Department of Education Studies, University of South Carolina, 137 Wardlaw Hall, Columbia, SC 29208, USA.
Psychol Assess. 2011 Jun;23(2):354-63. doi: 10.1037/a0021745.
This study compared 3 different methods of creating cut scores for a screening instrument, T scores, receiver operating characteristic curve (ROC) analysis, and the Rasch rating scale method (RSM), for use with the Behavioral and Emotional Screening System (BESS) Teacher Rating Scale for Children and Adolescents (Kamphaus & Reynolds, 2007). Using the BESS norm data set, we compared the methods across 7 classification indices. Additional information about accuracy was used with a subset of children who had been given a prior diagnosis for selected disorders. The results showed that the methods were generally in concordance, with similarities identified across methods. RSM and ROC analysis methods performed similarly, with both methods identifying the same optimal cut-point. The method based on T scores appeared to be more conservative, identifying a lower cut score as optimal.
本研究比较了三种不同的方法来为筛查工具创建切割分数，即 T 分数、受试者工作特征曲线（ROC）分析和拉什评分量表法（RSM），用于行为和情绪筛查系统（BESS）儿童和青少年教师评定量表（Kamphaus & Reynolds，2007）。使用 BESS 常模数据集，我们比较了七种分类指标的方法。对于一组已经被诊断出特定障碍的儿童，我们使用了准确性的附加信息。结果表明，这些方法总体上是一致的，方法之间存在相似之处。RSM 和 ROC 分析方法的表现相似，两种方法都确定了相同的最佳切割点。基于 T 分数的方法似乎更保守，将较低的切割分数确定为最佳。
