Hugh Bases, M.D.

Measurement methodology in children's health locus of control
Bases, Hugh; Schonfeld, David J
2002 Jun;23(3):158-162, Journal of developmental & behavioral pediatrics
Health locus of control scales for children are often constructed in an agree/disagree format. It was hypothesized that the structure of the instrument may be in part responsible for the finding that young children (7-8 yr) have an external health locus of control relevant to children several years older. The original version and a revised version, using a choice of attribution format, were both administered to 444 students (98% of eligible students) attending 10 second-grade classes. Although the mean scores for the two formats were the same, 32.0 (SD = 3.3), item level analyses showed poor agreement (kappa, -.005-.41) and significant bias in disagreements on 15 of the 20 items. Changes in the wording of the questions led to different results, indicating possible limitations in either format. The observation that young children likely have a mixed health locus of control indicates that health educators may benefit from employing both internal and external sources of reinforcement to promote healthy behaviors in young children
— id: 104952, year: 2002, vol: 23, page: 158, stat: Journal Article,

Pilot-testing a cancer education curriculum for grades K-6
Schonfeld, D J; Bases, H; Quackenbush, M; Mayne, S; Morra, M; Cicchetti, D
2001 Feb;71(2):61-65, Journal of school health
Risk behaviors established during childhood including tobacco use, sunning, and eating habits contribute to most adult cancers. This project pilot-tested a developmentally appropriate cancer prevention curriculum for grades K-6, using a treatment group only design with pretesting and posttesting using a standardized, semistructured interview and involving 67 students (77% of eligible students) attending mixed grade classes. A seven-unit curriculum based on cognitive development, social cognitive, and social influence theories was taught by classroom teachers. Students showed a significant (p < .0001) gain in conceptual understanding for causality and prevention of cancer; the gain for causality of cancer was comparable to the baseline difference between kindergarten and the highest (5-6) grade. Significant gains in factual knowledge and decreases in misconceptions about casual contact also were documented. A developmentally based elementary school cancer prevention curriculum can enhance young children's conceptual understanding and factual knowledge of common contributors to adult cancers
— id: 104949, year: 2001, vol: 71, page: 61, stat: Journal Article,