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Autor/inn/en | Lambert, Matthew C.; Martin, Jodie; Epstein, Michael H.; Cullinan, Douglas; Katsiyannis, Antonis |
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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
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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 |
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). |
Anmerkungen | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |