The Washington Assessment of Risks and Needs of Students is a youth self-report screening instrument developed for use by high school and juvenile court personnel faced with the legal and practical challenges of high truancy and dropout rates. It purports to measure six facets of risks and needs of youth relevant to improving school outcomes. In this study, a bifactor model measuring a general factor and six specific factors was examined for fit and invariance across different groups defined by sex and race/ethnicity, with a sample of court-petitioned high school students ( N = 937; ages 13-17 years). The results of multigroup confirmatory factor analysis revealed an essentially invariant bifactor structure across the groups. Further analysis of reliability support the use of the general factor to guide decision making for youth at risk for truancy and school failure, and scores deriving from the six specific factors as providing insight on specific areas of risk and need.

Few studies have examined whether factors predicting obligatory exercise differ by gender. 303 participants completed the Obligatory Exercise Questionnaire and the Reason for Exercise Inventory. All variables correlated significantly. However, the correlation between exercising for fitness and obligatory exercise was significantly stronger in women than men. In women, obligatory exercise was predicted by exercising to improve body tone, fitness, and to enhance mood; in men, obligatory exercise was predicted by exercising to improve body tone, enjoyment, and perceived attractiveness. Implications for treatment are discussed.

Social-emotional (SE) skills in the early developmental years of children influence outcomes in psychological, behavioral, and learning domains. The adult ratings of a child's SE skills can be influenced by sex stereotypes. These rating differences could lead to differential conclusions about developmental progress or risk. To ensure that differences between boys and girls in SE skills are accurate, validity evidence should support that differences are not based on such issues as stereotypes influencing ratings. Differential item functioning (DIF) analysis allows for the assessment of group differences in item responses while controlling for ability. This study utilized a new multilevel Mantel-Haenszel (MMH) DIF procedure to examine sex differences in item responses for examiner ratings of children's SE skills on the Brigance Inventory of Early Development III SE scale. Of 50 items examined, 4 were identified as large DIF items. The scores do not appear to be influenced by item-level rating distortions based on sex stereotypes.