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 - Publisher Copyright:
© International Society for the Study of Behavioural Development.
Copyright:
Copyright 2017 Elsevier B.V., All rights reserved.
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 -