Technical Manual - BRIGANCE Online Management System
IIIScreens IIITechnical ManualBrian French, Ph.D.Washington State University
NOT FOR RESALEISBN 978-0-7609-8305-8 2013—Curriculum Associates, LLCNorth Billerica, MA 01862Permission is granted for the reproduction of the reproducible pagesin limited quantity for nonprofit educational use.15 14 13 12 11 10 9 8 7 6 5 4
THE AUTHORBrian F. French is an Associate Professor and Co-Director of the Learningand Performance Research Center at Washington State University (WSU). Hisresponsibilities at WSU include teaching doctoral courses in educationalmeasurement, research methods, and statistics; training doctoral students inthe area of psychometrics; and pursuing his research interests in applied andmethodological aspects of educational and psychological measurement. Hiswork appears in journals such as Educational and Psychological Measurement,Child Development, Journal of School Psychology, Journal of EducationalMeasurement, Journal of Modern Applied Statistical Methods, and StructuralEquation Modeling. The Screens III were shaped by a number of individuals who supported thestrength of the content and research base. Many thanks to the members of ourTechnical Advisory Committee, Kathleen T. Williams, Ph.D., Gale H. Roid, Ph.D.,Carla A. Mazefsky, Ph.D., and Mark Pomplun, Ph.D., who provided detailedfeedback throughout the process. Their assistance in thinking through thesteps in the assessment process, the accuracy of that process, and the mannerin which the technical research is presented was invaluable.Thanks are also extended to the members of the psychometric laboratory in theLearning and Performance Research Center at Washington State University fortheir careful assistance with data coding, entry, and analysis, all of whichinformed the normative score development, reliability, and validity research.Special thanks to Chad Gotch, Ph.D., for his technical assistance and leadershipon many aspects of the project. There is no doubt that, without this team, theproject would not have been possibleContent expertise in a number of domains was brought to the project by DianeArnell, M.Ed., Youli Mantzicopoulos, Ph.D., Shelby Miller, M.A., and PaulaSable, Ed.D. Thanks to these experts for their thorough research and in-depthunderstanding of child development. Their contributions informed key contentrevisions and additions to the Screens III.The content of the Screens III was shaped at its earliest stages by a group ofindividuals who reviewed items in previous editions of the IED III and theScreens III and offered comprehensive feedback on specific content areas inneed of revision. Thanks to Susan Curtis, M.S., Shirley Leew, Ph.D., FranklinTrimm, M.D., and Nancy Wiseman, the members of the Content Review Board.And finally, thanks are extended to the teachers and children who participatedin a pilot study of the Early Childhood Screens III: Plains Elementary School inSouth Hadley, MA, and Toddler Town Day School in Chicago, IL. In addition,thanks go to the individual examiners who helped with this study. Thanks toJillayne Flanders, Andrea Hearn, and Kathy Goodale for their contributions.Finally, sincere thanks to Katie Nicholson, Martha Goodale, and Tricia McCarthyat Curriculum Associates, LLC for their support, patience, and confidencethroughout the content development and standardization process of theScreens III.— Brian F. French, Ph.D.iii
TABLE OF CONTENTSList of Tables and Figures . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . vCHAPTER 1Introduction to the BRIGANCE Screens III . . . . . . . . . . . . . . . . . . . . . . 1CHAPTER 2General Administration Procedures . . . . . . . . . . . . . . . . . . . . . . . . . 9CHAPTER 3Specific Administration Procedures . . . . . . . . . . . . . . . . . . . . . . . . . 17CHAPTER 4Interpreting the BRIGANCE Screens III Results . . . . . . . . . . . . . . . . . . . 29CHAPTER 5Using the BRIGANCE Screens III with Children at Risk . . . . . . . . . . . . . . . 39CHAPTER 6 onitoring Progress and Informing InstructionMwith the BRIGANCE Screens III . . . . . . . . . . . . . . . . . . . . . . . . . . . 49CHAPTER 7Standardization of the BRIGANCE Screens III . . . . . . . . . . . . . . . . . . . 55CHAPTER 8Reliability of the BRIGANCE Screens III . . . . . . . . . . . . . . . . . . . . . . . 67CHAPTER 9Validity of the BRIGANCE Screens III . . . . . . . . . . . . . . . . . . . . . . . . 75CHAPTER 10 ccuracy of the BRIGANCE Screens III in Detecting ChildrenAwith Potential Delays or Giftedness . . . . . . . . . . . . . . . . . . . . . . . . . 87Appendix ABackground Information Form . . . . . . . . . . . . . . . . . . . . . . . . . . . 95Appendix BInformation Sheets for Parents . . . . . . . . . . . . . . . . . . . . . . . . . . . 99Appendix CBRIGANCE Screens III Scores and Their Meaning . . . . . . . . . . . . . . . . . 107Appendix DComposite Scores and Age Equivalents for Total Scores . . . . . . . . . . . . . 111Appendix EComposite Scores and Age Equivalents for Domain Scores . . . . . . . . . . . . 137Appendix F omposite Scores and Age Equivalents for the Self-help andCSocial-Emotional Scales . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 179Appendix GConverting Composite Scores to Percentiles . . . . . . . . . . . . . . . . . . . . 191Appendix HCharting Progress with Age Equivalents . . . . . . . . . . . . . . . . . . . . . . 193Appendix ISample Completed Data Sheets . . . . . . . . . . . . . . . . . . . . . . . . . . 195Appendix JStandardization Study Sites . . . . . . . . . . . . . . . . . . . . . . . . . . . . 205Appendix KReferences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 209ivTable of Contents
TABLES AND FIGURESFigure 1-1Structure of the Screens III . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3Table 1-1Assessment Content by Skill Area (Infant and Toddler Screens) . . . . . . . . . . . . . . . . . . . . . 6Table 1-2Assessment Content by Skill Area (Two-Year-Old Child through First Grade Screens) . . . . . . . . . . 7Figure 2-1Screening and Evaluation Flowchart . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10Table 2-1Age Ranges and Recommended Screening Schedule . . . . . . . . . . . . . . . . . . . . . . . . . 11Figure 2-2Diagram of Station Arrangement for Screening . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13Table 3-1Recommended Age/Grade for the Screens III . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19Figure 3-1Marking Responses on the Data Sheet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22Table 3-2Cutoff Scores for Detecting Children Likely to HaveDevelopmental Disabilities or Academic Delays . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23Table 3-3Cutoff Scores Suggesting Advanced Development (Infant and Toddler) . . . . . . . . . . . . . . . . 24Table 3-4Cutoff Scores for Detecting Children Who May Be Gifted or Academically Talented(Two-Year-Old Child and Older) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24Table 5-1Psychosocial Risk Factors (at risk if four or more are present) . . . . . . . . . . . . . . . . . . . . . 40Table 5-2Factors Associated with Developmental Disabilities . . . . . . . . . . . . . . . . . . . . . . . . . . 40Table 5-3Factors Associated with Resilience . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41Table 5-4Differences Between the Scores of Children Identified as At Risk and Not At Risk . . . . . . . . . . . 42Table 5-5Cutoff Scores for Detecting Children Likely to HaveDevelopmental Disabilities or Academic Delays . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44Table 5-6At-Risk Guidelines . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45Figure 5-1Example of Completed Next Steps on the Data Sheet of a child age 12–13 months . . . . . . . . . . 45Figure 5-2Making Recommendations for Children with Psychosocial Risk Factors . . . . . . . . . . . . . . . . 46Figure 6-1Charting Progress with Age Equivalents . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50Table 7-1Structure of the Screens III . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56Figure 7-1Geographic Representation of Sample . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 63Table 7-2Number of Participating Children by Age Level of the BRIGANCE Screens III . . . . . . . . . . . . . 63Table 7-3Regional Representation by Percentage . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 63Table 7-4Percentage Representations of Sex, Sex by Age, Race, and Hispanic Origin . . . . . . . . . . . . . . 64Table 7-5Percentage Representations of Receipt of Federal Free/Reduced Lunch and/or Medicaid,Location of Residence, and Parents in the Home . . . . . . . . . . . . . . . . . . . . . . . . . . . 64Table 7-6Percentage Representations of Language Spoken in the Home . . . . . . . . . . . . . . . . . . . . 65Table 7-7Percentage Representations of Children Receiving Special Services(e.g., special education services, speech/language therapy, gifted services) . . . . . . . . . . . . . . 65Table 8-1Internal Consistency Reliability Estimates of the Domain and Total Scores by Age Levelfor the BRIGANCE Screens III . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 69Table 8-2Internal Consistency Reliability Estimates of the Self-help and Social-Emotional Scoresfor the BRIGANCE Screens III (Two-Year Old Child through First Grade) . . . . . . . . . . . . . . . . 69Table 8-3Reliability and Performance on the Reading Readiness Scale (Five-Year-Old Child/Kindergarten) . . . . 69Table 8-4Standard Error of Measurement for Domain and Total Scores by Screens III . . . . . . . . . . . . . . 71Table of Contents v
Table 8-5Standard Error of Measurement for Self-help and Social-Emotional Total Scores by Screens III . . . . . 71Table 8-6Test-Retest Reliability Estimates of Domain and Total Scores by Screens III . . . . . . . . . . . . . . . 72Table 8-7Means for Test-Retest Data for the Domain and Total Scores by Screens III . . . . . . . . . . . . . . . 72Table 8-8Inter-rater Reliability Estimates of Domain and Total Scores by Screens III . . . . . . . . . . . . . . . 73Table 9-1Score Structure of the Screens III . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 77Table 9-2Model Fit Indices for the One-Factor First-Order Model across Age . . . . . . . . . . . . . . . . . . 78Table 9-3Model Fit Indices for the Two-Factor First-Order Model across Age . . . . . . . . . . . . . . . . . . 78Table 9-4Model Fit Indices for the Three-Factor First-Order, One-Factor Second-Order Model across Age . . . . 78Table 9-5Correlations of Screens III Scores with the BDI-2 Domains . . . . . . . . . . . . . . . . . . . . . . 81Table 9-6Correlations of Screens III Scores with the Vineland -II Scores . . . . . . . . . . . . . . . . . . . . 82Table 9-7Correlations of Screens III Scores with the WISC -IV Scores . . . . . . . . . . . . . . . . . . . . . . 83Table 9-8Correlations of Screens III Scores with the WPPSI-III Scores . . . . . . . . . . . . . . . . . . . . . 83Table 9-9Comparisons of Screens III Scores on the Basis of Disability Grouping . . . . . . . . . . . . . . . . . 84Table 9-10Comparisons of Screens III Scores on the Basis of Special Education Enrollment . . . . . . . . . . . . 85Table 10-1Cutoffs, Specificity, and Sensitivity in Detecting Children with Delaysfor the BRIGANCE Screens III . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 89Table 10-2Cutoff Scores Suggesting Advanced Development (Infant and Toddler) . . . . . . . . . . . . . . . . 90Table 10-3Accuracy of BRIGANCE Screens III in Detecting Children with Academic Talent and Giftedness(Two-Year-Old Child and Older) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 91Figure C-1Unevenness of the Age Equivalent Score . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .108Table D-1 Standard Deviations from the Mean for BRIGANCE Screens III Composite Scores . . . . . . . . . . 129viTable of Contents
Introduction to theBRIGANCE Screens IIIOverviewThe BRIGANCE Screens III offer developmentalscreening of children from infancy through firstgrade. The Screens III are conveniently grouped intofive volumes that address the needs of specific users.The BRIGANCE Early Childhood Screens III include:CH1Each Screen III manual includes Core Assessmentsthat cover age-appropriate skills across key earlylearning domains. While skill areas vary by age, allage levels of the Screens III include skills acrossthree domains.Screens III Domain CoverageFor infants and toddlers, the domains include: Physical Development Language Development Adaptive Behavior1The Early Childhood Screen III (0–35 months)—includes screens for the Infant, Toddler, andTwo-Year-Old Child2The Early Childhood Screen III (3–5 years)—includes screens for the Three-Year-Old Child,Four-Year-Old Child, and Five-Year-Old Child3The Early Childhood Screen III (K & 1)—includesscreens for Kindergarten and First GradeThe BRIGANCE Head Start Screens III include: 4The Early Head Start Screen III—includes screensfor the Infant, Toddler, and Two-Year-Old Child5The Head Start Screen III—includes screens forthe Three-Year-Old Child, Four-Year-Old Child,and Five-Year-Old ChildFor children two years of age and older, thedomains include: Physical Development Language Development Academic Skills and Cognitive DevelopmentIn addition, Self-help and Social-Emotional Scalesare available to offer a broader understanding ofa child’s development.The Screens III evaluate the key predictors of schoolsuccess in an age-appropriate manner—greateremphasis is placed on language and self-sufficiencyskills for younger children, in contrast to moreemphasis on academic skills for older children. All skillsequences are designed to scale up appropriately bydevelopmental age. (Tables 1-1 and 1-2 on pages 6and 7, which show examples of skill coverage foreach age level.)The assessments for each age level of the Screens IIItypically take between 10 and 15 minutes to administerand score.Chapter 1 Introduction to the BRIGANCE Screens III 1
Features and BenefitsThe Screens III support the efforts of early childhoodeducators and others working with children toidentify potential developmental delays as well asgiftedness, inform instruction, and monitor childprogress. The Screens III are designed for children from birth through theend of the first-grade year (7 years, 6 months). can be administered and scored in approximately10 to 15 minutes. sample children’s skills in a broad range of skillareas including physical development, languagedevelopment, academic skills/cognitive development(including literacy skills and mathematics skills), andadaptive behavior (including self-help skills andsocial and emotional development). use a criterion-referenced approach to screeningsuch that a complete sample of skills is measured(e.g., knowledge of all letters in the alphabet). offer norm-referenced interpretation (based on asample of more than 1,900 children) by enabling achild’s performance to be compared with that ofother same-age children across the country. (SeeChapter 7 for a complete description of the sampleand standardization procedures.) are easily scored, based on the point valueassigned to each skill. A child’s total score for skillsdemonstrated can be compared to cutoff scoresto identify children who potentially havedevelopmental disabilities or delays as well aschildren who may be developmentally advancedor gifted. can be used to identify a child’s strengths andweaknesses to help determine what additionalevaluations may be needed. produce results that can be easily translated intoinstructional objectives. Screens III items can belinked to items in the comprehensive BRIGANCE Inventory of Early Development III (IED III ) and IED IIIStandardized for further assessment andinstructional planning. support progress monitoring through multiplescreening administrations. support communication of screening results andany referral decisions to parents/caregivers.2Chapter 1 Introduction to the BRIGANCE Screens III provide at-risk guidelines to use in preventionprograms such as Head Start to help discern whichchildren need prompt referrals. include forms for teacher and parent feedback that,combined with direct assessment, can providebroad background information, which is importantwhen making focused referrals. include optional behavioral observations and parentand teacher reports on self-help and socialemotional skills for two-year-old through first-gradechildren to assist with holistic screening of children’sdevelopment. offer optional directions in Spanish to use withbilingual children or children who speak Spanishat home.Appropriate UsesResults from administering the BRIGANCE Screens IIIare used to (1) identify as early as possible childrenwho may have developmental delays or disabilities aswell as children who may have advanceddevelopment or giftedness so that any necessaryreferrals for further testing or special services cantake place as soon as possible; (2) determine schoolreadiness by assessing a child’s mastery of thoseage-appropriate skills that prepare the child for theclassroom and promote the child’s future success;and (3) monitor progress over time by administeringassessments as pretest and post-test evaluations. Formore information see pages 29 and 30 of Chapter 4.
Norm-Referenced andCriterion-ReferencedBecause the items in the BRIGANCEScreens III are both norm-referenced andcriterion-referenced, the Screens III are agood choice for use in educational,pediatric, and community-based settings.1 The age-specific screens are normreferenced and allow comparisonsof individual and group performancewith that of other children across thecountry.2 Items within the screen assessmentsare also criterion-referenced, whichmeans they thoroughly sample awell-defined set of age-appropriateskills. For example, kindergartners areexpected to recite and read the lettersof the alphabet. Consequently, a child’smastery of both the skills RecitesAlphabet and Reads Upp
CH 1 Chapter 1 Introduction to the BRIGANCE Screens III 1 Overview The BRIGANCE Screens III offer developmental screening of children from infancy through first grade. The Screens III are conveniently grouped into five volumes that address the needs of specific users. The BRIGANCE Early Childhood Screens III include: 1 The Early Childhood Screen III (0–35 months)—
BRIGANCE Online Management System. Teacher’s Guide 1.1 4. The BRIGANCE . OMS . Section 1. Introduction . Welcome to the BRIGANCE . OMS! Welcome to the BRIGANCE. Online Management System (OMS)! The all-new BRIGANCE. OMS. is a powerful, user-friendly online data management and reporting tool that allows you to: Easily track all of your data .
Start Screen or Brigance Preschool Screen –II, (under 4 years 11 months) or Brigance K & 1 Screen –II (5 years 0 months and older) or Brigance Early Childhood Screens III (3-5 Years or K & 1) or Brigance Head Start Screens III Developmental Indicators for the Assessment of Learning, Third
Brigance Preschool Screen – II, (under 4 years 11 months) or Brigance K & 1 Screen – II (5 years 0 months and older) or Brigance Early Childhood Screens III (3-5 Years or K & 1) – or Brigance Head Start Screens III 1. Developmental Indicators for the Assessment of Learning, Third Edition (DIAL-3) or
Read Clothing Labels Brigance Life Skills Inventory, G-2, p.116, Brigance Transition Skills Inventory, J-2, p.295 IL, COMM, Read, Rec, SSE 9-1 Personal Clothing Sizes Brigance Transition Skills Inventory, J-1, p.290 IL, Comm, , SSE 9-12, Read,Eng,SS 1.6 HEALTH CARE Unit Goal Objectives Curriculum/Resources FS/AFS Courses Time Frame 1.6 Health Care
Brigance: Expanding CSUCI Teacher Preparation Assessment Abilities 777 *formulas will calculate totals MSFT Planning Budget Calendar 2020-2021 Items or services requested to be funded Grand Total Brigance CIBS II Record Books (10 Pack) 39.00 39.00
Comprehensive Inventory of Basic Skills Brigance Brigance, Albert H. Ass Bri Assessment 16601 GRESA-Manual for the Child Behavior Checklist/4- Achenbach, Thomas M. Ass Ach Assessment 16602 GRESA-Integrative Guide for the 1991 CBCL/4-18, Achenbach, Thomas M. Ass Ach Assessment 16603 Manual for the Teacher's Report Form and 1991 Pr Achenbach .
Early Screening Inventory-Revised (ESI-R), and (3) Brigance Early Childhood Screening (Brigance). Technical information was shared with the Team through a matrix of each tool’s features (purpose, age ranges served, do
planning a business event D1 evaluate the management of a business event making recommendations for future improvements P2 explain the role of an event organiser [IE] P3 prepare a plan for a business event [TW] P4 arrange and organise a venue for a business event, ensuring health and safety requirements are met [SM, EP] M2 analyse the arrangements
