Item response theory analyses of adolescent self-ratings of the ADHD symptoms in the Disruptive Behavior Rating Scale

2012 ◽  
Vol 53 (8) ◽  
pp. 963-968 ◽  
Author(s):  
Rapson Gomez
Keyword(s):  
Item Response Theory ◽  
Item Response ◽  
Disruptive Behavior ◽  
Rating Scale ◽  
Behavior Rating ◽  
Adhd Symptoms ◽  
Response Theory ◽  
Behavior Rating Scale

Mokken Scale Analysis: Discussion and Application

2021 ◽  
Vol 8 (3) ◽  
pp. 672-695
Author(s):  
Thomas DeVaney
Keyword(s):  
Item Response Theory ◽  
Item Response ◽  
Rating Scale ◽  
Scale Analysis ◽  
Guttman Scale ◽  
Response Theory ◽  
Data Set ◽  
Mokken Scale Analysis ◽  
Irt Models ◽  
Guttman Scaling

This article presents a discussion and illustration of Mokken scale analysis (MSA), a nonparametric form of item response theory (IRT), in relation to common IRT models such as Rasch and Guttman scaling. The procedure can be used for dichotomous and ordinal polytomous data commonly used with questionnaires. The assumptions of MSA are discussed as well as characteristics that differentiate a Mokken scale from a Guttman scale. MSA is illustrated using the mokken package with R Studio and a data set that included over 3,340 responses to a modified version of the Statistical Anxiety Rating Scale. Issues addressed in the illustration include monotonicity, scalability, and invariant ordering. The R script for the illustration is included.

scholarly journals Item Response Theory Analysis of ADHD Symptoms in Children With and Without ADHD

Assessment ◽  
2016 ◽  
Vol 23 (6) ◽  
pp. 655-671 ◽  
Author(s):  
James J. Li ◽  
Steven P. Reise ◽  
Andrea Chronis-Tuscano ◽  
Amori Yee Mikami ◽  
Steve S. Lee
Keyword(s):  
Item Response Theory ◽  
Item Response ◽  
Latent Trait ◽  
Dimensional Structure ◽  
Adhd Symptoms ◽  
Response Theory ◽  
Confirmatory Factor Analyses ◽  
Item Response Theory Analysis ◽  
Graded Response ◽  
Moderate Range

Item response theory (IRT) was separately applied to parent- and teacher-rated symptoms of attention-deficit/hyperactivity disorder (ADHD) from a pooled sample of 526 six- to twelve-year-old children with and without ADHD. The dimensional structure ADHD was first examined using confirmatory factor analyses, including the bifactor model. A general ADHD factor and two group factors, representing inattentive and hyperactive/impulsive dimensions, optimally fit the data. Using the graded response model, we estimated discrimination and location parameters and information functions for all 18 symptoms of ADHD. Parent- and teacher-rated symptoms demonstrated adequate discrimination and location values, although these estimates varied substantially. For parent ratings, the test information curve peaked between −2 and +2 SD, suggesting that ADHD symptoms exhibited excellent overall reliability at measuring children in the low to moderate range of the general ADHD factor, but not in the extreme ranges. Similar results emerged for teacher ratings, in which the peak range of measurement precision was from −1.40 to 1.90 SD. Several symptoms were comparatively more informative than others; for example, is often easily distracted (“Distracted”) was the most informative parent- and teacher-rated symptom across the latent trait continuum. Clinical implications for the assessment of ADHD as well as relevant considerations for future revisions to diagnostic criteria are discussed.

An Item Response Theory analysis of the Unified Multiple System Atrophy Rating Scale

2021 ◽  
Author(s):  
Alexandra Foubert-Samier ◽  
Anne Pavy-Le Traon ◽  
Tiphaine Saulnier ◽  
Mélanie Le-Goff ◽  
Margherita Fabbri ◽  
...  
Keyword(s):  
Item Response Theory ◽  
Multiple System Atrophy ◽  
Item Response ◽  
Rating Scale ◽  
Response Theory ◽  
Theory Analysis ◽  
Item Response Theory Analysis

scholarly journals A-08 Examination of Three Functional Living Scales Using Item Response Theory Modeling in a Mixed Sample

2020 ◽  
Vol 35 (6) ◽  
pp. 781-781
Author(s):  
W Goette ◽  
A Carlew ◽  
J Schaffert ◽  
H Rossetti ◽  
L Lacritz
Keyword(s):  
Higher Education ◽  
Item Response Theory ◽  
Item Response ◽  
Rating Scale ◽  
Functional Change ◽  
Response Theory ◽  
Clinical Dementia Rating ◽  
Predominately White ◽  
Multiple Observations ◽  
Item Functioning

Abstract Objective Characterize three functional living scales under item response theory and examine these scales for evidence of differential item functioning (DIF) by participant and/or informant ethnicity and education. Method Baseline data from 3155 participants [Mage = 70.59(9.55); Medu = 13.3(4.26); 61.72%female] enrolled in the Texas Alzheimer’s Research and Care Consortium with data from the Clinical Dementia Rating Scale (CDR; functional items), Physical Self-Maintenance Scale (PSMS), and Instrumental Activities of Daily Living Scale (IADL) were used. The sample was predominately white (93.94%) and 35.97% identified as Hispanic. Graded response models fit all three tests best. DIF was examined by iteratively dropping item-by-item constraints and then testing model fit. Results The CDR demonstrated overall good item functioning with clear separation between all of the rating categories for each item, while the PSMS and IADL did not, suggesting the item ratings should be reconsidered. DIF was observed by ethnicity (Hispanic v. non-Hispanic) and education (separated into low, average, high) for every item on all three scales (all ps ≤ .01 after adjustment for multiple observations). Hispanic ethnicity and higher education subjects were more likely to be rated as more impaired. Conclusions Results suggest these three commonly used functional scales have DIF depending on the ethnicity and education of the patient. This finding has implications for understanding functional change in certain populations, particularly the potential for mischaracterization of impairment in minority samples. The finding that individuals with higher education tended to be rated as more functionally impaired warrants further investigation.

scholarly journals A-16  Latent Item Response Theory Regression Using Neuropsychological Tests to Predict Functional Ability

2020 ◽  
Vol 35 (6) ◽  
pp. 790-790
Author(s):  
W Goette ◽  
A Carlew ◽  
J Schaffert ◽  
H Rossetti ◽  
L Lacritz
Keyword(s):  
Item Response Theory ◽  
Item Response ◽  
Functional Ability ◽  
Neuropsychological Tests ◽  
Rating Scale ◽  
Word Association ◽  
Digit Span ◽  
Outcome Variable ◽  
Functional Abilities ◽  
Response Theory

Abstract Objective Examine prediction of functional ability with neuropsychological tests using latent item response theory. Method The sample included 3155 individuals (Mage = 69.72, SD = 9.41; Median education =13.15, SD = 4.40; white = 92.81%; female = 62.03%; MCI = 25.13%; Dementia = 28.87%) from the Texas Alzheimer’s Research and Care Consortium who completed functional and cognitive assessments [Mini Mental State Examination (MMSE), Logical Memory (LM), Visual Reproduction (VR), Controlled Oral Word Association Test (COWAT), Trail Making Test (TMT), Boston Naming Test, and Digit Span]. Functional measures [Clinical Dementia Rating Scale, Physical Self Maintenance Scale, and Instrumental Activities of Daily Living)] were combined into a single outcome variable using confirmatory factor analysis. Item response theory (IRT) was used to fit the data, and latent regression to predict the latent trait score using neuropsychological data. Results All three functional scales loaded onto a single factor and demonstrated good construct coverage and measurement reliability (Supporting Figure). A graded response IRT model best fit the functional ability composite measure. MMSE (b = −1.08, p < .001), LM II (b = −0.58, p < .001), VR I and II (b = −0.09, p = .02 and b = −0.43, p < .001, respectively), COWAT (b = −0.10, p = .003), and TMT-B (b = −0.30, p < .001) all significantly predicted functional abilities, as did age (b = 0.61, p < .001) and education (b = 0.31, p < .001). Conclusions Global cognition, memory and executive function tests predicted functional abilities while attention and language tasks did not. These results suggest that certain neuropsychological tests meaningfully predict functional abilities in elderly cognitively normal and cognitively impaired individuals. Further research is needed to determine whether these cognitive domains are predictive of functional abilities in other clinical disorders.

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