The present study explored the psychometric properties of ratings made using the Scales for Assessing Emotional Disturbance–Third Edition: Rating Scale (SAED-3 RS): a scale developed for use in identifying school-age students with emotional and behavioral problems. The purposes of the study were to assess differential item functioning (DIF) for SAED-3 RS items between White and Hispanic students and to assess the impact of DIF on SAED-3 RS scale scores. The sample included 979 students without disabilities who were identified as White/Non-Hispanic (71.91%) and Hispanic (28.09%). The data indicated that SAED-3 RS items demonstrated small to negligible levels of DIF and that DIF did not saliently impact scores. The data suggest that items and scores yielded from the SAED-3 RS are consistent in measuring the emotional and behavioral functioning of school-age students from diverse backgrounds. Research limitations, future research directions, and practical use implications for school personnel are discussed.

本研究探讨了使用“评估情绪障碍量表”（第三版）的量表的心理测量特性：量表（SAED-3 RS）：一种用于识别有情感和行为问题的学龄学生的量表。该研究的目的是评估白人和西班牙裔学生之间SAED-3 RS项目的差异项目功能（DIF），并评估DIF对SAED-3 RS量表评分的影响。样本包括979名残疾学生，他们被确定为白人/非西班牙裔（71.91％）和西班牙裔（28.09％）。数据表明，SAED-3 RS物品的DIF含量很小至可以忽略不计，而且DIF不会显着影响得分。数据表明，SAED-3 RS产生的项目和分数在测量来自不同背景的学龄学生的情绪和行为功能时是一致的。研究局限性，未来研究方向，