Title

Evaluation of the psychometric properties of the Asian Adolescent Depression Scale and construction of a short form : an item response theory analysis

Document Type

Journal article

Source Publication

Assessment

Publication Date

1-1-2017

Volume

24

Issue

5

First Page

660

Last Page

676

Publisher

Sage Publications, Inc.

Keywords

Adolescent Depression, Differential Item Functioning, Item Response Theory, Psychometric Validation

Abstract

The present study applied item response theory to examine the psychometric properties of the Asian Adolescent Depression Scale and to construct a short form among 1,084 teenagers recruited from secondary schools in Hong Kong. Findings suggested that some items of the full form reflected higher levels of severity and were more discriminating than others, and the Asian Adolescent Depression Scale was useful in measuring a broad range of depressive severity in community youths. Differential item functioning emerged in several items where females reported higher depressive severity than males. In the short form construction, preliminary validation suggested that, relative to the 20-item full form, our derived short form offered significantly greater diagnostic performance and stronger discriminatory ability in differentiating depressed and nondepressed groups, and simultaneously maintained adequate measurement precision with a reduced response burden in assessing depression in the Asian adolescents. Cultural variance in depressive symptomatology and clinical implications are discussed.

DOI

10.1177/1073191115614393

Print ISSN

10731911

E-ISSN

15523489

Publisher Statement

Copyright © 2015, © The Author(s) 2015.

Access to external full text or publisher's version may require subscription.

Full-text Version

Publisher’s Version

Language

English

Recommended Citation

Lo, B. C. Y., Zhao, Y., Kwok, A. W. Y., Chan, W., & Chan, C. K. Y. (2017). Evaluation of the psychometric properties of the Asian Adolescent Depression Scale and construction of a short form: An item response theory analysis. Assessment, 24(5), 660-676. doi: 10.1177/1073191115614393

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