Rasch Analysis of the Emotional and Behavioral Screener

The present study examined the measurement properties of the Emotional and Behavioral Screener (EBS), a universal screening instrument which identifies students presenting with emotional and behavioral problems. The primary research questions sought to examine the degree to which the EBS item respon...

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Bibliographic Details
Published in:School mental health 2019-09, Vol.11 (3), p.413-424
Main Authors: Garcia, Allen G., Lambert, Matthew C., Epstein, Michael H., Cullinan, Douglas
Format: Article
Language:English
Subjects:
At risk students
Behavior
Behavior Patterns
Behavior Problems
Behavior Rating Scales
Behavioral Science and Psychology
Child and School Psychology
Clinical Psychology
Developmental Psychology
Disability
Education
Emotional Disturbances
Enrollments
Goodness of Fit
Identification
Individuals with Disabilities Education Act 1990-US
Item Response Theory
Learner Engagement
Original Paper
Psychology
Quantitative psychology
Rasch model
Ratings & rankings
Scores
Screening Tests
Secondary School Students
Student Behavior
Teachers
Test Interpretation
Test Items
Test Reliability
Usability
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Summary:The present study examined the measurement properties of the Emotional and Behavioral Screener (EBS), a universal screening instrument which identifies students presenting with emotional and behavioral problems. The primary research questions sought to examine the degree to which the EBS item responses fit the Rasch model through evaluating fit of item responses to the Rasch model and item-measure correlations. The sample consisted of K-12 students with emotional disturbance ( n  = 1138) and with no identified disabilities ( n  = 1096). Students were rated by their teachers on the 10-item EBS. The findings suggested the EBS possesses favorable measurement properties such that most items had (1) overall good fit to the Rasch model, (2) a few items across age/gender that assess internalizing problems were found to be somewhat problematic, (3) the item hierarchy was found to align with logical and theoretical expectations, and (4) teachers endorsed the response options in a reliable and predictive manner with response categories mostly being distinguishable from one another. Overall, the results justify the interpretations and decisions made with the EBS scores.
ISSN:1866-2625
1866-2633
DOI:10.1007/s12310-018-09304-y