Concept Development and Early Childhood Assessment Bruce A

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: babrac@wm. edu Web: http: //babrac. people. wm. edu/ Early childhood state standards: http: //faculty. wm. edu/babrac/Standards. xls

Presentation Outline Ø Introduction ü Challenging Assumptions about Basic Concepts ü Historical Perspective ü Importance of Basic Concepts Ø BBCS Features, Subtests, Composites, Forms ü Limitations of Preschool Tests ü Goals for the BBCS Ø Administration, Scoring, Interpretation Ø Technical Characteristics Ø Principles of Concept Instruction Ø Case Study

Challenging Assumptions About Basic Concepts “All children enter school already knowing important basic concepts. ” ü Young children do not understand basic concepts commonly used in classroom directions and discussion (Boehm, Classon, & Kelly, 1986) ü Preschool intelligence test directions are replete with basic concepts children fail to understand (Bracken, 1986; Flanagan, Alfonso, & Kaminer, 1995; Kaufman, 1978) ü 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. ” ü 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 ü Parents often teach only easily recognized concepts prior to their children attending school (e. g. , colors, numbers/letters) ü 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. ” ü None of the 50 states’ early-childhood educational standards include most of the BBCS concepts (Bracken & Crawford, 2006) ü Schools do not follow a systematic ‘conceptual map’ or proven pedagogy for teaching basic concepts (Bracken, 1986, 2006) ü Basic concepts are usually taught with little consideration for the scope and sequence of concept development ü 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. ” ü Children of poverty know fewer basic concepts than more economically advanced students ü ELL/ESL students know far fewer basic concepts (in English) than native English speakers ü Children with speech/language, hearing, vision, and cognitive related disabilities know fewer basic concepts than nondisabled students ü 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 Speech/Language/Hearing Correlations with Speech Tests. 78 to. 88 BTBC (Bracken & Cato, 1986). 67 to. 88 PPVT (multiple authors) BBCS. 61 to. 77 PLS-4 (Bracken, 2006) As Part of a. 68 Token Test (Bracken & Cato, 1986) Multiple Source Assessment Psychological Correlations with Intelligence Tests. 91 Binet IV (Bracken & Howell, 1991). 80 DAS (Mc. Intosh et al. , 1995). 85 WPPSI-R (Panter, 2000). 57 K-ABC (Laughlin, 1995) School Readiness Correlations with Achievement Tests. 64 K-ABC Ach. (Zucker &Riordan, 1990). 50 to. 60 WRAT (Sterner & Mc. Callum, 1988). 65 WJ-Ach. (Bracken & Walker, 1997). 67 to. 81 MRT (Panter, 2002)

Limitations of Preschool Tests ü ü ü ü ü 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 Ø Receptive measure of concept knowledge Ø Ages 3 -0 to 7 -0 Ø 10 Subtests (same as Bracken Expressive) Ø 282 basic concepts assessed Ø English/Spanish forms Ø Administration time ü 10 – 15 minutes SRC ü 30 - 35 minutes Total Test Ø Aligns well with all 50 states’ early childhood educational standards Ø Scoring Assistant software with link to BCDP

BBCS-3: R Features ü Assesses 282 foundational and functionally relevant concepts ü Use of SRC as an independent school readiness screener ü Aligns with early-childhood educational standards in all 50 states ü Colorful, stimulating, and developmentally appropriate artwork ü Receptive item format requires no verbal response ü Consistent item format, appearance, and style throughout ü Strong ceilings, floors, and item gradients for ages served ü State-of-the-art multinational Spanish translation and validation ü Inclusive, non-stereotyping, non-biased artwork and test items ü Scoring Assistant software that scores BBCS and links to BCDP

BBCS-3: R Unique Applications Ø Early Childhood State’s Standards ü The BBCS exceeds early childhood concept standards in all 50 states. Ø Spanish Language Assessments ü The BBCS multi-national Spanish translation allows for direct comparison of the student’s concept mastery in English and Spanish. Ø Receptive/Expressive Language Assessment ü The BBCS-3: R and Bracken Expressive identify discrepancies between students’ receptive and expressive language abilities. Ø Functional, Curriculum-Based Assessment, RTI Assessments ü With the Bracken Concept Development Program, the BBCS provides multi-tiered CBA or RTI intervention-linked assessment.

Powerful Research Tool Ø Harlem Project: ü Intervention study with low SES, primarily Black children in Harlem, NY; featured in New York Times. Ø Joint Center for Poverty Research: ü Intervention study investigating mothers’ education on their young children’s academic success and school readiness. Ø Millennium Project: ü Longitudinal study including more than 17, 000 children throughout the United Kingdom. Ø NICHD Study of Early Child Care and Youth Development: ü Longitudinal study of early childhood development including more than 1300 families. Ø Project Clarion (Department of Education. Grant): ü 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

English/Spanish Parent/Teacher Conference Form X X X X X

Subtests and Composites School Readiness Composite (Subtests 1 – 5) 1. 2. 3. 4. 5. Colors – 10 items Letters – 15 items Numbers/Counting – 18 items Sizes/Comparisons – 22 items 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

Universal Colors Sub-domain Concept Examples ü Primary Colors ü Red, Yellow, Blue ü Secondary Colors ü Orange, Green, Purple • Combination of two primary colors ü Absolutes ü White, Black ü Tertiary Colors ü Violet, Heather • Combination of a primary color and a secondary color 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 (Pre. K); 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 (1 st); 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 Ø Recognition ü Upper-case ü Lower-case Ø Naming ü Upper-case ü Lower-case Concept Examples Ø Recognition ü Point to M, B, S, D ü Point to u, v, c, b Ø Naming ü Name this letter, W, P, R, E ü Name this letter, a, e, g, k Ø Letter Sounds Ø What sound does b make? Ø Letter Blend Sounds Ø What sound does ch make? BBCS-3: R/Expressive systematically assess letter identification, naming, and early phonemic awareness skills

Letters Minnesota State Standards Show me … g Recognizes and names some letters of the alphabet, especially those in own name, begins to associate sounds with letters (Pre. K); 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 (1 st) Show me … K

Numerical Literacy Math Literacy Skill Ø Rote Counting Concept Examples Ø Place Counting Ø Counting without place value Ø Counting with one-to-one Ø Number Identification ü 0 -9 ü Double Digits ü Triple Digits Ø Number Identification ü Point to the 1, 5, 8, 0 ü Point to the 22, 58, 95 ü Point to 138, 395, 783 Ø Number Naming ü 0 -9 ü Double Digits ü Triple Digits Ø Number Naming correspondence ü What is this number? 2, 6, 9 ü What is this number? 44, 78 ü What is this number? 234, 783 BBCS-3: R/Expressive systematically assess number identification, naming, and one-to-one correspondence

Numbers/Counting Show me… the ninety-five 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 (Pre. K); 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 2 s to 30 and by 5 s to 120, counts backwards from 30 (1 st) Show me… three flowers

Relative Size Dimensions and Size Ø Three-Dimensional Size Concept Examples Ø Big, Large, Small, Little Ø Two-Dimensional Size ü Vertical ü Horizontal Ø Comparative Sizes ü Tall, Short ü Long, Short Ø Similar, Same, Different BBCS-3: R/Expressive systematically assess identification and naming of common two- and three-dimensional shapes and comparatives

Sizes/Comparisons Show me… which animal is big Show me… which fence is tall Minnesota State Standards Sorts objects into subgroups by one or two characteristics, identifies and/or describes objects by physical characteristics (Pre. K); 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 (1 st)

Sizes/Comparisons Minnesota State Standards Show me… which boats are alike Makes comparisons between at least two groups of objects, recognizes and appreciates similarities and differences between self and others from diverse backgrounds (Pre. K); 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 (1 st); 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)

Dimensions of Shapes Ø Linear (vertical/horizontal) ü Curvilinear Line ü Diagonal Line ü Angular Line Concept Examples Ø Line, Straight ü Curve ü Diagonal ü Angle Ø Two-Dimensional Shapes Ø Circle, Square, Triangle Ø Three-Dimensional Shapes Ø 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 (Pre. K); 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 (1 st); Show me… the star Show me… the curve

Shapes Minnesota State Standards Show me… which children are in a line Sorts objects into subgroups by one or two characteristics, identifies and names common shapes (Pre. K); 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 (1 st); Creates characterizations of animals, objects, or shapes (K-3) Show me… the pyramid

Relational Concepts Direction and Position Concept Examples Ø Three-dimensional Ø Under, Over, Right, Left Ø Internal/External Ø Inside, Outside, Around Ø Relative Proximity Ø Near, Far, Beside Ø Self/Other Perspective Ø My Right, My Left, Your Ø Front/Rear Ø In Front of, Behind Ø Specific Locations Ø Edge, Corner BBCS-3: R/Expressive systematically assess universe of basic relational concepts

Direction/Position Minnesota State Standards Show me… which child is behind the chair Uses words that show understanding of order and position of objects (Pre. K); 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

Self and Society Personal and Cultural Conceptual Examples Ø Affective Feeling Ø Happy, Sad, Excited Ø Health/Physical Ø Healthy, Sick, Tired Ø Gender Ø Boy, Girl, Woman, Man Ø Familial Relationships Ø Mother, Father, Sister Ø Age Ø Old, Young Ø Mores Ø Right, Wrong, Correct BBCS-3: R/Expressive systematically assess children’s understanding of the social world in which they live

Self- Social Awareness Show me… which person is sad Show me… which child is wrong 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 (Pre. K); 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 (1 st)

Environmental Awareness Environmental Conditions Concept Examples Ø States of Matter Ø Solid, Liquid, Gas Ø Textures Ø Rough, Smooth, Sharp Ø Materials Ø Cloth, Wood, Metal Ø Material Characteristics Ø Wet, Dry, Shiny, Dull Ø Temperatures Ø Hot, Cold BBCS-3: R/Expressive systematically assess children’s understanding of the natural world in which they live

Texture/Material Show me… which one is a gas Show me… which rock is smooth Minnesota State Standards Sorts objects into subgroups by one or two characteristics, identifies and/or describes objects by physical characteristics (Pre. K); 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 (1 st); Understands the elements of visual art, including color, line, shape, form, texture, and space (K-3)

Quantity Quantitative Characteristics Concept Examples Ø Part/Whole Relations Ø Whole, Part, Piece Ø Relative Quantity Ø Lots, Few, Some, None Ø Volume Ø Full, Empty Ø Multiples Ø Pair, Double, Triple, Dozen Ø Comparatives/Superlatives Ø More, Less, Most, Least Ø Fractions Ø Half, One-Third Ø Math Signs/Symbols Ø +, -, 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 (Pre. K); 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 (1 st) Show me… which tree has many apples Show me… where neither child has a balloon

Temporal Concepts Relative Time Concept Examples Ø Mathematical Seriation Ø First, Second, Third Ø Frequency Ø Once, Twice Ø Natural Occurring Events Ø Morning, Daytime, Before, After Ø Temporal Absolutes Ø Never, Always Ø Temporal Order Ø Early, Late, Next, Arriving Ø Speed Ø Fast, Slow Ø Relative Age Ø New, Old, Young, Old Ø Scheduling Ø Nearly, Just, Waiting Ø Larger Temporal Periods Ø 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 (Pre. K); 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 (1 st); 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 person has quit working Show me… which child is waiting

Administration, Scoring, and Interpretation

Bracken Expressive Brief Description Ø Expressive measure of concept knowledge Ø Ages 3 -0 to 7 -0 Ø 10 Subtests (same as BBCS-3: R) Ø 155 basic concepts assessed Ø English/Spanish forms Ø Administration time ü 10 – 15 minutes SRC ü 20 – 25 minutes Total Test Ø Aligns well with all 50 states’ early childhood educational standards Ø Scoring Assistant software with link to BCDP

Bracken Expressive “This child is sad, This child is …” “This rope is loose, this rope is …”

Bracken School Readiness Assessment Brief Description Ø Stand alone school readiness measure Ø Ages 3 -0 to 7 -0 Ø 5 Subtests Ø 85 basic concepts assessed Ø English/Spanish forms Ø Administration time ü 10 – 15 minutes Ø Aligns well with all 50 states’ early childhood educational standards

Administration, Scoring, and Interpretation

BBCS-3: R Administration Ø Trial Item 1: ü “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? ” Ø Trial Item 2: ü “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? Ø Trial Item 3 ü “Now show me the floor. ” • “Good you pointed to the floor. ” • “You would point right here, wouldn’t you? ” Ø Ask similar questions until child understands the task.

BBCS-3: R Administration Ø Trial Item 4 ü “Now, I am going to show you some pictures. ü I will read something to you, and I want you to point to the picture that shows what I say. ü Look at each of these pictures. ü Look at this picture, this one, and this one. ” ü “Show me the ball. ” • “Good, you looked at all the pictures and pointed to the ball. ”

BBCS-3: R Administration Ø Trial Item 4 ü “Now, I am going to show you some pictures. ü I will read something to you, and I want you to point to the picture that shows what I say. ü Look at each of these pictures. ü Look at this picture, this one, and this one. ” ü “Show me the ball. ” • “Good, you looked at all the pictures and pointed to the ball. ” Ø If child does not point to the ball, use the other three objects as practice items.

BBCS-3: R Administration SRC Administration ü Start with Item #1 for each subtest ü Administer items in consecutive order ü Discontinue each subtest after lowest set of 3 consecutive failed items ü Sum the number of items correct ü Look up Scaled/Composite Scores in Norm Table ü Enter SRC raw score into Table 2. 2 to determine ‘Start Points’ for subtests # 6 - 10 9

Establishing a Starting Point 8 9 9 12 14 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 1 to 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 Ø Scaled Scores Ø Percentile Ranks Ø Normative Classifications ü ü ü Very Advanced Average Delayed Very Delayed Ø Confidence Intervals ü 90% confidence ü 95% confidence

BBCS-3: R Score Reporting Completed Record Form Showing Subtest and Composite: - Raw Scores - Scaled Scores - SEM - Confidence Intervals - Score Percentile Ranks - CI Percentile Ranks - Descriptive Classifications 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 52 90 4 87 94 25 19 34 Ave 4 -5 86 94 25 18 34 Ave 4 -6

Bracken Expressive Administration Trial Item 1 ü“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? Ø Trial Items 2 ü“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? Ø Similar trial items can be used to ensure the child understands the labeling task.

Bracken Expressive Administration Ø Trial Item 3 (Item 4 is similarly administered) ü “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. ü 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. Ø Repeat items 3 and 4 as many times as needed until the child completes the task of finishing the sentence

Bracken Expressive Administration Begin administration each SRC subtest with item #1 Continue administering items until the child fails four consecutive items

Determining a Starting Point 5 6 3 4 6 24

Administering Subtests 6 - 10 Begin at established ‘Starting Point. ’ Establish a basal of three consecutive items passed Discontinue after lowest set of four consecutive items are failed Raw score equals all items from Item 1 to the basal, the three items within the basal, and all items passed between the basal and the discontinue point (i. e. , 5)

Bracken Expressive Score Reporting Completed Record Form Showing Subtest and Composite: - Raw Scores - Scaled Scores - SEM - Confidence Intervals - Score Percentile Ranks - CI Percentile Ranks - Descriptive Classifications 24 5 1 4 13 7 2 5 14 7 6 2 -4 6 9 4 5 16 5 37 Delayed 3 -0 8 9 15 6 8 2 6 10 16 2 4 17 5 7 2 5 -3 -4 -0 18 39 2 9 Delayed 3 -7 2 25 Delayed 3 25 9 50 Average 4 8 9 2 25 Delayed 3 9 16 5 37 Delayed 4

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 With Language Impaired

BBCS-3: R Historical Validity Psychological Assessments ü BBCS Correlations with Intelligence Tests • . 91 Binet IV (Bracken & Howell, 1991) • . 80 DAS (Mc. Intosh et al. , 1995) • . 85 WPPSI-R (Panter, 2000) • . 57 K-ABC (Laughlin, 1995) Speech/Language/Hearing Assessments ü 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 ü BBCS Correlations with Achievement Tests • . 64 K-ABC Ach. (Zucker &Riordan, 1990) • . 50 to. 60 WRAT (Sterner & Mc. Callum, 1988) • . 65 WJ-Ach. (Bracken & Walker, 1997) • . 67 to. 81 MRT (Panter, 2002)

Linked with the Bracken Concept Development Program

Bracken Concept Development Program Ø Professional’s Guide (308 pages) Ø Ø ü Scope and sequence organization ü Units/Lessons ü Recommendations for parents/teachers ü 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

20 Principles for Concept Instruction 1. Instruction should be guided by state educational standards 2. -cold) Teach concepts in pairs and continua (e. g. , long-short; hot-warm 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

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.

Bracken Concept Development Program Instructional units, lessons, objectives, and worksheets

Bracken Concept Development Program Concept Cards for Small Group Instruction

CBM or RTI Intervention 1. 2. 3. levels 4. 5. 6. Assess child with BBCS-3: R / Bracken Expressive /BSRA Make norm-referenced interpretations for each form of the test separately (i. e. , receptive/expressive) Compare child’s receptive and expressive concept knowledge Complete Parent/Teacher Conference form for distribution Calculate child’s percent mastery to identify I. E. P. goals 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

BBCS/BCDP Assessment/Instruction Validation Group SRC SD d Control Group (N = 19) BBCS/BCDP (N = 17) BBCS/BCDP/Home (N=18) Group Total Test SD d Control Group (N = 19) BBCS/BCDP (N = 17) BBCS/BCDP/Home (N=18) Pretest M 87. 75 87. 71 98. 89 18. 22 14. 75 15. 55 Pretest M 84. 55 83. 47 91. 16 12. 22 9. 86 14. 28 SD 89. 42 101. 12 109. 33 SD 86. 95 98. 94 108. 56 Post-test M 17. 01 16. 54 15. 20 1. 67 13. 41 10. 44 Post-test M 11. 50 11. 78 17. 50 2. 40 15. 47 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

Case Study Darren S. Age 5 -2 Referred due to Language Delay and Autistic Spectrum related behaviors

Darren Bracken Expressive School Readiness Composite Use Raw Score to Determine Receptive Total Composite Use Sum of Scaled Scores Raw Scores are used to determine Concept Age Equivalents 24 5 1 4 13 7 2 5 14 7 6 2 -4 6 9 4 5 16 5 37 Delayed 3 -0 8 9 15 6 8 2 6 10 16 2 4 17 5 7 2 5 -3 -4 4 -0 18 39 2 9 Delayed 3 -7 2 25 Delayed 3 25 9 50 Average 4 8 9 2 25 Delayed 3 9 16 5 37 Delayed

Receptive/Expressive Discrepancy? 90 78 12 6 Yes 8. 1% 90 75 15 7 Yes 5. 3%

Darren Universal Nonverbal Intelligence Test X 18 10 11 7 7 11 18 10 7 17 7 10 10 11 11 7 14 22 35

Darren Universal Nonverbal Intelligence Test X 18 94 34 17 91 27 14 82 12 21 103 58 35 91 27 88 102 85 99 76 92 96 110 86 98 Average Low Averg Average Symbolic < Nonsymbolic (p <. 05)

Clinical Assessment of Behavior (CAB) Average Level Autistic Cognitive/Adaptive Spectrum Symptoms Functioning

CAB Critical Behaviors Autistic related behaviors

Clinical Assessment of Behavior (CAB)

Darren Scruggs Summary Ø BBCS-3: R ü SRC = 90 (Average receptive knowledge of school readiness concepts) ü TRC = 90 (Average receptive knowledge of full universe of basic language concepts) Ø UNIT FSIQ = 91 (Average & Consistent with BBCS-3: R) ü Symbolic Quotient = 82 < Average Nonsymbolic Quotient = 103 ü Average Memory Quotient (94) = Average Reasoning Quotient (91) Ø Bracken Expressive ü SRC = 75 (Delayed expressive knowledge of school readiness concepts) ü TRC = 78 (Delayed expressive knowledge of full universe of basic language concepts) ü Significant difference between forms (Receptive > Expressive)

Darren Scruggs Summary Ø Clinical Assessment of Behavior ü Behaviors consistent with Autistic Spectrum Disorders • Autistic Spectrum Cluster: Significant Clinical Risk • Social Skills Scale: Mild Adaptive Weakness • Critical Behaviors: Significant Clinical Risk ü Relatively high functioning behaviors • Competence Scale: Normal Range • Adaptive Behavior Scale: Normal Range • Executive Function Cluster: Normal Range ü Emotional Disturbance Scales: • Emotional Disturbance = Mild Clinical Risk • Social Maladjustment = Normal Range

Conclusions Ø Darren demonstrates cognitive, language, and behavioral characteristics of higher functioning autistic spectrum disorder (e. g. , Aspergers): ü Stronger receptive than expressive language skills (i. e. , average receptive concept development, delayed expressive concept development) ü Average range nonverbal intelligence, with nonsymbolic processing higher than symbolic ü Behaviors consistent with autistic disorder (e. g. , diminished social skills, autistic-like critical behaviors, high score on autism scale)