TY - JOUR
T1 - The benefits of latent variable modeling to develop norms for a translated version of a standardized scale
AU - Seo, Hyojeong
AU - Shaw, Leslie A.
AU - Shogren, Karrie A.
AU - Lang, Kyle M.
AU - Little, Todd D.
N1 - Funding Information:
The authors declared receipt of the following financial support for the research, authorship,and/or publication of this article: This study was supported in part by grant IES R324A120407 (Carolyn Hughes, James R. Thompson, and Michael L. Wehmeyer, co-PIs), by grant NSF 1053160 (Wei Wu and Todd D. Little, co-PIs), and by the Institute for Measurement, Methodology, Analysis, and Policy (Todd D. Little, Director) at Texas Tech University. Todd D. Little owns and receives remuneration from Yhat Enterprises, LLC, which runs educational workshops such as Stats Camp (statscam-p.org), and processes his royalties and his fees for consulting on statistics and methods with life-science science researchers.
Publisher Copyright:
© International Society for the Study of Behavioural Development.
PY - 2017/11/1
Y1 - 2017/11/1
N2 - This article demonstrates the use of structural equation modeling to develop norms for a translated version of a standardized scale, the Supports Intensity Scale-Children's Version (SIS-C). The latent variable norming method proposed is useful when the standardization sample for a translated version is relatively small to derive norms independently but the original standardization sample is larger and more robust. Specifically, we leveraged a large, representative US standardization sample (n = 4,015) to add power and stability to a smaller Spanish (n = 405) standardization sample. Using a series of multiple-group mean and covariance structures confirmatory factor analyses using effects-coded scaling constraints, measurement invariance was tested acrob (a) Spanish only and (b) both US and Spanish age bands (5-6, 7-8, 9-10, 11-12, 13-14, and 15-16). After establishing measurement invariance acrob the US and Spain, tests for latent means and variance differences within age-bands were only performed for Spanish data; the latent means and variances in the US sample were freely estimated. The study findings suggest that the information in the US data stabilized the overall model parameters, and the inclusion of the US sample did not influence on the norms of the SIS-C Spanish Translation.
AB - This article demonstrates the use of structural equation modeling to develop norms for a translated version of a standardized scale, the Supports Intensity Scale-Children's Version (SIS-C). The latent variable norming method proposed is useful when the standardization sample for a translated version is relatively small to derive norms independently but the original standardization sample is larger and more robust. Specifically, we leveraged a large, representative US standardization sample (n = 4,015) to add power and stability to a smaller Spanish (n = 405) standardization sample. Using a series of multiple-group mean and covariance structures confirmatory factor analyses using effects-coded scaling constraints, measurement invariance was tested acrob (a) Spanish only and (b) both US and Spanish age bands (5-6, 7-8, 9-10, 11-12, 13-14, and 15-16). After establishing measurement invariance acrob the US and Spain, tests for latent means and variance differences within age-bands were only performed for Spanish data; the latent means and variances in the US sample were freely estimated. The study findings suggest that the information in the US data stabilized the overall model parameters, and the inclusion of the US sample did not influence on the norms of the SIS-C Spanish Translation.
KW - Supports Intensity Scale-Children's Version
KW - effects-coded method of identification
KW - international norming
UR - http://www.scopus.com/inward/record.url?scp=85031316931&partnerID=8YFLogxK
U2 - 10.1177/0165025416671612
DO - 10.1177/0165025416671612
M3 - Article
AN - SCOPUS:85031316931
VL - 41
SP - 743
EP - 750
JO - International Journal of Behavioral Development
JF - International Journal of Behavioral Development
SN - 0165-0254
IS - 6
ER -