Cross-Cultural Performance Validity Testing: Managing False Positives in Examinees with Limited English Proficiency

Sami Alia Department of Psychology, Neuropsychology Track, University of Windsor, Windsor, ON, CanadaView further author information

Iulia Crisanb Department of Psychology, West University of Timişoara, Timişoara, Romania

https://orcid.org/0000-0003-1302-9921 View further author information

Christopher A Abearea Department of Psychology, Neuropsychology Track, University of Windsor, Windsor, ON, CanadaView further author information

Laszlo A Erdodia Department of Psychology, Neuropsychology Track, University of Windsor, Windsor, ON, CanadaCorrespondence[email protected]

https://orcid.org/0000-0003-0575-9991 View further author information

ABSTRACT

Base rates of failure (BR_Fail) on performance validity tests (PVTs) were examined in university students with limited English proficiency (LEP). BR_Fail was calculated for several free-standing and embedded PVTs. All free-standing PVTs and certain embedded indicators were robust to LEP. However, LEP was associated with unacceptably high BR_Fail (20–50%) on several embedded PVTs with high levels of verbal mediation (even multivariate models of PVT could not contain BR_Fail). In conclusion, failing free-standing/dedicated PVTs cannot be attributed to LEP. However, the elevated BR_Fail on several embedded PVTs in university students suggest an unacceptably high overall risk of false positives associated with LEP.

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This research was supported bya Collaborative Research Grant from the Faculty of Arts, Humanities, and Social Sciences at the University of Windsor.

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Cross-Cultural Performance Validity Testing: Managing False Positives in Examinees with Limited English Proficiency

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