Internalizing and Externalizing Behavior Problem Scores Cross-Ethnic and Longitudinal Measurement Invariance of the Behavior Problem Index

• Published in: Educational and psychological measurement Vol. 68; no. 4; pp. 676 - 694
• Main Authors: Guttmannova, Katarina, Szanyi, Jason M., Cali, Philip W.
• Format: Journal Article
• Language: English
• Published: Los Angeles, CA SAGE Publications 01-08-2008; Sage; SAGE PUBLICATIONS, INC
• Subjects: Behavior disorders; Behavior Problems; Biological and medical sciences; Check Lists; Child Behavior; Child Development; Cross Cultural Studies; Ethnic Groups; Factor Structure; Longitudinal Studies; Measurement; Measures (Individuals); Medical sciences; Minority & ethnic groups; Psychological tests; Psychology. Psychoanalysis. Psychiatry; Psychometrics. Diagnostic aid systems; Psychopathology. Psychiatry; Social research; Techniques and methods; externalizing; behavior problems; internalizing; measurement invariance; ethnicity; longitudinal; Human; Preschool age; Questionnaire; Psychometrics; Invariance; Ethnic group; Behavioral disorder; School age; Follow up study; Child
• ISSN: 0013-1644; 1552-3888
• DOI: 10.1177/0013164407310127

Accurate measurement of behavioral functioning is a cornerstone of research on disparities in child development. This study used the National Longitudinal Survey of Youth 1979 (NLSY79) data to test measurement invariance of the Behavior Problem Index (BPI) during middle childhood across three ethnic groups. Using the internalizing and externalizing behavior problem division derived by Parcel and Menaghan (1988) and suggested for use with NLSY79 data, the configural invariance hypothesis was not supported. The BPI factor structure model was revised based on theoretical considerations using the division of items from the Child Behavior Checklist. This model demonstrated configural invariance across ethnic groups and over time. Moreover, measurement invariance of factor loadings and thresholds across ethnic groups at each time point and within each ethnic group over time was also supported. The implications of these findings for educational and cross-cultural research are outlined.