Differential Item and Test Functioning of the SRSS-IE12 Across Race, Ethnicity, Gender, and Elementary Level

Abstract

This study used item response theory (IRT) methods to investigate group differences in responses to the 12-item Student Risk Screening Scale-Internalizing and Externalizing (SRSS-IE12) in a sample of 3,837 elementary school students. Using factor analysis and graded response models from IRT methods, we examined the factor structure, and item and test functioning of the SRSS-IE12. The SRSS-IE12 internalizing and externalizing factors reflected the hypothesized two-factor model. IRT analyses indicated that SRSS-IE12 items and tests measure internalizing and externalizing traits similarly across students from different race, ethnicity, gender, and elementary level (K-2 vs. 3-5) groups. Moreover, the mostly negligible differential item functioning (DIF) and differential test functioning (DTF) observed suggest these scales render equitable trait ratings. Collectively, the results provide further support for the SRSS-IE12 for universal screening in racially diverse elementary schools.

Universal screening for social–emotional and behavioral risk: Differential item functioning on the SAEBRS.

“…The results support the use of the SAEBRS across grade levels (e.g., Kilgus, Eklund, et al, 2016). The results also align with previous DIF studies indicating small-to-negligible effects (Barger et al, 2022; Schatschneider et al, 2014).…”

“…However, the researchers found similar results to Lambert et al (2018) in that there was no significant DIF between Black and White students, but Black students were rated with lower mean scores (i.e., higher risk) than White students. All three studies found that teachers rated Black students were rated with higher mean risk compared to their non-Black peers, but there was minimal to small DIF (Barger et al, 2022; Lambert et al, 2018; Pendergast et al, 2017).…”

“…Research has examined DIF with teacher completed universal screening tools across race/ethnicity. Barger et al (2022) examined DIF on the Student Risk Screening Scale–Internalizing Externalizing (SSRS-IE) with teachers rating students in kindergarten through fifth grade and found that negligible-to-small effect sizes of DIF between Black, Latinx, and White students on all items (Cohen’s d ranging from 0.00 to |0.32|). Similarly, Lambert et al (2018) found small-to-negligible effects of DIF between race/ethnicity (Δ R 2 ranged from .001 to .015) when examining teacher ratings on the Emotional and Behavioral Screener (EBS) with first-grade students.…”

“…In addition to examining DIF by race/ethnicity, researchers have examined DIF of universal SEB risk screening measures between female and male students. Researchers found that female students in elementary grades were more likely to be rated higher by teachers on items related to internalizing problems and males were more likely to be rated higher on items related to externalizing problems (Barger et al, 2022; Lambert et al, 2014). However, the extent of DIF was small and had a negligible impact at the test level.…”

“…Last, DIF research with universal screeners for SEB risk has been conducted by grade level (Barger et al, 2022; Schatschneider et al, 2014). Barger et al (2022) found small-to-negligible effects with the SSRS-IE when comparing teacher ratings of lower elementary to upper elementary students.…”