Date of Award


Document Type

Campus Access Dissertation

Degree Name

Doctor of Philosophy (PhD)


School Psychology

First Advisor

Brian Daniels

Second Advisor

Lindsay Fallon

Third Advisor

Christopher Anthony


Universal screening of social, emotional, and behavioral functioning of students requires an equitable and accurate measurement tool in order to identify concerns and provide appropriate tiered supports. This study examined the psychometric properties of a common social, emotional, and behavioral screening tool, the Behavior Intervention and Monitoring Assessment System, Second Edition (BIMAS-2) using item response theory. The measurement equivalence was assessed at the subscale and item-level across gender, racial/ethnic, and intersecting gender and racial/ethnic student groups. Specifically, male and female groups, as well as Hispanic, Black, White, Asian, and “Other” racial groups and consequent intersecting groups were compared using differential scale functioning and differential item functioning. Subscale-level scores were found to be equivalent across all student groups; however, individual items were identified as functioning differently across student groups ranging from small to large effect size differences. Results of scale-level equivalence indicate the BIMAS-2 scales may help teachers identify diverse students who require mental health and behavioral supports and refer for appropriate interventions. Utilizing this universal screening tool in schools may reduce disproportionate discipline and special education referrals. Implications for practitioners and researchers are discussed.


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