Item response theory and clinical measurement.

By S. Reise, N. Waller. Annual Review of Clinical Psychology, 2009

708 citations recorded by the source corpus.

Subfields: Clinical Psychology, Developmental and Educational Psychology, Management Science and Operations Research

View Paper: https://www.semanticscholar.org/paper/d0df393ac23e1c86cc11a02be0b546e75754b02e

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Clinical Psychology

1. A. Chiesa
2. Ruth A. Baer
3. Paul Grossman
4. Gregory T. Smith
5. N. V. Dam
6. S. Reise
7. K. Neff
8. Richard J. McNally

In Developmental and Educational Psychology

1. Youngsuk Suh
2. L. Clark
3. Y. Yung
4. Xinming An
5. D. Watson
6. Richard J. McNally
7. A. Chiesa
8. Paul Grossman

In Management Science and Operations Research

1. Mark G. Haviland
2. Youngsuk Suh
3. Ruth A. Baer
4. Tyler M. Moore
5. Y. Yung
6. Xinming An
7. D. Watson
8. L. Clark

Citations in the corpus

• Item Response Theory—A Statistical Framework for Educational and Psychological Measurement (2021, positive): “Furthermore, they are crucial to measuring psychological traits in various domains of psychology, including personality and psychopathology (Balsis et al., 2017; Reise and Waller, 2009; Wirth and Edwards, 2007).”
• Item Response Theory: What It Is and How You Can Use the IRT Procedure to Apply It (2014, methodology): “This paper describes a variety of IRT models, such as the Rasch model, two-parameter model, and graded response model, and demonstrates their application by using real-data examples.”
• Network analysis: an integrative approach to the structure of psychopathology. (2013, background): “The use of directed causal networks in statistical analysis has seen great developments in the past decades, especially in the work of Pearl (2000) and Spirtes et al. (2000).”
• The Difficulty of Defining Mindfulness: Current Thought and Critical Issues (2013, background): “More broadly, the endorsement of the low end of a trait scale does not imply the strong presence of its opposite (Reise and Waller 2009).”
• The Performance of Maximum Likelihood and Weighted Least Square Mean and Variance Adjusted Estimators in Testing Differential Item Functioning With Nonnormal Trait Distributions (2015, methodology): “From a practical point of view, although most psychological and educational latent traits are thought to be normally distributed, trait scores obtained from an estimation procedure tend to be positively skewed in many psychological data (e.g., clinical tests; Reise & Waller, 2009).”
• Bifactor Models and Rotations: Exploring the Extent to which Multidimensional Data Yield Univocal Scale Scores (2010, background): “On the other hand, when a scale is being considered for IRT modeling, the conclusion almost always is that the item responses are “unidimensional enough” (see Reise & Waller, 2009, for a review of IRT applications).”
• Mindfulness In Parenting Questionnaire (MIPQ): Development and Validation of a Measure of Mindful Parenting (2017, background): “That is, DIF occurs when an item’s properties in one group are different from the item’s properties in another group (Reise & Waller, 2009).”
• Mindfulness, by any other name…: trials and tribulations of sati in western psychology and science (2011, background): “Reflecting upon this issue, two prominent psychological statisticians recently emphasized that endorsement of the low end of a trait scale does not imply the strong presence of its opposite, for example low endorsement of depressive symptoms does not necessarily suggest happiness, or endorsing the l”
• Constructing Validity: New Developments in Creating Objective Measuring Instruments (2019, methodology): “Within the IRT literature, a model with parameters for item difficulty and item discrimination is used most frequently (Reise & Waller, 2009; Simms & Watson, 2007).”
• Computerized Neuropsychological Assessment Devices: Joint Position Paper of the American Academy of Clinical Neuropsychology and the National Academy of Neuropsychology (2012, methodology): “Also, some CNADs utilize an ‘‘adaptive’’ assessment approach derived from Item Response Theory (Reise & Waller, 2009; Thomas, 2010) wherein the program adjusts task difficulty or stimulus presentation as a function of task success or failure on the part of the examinee.”
• Item Banks for Measuring Emotional Distress From the Patient-Reported Outcomes Measurement Information System (PROMIS®): Depression, Anxiety, and Anger (2011, background): “Such a mixture model suggests that constructs of emotional distress may function more like “quasi traits” than normally distributed traits (Reise & Waller, 2009).”
• Can network analysis transform psychopathology? (2016, background): “As Reise and Waller (2009, p. 28) emphasized in their discussion of item-response theory approaches to psychopathology, one “must first assume that the item [symptom] covariation is caused by a continuous latent variable (common factor)” (Reise & Waller, 2009).”
• Assessing mindfulness in children and adolescents: development and validation of the Child and Adolescent Mindfulness Measure (CAMM). (2011, background): “Research on the assessment of other variables has sometimes suggested that reverse-scored items may not measure exactly the same construct as do directly worded items (Reise & Waller, 2009).”