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


Appelbaum, S; Lefering, R; Wolff, C; Tomasik, Martin J; Ostermann, T (2019). Differential item functioning for boys and girls in a screening instrument for attention deficit hyperactivity disorder. Studies in Health Technology and Informatics, 267:3-8.

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.

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Additional indexing

Item Type:Journal Article, 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:25 May 2020 19:27
Publisher:I O S Press
ISSN:0926-9630
OA Status:Green
Publisher DOI:https://doi.org/10.3233/SHTI190797
Related URLs:http://ebooks.iospress.nl/publication/52737

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