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Fieo R, Ocepek-Welikson K, Kleinman M, et al. Measurement Equivalence of the Patient Reported Outcomes Measurement Information System. Psychol Test Assess Model. 2016;58(2):255-307
Fieo, R., Ocepek-Welikson, K., Kleinman, M., Eimicke, J. P., Crane, P. K., Cella, D., & Teresi, J. A. (2016). Measurement Equivalence of the Patient Reported Outcomes Measurement Information System. Psychological test and assessment modeling, 58(2), 255-307.
Fieo, Robert, et al. "Measurement Equivalence of the Patient Reported Outcomes Measurement Information System." Psychological test and assessment modeling vol. 58,2 (2016): 255-307.
Fieo R, Ocepek-Welikson K, Kleinman M, Eimicke JP, Crane PK, Cella D, Teresi JA. Measurement Equivalence of the Patient Reported Outcomes Measurement Information System. Psychol Test Assess Model. 2016;58(2):255-307. PMID: 28523238; PMCID: PMC5433382.
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Psychol Test Assess Model. 2016;58(2):255-307.

Measurement Equivalence of the Patient Reported Outcomes Measurement Information System.

Psychological test and assessment modeling

Robert Fieo, Katja Ocepek-Welikson, Marjorie Kleinman, Joseph P Eimicke, Paul K Crane, David Cella, Jeanne A Teresi

Affiliations

  1. Research Division, Hebrew Home at Riverdale; RiverSpring Health.
  2. New York State Psychiatric Institute, Division of Child and Adolescent Psychiatry.
  3. Weill Cornell Medical Center, Department of Geriatrics and Palliative Medicine.
  4. University of Washington, Department of Medicine.
  5. Northwestern University Feinberg School of Medicine, Department of Medical Social Sciences.
  6. Columbia University Stroud Center at New York State Psychiatric Institute.

PMID: 28523238 PMCID: PMC5433382

Abstract

AIMS: The goals of these analyses were to examine the psychometric properties and measurement equivalence of a self-reported cognition measure, the Patient Reported Outcome Measurement Information System

METHODS: DIF hypotheses were derived by asking content experts to indicate whether they posited DIF for each item and to specify the direction. The principal DIF analytic model was item response theory (IRT) using the graded response model for polytomous data, with accompanying Wald tests and measures of magnitude. Sensitivity analyses were conducted using ordinal logistic regression (OLR) with a latent conditioning variable. IRT-based reliability, precision and information indices were estimated.

RESULTS: DIF was identified consistently only for the item, brain not working as well as usual. After correction for multiple comparisons, this item showed significant DIF for both the primary and sensitivity analyses. Black respondents and Hispanics in comparison to White non-Hispanic respondents evidenced a lower conditional probability of endorsing the item, brain not working as well as usual. The same pattern was observed for the education grouping variable: as compared to those with a graduate degree, conditioning on overall level of subjective cognitive concerns, those with less than high school education also had a lower probability of endorsing this item. DIF was also observed for age for two items after correction for multiple comparisons for both the IRT and OLR-based models: "I have had to work really hard to pay attention or I would make a mistake" and "I have had trouble shifting back and forth between different activities that require thinking". For both items, conditional on cognitive complaints, older respondents had a higher likelihood than younger respondents of endorsing the item in the cognitive complaints direction. The magnitude and impact of DIF was minimal. The scale showed high precision along much of the subjective cognitive concerns continuum; the overall IRT-based reliability estimate for the total sample was 0.88 and the estimates for subgroups ranged from 0.87 to 0.92.

CONCLUSION: Little DIF of high magnitude or impact was observed in the PROMIS Applied Cognition - General Concerns short form item set. One item, "It has seemed like my brain was not working as well as usual" might be singled out for further study. However, in general the short form item set was highly reliable, informative, and invariant across differing race/ethnic, educational, age, gender, and language groups.

Keywords: PROMIS®; cognitive concerns; differential item functioning; ethnicity; item response theory; race

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