한국판 정서·행동평가시스템(K·BASC-3), 교사보고형 검사-아동용(TRS-C)의 타당화 연구: 문항반응이론을 중심으로
A Validation Study Via Item Response Theory: Korean Behavior Assessment System for Children 3rd Edition, Teacher Rating Scales-Child Form (K·BASC-3, TRS-C)
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본 연구에서는 한국판 정서-행동평가시스템, 교사보고형 검사-아동용(The Korean Behavior Assessment System for Children 3rd Edition, Teacher Rating Scales-Child Form: K·BASC-3, TRS-C)의 타당도를 검증하였다. 이를 위해 동등화(equating) 설계를 활용해 954명으로 구성된 일반규준 표본을 제작 후, DSM에 의거한 임상 증상 및 관련 보호/위험요인이 반영된 본 도구의 이론적 근간이 문항 수준에서 적절히 구현되는지를 확인하기 위해 문항반응이론을 적용하였다. 그 결과 대부분 문항들의 변별도 및 범주 난이도가 적절한 것으로 확인되었다. 즉, DSM 진단기준에 근거한 임상 증상 및 보호/위험요인이 반영된 본 검사의 목적에 부합하는 문항 변별도 및 범주난이도 간격을 보였다. 별도의 105명 자료로 K·BASC-3, TRS-C 불안, 주의집중문제, 과잉행동 소척도 점수와 한국판 TRF 관련 소척도 점수 간 상관관계로 공인 타당도를 확인한 결과 모두 유의한 정적 상관이 나왔다. 본 연구 결과는 국내 아동을 위한 교사 보고형 다면적 선별검사인 K·BASC-3, TRS-C 타당도 관련 실증자료를 제공하였다. 본 연구의 의의 및 후속연구를 위한 제언을 논의에 포함하였다.
Abstract
The purpose of this study was to evaluate the validity of the Korean Behavior Assessment System for Children 3rd Edition, Teacher Rating Scales-Child Form (K·BASC-3, TRS-C). The 156-item K·BASC-3, TRS-C was administered to 318 teachers of children. Equating using common item non-equivalent group designs, a general norm was made for a total of 954. The generalized partial credit model based on item response theory analysis was used to conduct internal validity. Additionally, as a measure of external validity, concurrent validity was tested using the Teacher’s Report Form for Ages 6-18 (TRF 6-18). Results from the analysis indicated that items included in clinical subscale provided appropriate information at the ability levels higher than the mean. Also, the results revealed that the most item difficulty and discrimination were appropriate. The items that yielded less than desirable discrimination scores correspond to those measuring symptoms related to the DSM diagnostic categories or protective and risk factors for childhood emotional/behavioral disorders. The anxiety, hyperactivity, and attention problems subscales of the K·BASC-3, TRS-C demonstrated strong concurrent validity statistics with the related subscales of the TRF 6-18. Other relevant findings, practical implications regarding the use of the K·BASC-3, TRS-C, strengths and weaknesses of the current study and suggestions for future research are included in the discussion.
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