Measurement Invariance of BASC-2 BESS between African American and Caucasian students
Location
Hamilton A
Proposal Track
Research Project
Session Format
Presentation
Abstract
The Behavioral and Emotional Screening System (BASC-2 BESS) is one of the behavioral and emotional risk screening instrument, which has been widely used in school system. It assesses children’s behavioral and emotional problems for an array of constructs, including internalizing and externalizing problems. Despite its broad use, there is little research to examine the measurement invariance of BESS items. This study explores the measurement invariance of BESS Student Form, with a sample of African American (n =714), and Caucasian (n = 3,939) students. Multi-group Confirmatory Factor Analyses (MG-CFAs) found that factor structure and factor loadings are partially invariant across African American and Caucasian students. Differential item functioning analyses showed the presence of DIF items between African American and Caucasian.
Keywords
universal screening, behavioral and emotional risk, measurement invariance, behavior, early intervention
Recommended Citation
Kim, Jihye, "Measurement Invariance of BASC-2 BESS between African American and Caucasian students" (2017). Georgia Educational Research Association Conference. 27.
https://digitalcommons.georgiasouthern.edu/gera/2017/2017/27
Measurement Invariance of BASC-2 BESS between African American and Caucasian students
Hamilton A
The Behavioral and Emotional Screening System (BASC-2 BESS) is one of the behavioral and emotional risk screening instrument, which has been widely used in school system. It assesses children’s behavioral and emotional problems for an array of constructs, including internalizing and externalizing problems. Despite its broad use, there is little research to examine the measurement invariance of BESS items. This study explores the measurement invariance of BESS Student Form, with a sample of African American (n =714), and Caucasian (n = 3,939) students. Multi-group Confirmatory Factor Analyses (MG-CFAs) found that factor structure and factor loadings are partially invariant across African American and Caucasian students. Differential item functioning analyses showed the presence of DIF items between African American and Caucasian.
