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 |
| 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 |
| 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. |
|---|---|
| ISSN: | 1063-4266 |
| DOI: | 10.1177/1063426620988658 |
