Psychology RootsHome Interview (Vignettes)
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About Home Interview (Vignettes)
Scale Name
Home Interview (Vignettes)
Author Details
Kenneth A. Dodge (1980), adapted by Hiram E. Fitzgerald and Steven R. Asher (1987), and J. Lawrence Aber, Joshua L. Brown, Stephanie M. Jones, and Carol L. Samples (1995)
Translation Availability
English
Background/Description
The Home Interview (Vignettes), originally developed by Kenneth A. Dodge in 1980 and adapted by Hiram E. Fitzgerald and Steven R. Asher in 1987, and further refined by J. Lawrence Aber, Joshua L. Brown, Stephanie M. Jones, and Carol L. Samples in 1995, is a structured interview tool designed to measure children’s attributions of hostile or benign intent to a provocateur in hypothetical vignettes. Targeting urban elementary school children in grades 1-6 (ages 6-12), the scale assesses social information-processing biases, specifically hostile attributional bias (HAB), which is the tendency to interpret ambiguous peer actions (e.g., being bumped) as intentionally hostile. This bias is linked to reactive aggression, as outlined in Dodge’s social information-processing model. The 1995 adaptation was used in violence prevention research, including the Resolving Conflict Creatively Program (RCCP).
The tool presents eight vignettes depicting ambiguous peer provocations (e.g., a child’s lunch is knocked over), each followed by questions to determine whether the child attributes hostile or benign intent to the provocateur (e.g., “Did they mean to do it?”). Responses are typically scored on a binary or Likert-type scale (e.g., 0 = “benign” to 1 = “hostile”), with higher scores indicating greater hostile attributional bias. The adapted versions simplified language and administration for younger children and urban samples. Validated in diverse urban settings, the scale is particularly relevant for studying social-cognitive risk factors in high-risk environments.
Psychologists, educators, and violence prevention researchers use the Home Interview to identify children at risk for reactive aggression, evaluate social-cognitive interventions, and inform programs like attribution retraining or conflict resolution. Its moderate internal consistency and structured format enhance its utility, though its English-only availability, reliance on verbal comprehension, and specific age range may limit broader application.
Administration, Scoring and Interpretation
- Obtain a copy of the Home Interview (Vignettes) from primary sources, such as Dodge (1980) in Child Development, Fitzgerald and Asher (1987), or Aber et al. (1995) in Developmental Psychology, or authorized research archives, ensuring ethical use permissions.
- Explain the purpose to respondents, noting that it assesses how they interpret peer actions to understand social behavior, using age-appropriate language and emphasizing confidentiality.
- Administer individually or in small groups, reading each of the eight vignettes aloud and asking standardized questions about the provocateur’s intent. Record responses using the scoring system (e.g., binary or Likert scale).
- Approximate time for completion is 10-15 minutes, depending on the child’s comprehension and verbal ability.
- Conduct in a classroom, clinical, or research setting, ensuring a quiet, supportive environment to promote accurate responses.
Reliability and Validity
The Home Interview (Vignettes) demonstrates acceptable psychometric properties, as reported by Aber et al. (1995). Internal consistency is moderate, with a Cronbach’s alpha of 0.70, indicating reasonable item cohesion across the eight vignettes, though variability may reflect differences in vignette interpretation. Test-retest reliability is not explicitly reported but is inferred to be moderate based on its use in longitudinal studies.
Convergent validity is supported by correlations with peer-nominated aggression (r ≈ 0.40-0.60) and teacher ratings of reactive aggression, aligning with Dodge’s (1986) findings that hostile attributional bias predicts retaliatory behavior. Discriminant validity is evidenced by weaker correlations with unrelated constructs, such as academic achievement (r < 0.30). Criterion validity is demonstrated by its ability to predict reactive aggression (but not proactive aggression) and its sensitivity to intervention outcomes, with reduced hostile attributions post-RCCP in Aber et al. (1998). Factor analyses are not detailed, but the scale’s focus on hostile versus benign intent supports construct validity. These properties affirm the tool’s utility in social-cognitive and violence prevention research, particularly for urban youth.
Available Versions
04-Items
Reference
Dodge, K. A. (1980). Social cognition and children’s aggressive behavior. Child development, 162-170.
Fitzgerald, P., & Asher, S. R. (1987). Aggressive-rejected children’s attributional biases about liked and disliked peers. In annual meeting of the american psychological association, New York.
Important Link
Scale File:
Frequently Asked Questions
What does the Home Interview (Vignettes) measure?
It measures children’s attributions of hostile or benign intent in ambiguous peer provocations.
Who can use the tool?
Psychologists, educators, and researchers studying social cognition and aggression in children.
How long does it take to complete?
It takes about 10-15 minutes.
Is the tool specific to urban children?
Yes, it was validated in urban elementary students, grades 1-6.
Can the tool inform violence prevention?
Yes, it identifies hostile attributional bias for interventions, with moderate reliability.
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