Behavioural Surveillance Surveys - The Wisdom of Whores

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GUIDELINES FOR REPEATED BEHAVIORAL SURVEYS IN POPULATIONS AT RISK OF HIV C H A P T E R 5 - WEIGHTING IN MULTI-STAGE SAMPLING weighting in multi-stage sampling ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ • Weighting the data • Potential bias from not weighting • Calculating standard errors
5 Weighting in multi-stage sampling This chapter contains key information about analysis for cluster sampling that will be critical during the planning stage of the survey. It explains what information must be recorded during data collection so that appropriate analysis techniques can be applied to adjust for any bias that may have occurred as a result of the sampling design. Included in this chapter are 1) a discussion of how multi-stage cluster designs must be considered in the analysis, 2) instructions on how to calculate sampling probabilities for weighted analysis and 3) and introduction to cluster analysis. When and why must the cluster design be considered for analysis? Some and perhaps most of the sampling plans used in the BSS will produce non-selfweighted samples; that is, samples in which sub-population members have unequal probabilities of selection, resulting in potentially biased samples. The magnitude of the bias will depend upon two factors: (1) the magnitude of differences among respondent group members in terms of probabilities of selection and (2) the magnitude of differences in behaviors across sample sites. The standard method for correcting for unequal probabilities of selection is to apply sampling weights to the survey data during analysis, as described below. B EHAV I OR A L S U R V EI L L A NC E SURV EY S CHAPTER 5 59
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BEHAVIORAL SURVEILLANCE SURVEYS GUI
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Family Health International (FHI) H
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Chapter 7 Analysis and interpretati
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3. Choosing populations for behavio
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G UIDELINES FOR REPEATED BEHAVIORAL
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Recognizing that HIV surveillance d
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Different approaches to collecting
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The principal rationale for focusin
Page 17 and 18: It is not possible to validate data
Page 19 and 20: GUIDELINES FOR REPEATED BEHAVIORAL
Page 21 and 22: The process of building partnership
Page 23 and 24: Funders of HIV prevention activitie
Page 25 and 26: What is to be measured ? Indicators
Page 27 and 28: Step 7 : Constructing a sampling fr
Page 29 and 30: Step 12 : Data collection and super
Page 31 and 32: choosing population groups GUIDELIN
Page 33 and 34: the spread of HIV. For this reason,
Page 35 and 36: In some circumstances, public healt
Page 39 and 40: The majority of sub-populations of
Page 41 and 42: In the end, the issue boils down to
Page 43 and 44: In looking at behaviors of hard-to-
Page 45 and 46: Maps derived from program planning
Page 47 and 48: Selecting primary sampling units (c
Page 49 and 50: ...when measures of size are not av
Page 51 and 52: If there is no reason to believe th
Page 53 and 54: Figure 3 : Decision tree for first-
Page 55 and 56: Implications of alternative samplin
Page 57 and 58: Table 5 : Values of Z 1-α and Z 1-
Page 59 and 60: Table 6 : Sample size requirements
Page 61 and 62: equired. In this case, the pros and
Page 63 and 64: Should one- or two-tailed z-score v
Page 65 and 66: Other measurement issues for BSS Th
Page 67: A “low-tech” solution to the pr
Page 71 and 72: Figure 6 : Procedures for calculati
Page 73 and 74: Calculating weights from sampling p
Page 75 and 76: Calculating standard errors with mu
Page 77 and 78: 6 Adapting and using questionnaires
Page 79 and 80: Some attempts have in the past been
Page 81 and 82: Informed consent Confidentiality an
Page 85 and 86: Recommended Methods of Statistical
Page 87 and 88: where n is the sample size in the d
Page 89 and 90: Table 2 : Reported number of non-re
Page 91 and 92: False conclusions: the danger of co
Page 93 and 94: Analysis of trends in behavior over
Page 95 and 96: Changes in sampling methodology ove
Page 97 and 98: 8 Using the data collected to impro
Page 99 and 100: Improving prevention programs As a
Page 101 and 102: Finally, information about HIV and
Page 103 and 104: Figure 9 : HIV and STD prevalence,
Page 105 and 106: 9 Indicators This guide identifies
Page 107 and 108: The standard questionnaires are acc
Page 109 and 110: INDICATORS Page INDICATORS FOR YOUT
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Page 113 and 114: KEY INDICATORS What follows is a fu
Page 115 and 116: The indicator uses promoted data. O
Page 117 and 118: To be counted the numerator for thi
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Strengths and limitations Some meas
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Adult Indicator 5 Consistent condom
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Adult Indicator 7 (men only) Number
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Adult Indicator 9 Consistent condom
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Adult Indicator 11 Population seeki
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Adult Indicator 12 Exposure to inte
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Youth Indicator 2 No incorrect beli
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Youth Indicator 4 Youth sexually ac
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Youth Indicator 6 Number of sexual
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Youth Indicator 8 Consistent condom
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Youth Indicator 10 Commercial sex a
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Youth Indicator 14 Exposure to inte
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Female Sex Worker Indicator 2 No in
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Female Sex Worker Indicator 5 Sex w
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Indicators for men who have sex wit
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Men Who Have Sex With Men Indicator
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Men who have sex with men Indicator
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Indicators for injecting drug users
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Injecting Drug User Indicator 3 Inj
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Injecting Drug User Indicator 8 Dru
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Injecting Drug User Indicator 10 Dr
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Suggested Reading Brown T, Sittitra
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QUESTIONNAIRE For Adult Target Grou
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The ADULT questionnaire includes th
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FHI 1999 HIV/AIDS/STD BEHAVIORAL SU
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POSSIBLE ADDITIONAL QUESTIONS Commu
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STD Treatment seeking behaviors No.
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STD Treatment seeking behaviors (co
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QUESTIONNAIRE For Unmarried Male An
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The YOUTH questionnaire includes th
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No. Questions and filters Coding ca
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Stigma and Discrimination No. Quest
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FAMILY HEALTH INTERNATIONAL (FHI) H
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STD Treatment seeking behaviors No.
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STD Treatment seeking behaviors (co
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QUESTIONNAIRE For Men Who Have Sex
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The MSM questionnaire includes the
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STD Treatment seeking behaviours No
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No. Questions and filters Coding ca
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QUESTIONNAIRE For Injecting Drug Us
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This questionnaire includes the fol
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EXAMPLE OF SUPERVISORS’ AND INTER
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A “take-all” approach is to be
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• To probe for additional informa
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Part B: How to use the Long Distanc
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An example of a question for which
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Part C: Section-by-section review o
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Q109. If the respondent says he/she
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it is asking if the respondent has
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Section 5 : Non-regular partners Q5
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Q706 : This question determines the
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Q910 - Q912 : Knowledge of maternal
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in riskier behavior (i.e., not usin
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Section 5 : Non-paying partners Que
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3 APPENDIX WORKING EXAMPLES OF SAMP
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For the purposes of the BSS, the ke
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The second stage sampling procedure
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Notes: 1. It may not always be poss
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The information from the mapping ex
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In Figure 3, clusters were chosen b
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Fieldwork assignments when the “t
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Figure 4 : Example of targeted snow
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In some settings it may not be acce
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Figure 6 : Steps in using the segme
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Figure 9 : Map of hypothetical samp
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In-class sampling of school youth T
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Alternative to “in-class” sampl
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found at the various locations at d
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What should be done if, even after
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FIELDWORK FORMS The following set o
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Form I Cluster Selection Sheet (Pro
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Form 2 Cluster Selection Sheet (Equ
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Form 3 Assignment Information Sheet
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Form 4 Cluster Information Sheet Su
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TABLE OF CHI-SQUARE STATISTICS AND
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Step 2 : Calculate the expected num
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