TY - JOUR
T1 - The Student Risk Screening Scale
T2 - Exploring Dimensionality and Differential Item Functioning
AU - Schatschneider, Christopher
AU - Lane, Kathleen Lynne
AU - Oakes, Wendy
AU - Kalberg, Jemma Robertson
N1 - Copyright:
Copyright 2014 Elsevier B.V., All rights reserved.
PY - 2014/7
Y1 - 2014/7
N2 - Screening of students at risk for antisocial behaviors in school is an essential step in the implementation of evidence-based supports for academic, behavioral, and social domains at the first sign of concern. This study examined the measurement properties of a free-access systematic behavior screening tool: the Student Risk Screening Scale (Drummond, 1994). Ratings on 7,264 students from elementary to high school were subjected to a series of graded response models. Results indicated this scale is sensitive in average and above-average ranges of the distribution of behavior problems. Statistical tests for the presence of differential item functioning (DIF) indicated that all 7 items showed DIF across age, gender, and presence/absence of a special education designation. However, effect size indices for DIF revealed the size of differences found across groups to be, with few exceptions, trivial. Results demonstrate the importance of computing effect size indices when estimating DIF in large-sample studies.
AB - Screening of students at risk for antisocial behaviors in school is an essential step in the implementation of evidence-based supports for academic, behavioral, and social domains at the first sign of concern. This study examined the measurement properties of a free-access systematic behavior screening tool: the Student Risk Screening Scale (Drummond, 1994). Ratings on 7,264 students from elementary to high school were subjected to a series of graded response models. Results indicated this scale is sensitive in average and above-average ranges of the distribution of behavior problems. Statistical tests for the presence of differential item functioning (DIF) indicated that all 7 items showed DIF across age, gender, and presence/absence of a special education designation. However, effect size indices for DIF revealed the size of differences found across groups to be, with few exceptions, trivial. Results demonstrate the importance of computing effect size indices when estimating DIF in large-sample studies.
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U2 - 10.1080/10627197.2014.934608
DO - 10.1080/10627197.2014.934608
M3 - Article
AN - SCOPUS:84906093623
SN - 1062-7197
VL - 19
SP - 185
EP - 203
JO - Educational Assessment
JF - Educational Assessment
IS - 3
ER -