Header

UZH-Logo

Maintenance Infos

Differential item functioning for boys and girls in a screening instrument for attention deficit hyperactivity disorder


Appelbaum, Sebastian; Lefering, Rolf; Wolff, Christian; Tomasik, Martin J; Ostermann, Thomas (2019). Differential item functioning for boys and girls in a screening instrument for attention deficit hyperactivity disorder. In: Röhrig, Rainer; Binder, Harald; Prokosch, Hans-Ulrich; Sax, Ulrich; Schmidtmann, Irene; Stolpe, Susanne; Zapf, Antonia. German Medical Data Sciences : Shaping Change – Creative Solutions for Innovative Medicine. Amsterdam: I O S Press, 3-8.

Abstract

Differential item functioning (DIF) indicates differential response probabilities of items for different subgroups. While there is a vast amount of research and literature on DIF in the field of educational screening and career assessment, DIF analysis has hardly been applied in the field of clinical assessment. This paper aims at analyzing the presence of gender related DIF in a crosssectional survey of children assessed by a structured questionnaire containing items on attention deficit and hyperactivity. A total of 1449 children (mean age: 1.94 +- 0.14 years; 51.2% male) were included. Almost no significant variations in parameters were found between boys and girls. Results based on a Partial Credit Model indicate an absence of DIF in eight out of nine items. Consistent with other studies in attention deficit hyperactivity disorder (ADHD) our results imply that the same level of rating for a symptom has the same meaning for boys and girls.

Abstract

Differential item functioning (DIF) indicates differential response probabilities of items for different subgroups. While there is a vast amount of research and literature on DIF in the field of educational screening and career assessment, DIF analysis has hardly been applied in the field of clinical assessment. This paper aims at analyzing the presence of gender related DIF in a crosssectional survey of children assessed by a structured questionnaire containing items on attention deficit and hyperactivity. A total of 1449 children (mean age: 1.94 +- 0.14 years; 51.2% male) were included. Almost no significant variations in parameters were found between boys and girls. Results based on a Partial Credit Model indicate an absence of DIF in eight out of nine items. Consistent with other studies in attention deficit hyperactivity disorder (ADHD) our results imply that the same level of rating for a symptom has the same meaning for boys and girls.

Statistics

Citations

Dimensions.ai Metrics
1 citation in Web of Science®
1 citation in Scopus®
Google Scholar™

Altmetrics

Downloads

65 downloads since deposited on 10 Jan 2020
10 downloads since 12 months
Detailed statistics

Additional indexing

Item Type:Book Section, refereed, further contribution
Communities & Collections:06 Faculty of Arts > Institute of Educational Evaluation
Dewey Decimal Classification:370 Education
Scopus Subject Areas:Physical Sciences > Biomedical Engineering
Health Sciences > Health Informatics
Health Sciences > Health Information Management
Language:English
Date:2019
Deposited On:10 Jan 2020 09:34
Last Modified:22 Jul 2024 01:40
Publisher:I O S Press
Series Name:Studies in Health Technology and Informatics
Number:267
ISSN:0926-9630
ISBN:978-1-64368-016-3 (print) | 978-1-64368-017-0 (online)
OA Status:Gold
Free access at:Publisher DOI. An embargo period may apply.
Publisher DOI:https://doi.org/10.3233/SHTI190797
  • Content: Published Version
  • Language: English
  • Licence: Creative Commons: Attribution 4.0 International (CC BY 4.0)