2003 NSDUH Data Collection Final Report

5. Field Staff Training

Training for all levels of project field staff occurred both prior to the start of data collection and throughout the year. Having experienced staff allowed training programs to go beyond the basic steps and focus on enhancing and improving necessary project skills.

5.1 Management Training Programs

To share information and better equip all regional directors (RDs), regional supervisors (RSs), field supervisors (FSs), and survey specialists for their roles for the upcoming year, the 2003 NSDUH management session was held November 24, 2002, in Cincinnati, OH. Topics covered during this session included:

results of data collection efforts on other related work such as Special Analysis projects and field verification;
data quality discussions, citing field observation findings and answers to common data quality-related questions;
resource management and managing interviewer workloads;
recognizing and considering personality types when managing staff; and
specific items of interest for each RD region.

Earlier during the session, management staff heard the results of previous data collection efforts as presented by Dr. Goldstone of the Substance Abuse and Mental Health Administration (SAMHSA).

5.2 New-to-Project Field Interviewer Training Sessions

5.2.1 Design

Training sessions were held prior to the start of each new quarter throughout the year to train newly hired new-to-project field interviewers (FIs). These sessions helped maintain a sufficient staff size to complete screening/interviewing within the quarterly timeframes. For each session, there were multiple training rooms staffed by teams of three or sometimes four trainers. Occurring in March, June, and September, a total of 168 new FIs were trained during these replacement sessions. Table 5.1 summarizes the interviewer training sessions held for the 2003 National Survey on Drug Use and Health (NSDUH).

The new-to-project training program consisted of six full days and one half day of training covering the general techniques of interviewing, screening using the Newton handheld computer, conducting NSDUH interviews on the laptop computer, and general NSDUH protocols and technical support. Spanish-speaking FIs attended an additional one-day session to review the Spanish translations of the questionnaire and the Newton screening program.

All trainees were required to pass an individually conducted certification process as part of the successful completion of training. Each trainee had to demonstrate knowledge of the basic NSDUH protocols by completing a straightforward screening and interview through the beginning of the audio computer-assisted self-interviewing (ACASI) questions. Any trainees who did not pass on the first try received immediate feedback and additional individual training to clarify any points of confusion. During the subsequent recertification attempt, the trainee only had to redo the portion(s) done incorrectly the first time. Any trainee failing the recertification process was either placed on probation, (and barred from working until the proper completion of further retraining/recertification), or was terminated from the project. Of the 168 new-to-project interviewers trained during 2003, 3 were placed on probation for problems with the certification process and no trainees were terminated for certification issues.

To provide consistency between training classrooms, a near-verbatim guide with 22 sections provided detailed instructions and text to ensure all necessary instructional points were covered. In addition to the guide, trainers also used a videotape that contained multiple segments for use throughout training; a workbook containing exercises on the Newton and laptop computer and printed examples; training segment materials used in exercises that replicated actual segment materials; the FI Manuals for reference; and the two computers (the Newton and the Gateway laptop) with accessory equipment.

5.2.2 Staffing

At each training site, staff included a site leader, logistical assistant, a lead technician, a certification coordinator, and one or more training teams. Each of these roles was well-defined to ensure that training proceeded smoothly.

The site leader at each training site coordinated all FI registration activities, hotel relations, and logistics; and monitored trainees and trainers. The site leader's specific tasks included:

collecting and evaluating home study exercises;
issuing picture ID badges;
coordinating all services provided by the hotel with the assigned hotel representative;
managing the trainers and training rooms;
evaluating trainee performance and working with trainers to resolve problems with trainees, including probation or even termination when necessary as a last resort;
reporting to management each evening the status of training using the provided Daily Training Evaluation Shell (see Exhibit 5.1);
supervising the certification process and making any final decisions about the status of any trainees failing recertification; and
informing trainers about problems or suggestions from other sites and/or the RTI home office.

The site leader role was filled by a qualified NSDUH supervisor who had extensive experience with project protocols and management goals.

The logistical assistant worked closely with the site leader throughout training to be sure all trainees were registered properly, all training rooms had all necessary supplies, and hotel services functioned smoothly. Other duties included grading home study tests and distributing training and incentive checks at the successful conclusion of training.

The lead technician served as the point of contact for all technical issues including the proper functioning of all equipment and programs. Other duties included supervising training equipment set up and the initialization and distribution of interviewer computer equipment.

The certification coordinator managed the certification process, including establishing appointment schedules, monitoring and distributing certification supplies and materials, and reporting the results to the site leader.

Each classroom was taught by a training team consisting of a lead trainer, one or sometimes two assistant trainers, and a technical support representative. The lead trainer and assistant trainer(s) divided the responsibility for presenting sections of the training, with the technical support representative often helping with the more technical sections. The lead trainer had the additional responsibility for the logistics and schedule of the training room. In general, one trainer would train from the front of the room while the other trainer(s) would monitor FI progress, assist FIs with questions, and sometimes operate the computer equipment.

The technical support representative's primary role was to prepare and set up the computers for each FI; to ensure the proper functioning of the Newton, Gateway, and Toshiba projection equipment used for the training presentation; to provide in-class technical help; and in some cases, to present the more technical computer hardware sections of the training program (depending on the classroom's training needs and the technical support representative's training experience).

Training teams were selected based on availability and experience. The lead trainer was usually an RS with considerable training experience. Assistant trainers were usually RSs, FSs, instrumentation team members, or survey specialists.

5.2.3 Content of New-to-Project Field Interviewer Training Sessions

5.2.3.1 Day 1

After completing the registration process the evening before, training classes began first thing in the morning with an introduction to the history and scope of the NSDUH presented in a video by Project Director Tom Virag. Next, classrooms went through an introductory computer session lasting about 3 hours. This included instruction in the use of the Gateway computer hardware and a thorough introduction to the basics of the Newton hardware and software, although the actual screening program was not covered. In the afternoon, trainees were introduced to the importance of professional ethics, respondent rights, and the interviewer's role and tasks on the NSDUH. Trainees with little computer experience could stay after class for hands-on practice in order to build their confidence.

5.2.3.2 Day 2

Day 2 included a general introduction to survey sampling and counting and listing, followed by an in-depth discussion of how to locate segments and selected dwelling units (DUs). Trainees also learned how to contact selected DUs for screening and the importance of knowing the study. They were given the opportunity to review supplementary materials and practice effective introductions and responses to respondent questions. Trainers then introduced the screening process using a video of a real screening and explanations of the purpose of each question. Following a trainer demonstration, each trainee had the opportunity to try the Newton handheld computer during a group walk-through screening exercise.

5.2.3.3 Day 3

On Day 3, trainees focused on gaining experience and confidence by conducting numerous practice screenings on the Newton. Trainees completed several enumeration and rostering exercises round-robin style as well as individual and paired mock exercises covering the whole screening process. Trainees also learned about the specifics of screening group quarters units. All trainees were invited to attend an evening interviewer lab (FI Lab) session for additional practice.

5.2.3.4 Day 4

Training on Day 4 began with explanations of adding missed DUs. The rest of the morning was spent introducing the NSDUH interview and the basics of good field interviewing techniques. To provide a break in the week-long training session, interviewers were given the afternoon off as free time. Interested trainees could attend interviewer lab in the evening.

5.2.3.5 Day 5

On Day 5, classes completed the discussion of the computer-assisted interviewing (CAI) interview, and then trainees learned the details of the NSDUH instrument with a complete round-robin read-through of the entire questionnaire, including question-by-question specifications. Next, trainers presented a brief discussion of the functions of the CAI Manager program on the laptop. An individual practice interview exercise allowed trainees to review both the format and questions in the CAI program at their own pace. This was followed by a description of the details required in collecting industry and occupation information. In the late afternoon, trainers began sharing information about overcoming reluctant respondents. All were welcomed at the evening FI Lab.

Trainees who were performing well could attempt the certification process the evening of Day 5. Since the training program was not complete, anyone not passing this first attempt was given another opportunity at the conclusion of training.

5.2.3.6 Day 6

The next day classes continued with the important topic of dealing with reluctant respondents and other difficult situations. This section included informative video segments and group exercises. Training continued with RTI's Institutional Review Board (IRB) interviewer training module which covered ethics and regulations involving human subject research, the role of the IRB, and the role of the interviewer in protecting respondent rights. Next, a session on transmitting data had a trainer or technical support representative demonstrate how to transmit from both the Newton and the Gateway. The class then began a series of two paired mock exercises encompassing the entire screening and interviewing process so that trainees could practice the transition from the screening on the Newton to the CAI interview on the laptop. Following each mock interview, a group review session was conducted by the trainer. At some point during the practice mock interviews, trainees attempted a successful transmission on both computers at a station in the training room. Certifications, FI Lab, and an optional "Closing the Deal" Workshop were scheduled for the evening of Day 6.

5.2.3.7 Day 7

Day 7 included a discussion of the project's administrative procedures, project supplies, data quality control, and proper documenting and reporting. The next section on troubleshooting and technical support informed staff about the most common technical problems they might encounter, steps to take to correct them, and when and how to contact Technical Support for additional help. The next task was another individual interview exercise to allow trainees to further explore the instrument at their own pace. A brief recap of the entire process of screening and interviewing helped trainees review how all the tasks fit together. Any remaining trainee certifications took place at the conclusion of the training day.

5.2.4 New-to-Project Bilingual Training (Day 8)

A trainer fluent in Spanish conducted a one-day session for RTI-Certified bilingual FIs on the Spanish-language NSDUH materials. These FIs were trained to use the Spanish versions of the screening introduction and rostering questions on the Newton, the CAI instrument, and other 2003 supplemental materials. Only those FIs who were RTI-Certified bilingual interviewers and who had been hired as bilingual interviewers attended this session.

5.2.5 Mentoring of New-to-Project Graduates

After completing New-to-Project training, all graduates were mentored by their FS, another FS, or an experienced FI. Mentoring of all trainees was required, and usually occurred within a week of training during a graduate's first trip to the field. Occasionally, this recommended mentoring schedule was delayed due to unusual circumstances. Such delays were rare and required pre-approval by the FS and RS.

Mentors were given standardized instructions (see Exhibit 5.2) to be sure all important protocols learned during training were reinforced.

5.3 Veteran Field Interviewer Training Sessions

5.3.1 Design

To prepare the field interviewers chosen to continue from the 2002 NSDUH into 2003, special Veteran FI training sessions were held in January 2003. Having regional sessions throughout the nation served several purposes:

Technical Support staff were able to properly load the 2003 programs and perform routine maintenance on all FI equipment.
Through the developed training program, project management expressed appreciation for past efforts and provided explicit instructions for ways to improve future performance.
Interviewing staff were able to share helpful tips with each other.
Field Supervisors met with their entire team to discuss specific issues for their assigned area and enhance team rapport.

Veteran training sessions were held at five sites: Baltimore, MD; Cincinnati, OH; Seattle, WA; Los Angeles, CA; and Newton, MA. Two separate sessions were held, with the A groups meeting on January 4–6 and the B sessions meeting January 7–9, 2003. In addition to these early January sessions, a special weekend session was held later in January to train traveling field interviewers and any veteran interviewers unable to attend the early sessions. Also, throughout 2003, additional veterans who missed the January sessions were trained with permission on an individual basis. Table 5.1 summarizes the January Veteran interviewer training sessions.

The veteran training program consisted of an initial home study (see Section 4.5.1) followed by two and one half training days covering topics such as changes for the 2003 study, data quality, communication and persuasion skills (to help overcome objections), and resource management.

To provide consistency between veteran training classrooms, a near-verbatim training guide with 18 sections provided detailed instructions and text to ensure all necessary instructional points were covered. In addition to the guide, trainers also used a videotape; a workbook containing exercises on the Newton and laptop computer and printed examples; the FI manuals for reference; and the two computers (the Newton and the Gateway laptop) loaded with the new 2003 programs.

5.3.2 Staffing

At each training site, there was a site leader, logistical assistant, and a lead technician with responsibilities as described in Section 5.2.2 for new-to-project training sessions.

Each classroom was taught by a training team consisting of a pair of FSs. One FS's staff attended during Session A, and the other FS's staff came for Session B. The FS pair worked together to divide the responsibility for presenting the various training sections. The presenting trainer usually trained from the front of the room while the other trainer monitored FI progress, assisted FIs with questions, and sometimes operated the computer equipment.

Training experience varied considerably among the FS staff. For classrooms with weaker training teams, site leaders assigned available RSs, survey specialists, or Instrumentation Team members to support the FS training team or, in some cases, to lead the training.

5.3.3 Training-the-Trainers

To prepare all lead and assistant trainers for their training role and to instruct all project staff in the changes for the 2003 survey, a Training-the-Trainers session was held in Cincinnati, OH on November 21–23, 2002. Classrooms were led by "master trainers" with assistance from other experienced project staff. The groups reviewed the Veteran training guide and materials as well as logistics for the January sessions.

The master trainers were RDs and other members of the management staff or Instrumentation Team. These master trainers attended a two-day Master Trainers session at RTI on October 29–30, 2002 to learn about the Veteran training program and the expectations for the Training-the-Trainers session.

During the three-day session in November, master trainers briefed the training teams on the veteran training program and gave a presentation on training etiquette. Trainers for January then presented their assigned sections of the guide to the classroom. Presenting to this group allowed for multiple classrooms to review the content and test the accuracy of the guide and the training program, submitting comments to the Instrumentation Team for consideration when making revisions. Most importantly, having the January trainers actually train gave them the opportunity to focus on their presentation style and mastery of the material.

5.3.4 Content of Veteran Field Interviewer Training Sessions

5.3.4.1 Day 1

Day 1 began with some actual study results from the 2001 survey followed by a brief presentation of data collection experiences from the 2002 survey, including response rates, costs, and data quality results. After an overview of the changes for 2003, trainers focused on the "Art of Communication," covering different communication types and styles and how they relate to NSDUH interviewing. This two and one-half hour session included numerous interactive activities designed to increase awareness and communication skills. The next topic was data quality, which included detailed reviews of various NSDUH protocols and procedures noted through field observations to sometimes be problematic. Day 1 concluded with interviewers switching rooms to mingle with staff from other teams to attend a session of their choice. The first option was a group discussion of ways to deal with households where finding someone at home is a challenge, while the other session had trainees proving their knowledge of the various project materials by participating in two exercises.

5.3.4.2 Day 2

Day 2 began with details of the 2003 changes for the Newton and for the CAI instrument. Next the FI computer equipment was returned and a practice screening and interview exercise completed. The next discussion section looked at obtaining cooperation from a slightly different point of view, focusing on persuasion skills. Next, trainers presented important information about resource management, and then wrapped up the second day of training by issuing an open-book post-training test.

5.3.4.3 Day 3

To begin the last training morning, FSs selected and led one of three workshops to spend more time on a topic where the region could use some improvement. Workshop choices included Planning Field Visits; FI Presentations, in which small groups prepared and gave presentations on a variety of NSDUH topics; and It All Ads Up, in which small groups prepared and presented commercials designed to encourage NSDUH participation. The remainder of the training consisted of an FS Team Meeting in which each FS could discuss region-specific topics and have time for team building exercises.

5.3.5 Special Veteran Training Sessions

One additional veteran training session was held January 11–13, 2003 in Cincinnati, OH to accommodate those veteran interviewers unable to attend the early January sessions and to train traveling FIs. Various project staff served as the trainers for these sessions, so that FSs could focus on managing data collection.

As the year progressed, veterans from 2002 who wished to continue working were trained individually via home study and telephone conference with an FS. These veterans missed the January sessions due to illness or pre-approved scheduling conflicts. With special permission, one-on-one training brought these interviewers up-to-speed on the 2003 NSDUH. Following successful completion of the home study, an FS (who had been chosen based on training ability) worked with the veteran for one to two days covering the content of the 2003 Veteran Training session. While group exercises were excluded, all individual exercises and discussions occurred.

5.4 Ongoing Training

Regional team meetings with particular FS teams occurred throughout the year. As needed, team meetings were held to introduce interviewers to a new supervisor (either FS or RS). In other situations with teams performing below expectations, the focus of these meetings was to provide further training for FIs on refusal avoidance, refusal conversion, and efficiently working case assignments. Additional discussion topics included data quality and specific team performance issues. For efficiency, these training meetings usually took place as group conference calls. Other than the kick-off team meetings held during Veteran training, no in-person team meetings occurred during 2003.

5.5 Periodic Evaluations (eVals)

Periodic evaluations of interviewer knowledge were conducted via an arrangement similar to the electronic home study for veterans. All FIs picked up the eVal program via transmission and had about one week to complete the 10 item questionnaire. These 10 items were assigned randomly from a bank of close to 100 questions all designed to test interviewer knowledge of basic NSDUH protocols. When finished with the open book evaluation, the computer program scored the answers so that the FIs could receive immediate feedback about their results. To pass, FIs had to score at least 80 percent. FIs not achieving that score received another set of 10 questions to complete. Any FI not scoring at least 80 percent on the second set of questions was placed on probation pending the completion of further re-training with the FS.

For the first eVal issued in May of 2003, almost 99 percent of the current interviewers passed on the first try. All 7 FIs requiring a second attempt passed. The results of the second eVal issued in August, 2003 were similar: over 99 percent passed on the first try, and all 6 needing a second attempt passed. Results from the 2003 eVal program are provided in Table 5.2.

5.6 Problems Encountered

Leading the training sessions held throughout the year required involvement of project staff with other NSDUH responsibilities. These dedicated staff trained each day and then completed their other project duties in the evenings. The demands on their time were increased on evenings when they had to staff FI Labs or conduct certifications. Training planners tried to rotate staff across the various training assignments throughout the year to avoid overloading any one individual. This seemed to work reasonably well.

**Table 5.1 2003 NSDUH Interviewer Training Programs**
Month	FI Training Sessions Date & Location	FIs Trained	Cumulative Number of FIs	Attrited FIs	Cumulative Number of Attrited FIs
	*Veteran Training Sessions*
Jan	Date: Session A: 1/5–6 Session B: 1/8–9 Location: 5 sites (see text)	616	616	9	9
	*Weekend /Make-up Veteran Trainings* Dates: 1/12–13 and 1/19–20 Location: Cincinnati (OH) and RTP (NC)	21	637
	Veterans Trained One-on-One	8	645
	*Replacement Training Sessions*
Feb	Veterans Trained One-on-One	4	649	6	15
Mar	Date: 3/19–28 Location: Cincinnati	70	719	11	26
Apr	Veterans Trained One-on-One	1	720	9	35
May	No training session	0	720	17	52
June	Date: 6/20–27 Location: Cincinnati	44	764	6	58
July	No training session	0	764	10	68
Aug	No training session	0	764	15	83
Sept	Date: 9/19–9/26 Location: Cincinnati	54	818	12	95
Oct	No training session	0	818	23	118
Nov	No training session	0	818	11	129
Dec	No training session	0	818	56	185

**Table 5.2 Results from Home Study and Periodic eVals**
Test Name	Passed on First Try		Failed on First Try						Total Passing
					Passed on 2nd Try		Failed 2nd try*
	Count	%	Count	%	Count	%	Count	%
Home Study, Dec. 2002	653	99.2	5	0.8	5	100.0	0	0.0	658
eVal, May 2003	657	98.9	7	1.1	7	100.0	0	0.0	664
eVal, August 2003	674	99.1	6	0.9	6	100.0	0	0.0	680
*Failures of the second try for either the Home Study or an eVal resulted in Probation.

Exhibit 5.1 Daily Trainee Evaluation

Exhibit 5.2 Mentoring Instructions

Mentoring Form General Instructions

The Mentoring Forms have three functions:

To standardize the documentation of mentoring.
To guide the mentor though the mentoring process.
To help the Field Supervisor identify additional retraining needs.

Prior to the mentoring session:

As a mentor, you should thoroughly review these instructions and the forms before the mentoring session. The forms are self-explanatory, but these instructions will help you and the new FI get the most out of the mentoring process. You should have enough copies of the forms for a full day's work – one of the Preparation Mentoring Forms and enough of the other Screening and Interviewing forms to complete one for each screening and interview observed that day.

Mentoring trips are expected to last between 6 and 8 hours. Working longer than the 4 hour minimum requirement sets a good example for the new FI and helps emphasize the importance of being cost effective. If possible, the FS should send you a copy of the segment materials prior to the session.

It is also important for you to alleviate any fears the new FI might be experiencing by presenting the mentoring process as on-the-job training. Mentoring is not a formal way to document what new FIs do "wrong," but rather to help new FIs learn field techniques and to ensure that they have a full command of project protocols.

Using the forms:

The forms contain a checklist and some open-ended questions. Follow along with the FI and for each item listed on the appropriate form, check "Yes" if the FI completed the task successfully, or "No" if additional retraining is needed.

For any items receiving a "No" response, please provide notes in the "Comments" column with a specific description of the problem and any retraining suggestions that you gave to the FI.

For "Yes" responses, the "Comments" field can be used as needed to document any positive feedback or suggestions for improvement that would not necessarily require retraining (e.g., organizing materials, presentation to respondents).

Feel free to use the back of the form for additional notes regarding the mentoring session, and number your responses to correspond with the specific line items.

Charging your time:

The new FI being mentored should charge his/her time to 7190–560, while you, as the mentor, should charge your time to 7190–552. Mentoring time should be charged under the appropriate column as you normally would when working in the field (e.g., contacting and locating time, interviewing time). An FS who conducts the mentoring should charge his/her time to the "Study/Training" column of a 7190–565 eSTE.

Once the Mentoring process is completed, send all completed forms to the Field Supervisor within 24 hours.

Preparation Mentoring Form Instructions

The Preparation Mentoring Form contains items that should be covered with the new FI before knocking on the first door. Explanations of these items are detailed below and correspond to the numbered criteria on the Preparation Mentoring Form.

FI arrived punctually: Punctuality is an important part of a Field Interviewer's job. If the FI arrives late for the mentoring session, we might question whether the new FI will make interview appointments on time.
FI had a professional appearance: The new FI should dress appropriately, but professionally, for the segment. As a mentor, you should also learn about the segment and dress suitably in order to provide a good example for the FI.
ID badge was properly displayed: Both you and the FI must display your ID badges whenever approaching the door of an SDU and while interacting with respondents.
FI had enough supplies: You should inventory the supplies the new FI has on hand and provide advice about how many of each item to bring to the field. You should also bring sufficient supplies with you as well.
FI materials were organized: You should evaluate the new FI's organization and spend a few minutes demonstrating some different ways to arrange the field materials.
FI had SME materials: You should explain the importance of using the segment materials packet when checking for missed dwelling units and for finding selected dwelling units (SDUs). If possible, bring a copy of the segment materials with you.
FI was able to locate the segment: Map reading skills are an important part of an FI's job. The FS needs to know if the new FI needs help using maps.
FI had a path of travel plan: You should ask the FI how he or she plans to work the assignment. If the new FI has not planned his/her work, you should spend a few minutes helping the new FI plan how to efficiently spend his/her day.
Equipment fully charged: The power level of the Newton should be checked. If necessary, show the FI how to check the power level by going into "Extras." Also, verify that the new FI has alkaline backup batteries for the Newton and that the laptop was charged the previous evening.
FI prepared to spend the day in the field: Did the FI bring a snack and something to drink in the field? Does the FI's car have plenty of gas? Is the FI wearing comfortable walking shoes? (There may be other items to consider based on any special needs of the area, such as whether the FI has a flashlight to lighten darkly-lit hallways inside an apartment building.) It is acceptable for you or the FS to add other points to this list, depending on the assignment area and the requirements the FS gives the team members.

Screening Mentoring Form Instructions

One Screening Mentoring Form should be completed for each screening observed during the mentoring session. "N/A" should be entered for any item that does not apply to the screening being observed. You should provide feedback and retraining immediately upon leaving each SDU. If any errors are made, it is important to document in the "Comments" section of the form all feedback you give and to note if additional attention and retraining from the FS is needed. Even if the problem is corrected in the field, the FS should review all points marked for retraining with the new FI.

The items below correspond to the numbered criteria on the Screening Mentoring Form.

Newton on "Identify SR" before knocking on door: The FI should have the Newton on the "Identify SR" screen prior to approaching the SDU.
Included FI name, RTI, Public Health Service, & lead letter in introduction: The introduction does not have to be verbatim, but must include these four points.
Offered R lead letter, if they did not recall receiving one: Lead letters must be offered to all screening respondents (SR) who do not recall receiving one.
Confirmed SR was a resident of SDU and 18 or older: FI should confirm that the SR is a resident of the SDU and, if not obvious, is 18 or older.
If SR is unavailable, asked when to return: FI should ask for a good time to return if an adult resident is not available.
Verified address: The entire address should be verified, including the zip code.
Handed R Study Description: A Study Description must be given to every SR.
Read "Informed Consent" screen: The "Informed Consent" screen must be read verbatim from the Newton.
If not an apartment, checked for missed DUs: The missed DU question must be asked unless the SDU is an apartment/condo. If this question is answered "Yes," you should be sure the new FI follows the missed dwelling unit addition and reconciliation procedures.
Read Occupancy questions verbatim: This item covers three Newton screens. Make sure the FI reads the "Occupancy," "Total SDU Members," and "Members 12 or Older" questions verbatim from the Newton.
Asked all roster questions verbatim: Mark the "Yes" box for all questions asked verbatim and "No" for any questions not read verbatim. Item 11h refers to confirming the roster information before beginning to roster the next HH member or moving to the eligibility section. Make sure the FI reads, "on his or her last birthday." Notes pertaining to any roster questions can be made in the "Comments" section.
Asked eligibility questions: Be sure the FI starts with "I need to make sure this list is accurate. I have listed (age/relationship)" and then reads the ages and relationships of the roster members to the SR. The new FI should also ask the "Ineligible for Quarter" and "Another Eligible HH Member" questions verbatim. Make sure the FI visually reviews the data columns before asking the two eligibility questions.
If necessary, edited roster: Enter "N/A" if no corrections were required.
For codes 22, 25, 26, & 30, read "Quality Check" screen: You might want to work with new FI on strategies to get phone numbers. Any helpful hints you supply should be noted here.
For codes 31 & 32, transitioned into the interview: Did the FI attempt to get the interview on the spot? Consider working with the new FI on strategies for transitioning to the interview.
Able to see Newton screen: This is an assessment of the new FI's ability to see the Newton screen in the field. You should record whether you showed the FI how to adjust the Newton contrast or use the sun visor on the Newton case.
Organized at the door: You should rate the FI's level of organization with his/her materials at the door.
Presented materials when appropriate: This refers to the optional materials, such as the Q&A brochure, not the required Study Description and Lead Letter. While not required, does the FI display comfort in using them? Were there times the FI should have used an item and did not? On the other hand, did the FI overburden the R with too many materials?
Acted professionally & courteously: The FI should remain professional at all times when dealing with a respondent. Remember that everyone will develop their own style, but we must all remain professional and courteous when working in the field.
Did not bias the R: This refers to both verbal and non-verbal biasing. Watch for facial expressions and body language as the FI goes through the screening. Sometimes this nonverbal communication can bias a respondent as much as what the FI says.
Adequately answered R questions; demonstrated knowledge of study: This item asks how well the FI addressed the SR's questions during the screening. Does the FI demonstrate a thorough understanding of the study? Was the FI able to address R's questions & concerns?
Maintained comfortable, conversational tone: This item asks about the comfort level of the FI. Please note if the FI had difficulty or made an uncomfortable delivery.
Make additional notes wherever possible, using the back of the form if necessary

Interview Mentoring Form Instructions

One Interview Mentoring Form should be completed for each interview observed during the mentoring session. "N/A" should be entered for any item that does not apply to the interview being observed. You should provide feedback and retraining immediately upon leaving each SDU. If any errors are made, it is important to document in the "Comments" section of the form all feedback you give and to note if additional attention and retraining from the FS is needed.

The items below correspond to the numbered criteria on the Interviewing Mentoring Form.

Effectively transitioned from the screening to the interview: Was the transition to the interview smooth? Were there any problems with getting the interview started? You should provide the FI with helpful hints for transitioning from the screening to the interview, as needed. Enter any notes about the suggestions provided in the "Comments" box.
If necessary, attained parental consent: Did the FI check with a parent or guardian before discussing the study with a minor?
If IR is not SR, explained study: Make a note here if the study was not explained effectively or if the FI provided too much information (e.g., the FI went into more detail than the respondent needed or wanted to hear).
Read appropriate Informed Consent from Showcard booklet: Every Interview Respondent (IR) must be read the Informed Consent script verbatim from the Showcard Booklet. The IR must be given a Study Description if he or she was not also the SR. The SR should have already been given a Study Description during the screening. Additionally, check to make sure that the FI is reading the correct Informed Consent script (for Rs 12 – 17 vs. for Rs 18+). For minors, the FI must first read the Parental Consent paragraph to a parent or guardian.
Able to answer IR questions: If the IR asked any questions and the FI had difficulty answering them, a note should be made here. It is acceptable for you to answer the questions, but you should only do so if the FI does not know the answer or misleads the IR. You are there to help, but should allow the FI to interact with the respondent as much as possible.
Chose a private location: If there was a more appropriate place available for the FI to complete the interview and the FI did not suggest, it should be noted here. The main concern with regard to choosing a private location is the protection of the respondent's confidentiality.
Set up laptop efficiently: Any suggestions you provide to help the new FI set up the computer equipment should be noted here.
Read all front-end questions verbatim: All errors should be noted here.
Completed calendar correctly, reading the CAI script verbatim: In addition to listening to what the FI is reading, you should check the calendar after the interview and remind the FI to mail the calendar to their FS in a weekly shipment.
Kept calendar where R could see it: The calendar should be placed beside the computer or beside the IR so that it can be referred to when needed.
Completed Intro to ACASI & headphone introduction correctly: Mark "Yes" if the computer practice session and headphones were introduced properly using the scripted text, and if each key was pointed out correctly. If the headphones were not offered or introduced correctly or if any of the keys were missed, mark the "No" beside that item.
Kept ACASI portion private & confidential: Anything that happened during the interview that could have violated the confidentiality of the IR should be noted here. If a serious breach of confidentiality occurs (such as the FI looking at the screen or reading the ACASI questions to the IR), you should politely interrupt the FI and demonstrate how to help the IR while preserving the confidentiality of his/her responses.
Read all back-end questions verbatim: Note any items that were not read verbatim.
Probed I&O questions thoroughly: You should pay special attention to question INOC05, and be sure the FI probes for additional job tasks/duties.
Completed Quality Control form correctly & read verification instructions verbatim: The FI portion of the Quality Control form should be completed while the respondent is completing the ACASI portion of the interview and checked by you. If the IR has been completing the ACASI portion of the interview for ten minutes or so and the FI has not completed the bottom portion of the form yet, you should remind the FI to do so. You should also be sure the FI asks the IR to seal the envelope, and that the FI takes the envelope at the end of the interview.
Followed incentive payment procedures: Document any problems with the incentive payment process.

Note that items 17 though 22 address items that apply to the entire interviewing process.

Materials & equipment organized: Overall organization issues should be documented on the Preparation form. Item 17 here checks how well the FI puts organization strategies into practice during an actual interview, such as having their Showcard booklet and other materials available and ready to conduct the interview.
No bias introduced: Biasing a respondent may entail giving leading probes or not asking a question verbatim. Include note of those types of errors, plus any feedback on the FI's body language such as acting hurried, facial expressions, etc.
Spoke in a clear voice: Provide feedback on the overall voice quality of the FI. Was his/her voice too loud or too soft or did he/she mumble during the interview?
Maintained a comfortable pace: Sometimes new FIs do not realize they are moving too quickly or too slowly. The wrong pace can irritate the respondent and affect the accuracy of the data they report.
Acted professionally & courteously: The FI should be courteous and respectful of the respondent and the respondent's home at all times.
Kept interview data confidential: Confidentiality is mentioned here to cover situations beyond the interview setting. This could include conversations with other household members or speaking outside the home about a respondent where someone else could overhear the conversation.

Make additional notes wherever possible, using the back of the form if necessary.

Click to Return to OAS Home Page

Click to Email OAS Data Questions

Click For Non-frames / text version of site

This page was last updated on May 20, 2008 .

SAMHSA, an agency in the Department of Health and Human Services, is the Federal Government's lead agency for improving the quality and availability of substance abuse prevention, addiction treatment, and mental health services in the United States.

Privacy Statement | Site Disclaimer | Accessibility