Elaine Wei

Psychometric analysis of the Social Communication Questionnaire using an Item Response Theory framework: Implications for the use of the Lifetime and Current forms

Abstract:
The Social Communication Questionnaire (SCQ) was developed as a screener of Autism Spectrum Disorder (ASD). To date, the majority of the SCQ utility studies focused on its external validity (e.g., ROC curve analyses), but very few have addressed the internal validity issues. With samples consisting of 2,134 individuals available from the National Database for Autism Research (NDAR), the current study examined the factor structure, item-level characteristics, and measurement equivalence of the SCQ forms (i.e., Lifetime form and Current form) using both the classical true score theory and the Item Response Theory (IRT). While our findings indicate sufficient psychometric properties of the SCQ Lifetime form, measurement issues emerged with respect to the SCQ Current form. These issues include lower internal consistencies, a weaker factor structure, lower item discriminations, significant pseudo-guessing effects, and subscale-level measurement bias. Thus, we caution researchers and clinicians about the use of the SCQ Current form.

Citation:
Wei, T., Chesnut, S. R., Barnard-Brak, L, & Richman, D. (2014). Psychometric analysis of the Social Communication Questionnaire using an item response theory framework: Implications for the use of the Lifetime and Current forms. Journal of Psychopathology and Behavioral Assessment. DOI: 10.1007/s10862-014-9468-4

Evaluating the Mathematics Interest Inventory using item response theory: Differential item functioning across gender and ethnicities

Abstract:
As the United States has begun to lag behind other developed countries in performance on mathematics and science, researchers have sought to explain this with theories of teaching, knowledge, and motivation. We expand this examination by further analyzing a measure of interest that has been linked to student performance in mathematics and intention to enroll in advanced mathematics classes. Using Item Response Theory (IRT), the purpose of this study was to evaluate the psychometric properties of the Mathematics Interest Inventory (MII). Six hundred sixty-six students (47.6% Hispanic, 48.2% Male) formed the sample. Results revealed minimal differential item functioning (DIF) between genders. Substantial DIF emerged between Hispanic and White students. Implications of the differential functioning and the measurement of interest in mathematics are discussed.

Citation:
Wei, T., Chesnut, S. R., Barnard-Brak, L., Stevens, T., & Olivárez, A. J. (2014). Evaluating the Mathematics Interest Inventory using item response theory: Differential item functioning across gender and ethnicities. Journal of Psychoeducational Assessment, 32(8), 747-761.

University students' perceptions of academic cheating: Triangulating quantitative and qualitative findings

Abstract:
Using a parallel mixed-methods design, the current study examined university students' perceptions of academic cheating through collecting and analyzing both the quantitative and qualitative data. Our quantitative findings corroborate previous research that male students have engaged more in academic cheating than females based on students' self-reports, and that undergraduate students are less willing to discuss issues on academic cheating as compared with their graduate counterparts. Five themes emerged from the thematic analysis of the qualitative data: (1) flexible definitions for cheating, (2) environmental promotion of cheating, (3) the moral transgression of cheating, (4) cheating as an ambiguous justification, and (5) cheating as a conscious decision making process. The mixed-methods findings indicate that there is no relationship between students' gender or classification and their endorsements of the qualitative themes. However, non-White students are more likely to endorse the theme "cheating as an ambiguous justification." Implications for reducing and preventing academic cheating at the university level are discussed.

Citation:
Wei, T., Chesnut, S. R., Barnard-Brak, L., & Schmidt, M. (2014). University students' perceptions of academic cheating: Triangulating quantitative and qualitative findings. Journal of Academic Ethics, 12(4), 287-298.

Inclusivity in the classroom and international achievement in mathematics and science: An exploratory study

Abstract:
Purpose: Few studies have examined the role of inclusivity in international assessments of student achievement, such as the TIMSS (Trends in International Mathematics and Science Study). The current study examined how the inclusivity of students with disabilities at the classroom level across countries may be associated with achievement scores, thus affecting national rankings. Method: To achieve this purpose, TIMSS mathematics and science achievement data were utilized. Findings: Results revealed how national rankings may be adjusted after examining the role of inclusivity in the classroom while statistically controlling for national economic and well-being indicators. Limitations: In terms of international comparisons, a country’s history and culture can be critical in understanding its educational system and how it relates to the observed outcomes. The variables that we included in this study are quantified indicators that may reflect only some facets of each country’s education system and special education inclusivity.

Citation:
Barnard-Brak, L., Wei, T., Schmidt, M., & Sheffield, R. (2014). Inclusivity in the classroom and international achievement in mathematics and science: An exploratory study. International Journal of Educational Reform, 23(2), 116-132.

Assistive technology as a predictor of general or alternate assessment among elementary-aged students with Autism Spectrum Disorders

Abstract:
Archival data from the Special Education Elementary Longitudinal Study (SEELS; 2005) were used to examine variables that predict whether elementary school students with ASD participated in the general or alternate assessment. Results indicated that receptive and expressive communication abilities appear to influence participation in the general vs. alternate assessment in tandem with access to assistive technology. Students with ASDs were approximately 2.71 times more likely to participate in the general assessment when they had access to assistive technology. Next, we performed a second, follow-up analysis for only ASD students with communication problems. The odds ratio value increased to 14.9 indicating that ASD students with communication problems that had access to assistive technology were almost 15 times more likely to participate in the general assessment than students with communication problems without access to assistive technology.

Citation:
Barnard-Brak, L., Thompson, S., Wei, T., & Richman, D. M. (2014). Assistive technology as a predictor of general or alternate assessment among elementary-aged students with Autism Spectrum Disorders. Assistive Technology, 26(2), 81-87.

Investigating the primary orientations and principal majors of learners of less commonly taught languages

Abstract:
This paper reports on an investigation of the primary orientations of learners of less commonly taught languages and their major areas of study. One hundred and eleven students enrolled in Arabic, Chinese, Japanese, Russian, Turkish, and Uzbek courses in a West Texas university were surveyed. A descriptive analysis from SPSS indicated that the primary orientations were for the most part instrumental and language specific, with the most important factor overall being career benefits. A comparison of frequencies also revealed that there was an unequivocal relationship between major fields of study and target languages.

Citation:
Pratt, C., Sadikova, A., Wei, T., Wang, Y., Dan, Y., & Zaier, A. (2014). Investigating the primary orientations and principal majors of learners of less commonly taught languages. International Journal of Humanities and Social Science, 4(3), 41-53.

Self-regulation and social interaction skills among children with Autism across time

Abstract:
In the current study, the purpose of this paper is to examine the self-regulation and social interaction skills of children with Autism Spectrum Disorder (ASD) as compared to children with intellectual disabilities (IDs) across time. Drawn from the Special Education Elementary Longitudinal Study (SEELS), our sample consisted of 1,016 children diagnosed with ASD and 597 children diagnosed with ID. The self-regulation and social interaction skills were measured using relevant subscales of the Scales of Independent Behavior-Revised across three time points evenly spaced at two years apart. Results revealed that children with ASD have significantly worse self-regulation and social interaction skills as compared to children with ID across time. The results of the current study support the results of Bieberich and Morgan(2004) that children with ASD have significantly worse self-regulation and social interaction skills as compared to children with ID across time. The paper suggests that our results may be considered as more generalizable given the utilization of data from the SEELS as a large, nationally representative, and community-based sample of children with disabilities across the USA examined longitudinally.

Citation:
Barnard-Brak, L., Ivey-Hatz, J., Ward, A. K., & Wei, T. (2014). Self-regulation and social interaction skills among children with Autism across time. Advances in Mental Health and Intellectual Disabilities, 8(4), 271-279.

Predictors of access to sex education for children with intellectual disabilities in public schools

Abstract:
Data from the National Longitudinal Transition Study—2 (SRI International, 2002) were analyzed to identify variables that predicted whether individuals with intellectual disability (ID) received sex education in public schools across the United States. Results suggested that individuals receiving special education services without ID were only slightly more likely to receive sex education than students with mild ID (47.5% and 44.1%, respectively), but the percentage of students with moderate to profound ID that received sex education was significantly lower (16.18%). Analysis of teacher opinions and perceptions of the likelihood of the students benefiting from sex education found that most teachers indicated that students without ID or with mild ID would benefit (60% and 68%, respectively), but the percentage dropped to 25% for students with moderate to profound ID. Finally, across all students, the only significant demographic variable that predicted receipt of sex education was more expressive communication skills. Results are discussed in terms of ensuring equal access to sex education for students with ID in public schools.

Citation:
Barnard-Brak, L., Schmidt, M., Chesnut, S. R., Wei, T., & Richman, D. (2014). Predictors of access to sex education for children with intellectual disabilities in public schools. Intellectual and Developmental Disabilities, 52(2), 85-97.