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Schedule for the Evaluation of Individual Quality of Life (SEIQoL):
a Direct Weighting procedure for Quality of Life Domains
(SEIQoL-DW)
Administration Manual
Department of Psychology, Medical School, Royal College of
Surgeons in Ireland, Mercer Building, Mercer St, Dublin 2,
Ireland
Ciaran A.O'Boyle1, John Browne1, Anne Hickey1.Hannah M. McGee1, C.R.B. Joyce2.
1. Department of Psychology, Medical School, Royal College of Surgeons in Ireland.
2. University Psychiatric Policlinic. University of Bern, Switerland.
© Department of Psychology, Royal College of Surgeons in Ireland, 1995.
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CONTENTS
1.0 Introduction
2.0 SEIQoL-DW administration
2.1 Administration procedure
2.2 Potential problems in administration
3.0 Scoring the SEIQoL
3.1 Recording scores
3.2 Deriving SEIQoL outcome data
3.3 Presenting data
3.4 Using SEIQoL-DW in prospective study designs
4.0 References.
Acknowledgements: The development of the SEIQoL was made possible through the
financial support of CIBA Geigy Ltd., Basle, Switzerland and the Royal College of
Surgeons in Ireland. Specific studies were also funded by the Irish Health Research
Board, The Arthritis Foundation of Ireland, the British Geriatric Society and the
HIV Primary Care Research Project.
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SCHEDULE FOR THE EVALUATION OF QUALITY OF LIFE
(SEIQoL):
A Direct Weighting Procedure for Quality of Life Domains
CA O'Boyle, J Browne, A Hickey, HM McGee, CRB Joyce.
Department of Psychology, Royal College of Surgeons in Ireland, Mercer
Building, Mercer St. Lower, Dublin 2. Ireland.
1.0 Introduction
The Schedule for the Evaluation of Individual Quality of Life (SEIQoL) is an interview-based
instrument for the assessment of quality of life (QoL) of the individual. The interview procedure
associated with the full version of the SEIQoL (McGee et al, 1991; O'Boyle et al. 1992) requires
considerable time to complete (10-20 minutes) and thus may be primarily suitable for research
settings or clinical situations where the instrument is being used as part of the process of having the
individual consider a range of options or outcomes in evaluating QoL. The SEIQoL has been used
with a variety of patient groups, but its applicability may be limited in illnesses which impair
cognitive functioning or motivational state. Successful completion of the SEIQoL requires, inter
alia. insight into the factors which determine one's quality of life. the ability to think abstractly and
the ability to make judgments based on information presented in diagrammatic form. Therefore, its
use with patients in whom these abilities are impaired may be problematic (Coen et al, 1993).
A direct weighting procedure for QoL domains that is more suitable for routine clinical use than
Judgment -Analysis (JA) and that may impose fewer demands onindividuals with reduced cognitive
function, has been developed for the SEIQoL, Psychometric information on the procedure has been
obtained from a healthy adult population (Browne et al, in preparation).
The procedure for administering the method is as follows:
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Administration of SEIQoL using the direct weighting (DW) procedure
2.0 Administration
The SEIQoL and SEIQoL-DW is administered in the form of a semi-structured interview. The
interviewer first elicits the five areas of life considered most important by the individual in
determining his/her QoL. The level of satisfaction /functioning in each area is next recorded followed
by the SEIQoL-DW task which allows the interviewer to determine the relative importance of each
QoL area using the disk provided.
A SEIQoL interview form,SEIQoL-DW disk. pen and non-permanent marker pen are required for
interview.
2.1 Administration procedure
Step 1: Introduction
Read the following to the respondent:
"For each of us. happiness and satisfaction in life depends on those parts or areas of life which
are important to us. When these important areas are present or are going well, we are
generally happy but when they are absent or are going badly we feel worried or unhappy. In
other words, these important areas of life determine the quality of our lives. What is considered
important varies from person to person. That which is most important to you may not be so
important to me or to your husband/wife/children/parents/friends (mention one or two of these
groups as appropriate)...and vice versa".
"I am interested in knowing what the most important areas of your life are at the moment.
Most of us don't usually spend a lot of time thinking about these things. Indeed, we often only
notice that certain things are important when something happens to change them. Sometimes it
is easier to identify what is important by thinking about the areas of life that would (or do)
cause us most concern when they are missing or are going badly."
Step 2: Eliciting the five most important aspects of life (Cues)
Ask the respondent:
"What are the five most important areas of your life at present - the things which make your life
a relatively happy or sad one at the moment......the things that you feel determine the quality of
your
life?"
If the respondent does not understand what is required the question may be rephrased in the
following ways :
"What parts of your life are most important?../ What things are most important?.../ 'The most
important things in my life are...'."
l elicit areas. NOT individuals, e.g. marriage, not wife. Do not give examples.
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l The meaning of each cue for the respondent must be documented at this stage on the Cue
Definitions Record Form. Establish what the respondent means by each quality of life area named
as being important. For example, if an individual were to name golf as a cue, this may relate
primarily to leisure activity, but equally it may represent social activity, or physical mobility.
Similarly, if 'religion' were named as a cue it might relate to the respondent's spiritual life. but
might equally relate to being physically able to get to church, or to the social dimension of meeting
one's friends at church. This is particularly important for subsequent review of data. and of obvious
relevance when respondents must be re-assessed at some future date in order to ensure that the
same cues are being considered.
l Having defined what the respondent means by the cue. it is important that the cue. as labelled by
the individual, be used by the interviewer and not the interviewer's interpretation of what the
respondent is saying.
l Should the respondent volunteer cues which resemble quality of life' in meaning (e.g. satisfaction,
life quality), the interviewer should probe for more specific cues. Cues such as 'happiness', 'attitude
to life', 'morale' are acceptable.
l If it is absolutely necessary to make some suggestions, then read the following list, excluding any
cues already mentioned - family, relationships, health, finances, living conditions, work, social
life, leisure activities, religion/spiritual life. This list is derived from our findings with a range of
populations and represents the cues most commonly elicited, in descending order of frequency. It
provides for consistency across interviewers where such prompting is absolutely necessary.
Step 3: Determining levels
Say to respondent:
"Now that you have named the five most important areas in your life, I am going to ask you to
rate how each of these areas are for you at the moment. First I will show you an example of how
the rating is done".
Place the Sample Cue Levels Record Form between you and me respondent so that the respondent
can clearly see how you carry out the rating.
"First look at this box (indicate). As you can see. there are spaces at the bottom in which I can
write the five important areas of my life (indicate), and there is a scale along the left hand side
(indicate). The scale ranges from 'worst possible' on the bottom to 'best possible' on the top,
and passes through levels such as 'very bad' - 'bad' -'neither good nor bad' - 'good' - and 'very
good' between the two extremes.
The first important area of my life is X (use a cue not already nominated by the respondent and
write it in the first space at the bottom of the rating box) and if this is going very well at the
moment. I can show this by drawing a bar like this (draw a bar approx. 80mm high). I am using
the scale (indicate) to decide how high my bar should be. The nearer I draw the bar to the
bottom line. the poorer my rating of that area of my life and the nearer I draw it to the top line.
the better my rating of that area of my
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life. A mark in the middle range would indicate that I am rating life as neither good nor bad.
but somewhere in between."
Now proceed with the ratings for the remaining cues :
Second cue - "if X2 (use a cue not already nominated by the respondent and write it in the second
space) is going as well as is possible, I would rate it by drawing a bar like this"...(draw a bar
100mm high).
Third cue - "if X3 (use a cue not already nominated by the respondent and write it in the third space)
is going very badly. I would rate it like this"...(draw a bar approx. 15mm high).
Fourth cue - "if X
4 (use a cue not already nominated by the respondent and write it in the fourth
space) is just all right, or 'fifty/fifty'. I would rate it like
this"...(draw a bar approximately 50mm high).
Fifth cue - X5 (use a cue not already nominated by the respondent and write it in the fifth space) -
(draw a random rating).
"This provides a picture of life as I might think of it at the moment.
Step 4: Elicit rating of present life
Place the Cue Levels Record Form between you and the respondent. Write the respondent's five cues
in the appropriate spaces under the box. Give the respondent a pen or pencil.
Say to respondent:
"Now I want you to rate the five most important areas of your life, as you see presented here
(indicate). Firstly, draw a bar which represents how you would rate yourself on each of these
areas at the moment. As in the example I've just shown you, the nearer you draw the bar to the
bottom line. the poorer you are rating that area of your life and the nearer you draw it to the
top line, the better your rating of that area of your life".
Have respondent draw bars.
Step 5: Direct Weighting Procedure
Say to respondent:
"I would like you to show me how important the five areas of life you have nominated are in
relation to each other, by using this disk (indicate SEIQoL-DW). People often value some areas in
life as more important than others. This disk allows you to show me how important each area in
your life is by giving the more important areas a larger area of the disk. and the less important
areas a smaller area of the disk. In my life. for example. X (name cue not already chosen by
respondent) is about this important (manipulate disk so that X represents 30% of space available).
X2 however is less important than X, so it has only this much of the pie (manipulate disk so that
X2 represents 20% of space available). X3 on the other hand is more important than X, so it has 6
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this much of the pie (manipulate DWP so that X3 represents 40% of space available). Finally, X4
and X5 are the least important areas of life for me, and I value them about the same (manipulate
disk so that X4 and X5 represent 5% each of space available). Now thinking about the five areas of
life you have mentioned (write the name of each cue along the cut edge of one of the 5 coloured
disks with a non-permanent marker [disks may also be marked with stick-on 'post it' lables indicating
the cues if preferred]). I would like you to show me how important these areas are in relation to
each other by moving the disks around until their relative size represents your view of their
importance."
2.2 Potential problems in administration
The following are the problems most commonly encountered in SEIQoL administration.
l Nominating important life areas:
The respondent cannot think of 5 cues.
Suggested solution: use prompt list provided.
l Determining cue levels:
The respondent conceives the task as drawing bars in terms of their importance rather than in terms of
how these areas are for them at the moment.
Suggested solution: Remind the respondent that the task is to "rate how each of these areas are for
you at the moment".
l Determining cue weighting: The respondent conceives the task as dividing up the pie diagram
in terms of current functioning in that area. Suggested solution: Remind the respondent that the
task is to indicate how important each of the 5 areas are at present relative to each other.
3.0: Scoring the SEIQoL
3.1 Recording Scores
Record on the Interview Record Form:
l the length of time the respondent took to complete the task
l the interviewer's rating of the respondent's understanding of the method
l whether the interviewer felt that the respondent became fatigued/bored during the task
l the interviewer's overall rating of the validity of the information obtained
l scores of the weights assigned to SEIQoL-DW for each cue.
3.2 Deriving SEIQoL outcome data
(i) Cue labels and their definitions
(ii) Cue levels
(iii) Cue weights
(iv) The SEIQoL Index
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(i) Cue labels and their definitions
During Step 2 (eliciting the five most important aspects of life), the meaning of each cue for the
respondent is summarised on the Cue Definitions Record Form, together with the label that the
respondent used for each cue. For example, different respondents may use "religion" as a cue label,
but it can have various meanings: a spiritual activity: a social activity (meeting friends at services), or
a physical activity reflecting mobility (being able to walk to services). The definition is important for
subsequent understanding of what was meant by the cue label. It is also important in summarising
cues from a number of respondents for grouped data presentation.
(ii) Cue levels
The cue levels are elicited during Step 3 when the respondent draws five bars on the Cue Levels
Record Form. Levels are scored by measuring the vertical height of each bar in millimetres. This
yields five scores which are independent continuous measurements, ranging from 0 to 100. They can
be analysed using parametric statistical methods.
(iii) Cue weights
To calculate weights from SEIQoL-DW, align edge of green disk tab with the '0' (zero) gradation and
note the (weight (0-100)) given to each of the 5 life areas by reading the amount of disk space
assigned against the gradation on the outer edge of the disk. Divide each weight by 100 since the
weights when calculating the SEIQoL Index range from 0.00-1.00 in order that the overall Index
(levels X weights) sum from 0-100.
(iv) The SEIQoL Index
The SEIQoL is intended primarily as an individual measure. Where group comparisons are
required, a global index can be calculated which may be used in within-subject or between-subject
study designs. As the index is a continuous measure ranging from 0 to 100 it can be analysed using
parametric statistical methods. Having obtained levels and weights for each of the five cues, as
described previously, the SEIQoL index is calculated as follows:
l For each cue multiply the level by the weight, then sum these products across the five cues:
SEIQoL Index =
∑
(levels x weights)
Care should always be taken in interpreting the index, as it is the sum of the products of individual
cue levels by cue weights, each of which may vary independently. The index should be interpreted in
the context of the pattern of levels and weights generated for each respondent.
3.3 Presenting data
The data from each individual respondent can be presented in tabular form giving the elicited cues,
the levels and the weights. For grouping data SEIQoL Index scores may be presented (cf. McGee et
al., 1991, O'Boyle et al., 1992).
3.4 Uing SEIQoL-DW in prospective study designs
In prospective study designs, or in situations where SEIQoL-DW is employed over time to evaluate
an intervention, recommended practice is that new cues are elicited at each assessment. Cues
nominated at the initial assessment should then be provided to the individual and the SEIQoL-DW
procedure gone through again, in order to facilitate direct comparison between initial and subsequent
assessments.
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References
O'Boyle CA, McGee HM, Hickey A. Joyce CRB, Browne J, O'Malley K, Hiltbrunner B. The Schedule
for the Evaluation of Individual Quality of Life (SEIQoL): Administration Manual. Dublin: Royal
College of Surgeons in Ireland, (1993).
McGee, H.M., O'Boyle C.A., Hickey A., O'Malley K. and Joyce C.R.B. Assessing the quality of life of the
individual: the SEIQoL with a healthy and a gastroenterologv unit population. Psychological Medicine 1991;
21: 749-59.
O'Boyle, C.A.. McGee. H.M., Hickey. A.. O'Malley. K. and Joyce, C.R.B. Individual quality of life in
patients undergoing hip replacement. Lancet 1992; 339: 1088-91.
O'Boyle, C.A.. Assessment of Quality of Life in Surgery. British Journal of Sugery 1992,: 79:
395-398.
Coen, R.F., O'Mahony, D., O'Boyle, C.A., Joyce. C.R.B.. Hiltbrunner, B.. Walsh. J.B. and Coakley, D..
Measuring the quality of life of dementia patients using the Schedule for the Evaluation of Individual Quality
of "Life. Irish Journal of Psychology, (Special Issue on the Elderly) 1993; 14: 154-63.
O'Boyle CA. The Schedule for the Evaluation of Individual Quality of Life (SEIQoL). International Journal
of Mental Health 1994; 23: 3-23.
Browne JP, O'Boyle CA, McGee HM. Joyce CRB. McDonald NJ, O'Malley K.Hiltbrunner B. Individual
quality of life in the healthy elderly. Quality of Life Research 1994; 3: 235-44.
Jovce CRB. How can we measure individual quality of life? Schweizerische Medizinische Wochenschrift
1994;124: 1921-6.
O'Boyle, C.A., McGee, H.M., Joyce C.R.B. Quality of life: assessing the individual. In G. Albrecht and R
Fitzpatrick (eds.) Quality of Life in Health Care. New York: JAI Press. (In press).
Addendum
Hickey .AM. Bury G, O'Boyle CA, Bradley F. O' Reilly FD, Shannon W. (1996) A new short -form
individual quality of life measure (SEIQoL-DW): application in a cohort of individuals with HIV/AIDS'.
British Medical Journal, 313:29-33
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CUE DEFINITIONS RECORD FORM
DESCRIPTION OF CUE CUE LABEL
(Tick any cues elicited by reading list to person).
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CUE LEVELS RECORD FORM
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SAMPLE CUE LEVELS RECORD FORM
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INTERVIEW RECORD FORM
1. TIME TAKEN
2. UNDERSTANDING OF METHOD
3. FATIGUE/BOREDOM
4. OVERALL VALIDITY OF INFORMATION (in light of 2 & 3 above)
5. WEIGHTS ASSIGNED TO CUES