Assessing Measurement Equivalence of PSC-17 across Teacher and Parent Respondents

Autor/inn/en	Gao, Ruiqin; Raygoza, Alyssa; Distefano, Christine; Greer, Fred; Dowdy, Erin
Titel	Assessing Measurement Equivalence of PSC-17 across Teacher and Parent Respondents
Quelle	In: School Psychology International, 43 (2022) 5, S.477-495 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	ORCID (Gao, Ruiqin) ORCID (Greer, Fred) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0143-0343
DOI	10.1177/01430343221108874
Schlagwörter	Check Lists; Measures (Individuals); Screening Tests; Child Behavior; Preschool Children; Interrater Reliability; Parent Attitudes; Teacher Attitudes; Factor Analysis; Test Validity; South Carolina; California + Suchen Sie Ihr Suchwort? Checkliste; Messdaten; Screening-Verfahren; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Interrater-Reliabilität; Elternverhalten; Lehrerverhalten; Faktorenanalyse; Testvalidität; Kalifornien
Abstract	The Pediatric Symptom Checklist-17 (PSC-17) is a popular screening instrument used by parents and clinicians to assess children's behavioral functioning. However, more schools are examining the potential of the PSC-17 as part of a Multi-Tier System of Support framework. To investigate the potential of the PSC-17 in the schools, a sample of 1,779 U.S. preschool and kindergarten-aged children rated by parents (n = 667) and teachers (n = 1,112) was used to assess the measurement invariance of the PSC-17 across respondent groups. Multiple-group Confirmatory Factor Analysis supported partial scalar invariance for the PSC-17, indicating functional equivalence across teacher and parent respondents. Latent mean testing revealed teachers rated children as exhibiting a lower level of Externalizing Problems relative to parents; however, no significant differences in children's Internalizing Problems and Attention Problems were found between teacher and parent ratings. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01