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. 2017 Jun;26(6):1451-1462.
doi: 10.1007/s11136-017-1499-3. Epub 2017 Feb 21.

Differential item functioning of the patient-reported outcomes information system (PROMIS®) pain interference item bank by language (Spanish versus English)

Affiliations

Differential item functioning of the patient-reported outcomes information system (PROMIS®) pain interference item bank by language (Spanish versus English)

Sylvia H Paz et al. Qual Life Res. 2017 Jun.

Abstract

Background: About 70% of Latinos, 5 years old or older, in the United States speak Spanish at home. Measurement equivalence of the PROMIS® pain interference (PI) item bank by language of administration (English versus Spanish) has not been evaluated.

Methods: A sample of 527 adult Spanish-speaking Latinos completed the Spanish version of the 41-item PROMIS® pain interference item bank. We evaluate dimensionality, monotonicity and local independence of the Spanish-language items. Then we evaluate differential item functioning (DIF) using ordinal logistic regression with item response theory scores estimated from DIF-free "anchor" items.

Results: One of the 41 items in the Spanish version of the PROMIS® PI item bank was identified as having significant uniform DIF.

Conclusions: English- and Spanish-speaking subjects with the same level of pain interference responded differently to 1 of the 41 items in the PROMIS® PI item bank. This item was not retained due to proprietary issues. The original English language item parameters can be used when estimating PROMIS® PI scores.

Keywords: Item response theory; Language DIF; PROMIS®; Patient-reported outcomes; Psychometrics.

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Conflict of interest statement

None of the authors Sylvia H. Paz, Karen L. Spritzer, or Ron D. Hays had any conflicts of interest to declare.

All procedures performed involving human participants were in accordance with the ethical standards of the governing institutional review boards and with the 1964 Helsinki declaration and its later amendments or comparable ethical standards.

Figures

Figure 1
Figure 1
Comparison of test characteristic curves (TCC) for English and Spanish with all items (left) and only DIF items (right).
Figure 2
Figure 2
Assessment of Individual-Level DIF impact.