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HOME Observation Analysis

Lindee Fenn

Brigham Young University—Idaho

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HOME Assessment Analysis

What is it?

The Home Observation for Measurement of the Environment (HOME) is a profile which

is used to analyze and evaluate the circumstances and environment in the home in which a child

is growing up. The HOME is an instrument that is used to better help us understand and identify

key aspects about a child’s environment that affects later development. Its main focus is to assess

the stimulation to and from the child within the natural setting of their home. The HOME

assessment includes an observation and the parent interview. The information that is obtained in

the assessment is organized into different areas, or constructs, that allow us to consider each

aspect of the child’s environment. The HOME assessment has proven successful in many

circumstances. The assessments and studies conducted have provided information that

specifically identify differences between children who may be at risk of some form of

developmental delay and those who would fall under the spectrum of ‘normal.’ Due to these

findings, there have been intervention programs implemented concerning their specific areas of

need to enhance children’s development in said area. The HOME assessment has been used to

evaluate children before and after the intervention program. In one study, it is found that an

intervention to increase language stimulation proved to benefit the cognitive scores and home

environment of all children involved (Totsika, 2004). Another strength of the HOME is its ability

to determine relationships between assessment scores and children’s outcomes. For example, we

know that sensitivity and responsivity in mothers are more likely to have children with secure

attachments in the future (Totsika, 2004).

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How did I do it?

To conduct the observation assessment and parent interview, I learned about a young

family living close by from a friend of mine. Through my friend I obtained the contact

information for the mother. I contacted her and asked if allowing me into her home to complete

the observation and assessment would be something she is open to. She agreed and soon after I

went by her home for a brief 10- to 15-minute meeting simply to introduce myself, become

comfortable, and to discuss the purpose of the observation and interview. This was the first time

I had the opportunity to meet the little boy I would be observing and the boy’s mother. I was

warmly welcomed in by the mother. Although I was a complete stranger to Harvey, in no longer

than a minute he treated me as if I was a close friend. He even pronounced my name correctly.

Harvey had just celebrated his third birthday the previous week. Although their home was rather

small, it seemed to be very comfortable for the family of three. They lived in an apartment on the

second floor. For the first while, the observation took place not in their home but in the yard right

outside their apartment. After about 30-45 minutes, I asked the mother if we could move inside

where I got to see the main living place and more importantly, his bedroom where the remainder

of the observation took place. Due to the casualty of the visit, altogether the observation and

parent interview took approximately one hour and 45 minutes.

Summary and analysis

In the assessment there are six constructs which categorize the data obtained from the

observation and interview. Here we will evaluate the information from the assessment of Harvey

and his mother.

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Responsivity

The purpose of this construct is to observe the quantity and quality of the physical, verbal

and emotional responses of the parent to the child. Harvey’s mom, Kimber is absolutely in love

with her son. She was continuously praising Harvey and, in their own way, practically holding

full conversations. In fact, they play together quite frequently she said in response to one of the

interview questions. Among their favorite games are farming and wrestling. This would be

considered one of their best strengths. Kimber responds to her son very well. The average score

for this construct is nine. Kimber and Harvey scored a ten while the highest score possible is

eleven. This score is above average with their only weakness being physical contact. Kimber

often spoke about how she and Harvey snuggle all the time, but during the observation she never

spontaneously caressed, kissed, or snuggled in any way with Harvey even once. Harvey quite

frequently went up to her, but not the other way around. It is vital for the mother to show active

love and attachment to her son. It has been shown that forming such a two-way attachment

decreases the chances of having behavior problems and insecurity issues (Kochanska, 2013).

Acceptance

It is very important to measure the lack of restriction and punishment and how accepting

the parent is in circumstances of child misbehavior. When asked about challenges in their

relationship, Kimber explained that Harvey is so well behaved that there are rarely any problems.

Because Kimber believes in allowing him to learn at his own pace, she avoids restricting Harvey

in any way other than situations that could be harmful. This is one of their strengths. Once again,

their results within this construct were high, with a score of seven, eight being the highest

possible and the average being a six. The only item that they were scored negatively would be

number fifteen which has us observe whether the parent does not express overt annoyance with
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or hostility to child. As mentioned before, the observation first took place in the yard of their

apartment. Once I asked to complete the assessment inside, Harvey was very saddened that he

could no longer play outside in the fire pit. After dragging him inside, Kimber’s voice became

quite stern and frustrated with his lack of cooperation in washing his hands. Although she did not

raise her voice, it was clear in her tone that she was overtly annoyed. I recommend remaining

calm in such situations. It has been shown that such behaviors are correlated with psychological

and physical aggression within the family setting (Grasso, 2016).

Organization

This construct checks for routine and structure in the family’s schedule. We look for

regularity and safety in the child’s environment. For example, information to be obtained within

this area is whether childcare is provided by three regular substitutes, and whether the child has a

special place designated for toys. Kimber is a stay at home mother. The majority of her world

revolves around Harvey. Once I asked about a routine, as an interview question, she explained

that the only sure things that happens every week is going to church and Wednesday cleaning

days. Other than that, they pretty much go with the flow. The highest score possible in

Organization is a six, with the average being a five. Kimber and Harvey scored a five falling

right in the normal range. However, an outstanding weakness that I observed would be the lack

of scheduled events and opportunities that Harvey has to be in environments outside his own

home. I would recommend that Harvey have more regular experience outside of his own home

throughout the week. Within the home, Harvey is very familiar with his surroundings. Some

mothers have found that this lack of stimulation can hinder children’s development (Paula,

2013). When outside the home, he is able to experience new, stronger stimuli that has been

shown to be essential stepping stones for further development.

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Learning Materials

It is extremely important to have learning materials that challenge cognitive and physical

developmental abilities. Toys that illicit play and growth have critical roles in children’s

learning. Because Harvey is such an active child, as Kimber explained during the interview, she

believes that playing outside is one of the best ways to help him in his development. “And that is

what he likes,” she said, “He definitely prefers this over the smart ‘put the shape in the right

place’ kind of toys.” Although Harvey may prefer playing outside, this would be a difficult

inference to make due to the countless stuffed animals, musical instruments, and action figure

type of toys he has in his bedroom. The average score in this area is a seven with the highest

possible score being a nine. Kimber and Harvey scored a seven. Overall, they did well in this

area, but there is still an important weakness that I noticed. Among the many learning materials,

there were no toys which challenged his hand-eye coordination. Usually we will take note of any

such simple or complex toys, but both of these items were not provided in the household. These

toys are important stepping stones in which children learn small and large motor skills. I would

highly recommend Harvey and all children have access to them as it has been shown that the

development of such skills positively affects body image as they get older (Telford, 2013).

Involvement

For this construct we identify how actively the parent is involved in providing stimulation

and helping the child learn. There is much communication between Kimber and Harvey. “He

formulates almost full sentences,” Kimber explains. This is how much of Harvey’s learning takes

place, rather than Kimber actively providing a setting for him to learn. She simply tends to

encourage learning something when he is ready. For example, Kimber will explain what an

airplane is when he brings one to her, instead of actively encouraging such a setting. They scored
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a five out of six with the average scoring a four. While their score reached above the average,

there is still much room for improvement. With a mother who is actively providing settings in

which their child can learn has shown to benefit their development considerably (Metzl, 1980).

Variety

While structure is important, too much structure may also be harmful. This factor seeks to

identify a variety in people and events within the child’s routine. Some of the key items assessed

include the father providing some care for the child each day and a parent reading to the child at

least 3 times per week. They seemed to do well in this area. In the interview Kimber explained

how Harvey’s dad comes home every night and has special one on one time with him and

Harvey never fails to remind his parents to read him a book before he goes to bed. The median

for this construct is three. They scored a four out of five. Still, with such a score there is always

room for improvement. An item influencing this area is how often there are physical extended

family interactions. Although Harvey is so friendly and loving, I observed that he does not seem

to have many interactions with new people. Other than his parents, care provider, and church

friends on Sunday, Harvey has few opportunities to meet people with new faces and

personalities. In such a case I would recommend increasing his interaction and conversation with

new people. It has been found that children are able to recognize behaviors and actions of those

around them and, in turn, learn from them (Woodward, 2009). Putting Harvey in these situations

will enhance his social development.

What else?

Throughout the assessment, there were other aspects of Harvey’s environment that were

not included in any of the constructs or the interview. I observed that he, even at such a young

age, has already been given scheduled responsibilities. Some examples include feeding and
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washing their pet birds, picking up all his bedroom toys, and watering their many plants. From

observing and asking questions, I learned that he willingly complies with the reminders to

complete these tasks and even occasionally will do it on his own. In one study it has been found

that children with secure attachments, just like Harvey and his mom, are more likely to willingly

commit to such tasks (Lickenbrock, 2013). I believe this will greatly improve his discipline and

responsibility in the future. Although it may be debatable that these tasks make any long-term

difference, I suspect that because he is so young, this will boost his trajectory in the development

of these characteristics and as years go by it may be found as one of Harvey’s strengths.

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Appendix

References

Grasso, D., Henry, D., Kestler, J., Nieto, R.,Wakschlag, L., & Briggs-Cowen, M. J. (2016).

Harsh Parenting As a Potential Mediator of the Association Between Intimate Partner

Violence and Child Disruptive Behavior in Families With Young Children. Journal of

Interpersonal Violence, 31(11), 2102–2126. Https://dx.doi:10.1177/0886260515572472

Kochanska, G., & Kim, S. (2013). Early Attachment Organization With Both Parents and Future

Behavior Problems: From Infancy to Middle Childhood. Child Development, 84(1), 283-

296. Https://dx.doi:10.1111/j.1467-8624.2012.01852.x

Lickenbrocka, D. M., Braungart-Riekerb, J. M., Ekasc, N. V., Zentalld, S. R., Oshioe, T., &

Planalpb, E. M. (2013). Early Temperament and Attachment Security with Mothers and

Fathers as Predictors of Toddler Compliance and Noncompliance. Infant and Child

Development, 22, 580–602. Https://dx.doi:10.1002/icd.1808

Metzl, M.N. (1980). Teaching Parents a Strategy for Enhancing Infant Development. Child

Development, 51(2), 583-586. Https://dx.doi:10.1111/1467-8624.ep12329702

Paula, Lila Isabel C. de, Pires, Cibelle Dutra, Mascarenhas, Tamara Santiago, Costa, Joyce

Pinheiro L., & Brito, Luciane Maria O .. (2013). Perception of the association between

environmental stimulation and normal development by mothers of children in the forst

three years of life. Revista Paulista de Pediatria, 31 (2), 211-

217. Https://dx.doi.org/10.1590/S0103-05822013000200012
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Telford, R. D., Cunningham, R. B., Telford, R. M., Olive, L. S., Byrne, D. G. and Abhayaratna,

W. P. (2013), Benefits of early development of eye–hand coordination: Evidence from

the LOOK longitudinal study. Scand J Med Sci Sports, 23, 263-269.

Https://dx.doi:10.1111/sms.12073
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Totsika, V., & Sylva, K. (2004). The Home Observation for Measurement of the Environment

Revisited. Child and Adolescent Mental Health, 9(1) 25–35.

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Woodward, A. L. (2009). Infants’ Grasp of Others’ Intentions. Current Directions in

Psychological Science, 18(1), 53-57. Https://dx.doi:10.1111/j.1467-8721.2009.01605.x

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