When middle really means 'top' or 'bottom':An analysis the 16PF5 using Bock’s nominal response model

When self-report items with a Likert-type scale include a middle response option (e.g., Unsure, Neither agree nor disagree, or ?), this middle option is assumed to measure a level of the trait intermediate between the high and low response categories. In this study, we tested this assumption in the 16 Personality Factor Questionnaire, Version 5 (16PF5) by fitting Bock's nominal response model in the U.S. and UK standardization samples of the 16PF5. We found that in many cases, the middle option was indicative of higher levels of the latent trait than the ostensibly highest response option. In certain other cases, it was indicative of lower levels of the latent trait than the ostensibly lowest response option. This undermines the use of a simple successive integer scoring scheme where responses in adjacent response categories are assigned scores of 0, 1, and 2. Recommendations for alternative scoring schemes are provided. Results also suggested that certain personality traits, especially neurotic traits, are associated with a tendency toward selecting the middle option

An analysis of differential item functioning by gender in the Learning Disability Screening Questionnaire (LDSQ)

The Learning Disability Screening Questionnaire (LDSQ; McKenzie & Paxton, 2006) was developed as a brief screen for intellectual disability. Although several previous studies have evaluated the LDSQ with respect to its utility as a clinical and research tool, no studies have considered the fairness of the test across males and females. In the current study we, therefore, used a multi-group item response theory approach to assess differential item functioning across gender in a sample of 211 males and 132 females assessed in clinical and forensic settings. Although the test did not show evidence of differential item functioning by gender, it was necessary to exclude one item due to estimation problems and to combine two very highly related items (concerning reading and writing ability) into a single literacy item Thus, in addition to being generally supportive of the utility of the LDSQ, our results also highlight possible areas of weakness in the tool and suggest possible amendments that could be made to test content to improve the test in future revisions

Personality differentiation by cognitive ability:An application of the moderated factor model

The personality differentiation hypothesis holds that at higher levels of intellectual ability, personality structure is more differentiated. We tested differentiation at the primary and global factor levels in the US standardisation sample of the 16PF5 (n = 10,261; 5124 male; mean age = 32.69 years (SD = 12.83 years). We used a novel combined item response theory and moderated factor model approach that overcomes many of the limitations of previous tests. We found moderation of latent factor variances in five of the fifteen primary personality traits of the 16PF. At the domain level, we found no evidence of personality differentiation in Extraversion, Self-Control, or Independence. We found evidence of moderated factor loadings consistent with the personality differentiation for Anxiety, and moderated factor loadings consistent with anti-differentiation for Tough-Mindedness. As differentiation was restricted to a few personality factors with small effect sizes, we conclude that there is only very limited support for the personality differentiation hypothesis

An Analysis of Response Shifts in Teacher Reports Associated with the Use of a Universal School-Based Intervention to Reduce Externalising Behaviour.

School-based psychosocial interventions are a widely used approach to prevent or reduce externalising behaviour. However, evaluating the effects of such interventions is complicated by the fact that the interventions may not only change the target behaviour, but also the way that informants report on that behaviour. For example, teachers may become more aware of bullying behaviour after delivering lessons on the topic, resulting in increased teacher reports of the behaviour. In this study, we used multi-group confirmatory factor analysis to evaluate whether teachers exposed to the Promoting Alternative Thinking Strategies (PATHS) intervention changed the way they reported on child externalising behaviour. Using data from the z-proso study (802 participants; 51% male; 69 teachers), teacher reports of aggressive behaviour, attention deficit hyperactivity disorder and non-aggressive conduct disorder symptoms were compared pre- and post- intervention and across the intervention and control conditions. There was no evidence that teacher reporting was affected by exposure to the intervention. This helps bolster the interpretation of intervention effects as reflecting changes in child behaviour, rather than in the manner of informant reporting

What range of trait levels can the Autism-Spectrum Quotient (AQ) measure reliably?:An Item Response Theory Analysis

It has previously been noted that inventories measuring traits that originated in a psychopathological paradigm can often reliably measure only a very narrow range of trait levels that are near and above clinical cutoffs. Much recent work has, however, suggested that autism spectrum disorder traits are on a continuum of severity that extends well into the nonclinical range. This implies a need for inventories that can capture individual differences in autistic traits from very high levels all the way to the opposite end of the continuum. The Autism-Spectrum Quotient (AQ) was developed based on a closely related rationale, but there has, to date, been no direct test of the range of trait levels that the AQ can reliably measure. To assess this, we fit a bifactor item response theory model to the AQ. Results suggested that AQ measures moderately low to moderately high levels of a general autistic trait with good measurement precision. The reliable range of measurement was significantly improved by scoring the instrument using its 4-point response scale, rather than dichotomizing responses. These results support the use of the AQ in nonclinical samples, but suggest that items measuring very low and very high levels of autistic traits would be beneficial additions to the inventory

Validation of a brief measure of aggression for experience sampling research:The Aggression-ES-A

Ecological momentary assessment (EMA) holds significant potential within aggression research. It affords researchers the possibility of collecting data in ecological context, in near real time. However, there is a lack of measures of aggression that have been developed and validated for use in EMA contexts. In this study, we report on the validation of a measure specifically designed to address this need: the Aggression-ES-A. Building on a previous pilot study, we evaluate the within- and between-person reliability, nomological net and associations with a validated trait measure of aggression of the Aggression-ES-A in a sample of N = 255 emerging adults from the Zurich Project on Social Development from Childhood to Adulthood (z-proso). Using multilevel confirmatory factor analysis and structural equation modeling, we found support for the factorial validity, reliability, and concurrent validity of the Aggression-ES-A scores. Results support the use of the Aggression-ES-A in EMA studies utilizing community-ascertained samples

To what extent does emotional dysregulation account for aggression associated with ADHD symptoms? An experience sampling study

Previous research suggests that aggression is associated with ADHD symptoms and this may partly reflect problems with emotional regulation. Using data from the D2M study (n=260) we found that ADHD symptoms were associated with both emotional lability and aggression, but emotional lability did not mediate the ADHD-aggression association. Results suggest that other factors may be more important for explaining elevated levels of aggression in ADHD