census three related to employment three related to education two related to housing and one related to income Unlike the similar and better known Socioeconomic Indexes for Areas SEIFA this measure is calculated specifically for Indigenous Australians Biddle 2011 The LSIC datasets contain IRISEO deciles variables aair10 bair10 cair10 etc Randomised cluster Since LSIC respondents are geographically clustered around 11 study sites statistical models used to analyse the data may produce biased results which could lead to erroneous research conclusions To overcome this starting from Release 5 0 LSIC datasets include a cluster variable which ide
57. rerererrreereceeeerererrreree reer rrererrerrrrrerrerreerer rer roy 44 Dat Y At soe Ta le ioe EE 44 Appendix a cdo oiosinronorocnnonacinanonas dcaceessccdcceacddacestsdcascassacureetausecdeasucecasdedeesaeas saree 45 Qualitative free text questions and variables cce e eee 45 Appendix H 51 Examples of merging in Stata oococccccncnconnncnnnncnnnnnnnnnnnnnnnnnennnnennnnrnrnnrnrnnrnrnnrnanernanes 51 LSIC Data User Guide March 2015 iv ABS AEDC ARIA BMI CAPI DSS ERP ESL HILDA HREC ICC LBOTE LORI LSAC LSAG LSIC NATSISS NATSIHS P1 P2 PAT R PAT Maths PLE RAO SC SDQ TC WHO WISC IV ABBREVIATIONS Australian Bureau of Statistics Australian Early Development Census Accessibility Remoteness Index of Australia Body Mass Index Computer Assisted Personal Interview Department of Social Services Estimated Resident Population English as a Second Language Household Income and Labour Dynamics in Australia Survey Human Research Ethics Committee Indigenous Coordination Centre Language Background Other Than English Level of Relative Isolation Longitudinal Study of Australian Children Longitudinal Studies Advisory Group Longitudinal Study of Indigenous Children also known as Footprints in Time National Aboriginal and Torres Strait Islander Social Survey National Aboriginal and Torres Strait Islander Health Survey Parent 1 Parent 2 Progressive Achievement Tests in Reading Progressive Achievement Tests
58. rescribed number of incorrect responses e Programming the questions onto the interviewers touch screen computers so the children could answer themselves on screen which they find more engaging than the pencil and paper versions The processes and test levels for PAT Reading tests in Waves 4 to 6 are provided in the table below Wave Cohort PAT R processes and test levels 4 K PAT R P then PAT R 1 if not sequenced out due to too many incorrect answers One scale score and scale score error is provided in the released data 5 K 8 screener questions 2 sets of 4 An indicator variable is released Based on the screener results either to indicate which PAT R stream e Screened to PAT R P then PAT R 1 Was completed One scale score e Screened to PAT R 1 and scale score error is provided e Screened to PATER 2 regardless of PAT R level completed 6 K An introductory set of PAT R 3 level questions with sequencing either to continue PAT R 3 or to transfer to PAT R 1 One scale score and scale score error is provided in the released data The PAT R Comprehension questions are not visible in the marked up questionnaires as they are live items in current tests and they are the copyright of ACER Further information about the PAT R tests including sample questions can be seen at lt http www acer edu au pat reading gt Test scores are not available to data users ACER has produced scale scores for the LSIC
59. ring K K K consistency gt a tl B E Tl m a a EM o ED E TT RM MM E lt lt oMEEM o ME E a NEEM NM A a XU B D LI E S eo xc EME o EMNNN is Te m DU school ar ts a EM ado activites does wih Sty VV Notes P2 Dad interviews were not conducted in Waves 3 and 6 PLE Parent 2 living elsewhere DLE Dad living elsewhere NP2 new Parent 2 Dad did not respond in previous Wave LSIC Data User Guide March 2015 17 Table 8 Teacher Carer questionnaire content Questionnaire sections wi w2 W 3 W4 w5 W6 Service characteristics Class demographics size age range and E v J J V v cultural di it Approach to teaching reading and mathematics Strategies to manage attendance to help children catch up S B o lt lt S 7 i T S a E FORUM ON ETE p status a E gt gt I Se a ao ET MM REO D EIE N G T E Ea EF e a A a E um dm N D LL O IE c 2 E E a E E E U AA Y eoo ETE ee EM Y P nu OA LSIC Data User Guide March 2015 18 Questionnaire sections wi w2 w3 W4 WB W6 Impairment disability or other concerns vV v v J about SC s development Use of specialised or additional services v v v v v v m f a S O E S or ee cq s b b IIO me _ m me TP a l S R CRM oe eee oe ae RECS RU TRENT UU Note v asked of both cohorts B asked only of the younger B cohort K asked only of the older
60. rposive sampling design from which eligible families were approached and voluntary consent obtained The study focuses on eleven sites chosen in part to cover the range of socioeconomic and community environments where Aboriginal and Torres Strait Islander children live Agreement and approval to participate in the Study was sought from communities and Elders in these sites before research within the communities began The Footprints in Time sites were chosen to ensure approximately equal representation of urban regional and remote areas thus enabling some geographical comparison represent the concentration of Aboriginal and Torres Strait Islander people around Australia e contain a substantial Aboriginal and Torres Strait Islander population in the core and surrounding areas include locations engaged in the pilot of the Study where existing relationships could be built upon be located near an Indigenous Coordination Centre ICC if possible where Research Administration Officers RAOs could be based Footprints in Time was designed to sample approximately 150 children in each site providing a sample of up to 1 650 children This number represents 5 10 per cent of Aboriginal and Torres Strait Islander children of the appropriate ages Due to difficulties in sample recruitment related to small resident populations and geographic spread for some sites it was not possible to find sufficient numbers of children to meet the
61. rresponds to data published in the AEDC Community Profiles e There are 51 LSIC Wave 2 respondents without associated AEDC data This was due to their Local Community being o Not public that is it has failed the public results test of gt 15 children gt 2 teachers and gt 80 children in domain denominator o Not surveyed there were no resident children in that location who participated in the AEDC o Unknown the two records have no match in the AEDC geography Rules guiding usage of AEDC data For the full documentation relevant to the use of AEDC data please refer to the AEDC website lt http www aedc gov au researchers gt In keeping with the AEDC National Implementation Data Protocol the release of tabulated data through reports publications presentations etc must be provided to the AEDC Strategic Policy Committee at least one month prior to its intended release date for approval LSIC Data User Guide March 2015 38 List of AEDC variables Table 14 lists the AEDC variables that have been merged into wave 2 Full details can be found in the Data Dictionary Table 15 Aggregated data at the suburb level for suburbs where LSIC children lived in Wave 2 Variable badc di badc d2 badc d3 badc d4 badc d5 badc d6 badc d7 badc d8 badc d9 badc_d10 badc dii badc d12 badc_d13 badc_pds badc_pvul badc_pvi badc_pv2 badc_pv3 badc_sds badc_svul badc svi badc sv2 badc sv3 badc sv4 Description AEDC
62. ry carer SC Study Child TC teacher or carer LSIC Data User Guide March 2015 50 APPENDIX C Examples of merging in Stata Stata example of merging Pl wave 1 and Pl wave 2 data version 11 merge syntax is slightly different for earlier versions of stata use Substitute folder name here Mlsicplwl1 60c dta clear merge 1 1 xwaveid using Substitute folder name here Mlsicplw2 60c dta dta Stata example of merging Pl wave 2 and P2 wave 2 data version 11 merge syntax is slightly different for earlier versions of stata use Substitute folder name here Mlsicplw2 60c dta clear merge 1 1 xwaveid using Substitute folder name here lsicp2w2 60c dta dta
63. s the variable label as used in the dataset Question Gives the question wording used in the questionnaire wording Derived Indicates variables derived from information collected through the variables survey instruments Values Indicates the answer categories available in the questionnaire together with the numeric value used in the dataset Storage type Indicates whether a variable is numeric or string text Population see also Cohort Indicates whether sequencing affects the population of whom each question was asked e g if question is only asked of birth mothers Wave amp cohort Indicate which questions were asked of each cohort in each the year Section initials Indicates the two initials which designate which section of the questionnaire the question comes from also appears in the variable name e g HH or SS Questionnaire Indicates the name of the section in which the question appears in the Section questionnaire e g Household Form or Strong Souls Topic The topic is either the root question for multiple responses or the scale for example Renfrew or is otherwise identical or derived from to the variable name Theme Shows some thematic links between questions in different parts of the questionnaire Notes for data users Provides extra information that might be useful in interpreting the data e g Variations in question wording for different cohorts or
64. ses this was a biological father 92 per cent but stepfathers were also common 4 per cent If the primary carer P1 was the Study Child s father they were asked to complete the Dads survey however they could choose to respond to a shortened version of the questionnaire In these cases their relationship to Pi is described as self and the skipped questions coded as Not asked 5 Dad the primary carer s male partner or another adult who 180 has a father like relationship with the Study Child In most cases this was a biological father 92 per cent but stepfathers were also common 4 per cent In wave 5 there were no cases where Dad was also the Study Child s P1 6 Data not collected Derived variables As the names of respondents are not released to data users in order to allow researchers to track respondents to the P2 Dads surveys across waves two derived variables are provided bhhp2mn P2 Dad s member number in Study Child s household This variable is derived for all waves in which P2 Dads data has been collected by cross checking P2 Dad s name age and relationship to the Study Child with records of people living in the Study Child s household at the time of P1 interview As the variable refers to the time of P1 s interview it may differ from variable bpip2sh collected at the time of P2 Dad interview P2 Dad lives in the same household as P1 Hbresp Cross wave participation of P2 Dad categorical variab
65. set of pictures or designs on the touchscreen laptop and then choose the picture that completes the set from five different options Children are sequenced out if they provide an incorrect answer for four in a row or four out of five in a row The instrument has 35 items of increasing complexity LSIC children all start with three practice questions The Wechsler Intelligence Scale for Children Fourth Edition is copyrighted by Harcourt Assessment Inc 2004 LSIC Data User Guide March 2015 28 The data file includes only scaled scores The scale is scored based on the number of correct items and the scores are then standardised based on age norms given in the WISC IV manual Scores can range between 1 and 19 Child height and weight Child height and weight data have been collected at every wave however these data were not released prior to Release 3 1 because of concerns about their quality Difficulties in measuring babies or small children and interviewer inexperience and or equipment problems meant that data quality was worst in Wave 1 but improved in subsequent waves as the children grew older and interviewer training equipment and experience developed Despite the improvement over time a significant data cleaning effort was required before releasing the height and weight data to users Birth weight data were of better quality and were released prior to Release 3 1 but still benefited from further data cleaning For
66. ssessment of social and LSIC Data User Guide March 2015 42 emotional wellbeing in Indigenous youth Australian and New Zealand Journal of Psychiatry 2010 44 40 48 Wechsler D 2003 Wechsler Intelligence Scale for Children Fourth Edition Administration and scoring manual San Antonio TX Harcourt Assessment Inc World Health Organization 2006 WHO Child Growth Standards Methods and development Length height for age weight for age weight for length weight for height and body mass index for age Geneva World Health Organization 2012 The standard analysis and reporting for the WHO Global Database differs as follows depending on whether the NCHS WHO reference or the WHO standards are used 06 03 2012 available from http www who int nutgrowthdb software Differences NCHS WHO pdf Zubrick SR Lawrence DM Silburn SR Blair E Milroy H Wilkes T Eades S Antoine H Read A Ishiguchi P amp Doyle S 2004 7he Western Australian Aboriginal Child Health Study The Health of Aboriginal Children and Young People Telethon Institute for Child Health Research Perth LSIC Data User Guide March 2015 43 APPENDIX A Data dictionary Headings Survey Respondent Variable name Description Indicates whether the respondent is Parent 1 Parent 2 or Dad Study Child or a Teacher or Carer Indicates the variable name in the dataset without the first letter which pertains to wave Variable Label Indicate
67. st time the sub domain vulnerability results have been released for the social competence emotional maturity and language and cognitive skills school based domains The following should be noted e The formulae for sub domain vulnerable and domain vulnerable are distinct It is possible for a child to be vulnerable on a number of sub domains yet not be developmentally vulnerable at the domain level The actual details of these formulae are confidential by licence with the Canadian Early Development Instrument Estimated Resident Population ERP Guideline e To determine this calculation the numerator is the number of children from the local community surveyed for the AEDC and the denominator is the Australian Bureau of Statistics ERP Estimated Resident Population 2009 of 5 year olds e Where the AEDC Local Community does not match its ABS estimate it is recommended to be used with the following considerations o 60 79 ERP view with caution o lt 60 of ERP this sample may not accurately represent the population of children o 96 ERP figures should be viewed as indicative only The reason that some percentages are over 100 is mostly due to unavoidable boundary differences Also AEDC was administered to 4 and 6 year olds if they were in their first year of school but ABS figures are only for 5 year olds Data notes for this extract e The Average Age is displayed for the Community level not the Local Community level This co
68. teering Committee oversees the design development and implementation of the Study Its members are drawn from academic and community sectors covering a wide range of disciplines such as health and education Subcommittees of the Steering Committee are formed to deal with particular issues as required Strategic guidance and leadership on content operation and analysis of Footprints in Time is also provided by the Longitudinal Studies Advisory Group LSAG The primary objective of the LSAG is to provide advice to the Longitudinal Study for Australian Children LSAC Footprints in Time LSIC and the Household Income and Labour Dynamics in Australia HILDA Survey and thereby assist in maximising their strategic importance to the Australian Government Footprints in Time interviews are conducted primarily by DSS employed Aboriginal and Torres Strait Islander Research Administration Officers RAOs Roy Morgan Research was contracted for Waves 1 to 4 of the Study to produce the data collection instruments according to DSS design assist in the management of pilot and live fieldwork capture and compile survey data and report on fieldwork procedures as well as response and non response patterns Colmar Brunton was contracted to deliver this component of the survey in Wave 5 to 8 DSS s LSIC section manages the project from the National Office Funding The 2003 04 Federal Budget provided the initial resources for the Footprints in Time study
69. ther but step fathers are also common Although the surveys were designed to be answered by Grandmas or Aunties or other family who had a caring role there were few respondents who were not fathers Sometimes Parent 2 is a parent not living with the Study Child most commonly the biological father after separating from the biological mother Waves 1 and 2 LSIC Data User Guide March 2015 9 RAOs undertook a face to face interview or a telephone interview depending on preferences of Parent 2 after receiving Parents 1 s consent and if Parent 2 was willing to participate and able to be contacted Waves 1 and 2 With the focus on Parent 1 and the Study Child response rates for Parent 2 were quite low in Waves 1 and 2 and so Wave 3 data were not collected from Parent 2 Wave 4 interviews were redesigned to focus only on Dads either fathers or men performing a father like role in a Study Child s life This is because the majority of respondents in Waves 1 and 2 were Dads Dads in some cases were also the primary caregiver P1 In these situations the choice to complete the entire survey or an abridged version with overlapping questions from the P1 survey removed was offered to the Dad Study Child Study Children themselves complete the vocabulary assessments practical exercises such as Who am I and answer interview questions as appropriate to their age In addition their height and weight is measured in most cases by the i
70. tralian Council for Educational Research ACER about measures for assessing LSIC children s educational development ACER advised that the LSIC Data User Guide March 2015 26 Progressive Achievement Tests in Reading PAT R Fourth Edition ACER 2008 would indicate how well each child was learning to read English and would be an indicator of a child s general achievement ACER developed the PAT R Fourth Edition tests to measure student achievement in reading comprehension vocabulary and spelling for use in Australian schools Members of the LSIC Steering Committee raised concerns that the tests would be given to children who might feel shamed if they could not answer all the items the tests were not culturally relevant or fun and the tests would not be administered at school but afterwards when the children would be tired and not do as well Accordingly the PAT R Comprehension tests were adapted with permission and in consultation with ACER The adaptations made to the PAT R Comprehension tests over Waves 4 5 and 6 include e Reducing the number of stimulus texts and the number of items in the PAT R Comprehension tests to varying extent depending on the year level This increased the standard error around each measure but was considered unavoidable given the many other demands on students time e Asking questions in order of difficulty rather than in the original order e Sequencing the students out of the assessment after a p
71. ts of both cohorts in Waves 3 and 6 and the K cohort in Wave d The SDQ was also asked of teachers and carers of study children both cohorts in Waves 3 6 and K cohort in Wave 2 The sub scales derived in LSIC are as described in Table 12 Table 13 Strengths and Difficulties Questionnaire SDQ sub scales Sub scale Variable Calculation name Emotional asqemot mean of non missing variables asq where is 3 8 symptoms 13 16 and 24 multiplied by 5 Conduct asqcond mean of non missing variables asq where is 5 7 Problems 12 18 and 22 multiplied by 5 Hyperactivity asqhype mean of non missing variables asq where is 2 10 Score 15 21 and 25 multiplied by 5 Peer Problem asqpeer mean of non missing variables asq where is 6 11 14 19 and 23 multiplied by 5 Prosocial asqpros mean of non missing variables asq where is 1 4 9 17 and 20 multiplied by 5 Total Difficulties asadiff sum of asqemot asqcond asqhype and asqpeer The sub scales are not derived for cases if two or more components are missing while the Total Difficulties score requires complete data across all summed components i e no missing data The Footprints in Time Key Summary Report for Wave 3 contains analysis of the SDQ by cohort sex family type and child s position within the family It also compares responses to the parent rated SDQ with responses to the Teacher rated SDQ Parent Empowerment and Efficacy Measure PEEM
72. ucation health and other services used by the child s family Objective of the Study The main objective of the Study is to provide high quality data that can be used to provide better insight into how a child s early years affects their development It is hoped that this information can be drawn upon to help close the gap in life circumstances between Indigenous and non Indigenous Australians Footprints in Time has four key research questions formulated under the guidance of the Steering Committee which were designed to achieve this objective These are What do Aboriginal and Torres Strait Islander children need to have the best start in life to grow up strong e What helps Aboriginal and Torres Strait Islander children stay on track or become healthier more positive and strong How are Aboriginal and Torres Strait Islander children raised What is the importance of family extended family and community in the early years of life and when growing up Also of interest is the role that service use and support plays in the lives of Aboriginal and Torres Strait Islander children How can services and other types of support make a difference to the lives of Aboriginal and Torres Strait Islander children LSIC Data User Guide March 2015 2 Who is involved Footprints in Time is funded by the Australian Government and managed by DSS The LSIC Steering Committee has been chaired by Professor Mick Dodson since 2003 The S
73. uncated to a maximum character length with any remaining characters discarded The full responses can be viewed in Excel worksheets which can be requested from the LSIC Data Team lt LSICdata dss gov au gt A list of these free text variables is provided at Appendix B Data users are permitted to directly quote free text responses on the basis that such usage poses no risk of the respondent being rendered identifiable Quotes can be accompanied by relevant unit record data such as age or occupation if these details are required for meaningful interpretation but the unit record data used should be the minimum required for the data user s purpose and should manifestly carry no risk of identifying the respondent For example it is acceptable to report that One mother who has a Bachelor degree commented I want him to go to university and have a good career but it is not acceptable to report that One mother who works as a Professor of Indigenous Studies at a university commented I want him to go to university and have a good career Other specify responses The LSIC questionnaire permits interviewers to enter an Other specify response for many of the questions This enables interviewers to type in a response to the question when there was no obvious appropriate category This simplifies survey design by limiting the number of answer categories that are needed It also means that the survey design team becomes aware of any important a
74. utes B Cohort Parent 10 60 30 n a n a 16 59 33 n a 2 Dads minutes minutes minutes minutes K Cohort Source Roy Morgan Research Reports W2 W4 Colmar Brunton W6 n a not available LSIC Data User Guide March 2015 13 QUESTIONNAIRE CONTENT OVERVIEW Waves 1 6 data includes a range of information which will be longitudinal usually collected annually as well as developmentally age specific information The following tables provide overviews of the instruments included in each wave for the P1 SC P2 Dads and Teacher Carer Table 5 Parent 1 questionnaire content Questionnaire sections wi w2 W 3 W4 W5 W6 Household Dwelling type and street traffic v v v v v v Household demographics sex age Indigenous status relationship to Parent 1 v v v v v v relationship to Study Child from w4 Maternal health and care alcohol tobacco v and substance use in pregnancy birth Smoking habits and exposure i x and alcohol in W 2 Stolen generations v v These questions were based on those developed to assess the emotional wellbeing of participants of the Aboriginal Birth Cohort study see Thomas et al 2010 LSIC Data User Guide March 2015 14 Questionnaire sections wi W 2 w3 W4 w5 W6 Parent living elsewhere v v v v v Brief Infant Toddler Social and Emotional Assessment B A about language and V v V B V B mm A eC e E Soc tmm c E i 8 s a UO cc 227 2 7 a de E A UU

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