AgDARE : Scoring and Use of SurveysFarm Safety Attitude Survey
Safety Attitude Survey is an eight item instrument designed
to evaluate the student's perceptions about farming with a
disability and their attitudes toward prevention of injury.
Students rate their agreement with each statement on a one
to five scale, with one being "not at all true"
to five "definitely true". Scores for the individual
items are simply summed for a total score. Scores can range
from 8-40 with higher scores indicating greater agreement
that disabilities create challenges to work and life and that
injuries that cause disabilities are preventable. Using the
scale before and after AgDARE may be helpful in evaluating
the effectiveness of the curriculum and help you identify
areas that need more emphasis.
Stages of Change Survey
instrument was developed to evaluate the effectiveness of
moving the student from thinking about a safety change to
actually implementing (doing) the change. It is based on the
Transtheoretical Model of Change (TMC) (Prochaska, Johnson
& Lee, 1998)1. The TMC has been widely utilized to explain
how people initiate behavior change, progress through change,
and maintain new behaviors. Although the model was originally
conceptualized and developed focusing on behavioral change
in adults, the TMC is equally appropriate and valid for use
with an adolescent population. Students rate their agreement
with each statement on a one to five scale, with one being
"not at all true" to five "definitely true".
Scores for the individual items are simply summed for a total
score. Scores can range from 10 to 50. Higher scores indicate
more active thinking about safety and actually taking an action
to prevent injury. Using this instrument before and after
AgDARE will help you understand the "real life"
effect of the program. Positive changes in SOC scores indicate
that the instruction triggered more thought about safe behavior
and resulted in actions to safeguard the student.
We recommend using the FSA and SOC before and after instruction to measure change; however, you can use it either to establish your students' baseline scores or as a post-test only design. The results will not be as meaningful but will still give you some insight about your students' attitudes and behaviors.
This curriculum guide was supported by Grant Number 1 R01/CCR414307 from NIOSH. Its contents are solely the responsibility of the authors and do not necessarily represent the official views of NIOSH. Special thanks to Dr. Ted Scharf.
Disclaimer and Reproduction Information: Information in NASD does not represent NIOSH policy. Information included in NASD appears by permission of the author and/or copyright holder. More