Abstract
Social-emotional (SE) skills in the early developmental years of children influence outcomes in psychological, behavioral, and learning domains. The adult ratings of a child’s SE skills can be influenced by sex stereotypes. These rating differences could lead to differential conclusions about developmental progress or risk. To ensure that differences between boys and girls in SE skills are accurate, validity evidence should support that differences are not based on such issues as stereotypes influencing ratings. Differential item functioning (DIF) analysis allows for the assessment of group differences in item responses while controlling for ability. This study utilized a new multilevel Mantel–Haenszel (MMH) DIF procedure to examine sex differences in item responses for examiner ratings of children’s SE skills on the Brigance Inventory of Early Development III SE scale. Of 50 items examined, 4 were identified as large DIF items. The scores do not appear to be influenced by item-level rating distortions based on sex stereotypes.
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