Rasch Analysis of Authentic Evaluation of Young Children's Functioning in Classroom Routines

Area of Science:

• Pediatric Psychology
• Early Childhood Education Research
• Psychometrics

Background:

• Assessing children's functioning in early childhood education (ECE) is crucial for development.
• The 3M Functioning in Preschool Routines Scale requires validation for diverse age and competence levels.
• Understanding classroom routine functioning informs educational and therapeutic interventions.

Purpose of the Study:

• To evaluate the psychometric properties of the 3M Functioning in Preschool Routines Scale.
• To analyze Differential Item Functioning (DIF) across different child age groups and competence levels.
• To refine the scale based on empirical data and integrate it with the International Classification of Functioning, Disability and Health (ICF).

Main Methods:

• Utilized the Rasch model to analyze item fit and difficulty.
• Conducted Differential Item Functioning (DIF) analysis on data from 366 children (36-70 months) and 22 teachers in Spanish ECE centers.
• Applied Rasch modeling to assess scale reliability and validity.

Main Results:

• The 3M scale demonstrated reliability and validity for assessing preschool children's functioning in routines.
• Item difficulty varied significantly based on children's age and competence levels.
• Specific items were identified for rewording, and more challenging items were needed for higher-ability children.

Conclusions:

• The 3M Functioning in Preschool Routines Scale is a reliable and valid tool for ECE settings.
• Scale adjustments, including item rewording and addition of difficult items, enhance its utility.
• Integration with ICF Performance Qualifiers provides a comprehensive child functioning profile.