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

Autor/inn/en	Lambert, Matthew C.; Martin, Jodie; Epstein, Michael H.; Cullinan, Douglas; Katsiyannis, Antonis
Titel	Differential Item Functioning of the Scales for Assessing Emotional Disturbance-3 for White and African American Students
Quelle	In: Psychology in the Schools, 58 (2021) 3, S.553-568 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lambert, Matthew C.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-3085
DOI	10.1002/pits.22463
Schlagwörter	Disability Identification; Rating Scales; Test Items; Item Response Theory; Psychometrics; Emotional Disturbances; Behavior Disorders; Special Education; Scores; Test Bias; Racial Differences; African American Students; White Students; Elementary School Students; Secondary School Students + Suchen Sie Ihr Suchwort? Rating-Skala; Test content; Testaufgabe; Item-Response-Theorie; Psychometry; Psychometrie; Gefühlsstörung; Special needs education; Sonderpädagogik; Sonderschulwesen; Testkritik; Rassenunterschied; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Sekundarschüler
Abstract	The present study investigated the psychometric properties of the "Scales for Assessing Emotional Disturbance -- Third Edition: Rating Scale" (SAED-3 RS), which is designed for use in identifying students with emotional disturbance for special education services. The purposes of this study were to evaluate (a) the measurement invariance of SAED-3 RS scores between White and African American students and (b) the impact of differential item functioning (DIF) on test scores from the SAED-3 RS. The sample consisted of 855 K-12 students from throughout the United States. The findings suggested that SAED-3 RS items exhibited small to negligible levels of DIF and that DIF did not significantly impact scores. The results supported the SAED-3 RS, a teacher-completed rating scale, as relatively consistent in measuring the emotional and behavioral status of school-age students from different racial backgrounds. Researchers and practitioners can have confidence that scores from the SAED-3 RS are not substantially affected by DIF when assessing the emotional and behavioral functioning of African American and White school-age students. Research limitations, future research, and implications for school professionals are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01