HIT D&A-How I Think about Drugs and Alcohol Questionnaire

HIT D&A-How I Think about Drugs and Alcohol Questionnaire
Manual and Packet of 20 Questionnaires
High School
ISBN: 
978-0-87822-599-6
Item Number:
5361
Price:$29.99

Overview

Grades 9-12. Based on the theoretical model of the How I Think (HIT) Questionnaire, this research-based, 54-item assessment tool measures adolescents' behaviors and attitudes related to drug use. The HIT - D&A requires only a fourth-grade reading level and can be completed by most adolescents in 5 to 10 minutes. It provides information on the type and degree of drug use, impact of drugs on the adolescent's life, normative levels of soft and hard drug use, abuse and dependence symptoms, and how adolescents rationalize the use of drugs through self-serving cognitive distortions such as self-centered, blaming others, minimizing/mislabeling, and assuming the worst. The How I Think about Drugs and Alcohol Questionnaire is accompanied by a 68-page manual that includes scoring and computation instructions and forms. The HIT - D&A is useful in assessment, treatment planning, tracking therapeutic progress, and individual- or program-level outcome evaluation.

The HIT-D&A Questionnaire can be used in a variety of situations that call for the assessment of adolescents' drug-related behaviors and/or attitudes. In certain situations, such as primary care settings or school counselor offices, the HIT-D&A is brief enough to function as a screener when the client and clinician wish to evaluate the possibility of a referral for drug treatment. In other situations, such as mental health clinics or drug treatment centers, the HIT-D&A is comprehensive and detailed enough to be used as an integral part of a full clinical evaluation of an adolescent's drug problem.

In addition to its utility as a clinical tool for assessment and outcomes evaluation, the HIT-D&A should prove to be a practical research instrument. The field of adolescent drug use desperately needs reliable and valid measures of key constructs in order to propel the field forward. With one brief measure, researchers can assess drug use as well as related symptoms and attitudes. For example, the HIT-D&A could be used to investigate the complicated relationships that likely exist between drug-related attitudes and behaviors. Attitudes that support drug use may someday provide predictive validity for the later development of drug problems before the onset of drug use has even occurred. Such attitudes may also someday help to predict drug use continuation, progression, desistance, quality of response to treatment, differential responses to different types of treatments, and likelihood of relapse after treatment. The HIT-D&A can further be used to evaluate developmental claims regarding the progression of use from soft to hard drugs, or from experimentation to abuse and then dependence. Such a developmental progression could even be investigated with regard to the role of attitudes in shaping different developmental trajectories.

Table of Contents (Manual)
  • Background
  • Development and Refinement of the HIT-D&A Questionnaire
  • Validation Methods
  • Validation Results
  • Using the HIT-D&A Questionnaire
  • Clinical and Research Applications
    • The Problem of Adolescent Drug Use
    • The Challenge of Assessing Adolescent Drug Use
    • Development and Rationale
    • Refinement and Readability
    • Participants
      • Normative Sample
      • Clinical Sample
    • Measures
      • How I Think about Drugs and Alcohol (HIT-D&A) Questionnaire
      • Youth Behavior Rating Scale (YBRS)
      • School-Related Measures
    • Procedure
    • Factor Analytic Validity
    • Test-Retest and Internal Consistency Reliabilities
    • Convergent and Divergent Validity
    • Criterion Group Validity
    • Summary
    • Professional Competence, Assessment Competence, and Cultural Competence
    • Administering the HIT-D&A Questionnaire
    • Assessing Response Validity, Drug Use, Degree of Drug Use, and Impact of Drug Use
      • Validity Screener
      • Drug Use Screener and Drug Use Screener with Percentiles
      • Drug of Choice (DOC) Rankings
      • Brief Semistructured Follow-Up Interview
      • Computing Scores, Plotting Profiles, and Interpreting Results

Figures and Tables

Figures

  1. Higher-Order Factor Structure of the HIT-D&A Questionnaire by Cognitive Distortion Referent Subscales
  2. Higher-Order Factor Structure of the HIT-D&A Questionnaire by Drug Referent Subscales
  3. HIT-D&A Validity Screener
  4. HIT-D&A Drug Use Screener
  5. HIT-D&A Drug Use Screener with Percentiles
  6. HIT-D&A Brief Semistructured Follow-Up Interview
  7. HIT-D&A Computation Form
  8. HIT-D&A Summary Scales Profile
  9. HIT-D&A Behavior Subscales Profile
  10. HIT-D&A Attitude Subscales Profile: Cognitive Distortion Referents
  11. HIT-D&A Attitude Subscales Profile: Drug Referents

Tables

  1. Changes in Numbers of Items per Scale/Subscale Affected by Refining the HIT-D&A Questionnaire
  2. Exploratory Factor Analysis (Restricted to a Three-Factor Solution and Subjected to a VARIMAX Rotation) of Drug Use Items Identifying Soft vs. Hard Drug Factors
  3. Confirmatory Factor Analysis Supporting the Division of Symptom Items into Drug Abuse and Drug Dependence Factors
  4. Matrix Structure of the HIT-D&A Questionnaire's Attitude Scale
  5. Correlations among Factors from a Confirmatory Factor Analysis of the HIT-D&A by Cognitive Distortion Referent Subscales
  6. Factor Loadings from a Confirmatory Factor Analysis of the HIT-D&A by Cognitive Distortion Referent Subscales
  7. Correlations among Factors from a Confirmatory Factor Analysis of the HIT-D&A by Drug Referent Subscales
  8. Factor Loadings from a Confirmatory Factor Analysis of the HIT-D&A by Drug Referent Subscales
  9. Reliability and Descriptive Statistics for HIT-D&A Scales/Subscales
  10. Convergent and Divergent Validity Coefficients (Partialled Correlations) between Drug Referent Attitude Subscales and Drug Use Items on the HIT-D&A
  11. Convergent Validity Coefficients (Zero-Order Correlations) between HIT-D&A Scales/Subscales and Problem Behavior Syndromes on the YBRS
  12. Convergent Validity Coefficients (Zero-Order Correlations) between HIT-D&A Scales/Subscales and School Variables
  13. Divergent Validity Coefficients (Zero-Order Correlations) between HIT-D&A Scales/Subscales and the Demographic Variables of Age and Socioeconomic Status (SES)
  14. Differences between Clinical and Normative Samples on HIT-D&A Scales/Subscales
  15. Differences between Youth Involved and Not Involved in Sports on HIT-D&A Scales/Subscales
  16. Differences between Youth Involved and Not Involved in Co-curricular Activities on HIT-D&A Scales/Subscales
  17. Gender Differences across HIT-D&A Scales/Subscales
  18. Ethnic Differences across HIT-D&A Scales/Subscales
Thinking Errors/Cognitive Distortions

The HIT-D&A is based on Gibbs and Potter's (Gibbs et al., 1995) four-category typology of self-serving cognitive distortions:

  1. Self-Centered:
  2. Blaming Others:
  3. Minimizing and Mislabeling:
  4. Assuming the Worst:

According status to one's own views, expectations, needs, rights, immediate feelings, and desires to such a degree that the legitimate views, etc., of others (or even one's own long-term best interest) are scarcely considered or are disregarded altogether.

Misattributing blame to outside sources, especially another person, a group, or a momentary aberration (e.g., being in a bad mood), or misattributing blame for one's victimization or other misfortune to innocent others.

Depicting antisocial behavior as causing no real harm or as being acceptable or even admirable, or referring to others with a belittling or dehumanizing label.

Gratuitously attributing hostile intentions to others, considering a worst-case scenario for a social situation as if it were inevitable, or assuming that improvement is impossible in one's own or others' behavior.

Component/Ancillary Items: 

The EQUIP Program

Teaching Youth to Think and Act Responsibly through a Peer-Helping Approach
EQUIP: Teaching Youth to Think and Act Responsibly through a Peer-Helping Approach
Middle School
High School
6x9
Pages: 
374
Item Number:
4848
Price:$36.99

The EQUIP Implementation Guide

Teaching Youth to Think and Act Responsibly through a Peer-Helping Approach
EQUIP Implementation Guide: Teaching Youth to Think and Act Responsibly through a Peer-Helping Approach
Middle School
High School
8.5x11
Pages: 
180
Item Number:
5134
Price:$39.99

EQUIP Book and Implementation Guide

Teaching Youth to Think and Act Responsibly through a Peer-Helping Approach
Set of both books
EQUIP Book and Implementation Guide: Teaching Youth to Think and Act Responsibly through a Peer-Helping Approach
Middle School
High School
Item Number:
5133
Price:$69.99

HIT-How I Think Questionnaire

Manual and Packet of 20 Questionnaires
High School
Item Number:
5136
Price:$39.99