Factor structure and differential item functioning of the BASC-2 BESS Spanish Language Parent Form.

Area of Science:

• Educational Psychology
• Psychometrics
• Cross-cultural Psychology

Background:

• Increasing diversity in U.S. schools necessitates culturally sensitive assessment tools.
• The Behavior Assessment System for Children-Second Edition (BASC-2) Behavioral and Emotional Screening System (BESS) Parent Spanish form is a potential tool for behavioral and emotional risk screening in Spanish-speaking populations.

Purpose of the Study:

• To evaluate the psychometric properties of the BESS Parent Spanish form.
• To examine the structural invariance and differential item functioning (DIF) of the BESS Parent Spanish form compared to the English version.

Main Methods:

• Confirmatory factor analysis (CFA) was used to assess the factor structure.
• Differential item functioning (DIF) analyses were conducted to identify item bias across language forms.
• 725 Latino students (K-6) and their parents in an urban school district participated.

Main Results:

• A 4-factor structure (Externalizing, Internalizing, Inattention, Adaptive Skills) was supported, consistent with the English BESS Parent form.
• Differential item functioning (DIF) was found in 5 items (16.7%), with 4 items easier to endorse in English.
• Preliminary evidence suggests partial invariance of the BESS Parent across language forms.

Conclusions:

• The BESS Parent Spanish form demonstrates potential for screening Latino students.
• Partial structural and item-level invariance exists, but DIF warrants further investigation for test bias.
• Additional research is needed to confirm the psychometric integrity and minimize potential bias in cross-language assessments.