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Differential Item Functioning of the Scales for Assessing Emotional Disturbance-3 for White and Hispanic Students

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Title: Differential Item Functioning of the Scales for Assessing Emotional Disturbance-3 for White and Hispanic Students
Language: English
Authors: Lambert, Matthew C., Martin, Jodie, Epstein, Michael H., Cullinan, Douglas (ORCID 0000-0002-5817-173X)
Source: Journal of Emotional and Behavioral Disorders. Dec 2021 29(4):252-260.
Availability: SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Peer Reviewed: Y
Page Count: 9
Publication Date: 2021
Document Type: Journal Articles
Reports - Research
Descriptors: Test Bias, Emotional Disturbances, White Students, Hispanic American Students, Racial Differences, Ethnicity, Behavior Problems, Scores, Rating Scales, Psychometrics, Disability Identification
DOI: 10.1177/1063426620988658
ISSN: 1063-4266
Abstract: The present study explored the psychometric properties of ratings made using the Scales for Assessing Emotional Disturbance--Third Edition: Rating Scale (SAED-3 RS), a scale developed for use in identifying school-age students with emotional and behavioral problems. The purposes of the study were to assess differential item functioning (DIF) for SAED-3 RS items between White and Hispanic students and to assess the impact of DIF on SAED-3 RS scale scores. The sample consisted of 979 students without disabilities who were identified as White/Non-Hispanic (71.91%) and Hispanic (28.09%). The data indicated that SAED-3 RS items demonstrated small to negligible levels of DIF and that DIF did not saliently impact scores. The data suggest that items and scores yielded from the SAED-3 RS are consistent in measuring the emotional and behavioral functioning of school-age students from diverse backgrounds. Research limitations, future research directions, and practical use implications for school personnel are discussed.
Abstractor: As Provided
Entry Date: 2021
Accession Number: EJ1316961
Database: ERIC
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  Data: Differential Item Functioning of the Scales for Assessing Emotional Disturbance-3 for White and Hispanic Students
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  Data: <searchLink fieldCode="AR" term="%22Lambert%2C+Matthew+C%2E%22">Lambert, Matthew C.</searchLink><br /><searchLink fieldCode="AR" term="%22Martin%2C+Jodie%22">Martin, Jodie</searchLink><br /><searchLink fieldCode="AR" term="%22Epstein%2C+Michael+H%2E%22">Epstein, Michael H.</searchLink><br /><searchLink fieldCode="AR" term="%22Cullinan%2C+Douglas%22">Cullinan, Douglas</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-5817-173X">0000-0002-5817-173X</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Emotional+and+Behavioral+Disorders%22"><i>Journal of Emotional and Behavioral Disorders</i></searchLink>. Dec 2021 29(4):252-260.
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  Data: SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
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  Data: 9
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  Data: <searchLink fieldCode="DE" term="%22Test+Bias%22">Test Bias</searchLink><br /><searchLink fieldCode="DE" term="%22Emotional+Disturbances%22">Emotional Disturbances</searchLink><br /><searchLink fieldCode="DE" term="%22White+Students%22">White Students</searchLink><br /><searchLink fieldCode="DE" term="%22Hispanic+American+Students%22">Hispanic American Students</searchLink><br /><searchLink fieldCode="DE" term="%22Racial+Differences%22">Racial Differences</searchLink><br /><searchLink fieldCode="DE" term="%22Ethnicity%22">Ethnicity</searchLink><br /><searchLink fieldCode="DE" term="%22Behavior+Problems%22">Behavior Problems</searchLink><br /><searchLink fieldCode="DE" term="%22Scores%22">Scores</searchLink><br /><searchLink fieldCode="DE" term="%22Rating+Scales%22">Rating Scales</searchLink><br /><searchLink fieldCode="DE" term="%22Psychometrics%22">Psychometrics</searchLink><br /><searchLink fieldCode="DE" term="%22Disability+Identification%22">Disability Identification</searchLink>
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  Data: 10.1177/1063426620988658
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  Data: 1063-4266
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: The present study explored the psychometric properties of ratings made using the Scales for Assessing Emotional Disturbance--Third Edition: Rating Scale (SAED-3 RS), a scale developed for use in identifying school-age students with emotional and behavioral problems. The purposes of the study were to assess differential item functioning (DIF) for SAED-3 RS items between White and Hispanic students and to assess the impact of DIF on SAED-3 RS scale scores. The sample consisted of 979 students without disabilities who were identified as White/Non-Hispanic (71.91%) and Hispanic (28.09%). The data indicated that SAED-3 RS items demonstrated small to negligible levels of DIF and that DIF did not saliently impact scores. The data suggest that items and scores yielded from the SAED-3 RS are consistent in measuring the emotional and behavioral functioning of school-age students from diverse backgrounds. Research limitations, future research directions, and practical use implications for school personnel are discussed.
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        StartPage: 252
    Subjects:
      – SubjectFull: Test Bias
        Type: general
      – SubjectFull: Emotional Disturbances
        Type: general
      – SubjectFull: White Students
        Type: general
      – SubjectFull: Hispanic American Students
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      – SubjectFull: Racial Differences
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      – SubjectFull: Ethnicity
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      – SubjectFull: Behavior Problems
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      – SubjectFull: Scores
        Type: general
      – SubjectFull: Rating Scales
        Type: general
      – SubjectFull: Psychometrics
        Type: general
      – SubjectFull: Disability Identification
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    Titles:
      – TitleFull: Differential Item Functioning of the Scales for Assessing Emotional Disturbance-3 for White and Hispanic Students
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