The goal of this study was to determine whether the measurement of children’s externalizing behaviors, as rated by teachers on a short version of the Conners’ Rating Scale, was invariant for Latino and non-Latino children with different language backgrounds and whether those ratings displayed invariant prediction of academic outcomes. The sample included 1,174 children (592 boys, 582 girls) who ranged in age from 38 – 73 months (M = 54.42 months; SD = 4.64 months) at the time of initial assessment. Model fit indices highlighted that teacher ratings displayed fully invariant measurement. Prediction was found to be invariant for all language and literacy outcomes but not for math outcomes. This was due to differences in ratings of oppositional defiant behavior for non-Latino children. Because differences in ratings of oppositional defiant behaviors for non-Latino children led to a lack of predictive invariance on math outcomes, and oppositional defiant behaviors have smaller associations with important outcomes, like a child’s academic achievement, these differences are unlikely to have meaningful clinical implications. Overall, these results suggest that the Conners Teacher Rating Scale-15 Item Version measures externalizing behaviors the same way for children of varying ethnic and language backgrounds. This may have important implications for research and multi-informant assessment.

中文翻译：

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探索拉丁裔儿童 ADHD 行为测量和预测的不变性

本研究的目的是确定教师在 Conners 评定量表的简短版本中对儿童外化行为的测量对于具有不同语言背景的拉丁裔和非拉丁裔儿童是否是不变的，以及这些评级是否显示出对学业成绩的不变预测。样本包括 1,174 名儿童（592 名男孩，582 名女孩），年龄从 38 到 73 个月不等（M = 54.42 个月;SD = 4.64 个月）。模型拟合指数强调教师评分显示完全不变的测量。发现预测对于所有语言和识字结果都是不变的，但对于数学结果则不是不变的。这是由于非拉丁裔儿童对立挑衅行为的评级存在差异。因为非拉丁裔儿童对立违抗行为的评分差异导致数学结果缺乏预测不变性，并且对立违抗行为与重要结果（如孩子的学业成绩）的关联较小，因此这些差异不太可能具有有意义的临床意义。总体而言，这些结果表明，Conners 教师评定量表 15 项目版以相同的方式衡量不同种族和语言背景的儿童的外化行为。这可能对研究和多线人评估具有重要意义。