Upload
livvy
View
425
Download
6
Tags:
Embed Size (px)
DESCRIPTION
Bracken Basic Concept Scale. Concept Development and Early Childhood Assessment Bruce A. Bracken, Ph.D. Author. Bruce A. Bracken, Ph.D. Professor College of William & Mary School of Education P.O. Box 8795 Williamsburg, VA 23185 Office:757-221-1712 Email:[email protected] - PowerPoint PPT Presentation
Citation preview
Concept Development and Early Childhood Assessment
Bruce A. Bracken, Ph.D.
Author
Bruce A. Bracken, Ph.D.Professor
College of William & MarySchool of EducationP.O. Box 8795Williamsburg, VA 23185
Office: 757-221-1712
Email: [email protected]: http://babrac.people.wm.edu/
Early childhood state standards:
http://faculty.wm.edu/babrac/Standards.xls
Presentation Outline
Introduction Challenging Assumptions about Basic Concepts Historical Perspective Importance of Basic Concepts
BBCS Features, Subtests, Composites, Forms Limitations of Preschool Tests Goals for the BBCS
Administration, Scoring, Interpretation Technical Characteristics Principles of Concept Instruction Case Study
Challenging Assumptions About Basic Concepts
“All children enter school already knowing important basic concepts.”
Young children do not understand basic concepts commonly used in classroom directions and discussion (Boehm, Classon, & Kelly, 1986)
Preschool intelligence test directions are replete with basic concepts children fail to understand (Bracken, 1986; Flanagan, Alfonso, & Kaminer, 1995; Kaufman, 1978)
Early childhood achievement test directions are replete with basic concepts children do not comprehend (Cummings & Nelson, 1980)
Challenging Assumptions About Basic Concepts
“Parents and teachers can identify all of the important concepts children need to master.”
There is no source beyond the BBCS that identifies the universe of basic concepts related to what children need to know to describe and discuss their world or to follow others’ directions
Parents often teach only easily recognized concepts prior to their children attending school (e.g., colors, numbers/letters)
Parents and teachers often have misperceptions about the taxonomical nature of concept domains and subdomains (e.g., primary colors, secondary colors, tertiary colors, absolutes)
Challenging Assumptions About Basic Concepts
“Schools systematically teach basic concepts to children in early childhood grades.”
None of the 50 states’ early-childhood educational standards include most of the BBCS concepts (Bracken & Crawford, 2006)
Schools do not follow a systematic ‘conceptual map’ or proven pedagogy for teaching basic concepts (Bracken, 1986, 2006)
Basic concepts are usually taught with little consideration for the scope and sequence of concept development
Teachers often fail to take advantage of ‘teachable moments’ when concept instruction could be combined with core subjects
Challenging Assumptions About Basic Concepts
“All children begin school on an equal conceptual footing.”
Children of poverty know fewer basic concepts than more economically advanced students
ELL/ESL students know far fewer basic concepts (in English) than native English speakers
Children with speech/language, hearing, vision, and cognitive related disabilities know fewer basic concepts than nondisabled students
Teachers and school materials (e.g., tests) assume with dire consequences for some children that all children understand these ubiquitous concepts
Importance of Basic Concepts:
Triangulated Assessment
PsychologicalCorrelations with Intelligence Tests .91 Binet IV (Bracken & Howell, 1991)
.80 DAS (McIntosh et al., 1995)
.85 WPPSI-R (Panter, 2000)
.57 K-ABC (Laughlin, 1995)
School ReadinessCorrelations with Achievement Tests .64 K-ABC Ach. (Zucker &Riordan, 1990) .50 to .60 WRAT (Sterner & McCallum, 1988)
.65 WJ-Ach. (Bracken & Walker, 1997)
.67 to .81 MRT (Panter, 2002)
BBCSAs Part of a
Multiple Source
Assessment
Speech/Language/HearingCorrelations with Speech Tests .78 to .88 BTBC (Bracken & Cato, 1986)
.67 to .88 PPVT (multiple authors)
.61 to .77 PLS-4 (Bracken, 2006)
.68 Token Test (Bracken & Cato, 1986)
Limitations of Preschool Tests
Lack of social sensitivity / cultural awareness Limited floors, ceilings and item gradients Poor reliabilities Limited norm sample sizes and representation Lack of clinical utility / prediction Complex test directions Require active motor and verbal expressive abilities from onset Lack of meaningful demonstration and sample items Limited color and stimulating artwork Often downward extensions of child, adolescent, or adult tests
Bracken, B. A. (1987). Limitations of preschool instruments and standards for minimal levels of technical adequacy. Journal of Psychoeducational Assessment. 5, 313-326.
Multiple Tests:Multiple Purposes
BBCS-3:R Description
Brief Description
Receptive measure of concept knowledge Ages 3-0 to 7-0 10 Subtests (same as Bracken Expressive) 282 basic concepts assessed English/Spanish forms Administration time
10 – 15 minutes SRC 30 - 35 minutes Total Test
Aligns well with all 50 states’ early childhood educational standards
Scoring Assistant software with link to BCDP
BBCS-3:R Features
Assesses 282 foundational and functionally relevant concepts
Use of SRC as an independent school readiness screener
Aligns with early-childhood educational standards in all 50 states
Colorful, stimulating, and developmentally appropriate artwork
Receptive item format requires no verbal response
Consistent item format, appearance, and style throughout
Strong ceilings, floors, and item gradients for ages served
State-of-the-art multinational Spanish translation and validation
Inclusive, non-stereotyping, non-biased artwork and test items
Scoring Assistant software that scores BBCS and links to BCDP
BBCS-3:RUnique Applications
Early Childhood State’s Standards The BBCS exceeds early childhood concept standards in all 50 states.
Spanish Language Assessments
The BBCS multi-national Spanish translation allows for direct comparison of the student’s concept mastery in English and Spanish.
Receptive/Expressive Language Assessment The BBCS-3:R and Bracken Expressive identify discrepancies between
students’ receptive and expressive language abilities.
Functional, Curriculum-Based Assessment, RTI Assessments With the Bracken Concept Development Program, the BBCS provides
multi-tiered CBA or RTI intervention-linked assessment.
Powerful ResearchTool
Harlem Project:
Intervention study with low SES, primarily Black children in Harlem, NY; featured in New York Times.
Joint Center for Poverty Research:
Intervention study investigating mothers’ education on their young children’s academic success and school readiness.
Millennium Project:
Longitudinal study including more than 17,000 children throughout the United Kingdom.
NICHD Study of Early Child Care and Youth Development:
Longitudinal study of early childhood development including more than 1300 families.
Project Clarion (Department of EducationGrant):
Concept-oriented science intervention study including more than 2000 children.
BBCS Receptive and Expressive Forms
BBCS-3: Receptive BBCS Expressive
English / Spanish Forms
English Receptive/Expressive Spanish Receptive/Expressive
Parent/Teacher Conference Form
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
English/Spanish Conference Form
Subtests and Composites
School Readiness Composite
(Subtests 1 – 5)
1. Colors – 10 items
2. Letters – 15 items
3. Numbers/Counting – 18 items
4. Sizes/Comparisons – 22 items
5. Shapes – 20 items
SRC total – 85 items
SRC Mean = 10, SD = 3
SRC Composite Mean = 100, SD = 15
Subtests and Composites
Receptive Total Composite
(Subtests 1 – 10)
6.Direction/Position – 62 items
7.Self-/Social Awareness – 33 items
8.Texture/Material – 29 items
9.Quantity – 43 items
10.Time/Sequence – 30 items
BBCS total = 282 items
Receptive Total Composite
Mean = 100, SD = 15
Conceptual Universe and Developmental Sequence
UniversalColors
Sub-domain Primary Colors
Secondary Colors• Combination of
two primary colors
Absolutes
Tertiary Colors• Combination of a primary
color and a secondary color
Concept Examples Red, Yellow, Blue
Orange, Green, Purple
White, Black
Violet, Heather
BBCS-3:R/Expressive systematically assess all primary, secondary, and absolute colors
Colors
Minnesota State Standards
Sorts objects into subgroups by one or two characteristics, identifies and/or describes objects by physical characteristics (PreK); Uses words to describe location, size, color, shape and direction, sorts objects in a set by one attribute such as size, shape, color or thickness (K); Uses descriptive words when speaking of people, places, things, actions and events, sorts, classifies, and compares objects in a set in more than one way, describes objects in terms of color, size, shape, weight, texture, flexibility and attraction to magnets (1st); Understands the elements of visual art, including color, line, shape, form, texture, and space (K-3)
Show me which color is… purple
Pre-literacy Knowledge
Pre-Literacy Skill Recognition
Upper-case Lower-case
Naming Upper-case Lower-case
Letter Sounds Letter Blend Sounds
Concept Examples Recognition
Point to M, B, S, D Point to u, v, c, b
Naming Name this letter, W, P, R, E Name this letter, a, e, g, k
What sound does b make? What sound does ch make?
BBCS-3:R/Expressive systematically assess letter identification, naming, and early phonemic awareness skills
Letters
Minnesota State StandardsRecognizes and names some letters of the alphabet, especially those in own name, begins to associate sounds with letters (PreK); Identifies and names upper-case and lower-case letters of the alphabet, identifies beginning consonant sounds and ending sounds in single-syllable words (K); Identifies letters, words and sentences, sees, hears, says and writes the letters (1st)
Show me … g
Show me … K
Numerical Literacy
Math Literacy Skill Rote Counting Place Counting
Number Identification 0-9 Double Digits Triple Digits
Number Naming 0-9 Double Digits Triple Digits
Concept Examples Counting without place value Counting with one-to-one
correspondence
Number Identification Point to the 1, 5, 8, 0 Point to the 22, 58, 95 Point to 138, 395, 783
Number Naming What is this number? 2, 6, 9 What is this number? 44, 78 What is this number? 234, 783
BBCS-3:R/Expressive systematically assess number identification, naming, and one-to-one correspondence
Numbers/Counting
Minnesota State Standards
Demonstrates increasing interest in and awareness of numbers and counting, demonstrates ability to count in sequence, demonstrates understanding of one-to-one correspondence between objects and number (PreK); Correctly writes the numbers 0 through 9, counts forward to 31, backward from 10, counts the number of objects in a set and identifies the quantity (K); Reads, writes numerals for, compares, and orders numbers to 120, counts by 2s to 30 and by 5s to 120, counts backwards from 30 (1st)
Show me… the ninety-five
Show me… three flowers
Relative Size
Dimensions and Size
Three-Dimensional Size Two-Dimensional Size
Vertical Horizontal
Comparative Sizes
Concept Examples
Big, Large, Small, Little
Tall, Short Long, Short
Similar, Same, Different
BBCS-3:R/Expressive systematically assess identification and naming of common two- and three-dimensional shapes and comparatives
Sizes/Comparisons
Minnesota State Standards
Sorts objects into subgroups by one or two characteristics, identifies and/or describes objects by physical characteristics (PreK); Uses words to describe location, size, color, shape and direction, sorts objects in a set by one attribute such as size, shape, color or thickness, compares and order objects by length, weight, volume, temperature or size and uses appropriate vocabulary such as longer than, holds more, smaller (K); Uses descriptive words when speaking of people, places, things, actions and events, sorts, classifies, and compares objects in a set in more than one way, describes objects in terms of color, size, shape, weight, texture, flexibility and attraction to magnets (1st)Show me… which fence is tall
Show me… which animal is big
Sizes/Comparisons
Minnesota State Standards
Makes comparisons between at least two groups of objects, recognizes and appreciates similarities and differences between self and others from diverse backgrounds (PreK); Compares and orders objects by length, weight, volume, temperature or size and use appropriate vocabulary such as longer than, holds more, smaller, compares and contrasts living and nonliving things (K); Observes describes, measures, compares, and contrasts common objects (1st); Compares family life in his or her community from earlier times and today, compares different kinds of historical sources and describes the different sorts of information the sources provide, identifies the difference between basic needs and wants (K-3)
Show me… which boats are alike
Dimensions of Shape
Shapes Linear (vertical/horizontal)
Curvilinear Line Diagonal Line Angular Line
Two-Dimensional Shapes
Three-Dimensional Shapes
Concept Examples Line, Straight
Curve Diagonal Angle
Circle, Square, Triangle
Sphere, Cube, Pyramid
BBCS-3:R/Expressive systematically assess one-, two, and three-dimensional shapes
Shapes
Minnesota State Standards
Sorts objects into subgroups by one or two characteristics, identifies and names common shapes (PreK); Uses words to describe location, size, color, shape, and direction, sorts objects in a set by one attribute such as size, shape, color or thickness (K); Sorts 2- and 3-Dimensional shapes according to their geometrical attributes (K-1); Uses descriptive words when speaking of people, places, things, actions and events, sorts, classifies, and compares objects in a set in more than one way, describes objects in terms of color, size, shape, weight, texture, flexibility and attraction to magnets (1st);
Show me… the star
Show me… the curve
Shapes
Minnesota State Standards
Sorts objects into subgroups by one or two characteristics, identifies and names common shapes (PreK); Uses words to describe location, size, color, shape, and direction, sorts objects in a set by one attribute such as size, shape, color or thickness (K); Sorts 2- and 3-Dimensional shapes according to their geometrical attributes (K-1); Uses descriptive words when speaking of people, places, things, actions and events, sorts, classifies, and compares objects in a set in more than one way, describes objects in terms of color, size, shape, weight, texture, flexibility and attraction to magnets (1st); Creates characterizations of animals, objects, or shapes (K-3)
Show me… which children are in a line
Show me… the pyramid
RelationalConcepts
Direction and Position
Three-dimensional Internal/External Relative Proximity Self/Other Perspective Front/Rear Specific Locations
Concept Examples
Under, Over, Right, Left Inside, Outside, Around Near, Far, Beside My Right, My Left, Your In Front of, Behind Edge, Corner
BBCS-3:R/Expressive systematically assess universe of basic relational concepts
Direction/Position
Minnesota State StandardsUses words that show understanding of order and position of objects (PreK); Uses words to describe location, size, color, shape and direction, locates and describes placement of objects with terms such as on, inside, outside, above, below, over, under, beside, between, in front of, behind, next to, top, bottom (K); Describes the location of people, places and things by using positional words, names and uses directional words to describe locations of places in the school and community, uses cardinal and intermediate directions to locate places (K-3)
Show me… which clown is up-side-down
Show me… which child is behind the chair
Self and Society
Personal and Cultural
Affective Feeling Health/Physical Gender Familial Relationships Age
Mores
Conceptual Examples
Happy, Sad, Excited Healthy, Sick, Tired Boy, Girl, Woman, Man Mother, Father, Sister Old, Young
Right, Wrong, Correct
BBCS-3:R/Expressive systematically assess children’s understanding of the social world in which they live
Self- Social Awareness
Minnesota State Standards
Understands various family roles, jobs, rules, and relationships, recognizes and appreciates similarities and differences between self and others from diverse backgrounds, develops an awareness of self as having certain abilities, characteristics, and preferences (PreK); Uses words to describe and name people, places, and things (K); Uses descriptive words when speaking of people, places, things, actions and events, communicates needs, feelings, and ideas to peers and adults in complete sentences, describes ways in which many plants and animals closely resemble but are not identical to their parents (1st)
Show me… which child is wrong
Show me… which person is sad
EnvironmentalAwareness
Environmental Conditions
States of Matter Textures Materials Material Characteristics
Temperatures
Concept Examples
Solid, Liquid, Gas Rough, Smooth, Sharp Cloth, Wood, Metal Wet, Dry, Shiny, Dull Hot, Cold
BBCS-3:R/Expressive systematically assess children’s understanding of the natural world in which they live
Texture/Material
Minnesota State Standards
Sorts objects into subgroups by one or two characteristics, identifies and/or describes objects by physical characteristics (PreK); Uses words to describe and name people, places, and things, sorts objects in a set by one attribute such as size, shape, color or thickness, compares and orders objects by length, weight, volume, temperature, or size (K); Uses descriptive words when speaking of people, places, things, actions and events, sorts, classifies, and compares objects in a set in more than one way, observes describes, measures, compares and contrasts common objects, describes objects in terms of color, size, shape, weight, texture, flexibility and attraction to magnets (1st); Understands the elements of visual art, including color, line, shape, form, texture, and space (K-3)
Show me… which rock is smooth
Show me… which one is a gas
Quantity
Quantitative Characteristics
Part/Whole Relations Relative Quantity Volume Multiples Comparatives/Superlatives Fractions
Math Signs/Symbols
Concept Examples
Whole, Part, Piece Lots, Few, Some, None Full, Empty Pair, Double, Triple, Dozen More, Less, Most, Least Half, One-Third +, -, x
BBCS-3:R/Expressive systematically assess children’s understanding of the quantitative features of their world
Quantity
Minnesota State Standards
Recognizes objects can be measured by height, length, weight, and time, identifies and/or describes objects by physical characteristics (PreK); Given a number, identifies one more or one less, compares and orders objects by length, weight, volume, temperature, or size and uses appropriate vocabulary such as longer than, holds more, smaller, recognizes the following coins: penny, nickel, dime and quarter (K); Identifies one-half of a set of concrete objects, combines pennies, nickels or dimes to equal one dollar, observes describes, measures, compares and contrasts common objects, using simple tools, including but not limited to ruler, thermometer and balance (1st) Show me… where neither
child has a balloon
Show me… which tree has many apples
Temporal Concepts
Relative Time
Mathematical Seriation Frequency Natural Occurring Events Temporal Absolutes Temporal Order Speed Relative Age Scheduling Larger Temporal Periods
Concept Examples
First, Second, Third Once, Twice Morning, Daytime, Before, After Never, Always Early, Late, Next, Arriving Fast, Slow New, Old, Young, Old Nearly, Just, Waiting Days, Weeks, Months, Seasons
BBCS-3:R/Expressive systematically assess children’s understanding of short and long periods of time and naturally occurring temporal events
Time/Sequence
Minnesota State Standards
Uses words that show understanding of order and position of objects, orders or sequences several objects on the basis of one characteristic, recognizes objects can be measured by height, length, weight, and time (PreK); Compares and orders events based on time and uses appropriate vocabulary such as yesterday, today or tomorrow to describe relative time, describes daily and seasonal changes in weather (K); Retells familiar stories using beginning, middle and end (K-1); Identifies and describes main characters setting and sequences of story events, alphabetizes by first letter, observes, records and describes characteristics in daily weather and seasonal cycles (1st); Places events in chronological order and constructs timelines, creates and performs sequences of movement with a beginning, middle, and end (K-3) Show me… which child is waiting
Show me… which person has quit working
Administration, Scoring,
and Interpretation
Bracken Expressive
Brief Description
Expressive measure of concept knowledge Ages 3-0 to 7-0 10 Subtests (same as BBCS-3:R) 155 basic concepts assessed English/Spanish forms Administration time
10 – 15 minutes SRC 20 – 25 minutes Total Test
Aligns well with all 50 states’ early childhood educational standards
Scoring Assistant software with linkto BCDP
BrackenExpressive
“This rope is loose,
this rope is …”
“This child is sad,
This child is …”
Bracken School Readiness Assessment
Brief Description
Stand alone school readiness measure Ages 3-0 to 7-0 5 Subtests 85 basic concepts assessed English/Spanish forms Administration time
10 – 15 minutes Aligns well with all 50 states’ early
childhood educational standards
Administration, Scoring, and Interpretation
BBCS-3:RAdministration
Trial Item 1: “I am going to ask you to point to some things. For example,
if I asked you to point to your shoe, where would you point?”• “That’s right, you pointed to your shoe.”
• “You would point right here, wouldn’t you?”
Trial Item 2: “Let’s do another one. Show me your hair.”
• “That’s right, you pointed to your hair.”
• “You would point right here, wouldn’t you?
Trial Item 3 “Now show me the floor.”
• “Good you pointed to the floor.”
• “You would point right here, wouldn’t you?”
Ask similar questions until child understands the task.
BBCS-3:R Administration
Trial Item 4
“Now, I am going to show you some pictures.
I will read something to you, and I want you to point to the picture that shows what I say.
Look at each of these pictures.
Look at this picture, this picture, this one, and this one.”
“Show me the ball.”
• “Good, you looked at all the pictures and pointed to the ball.”
BBCS-3:R Administration
Trial Item 4
“Now, I am going to show you some pictures.
I will read something to you, and I want you to point to the picture that shows what I say.
Look at each of these pictures. Look at this picture, this picture,
this one, and this one.” “Show me the ball.”
• “Good, you looked at all the pictures and pointed to the ball.”
If child does not point to the ball, use the other three objects as practice items.
BBCS-3:R Administration
SRC Administration
Start with Item #1 for each subtest
Administer items in consecutive order
Discontinue each subtest after lowest set of 3 consecutive failed items
Sum the number of items correct Look up Scaled/Composite Scores
in Norm Table Enter SRC raw score into Table
2.2 to determine ‘Start Points’ for subtests # 6 - 10
9
Establishing a Starting Point
8 9 91214
52
Administering Subtests 6 - 10
Begin at established ‘Starting Point.’
Establish a basal of three consecutive items passed
Discontinue after lowest set of three consecutive items are failed
Raw score equals all items from Item 1to the basal, the three items within the basal, and all items passed between the basal and the discontinue point (i.e., 12)
Convenient Norm Tables
Normative Scores
Scaled Scores Percentile Ranks Normative
Classifications Very Advanced Advanced Average Delayed Very Delayed
Confidence Intervals 90% confidence 95% confidence
BBCS-3:RScore Reporting
52 8 1 7 9 25 16 37 Ave
4-6
32 9 1 8 10 37 25 50 Ave 4-8
15 6 1 5 7 9 5 16 Delayed 3-6
18 10 1 9 11 50 37 63 Ave 5-1
16 8 1 7 9 25 16 37 Ave 4-1
13 9 1 8 10 37 25 50 Ave 4-10
50
146 90 87 94 25 19 34 Ave 4-5
52 90 4 86 94 25 18 34 Ave 4-6
Completed Record FormShowing Subtest and Composite: - Raw Scores - Scaled Scores - SEM - Confidence Intervals - Score Percentile Ranks - CI Percentile Ranks - Descriptive Classifications
Bracken ExpressiveAdministration
Trial Item 1“I am going to ask you to name some things. For example, if I ask you to name what this is (point to your nose), what would you say?”
• If child says nose, say, “That’s right you said nose.
• If the child does not say nose, model the behavior by pointing to the child’s nose and say, “You would say nose, wouldn’t you?
Trial Items 2“Now tell me what this is (point to your ear).”
• “Good, you said ear”
• If the child does not say ear, “You would say ear, wouldn’t you?
Similar trial items can be used to ensure the child understands the labeling task.
Bracken ExpressiveAdministration
Trial Item 3 (Item 4 is similarly administered) “Now I am going to show you some
pictures and say some things about them. I want you to help me by finishing some of the things I say. Let’s try one.
Look at these pictures. This book is open, this book is…
• If child responds correctly, say “That’s right.”
• If the child responds incorrectly, say, This book is closed, isn’t it.
• Repeat the item if the child responded incorrectly.
Repeat items 3 and 4 as many times as needed until the child completes the task of finishing the sentence
Bracken ExpressiveAdministration
Begin administration each SRC subtest with item #1
Continue administering items until the child fails four consecutive items
Determining a Starting Point
56346
24
Administering Subtests6 - 10
Begin at established ‘Starting Point.’
Establish a basal of three consecutive items passed
Discontinue after lowest set of four consecutiveitems are failed
Raw score equals all items from Item 1to the basal, the three items within the basal, and all items passed between the basal and the discontinue point (i.e., 5)
Bracken ExpressiveScore Reporting
24 5 1 4 6 5 2 9 Delayed 3-7
25 7 2 5 9 16 5 37 Delayed 3-0
7 6 2 4 8 9 2 25 Delayed 3-4
6 8 2 6 10 25 9 50 Average 4-3
2 6 2 4 8 9 2 25 Delayed 3-4
5 7 2 5 9 16 5 37 Delayed 4-0
39
57 78 75 83 8 5 14 Delayed 3-9 24 75 4 71 79 5 3 8 Delayed 3-7
Completed Record FormShowing Subtest and Composite: - Raw Scores - Scaled Scores - SEM - Confidence Intervals - Score Percentile Ranks - CI Percentile Ranks - Descriptive Classifications
Determining Receptive -Expressive Skill Differences
Technical Adequacy
BBCS-3:R Internal Consistency:
Matched Language Samples
Bracken Expressive Internal Consistency:
Matched Language Samples
BBCS-3:R Total Sample Reliability
Bracken Expressive Total Sample Reliability
BBCS-3:R Reliability by Gender
BBCS-3:R Reliability by Race/Ethnicity
BBCS-3:R Reliability by Clinical Samples
BBCS-3:R Stability
BBCS-3:R Validity with PLS-4
BBCS-3:R WithLanguage Impaired
BBCS-3:R Historical Validity
Psychological Assessments BBCS Correlations with Intelligence Tests
• .91 Binet IV (Bracken & Howell, 1991)• .80 DAS (McIntosh et al., 1995)• .85 WPPSI-R (Panter, 2000)• .57 K-ABC (Laughlin, 1995)
Speech/Language/Hearing Assessments BBCS Correlations with Speech Tests
• .78 to .88 BTBC (Bracken & Cato, 1986)• .67 to .88 PPVT (multiple authors)• .61 to .77 PLS-4 (Bracken, 2006• .68 Token Test (Bracken & Cato, 1986)
School Readiness Assessments BBCS Correlations with Achievement Tests
• .64 K-ABC Ach. (Zucker &Riordan, 1990)• .50 to .60 WRAT (Sterner & McCallum, 1988)• .65 WJ-Ach. (Bracken & Walker, 1997)• .67 to .81 MRT (Panter, 2002)
Linked with the
Bracken Concept Development Program
Bracken Concept Development Program
Professional’s Guide (308 pages) Scope and sequence
organization Units/Lessons Recommendations for
parents/teachers Instructional principles for
teaching basic concepts 5 large full-color posters for
large group instruction 40 full-color concept cards for
small group instruction 81 complete lesson plans 153 black line worksheets
1. Instruction should be guided by state educational standards
2. Teach concepts in pairs and continua (e.g., long-short; hot-warm-cold)
3.Instructional language/examples should less complex than concepts being taught and mnemonic guides should be used as much as possible
4. Begin with “obvious” examples and proceed toward less obvious examples
5. Highlight most salient conceptual characteristics
6. Begin instruction with “polar” positives
7. Use conceptual term for polar positive, use “not” for polar negative (e.g., long - not long)
8.Introduce polar negative term (e.g., short)
9. Combine polar positive and negative (e.g., “if it is not long, it is short”)
10. Address developmental acquisition sequence (e.g., primary, secondary, absolutes, tertiary colors).
20 Principles for Concept Instruction
11. Provide parents/teachers with conceptual list - - mastered/non mastered concepts
12. Elicit active, multisensory, vocal participation
13. Teach concepts to point of “over-learning”
14. Keep lessons brief as developmentally appropriate
15. Review previously acquired concepts at beginning of each new session
16. Teach to child’s “level of success”
17. Ensure identifiable instructional beginnings and end points (i.e., structure and closure)
18. Teach concepts in familiar and naturalistic settings and situations to maximize generalizations
19. Create conceptual combinations (e.g., Please hand me the big, round, red chip on the corner of the table).
20. Intentionally use concepts naturally in daily language; intentionally use conceptually rich language.
20 Principles for Concept Instruction
Bracken Concept Development Program
Instructional units, lessons, objectives, and worksheets
Concept Cards for Small Group Instruction
Bracken Concept Development Program
1. Assess child with BBCS-3:R / Bracken Expressive /BSRA
2. Make norm-referenced interpretations for each form of the test separately (i.e., receptive/expressive)
3. Compare child’s receptive and expressive concept knowledge levels
4. Complete Parent/Teacher Conference form for distribution
5. Calculate child’s percent mastery to identify I.E.P. goals
6. Identify lessons and materials in BCDP that teach non-mastered concepts
7. Plan to teach concepts in large and small groups and/or individually as needed
8. Assess student’s daily progress with BCDP worksheets
9. Reassess student’s longer-term progress with BBCS-3:R and/or Bracken Expressive
10. Modify instruction as needed to enhance student’s rate of conceptual development
CBM or RTI Intervention
BBCS/BCDP Assessment/Instruction
Validation
Group Pretest Post-testSRC M SD M SD dControl Group (N = 19) 87.75 18.22 89.42 17.01 1.67BBCS/BCDP (N = 17) 87.71 14.75 101.12 16.54 13.41BBCS/BCDP/Home (N=18) 98.89 15.55 109.33 15.20 10.44
Group Pretest Post-testTotal Test M SD M SD dControl Group (N = 19) 84.55 12.22 86.95 11.50 2.40BBCS/BCDP (N = 17) 83.47 9.86 98.94 11.78 15.47BBCS/BCDP/Home (N=18) 91.16 14.28 108.56 17.50 17.40
Wilson, P. (2004). A Preliminary Investigation of an Early Intervention Program: Examining the Intervention Effectiveness of the Bracken Concept Development Program and the Bracken Basic Concept Scale-Revised With Head Start Students. Psychology in the Schools, 41(3), 301-311.
Case StudyDarren S.
Age 5-2Referred due to Language Delay and Autistic Spectrum
related behaviors
DarrenBracken Expressive
24 5 1 4 6 5 2 9 Delayed 3-7
25 7 2 5 9 16 5 37 Delayed 3-0
7 6 2 4 8 9 2 25 Delayed 3-4
6 8 2 6 10 25 9 50 Average 4-3
2 6 2 4 8 9 2 25 Delayed 3-4
5 7 2 5 9 16 5 37 Delayed 4-0
39
57 78 75 83 8 5 14 Delayed 3-9 24 75 4 71 79 5 3 8 Delayed 3-7
School Readiness CompositeUse Raw Score to Determine
Receptive Total Composite Use Sum of Scaled Scores
Raw Scores are used to determine
Concept Age Equivalents
Receptive/ExpressiveDiscrepancy?
90 78 12 6 Yes 8.1%
90 75 15 7 Yes 5.3%
90 78 12 6 Yes 8.1%
90 75 15 7 Yes 5.3%
DarrenUniversal Nonverbal
Intelligence Test
18 7 7 710 10 10 1011 11 11 11 7 7 7 7
18 17 14 22 35
X
DarrenUniversal Nonverbal
Intelligence Test
X
18 94 34 88 102 Average17 91 27 85 99 Average14 82 12 76 92 Low
Averg21 103 58 96 110 Average35 91 27 86 98 Average
Symbolic < Nonsymbolic (p < .05)
Clinical Assessment of Behavior (CAB)
Autistic Spectrum SymptomsAverage Level Cognitive/Adaptive Functioning
CAB Critical Behaviors
Autistic related behaviors
Clinical Assessment of Behavior (CAB)
Darren ScruggsSummary
BBCS-3:R SRC = 90 (Average receptive knowledge of school readiness
concepts) TRC = 90 (Average receptive knowledge of full universe of basic
language concepts)
UNIT FSIQ = 91 (Average & Consistent with BBCS-3:R) Symbolic Quotient = 82 < Average Nonsymbolic Quotient = 103 Average Memory Quotient (94) = Average Reasoning Quotient (91)
Bracken Expressive SRC = 75 (Delayed expressive knowledge of school readiness
concepts) TRC = 78 (Delayed expressive knowledge of full universe of basic
language concepts) Significant difference between forms (Receptive > Expressive)
Darren ScruggsSummary
Clinical Assessment of Behavior
Behaviors consistent with Autistic Spectrum Disorders• Autistic Spectrum Cluster: Significant Clinical Risk• Social Skills Scale: Mild Adaptive Weakness• Critical Behaviors: Significant Clinical Risk
Relatively high functioning behaviors• Competence Scale: Normal Range• Adaptive Behavior Scale: Normal Range• Executive Function Cluster: Normal Range
Emotional Disturbance Scales:• Emotional Disturbance = Mild Clinical Risk• Social Maladjustment = Normal Range
Conclusions
Darren demonstrates cognitive, language, and behavioral characteristics of higher functioning autistic spectrum disorder (e.g., Aspergers):
Stronger receptive than expressive language skills (i.e., average receptive concept development, delayed expressive concept development)
Average range nonverbal intelligence, with nonsymbolic processing higher than symbolic
Behaviors consistent with autistic disorder (e.g., diminished social skills, autistic-like critical behaviors, high score on autism scale)