Dever Bridget V, Raines Tara C, Dowdy Erin
Department of Education and Human Services, Lehigh University.
Department of Teaching and Learning Sciences, University of Denver.
Sch Psychol Q. 2016 Jun;31(2):213-225. doi: 10.1037/spq0000131.
Given the steady increase of students from diverse backgrounds in the U.S. educational system, in particular immigrant and Latino students, it is important to consider how to best support all students within our schools. The present study focuses on the Behavior Assessment System for Children-Second Edition (BASC-2) Behavioral and Emotional Screening System (BESS) Parent Spanish form, which is a promising assessment tool for those who are interested in screening for behavioral and emotional risk among Spanish-speaking populations. The present study included 725 students of Latino descent in Grades K-6 in an urban school district and their parents or legal guardians, who served as the informants. All parents completed the BESS language form (English or Spanish) of their choice. A confirmatory factor analysis (CFA) supported a 4-factor structure (Externalizing, Internalizing, Inattention, and Adaptive Skills) similar to that of the BESS Parent English form: χ2(77) = 248.06, p < .001; CFI = 0.903; TLI = 0.940. However, differential item functioning (DIF) analyses revealed 5 items (16.7%) demonstrated significant levels of DIF, with 4 of the 5 being easier to endorse in English. This study provides preliminary evidence of partial invariance of the BESS Parent across language forms. Although some evidence of invariance across language forms at the structural and item levels exists, more research is necessary to determine whether the DIF found in the present study results in any perceptible test bias. (PsycINFO Database Record
鉴于美国教育系统中来自不同背景的学生，尤其是移民和拉丁裔学生的数量稳步增加，考虑如何在我们的学校中最好地支持所有学生非常重要。本研究聚焦于儿童行为评估系统第二版（BASC - 2）行为与情绪筛查系统（BESS）家长版西班牙语表格，对于那些有兴趣在说西班牙语人群中筛查行为和情绪风险的人来说，这是一个很有前景的评估工具。本研究纳入了一个城市学区中725名K - 6年级的拉丁裔学生及其作为信息提供者的家长或法定监护人。所有家长完成了他们所选语言（英语或西班牙语）的BESS表格。验证性因素分析（CFA）支持了与BESS家长版英语表格类似的四因素结构（外化、内化、注意力不集中和适应技能）：χ2(77) = 248.06，p <.001；CFI = 0.903；TLI = 0.940。然而，差异项目功能（DIF）分析显示5个项目（16.7%）表现出显著水平的DIF，其中5个项目中有4个在英语中更容易认可。本研究提供了BESS家长版在不同语言表格间部分不变性的初步证据。尽管在结构和项目层面存在不同语言表格间不变性的一些证据，但仍需要更多研究来确定本研究中发现的DIF是否会导致任何可察觉的测试偏差。（PsycINFO数据库记录
