H.O.M.E. Inventory
Home Observation
for Measurement of
the Environment
Overall Purpose
• To train Help Me Grow staff in the
administration of the H.O.M.E. inventory
as a tool to assess the home
environment of the infants and toddlers
they visit and as part of planning
interventions.
Objectives
• Describe the rationale for use of
H.O.M.E. inventory
• Practice administering the
H.O.M.E. inventory
• Practice scoring the H.O.M.E.
inventory
Objectives
• Interpret the H.O.M.E. scores
• Plan interventions based on
subscale score patterns
Defining the Acronym
• H = HOME
• O = OBSERVATION
• M = MEASURMENT
• E = ENVIRONMENT
Why?
• To measure stimulation &
support available to the child
in the home
• A research tool
• To describe the home
environment
The development of a young child
is fostered by:
• High frequency of adult contact with a
small number of loving adults
• A social learning environment that is
both stimulating and responsive
• An optimal level of need gratification
• A positive emotional climate where a
child learns to trust
•Bettye Caldwell, 1998
The development of a young child
is fostered by:
• A minimum number of restrictions
on exploration
• Modulated amounts and varieties
of sensory input
• Access to appropriate play
materials
• Rich and varied cultural
experiences
Bettye Caldwell, 1998
Ground rules used in
development of HOME
• Item must be consistent with one or
more of the developmental principles
• Item must be binary….”yes” or “no”
• Based on as much observation as
possible
• Information obtained by actual visit to
the home
• Item written so + is favorable to
development
Purpose
• To identify at risk environments
where both the child and parent
can benefit from carefully
planned intervention
Where & who?
• Conducted in the child’s HOME
• From the child’s perspective
• Primary caregiver must be
present
How?
• Information gathered by:
– Observation
– Informal interview
– Structured interview
• Child must be awake
• Observe during “normal” routine
GOOD NEWS…….
“…demonstrated that raters could,
with a minimum of formal
training reach a level of 90%
agreement…”
BAD NEWS ???
A good “Visitor” can:
• Be at ease in the situation & put the caregiver
at ease
• Radiate respect
• Avoid judgement
• Adjust questions based on information given
– Go with the flow
• Ask questions in such a way to avoid putting
caregiver on the defensive
– Don’t create need to second guess “right” answers
DESCRIPTION OF HOME
NOT
JUDGEMENT OF HOME
Guiding principle
• “the intent of the assessment
procedure is to get a picture of
what the child’s world is like from
his or her perspective–
• from where he or she lies or sits or stands or
moves about and sees, hears, smells, feels
and tastes that world”
Caldwell & Bradley, 1984
Concepts
• Responsivity - the extent to
which the parent responds to
the child’s behavior, offering
verbal, touch and emotional
reinforcements for desired
behavior.
Concepts
• Acceptance - covers parental
acceptance of less than optimal
behavior from the child and the
avoidance of undue restriction and
punishment. (discipline)
Concepts
• Organization - the extent to which
there is regularity and predictability
(without monotony) in the family’s
schedule, to the safety of the physical
environment and to the use of
community services as part of the family
support system.
Concepts
• Learning Materials - provision of
age appropriate play and learning
materials. They may be home-made or
hand-me-downs. What is important is
that the child is allowed to touch, move,
listen and have fun in the process.
Concepts
• Involvement - the extent to which
the parent is actively involved in the
child’s learning and provides stimulation
for increasingly mature behavior.
Concepts
• Variety - the inclusion in daily life of
people and events that bring some
variety (without disorganization) into the
child’s life.
• Responsivity - the extent to
which the parent responds to
the child’s behavior, offering
verbal, touch and emotional
reinforcements for desired
behavior.
I. RESPONSIVITY
1. Permits messy play
2. Spontaneously vocalizes twice
3. Responds to child’s vocalization
4. Tells child name of something
I. RESPONSIVITY
• 5. Distinct, clear and audible
• 6. Initiates conversation
• 7. Expresses self freely &
easily
• 8. Spontaneous praise twice
I. RESPONSIVITY
9. Positive feelings when
speaking of or to child
10. Caresses or kisses once
11. Positive response to praise
• Acceptance - covers parental
acceptance of less than optimal
behavior from the child and the
avoidance of undue restriction and
punishment. (discipline)
II. ACCEPTANCE
12. No more than one instance of
physical punishment in
past week
13. Family has a pet
14. Does not shout
II. ACCEPTANCE
• 15. Does not express annoyance
or hostility about child
• 16. Neither slaps nor spanks
• 17. Does not scold or criticize
child
II. ACCEPTANCE
18. Does not interfere with or
restrict 3 or more times
19. 10 books present & visible
• Organization - the extent to which
there is regularity and predictability
(without monotony) in the family’s
schedule, to the safety of the physical
environment and to the use of
community services as part of the family
support system.
III. ORGANIZATION
20. 3 regular substitute
caregivers
21. Grocery store once a week
22. Out of house 4 times a week
III. ORGANIZATION
23. Regularly to doctor or clinic
24. Special place for toys
25. Play environment appears safe
• Learning Materials - provision of
age appropriate play and learning
materials. They may be home-made or
hand-me-downs. What is important is
that the child is allowed to touch, move,
listen and have fun in the process.
IV. LEARNING MATERIALS
Key word:
provides
Is it available?
IV. LEARNING MATERIALS
26. Muscle activity
27. Push or pull
28. Anything with wheels that
child can ride on or in
IV. LEARNING MATERIALS
29. Cuddly or role play toys
30. Learning facilitators =
equipment
31. Simple eye-hand
coordination
IV. LEARNING MATERIALS
32. Complex eye-hand
coordination
33.Literature and music
34. Provides toys during visit
• Involvement - the extent to which
the parent is actively involved in the
child’s learning and provides stimulation
for increasingly mature behavior.
V. INVOLVEMENT
35. Talks while doing
housework
36. Consciously encourages
developmental advance
37. Invests maturing toys with
value via attention
V. INVOLVEMENT
38. Structures play periods
39.Toys that challenge to
develop new skills
40.In visual range and looks
at often
• Variety - the inclusion in daily life of
people and events that bring some
variety (without disorganization) into the
child’s life.
VI. VARIETY
41. Father provides some care
daily
42. Reads stories 3 times
weekly
VI. VARIETY
43. 1 meal a day with mother
and father
44. Visits with relatives once a
month
45. 3 books of his/her own
Now what??
Behavior or conditions
described in most of the
items are at least in theory
modifiable
Bettye Caldwell, 1998
Interpretation
• Depends on how it will be used
– Intervention vs research data
• Observe the nature of the interaction
– Mutually pleasant or frustrated and annoyed
– Warm & loving or distant & hostile
– Are needs of the child recognized and accepted
The HOME inventory is
only a piece of the puzzle
How the HOME helps us…
• Looks at small parts
of the big picture
• brings
to
• categorizes “gut” feelings
Using the HOME
to shape practice
• Assess
– Examine each subscale score
– Look at “yes” items
• Identify strengths
– Look at “no” items
• List areas of concern
– Identify patterns of highs & lows
Components of
health & development are
interconnected…
strength in one area
can buffer weakness
in another
R.H. Bradley, 1994
Using the HOME to shape practice
• Plan intervention
– Share areas of concern with parent
– Build on strengths
– Plan for parental involvement
– Suggest and negotiate activities
Looking at the inventory
• Assess
– Examine each
subscale score
– Look at “yes” items
• Identify strengths
– Look at “no” items
• List areas of
concern
– Identify patterns of
highs & lows
• Plan intervention
– Share areas of
concern with parent
– Build on strengths
– Plan for parental
involvement
– Suggest and
negotiate activities
Spanish Version
Available on the web site:
www.ohiohelpmegrow.org
(click on “forms”)
For more information contact:
Deb Scott-Asakura
Bureau of Early Intervention Services
Ohio Department of Health
246 N. High St.
Columbus, Oh 43215
614-728-2155
[email protected]