Evaluation of Measurement Tools BRIGANCE Inventory of Early
Evaluation of Measurement Tools: BRIGANCE Inventory of Early Development ECE 682 KELLY M. DUDLEY DR. DAVID L. BROWN
Author: Albert Brigance Albert H. Brigance, an author and special education resource specialist, resided in Maryville, Tennessee, United States, until his death in 2007. In 1975 -1978 Brigance created a comprehensive inventory of basic skills for his own use in his work as an assessment specialist for the California Master Plan in Humboldt and Del-Norte counties in northern California. Colleagues urged him to find a commercial publisher. The Brigance Inventory of Basic Skills became an instrument for assessment evaluation, student academic placement, Individual Educational Plans, and instructional planning. en. wikipedia. org · Text under CC-BY-SA license Wikipedia Born: 1932 Written works: News and Press
Test Construction: Published Test Description: Designed to 'determine readiness for school; track developmental progress; provide a range of scores needed for documenting eligibility for special education services; enable a comparison of children's skills within and across developmental domains/skill areas in order to view strengths and weaknesses; determine entry points for instruction; [and] assist with program evaluation. Population: Birth to age 7. Scores: 11 areas: Pre-ambulatory Motor Skills and Behaviors, Gross-Motor Skills and Behaviors, Fine. Motor Skills and Behaviors, Self-Help Skills, Speech and Language Skills, General Knowledge and Comprehension, Social and Emotional Development, Readiness, Basic Reading Skills, Manuscript Writing, Basic Math. 'Criterion-referenced [15 -20] minutes per child (1991); (20– 35) minutes. (2012). https: //www. youtube. com/watch? v=jze. GZbtr 2 mc
Test Manual & Test Booklet http: //www. casamples. com/downloads/9558 s. pdf
Test Materials Does Not Require Specialized Materials. The materials needed for conducting the assessments can be found in most settings serving infants and children. An inexpensive Testing Accessories Kit is available for purchase from the publisher. TESTING ACCESSORIES KIT: Some basic materials are needed for conducting some of the assessments. A kit containing these materials is available from the publisher. However, you may wish to assemble your own kit since these materials are usually readily available in school programs or from local sources. The kit contains the following items and will be adequate for assessing most skills. (Personal items such as clothing are needed for some assessments. ) The items, purpose, and developmental age range for which you are likely to use an item are listed below. Item(s)Purpose(s)/(Developmental Age Range) 1. Two regular pencils Using a regular pencil and pencils of different colors pencils and for each assessment makes it possible to have a five pencils color-coded, ongoing graphic record of the child’s of different progress that is easily interpreted. See pages x–xi colors for DIRECTIONS and an illustration. (all developmental levels) 2. Two primary pencils. Some small children will find it easier to use a pencils primary pencil than a regular pencil. When assessing prewriting, drawing, or writing skills, the child should be provided the type of pencil he or she is accustomed to using or finds easier to use. (fifteen months to seven years) 3. Rattle This item is used to aid in attracting the attention of the small child as well as assessing eye/finger/hand manipulative skills. (one month to one year) 4. Squeaking toy This item is used to aid in attracting the attention of the small child, assessing eye movements and manipulative skills, and specifically for assessing the skill of “Squeezes squeaking toy with hand. ” (one month to one year) 5. Spoon This item is used to assess the skill of “Names objects” and may be used in the Feeding/Eating assessments. (three months to three years) 6. Tissues The tissues are used to assess the skill of “Unwraps objects” and “Throws away trash on command. ” (one year to eighteen months)
Testing Kit continued… 7. Cup This item is used to assess the skill of “Names objects” and may be used in the Feeding/Eating assessments. (ten months to three years) 8. Twelve blocks These blocks are used primarily for the “Block Tower one-inch Building” assessment, C-2, but are also useful for (2. 5 -cm) assessing some eye/finger/hand manipulative skills. blocks They may also be useful for assessing other skills such as “Counts Objects. ” (seven months to seven years) 9. “Nesting” containers These containers may be used for assessing the containers following skills. (cups of • Puts objects such as blocks into a container. graduated • Takes objects out of a container. sizes) • Holds container with one hand releases objects into it with the other hand. • Deliberately pours or dumps objects from container. • “Nests” or stacks objects of graduated size. (one year to three years) 10. Collection objects. These items are used to assess the following skills: dissimilar • “Sorts dissimilar objects” (three-year level) objects • “Puts paper clips on paper” (four-year level) The items may also be used for other purposes such as counting. (three years to seven years) 11. Child-sized scissors The scissors are used for the “Cutting with Scissors” scissors assessment, C-6. (two years to seven years) 12. 6" × 6“ sheets of paper. These sheets are used primarily for assessing (15 cm × 15 cm)pre-handwriting skills and folding skills. They may sheets of also be needed for assessing some of the cutting and unlined paper drawing skills. (fifteen months to seven years) 13. Primary-sized crayons. These crayons are used for assessing some of the (junior)pre-handwriting skills but may also be used for crayons assessing other skills such as “Draw a Person. ” (fifteen months to seven years) Replacement of Kit Items: Items in the kit available from the publisher that are consumed, damaged, or lost can be replaced by the same or similar item(s) available from the school program or local sources such as a local school supply, office supply, or variety store.
Assessment Kits: Screening III The Early Childhood Complete Assessment Kit (for 0– 35 months or 3– 5 years) includes: Screens III Manual (0– 35 months or 3– 5 years) 60 Assorted Data Sheets Screens III Technical Manual IED III Inventory 20 IED III Record Books Testing Accessories Durable Canvas Tote The Early Childhood Screens III Kit (for 0– 35 months, 3– 5 years, or K & 1) includes: Screens III Manual (0– 35 months, 3– 5 years, or K & 1) 60 Assorted Data Sheets Screens III Technical Manual Screens III Accessories (for 0– 35 months) Durable Canvas Tote
Cost Price Data: 1993: $99 per manual with tests (1991, 298 pages); $19. 90 per 10 record books; $189. 90 per 100 record books; $9. 90 per group record book; $39. 95 per classroom testing kit 1999: $149 per set of tests; $26. 95 per 10 student record books; $12. 95 per class record book 2012: $299 per classroom kit including Inventory of Early Development II, 20 record books, testing accessories kit (blocks, scissors, and other manipulatives), canvas tote; $299 per standardized kit including standardized assessments, 20 standardized record books, testing accessories kit (blocks, scissors, and other manipulatives), standardization and validation manual (2010, 250 pages), and canvas tote; $329 per 100 record books; $35 per 10 record books. 2014: BRIGANCE Early Childhood Complete Assessment Kit III Complete Assessment Kit (0 -35 months) $529. 00 Complete Assessment Kit (3 -5 years) Early Childhood Screens III Online Management System $529. 00 1 Year License, per child (10 license minimum for new customers) 300+ $3. 50 1 -299 $4. 00 3 Year License, per child (10 license minimum for new customers) 300+ $8. 75 1 -299 $10. 0 Screens III Technical Manual $65. 00 BRIGANCE Screens III Accessories (0 -35 months) BRIGANCE Screens III Spanish Directions (0 -35 Months) Screens III Spanish Directions (3 -5 Years) $29. 00 $65. 00
Administration: Test Format Individual The Inventory is broken into 11 broad skill areas Each broad skill area is further divided into a number of subareas which in turn are linked to basic skills and behaviors useful in assessing area and subarea mastery. For example: (G) Social and Emotional Development Skills area (G-1) General Social and Emotional Development, (G-2) Play Skills and Behaviors, (G-3) Work-Related Skills and Behaviors. The first seven broad skill areas represent skills that are developmental in nature, whereas the last four areas place a greater emphasis on cognitive behavior. Methods used to assess skills include: a) parent interviews (b) observing the child (c) asking the child to perform tasks (d) engaging the child in conversation (e) teacher interviews. Examiners are encouraged to use their judgment in determining which skills to evaluate and how to best elicit a child's response
Administration https: //www. youtube. com/watch? v=g. Hl. Y 5 bxo-R 4 The Inventory is contained in a seven-ring binder which is easily manipulated. When administering the Inventory, the examiner and child sit opposite each other with the Inventory placed between them. While the examiner reads the instructions, the child observes the visual material and responds to questions. Each broad skill area is broken down into overall goals and objectives, methods of assessment, assessment directions, required test materials, and the references used to validate the sequencing of skills. Questions are presented along with helpful hints for determining successful mastery. Illustrations and drawings are displayed in a clear, concise fashion. Record keeping is enhanced by using the Developmental Record Book, an intact booklet which consists of an ordered listing of all basic skills and behaviors. Recommended coding for each skill is (a) not assessed, (b) assessed and set as an objective, (c) introduced but not achieved, and (d) skill has been achieved. Examiners are encouraged to modify the coding to meet their individual needs. Instructions for administering the questions are well documented and succinct. A color-coding system has been developed to highlight the record-keeping and tracking process. Viable tool because of its flexibility and planning utility.
Examiner Qualifications One of the strengths of the Inventory is that little specialized training is required of the examiner. By way of demonstrating that the IED II can be administered by a variety of professionals in a wide range of settings, the author of the technical manual stated, “Potential performance differences across sites were assessed via t-tests” (p. 71). Does Not Require Specialized Training in Testing. The IED–II uses a direct approach to assessment. It does not require complex statistical procedures for deriving and interpreting results. The assessment procedures are simple; many of them can be administered by a paraprofessional with professional supervision.
Test Directions Due to the extensiveness of the Inventory, it is not possible to administer the entire Inventory at one time. Examiners are advised to use their judgment in deciding which areas to evaluate in a single sitting. Follow the Assessment Procedures (but adapt if appropriate): The IED–II has an easy-to-use format. When it is opened to an assessment and placed between the examiner and the child (as illustrated on page ix), the printed material is in the proper position for use. Directions for conducting the assessment are given on the examiner’s page. (See pages xviii and xix for RECOMMENDATIONS FOR MORE EFFECTIVE USE OF THE INVENTORY OF EARLY DEVELOPMENT–II (IED–II). ) For a number of reasons unrelated to the skill being assessed, a child may fail an assessment. Adaptations are recommended when the examiner feels a child has not performed a task because of lack of confidence, difficulty in understanding directions, or speech or language problems. However, when adaptations are made, they should not include coaching. You may wish to record what adaptations were made in the Developmental Record Book (or on a reproduced copy of the Comprehensive Skill Sequence).
Validity and Reliability (1991): No reliability or validity coefficients are presented, however, based on the scope of skills assessed by the Inventory. Assuming that an examiner believes mastery of the skills in this instrument is indicative of positive growth, the Revised BRIGANCE Diagnostic Inventory of Early Development provides a comprehensive method for identifying the strengths and weaknesses of a child's development up to the age of 7. (2012): Reliability. As far as can be determined, all reliability data are from the 2003 standardization study. Original alpha coefficients from the standardization study done in 1991 are given for those assessments that are also in the IED II. Not all assessments were administered; large blocks of skills are not shown, in particular related to basic number and word skills. The data that are shown have good to very good reliabilities. To compensate for concerns regarding estimating lower bounds, Guttman lambda coefficients were used for composites, subdomains, and domains. Scores ranged from. 86 for Drawing/Visual Motor to. 98 for Receptive Language. Test-retest reliability was calculated for a sample of 36 children from birth to 12 months of age, for new test items pertaining to that age range. Those reliabilities are mostly above. 80. Interrater reliability was based on 36 children taking selected assessments from the IED II within one week. Information about the raters, the children, or the assessments used is not provided. A table presents results combined from this study and a previous study done in 1988 by Brulle and Ivarie. It is not clear how the data were combined. Given that, the interrater reliabilities–reported as percent agreement–range from. 80 for Social and Emotional Development to. 98 for Receptive Language.
Validity and Reliability continued… (2012): Validity. Evidence supporting content validity is offered by way of the child development professionals who participated in the development and testing of the IED II, although individual credentials are not provided. Increased achievement with age is also provided as evidence of content validity. This is not particularly strong evidence, especially given that no distinction is shown for children with different types of special needs. Favorable commentary from previous reviews of the battery provides additional evidence of content validity but does not speak directly to this revision. Some evidence of construct validity is provided through tables of intercorrelations between scores on the standardized assessments in the IED II domains, subdomains, and skills. Although the correlations are largely adequate, little interpretation is offered to assess whether convincing evidence of construct validity has been demonstrated. A factor analysis using a varimax rotation and controlling for age yielded a three-factor solution (Understanding and Expressing, Movement and Social Activity, and Academic/Preacademic) that accounted for 84% of the variance for the subdomains. The subdomains that loaded on the three factors are not always aligned with the label for the factor. Evidence supporting concurrent criterion validity also comes from the 2003 standardization sample of the IED II. For example, the subdomain Mathematical/General Concepts loads on the factor Understanding and Expressing and not Academic/Preacademic. The subdomains Prevocational and Engagement and Initiative load on the factor Movement and Social Activity. It would be helpful to know more about this analysis to better interpret its results. A subset of 484 children from that group was assessed using appropriate measures for cognitive assessment (e. g. , Bayley Scales of Infant Development, Stanford-Binet), achievement (e. g. , Woodcock-Johnson Psycho-Educational Battery–Revised: Tests of Achievement, Kaufman Test of Educational Achievement), language and adaptive measures (e. g. , Rosetti Infant Toddler Language Scale, Vineland Adaptive Behavior Scale), physical development (e. g. , Bayley Scales, Battelle Developmental Inventory), social and emotional development (e. g. , Bayley Scales, Vineland Adaptive Behavior Scale), and teacher/examiner ratings for children in kindergarten and first grade. Parents of children over age 2 completed the Child Development Inventory. A table of correlations is provided for the IED II domains and subdomains with the diagnostic measures; it is not clear which diagnostic measures are reported or how the results vary by age groups or children with special needs. Correlations for examiner ratings were not significant for expressive language, daily living, or social and emotional development. Given the large number of assessments included, more information is needed to evaluate the data. Discriminant function analyses were performed for four groups: with/without prematurity, with/without psychosocial risk, with/without known developmental disabilities, and with/without highly advanced development. The selection process, ages, or number of participants in each group are not provided. Three analyses of covariance also were implemented to compare Caucasian children/other ethnicities, children whose parents did/did not complete high school, and children who did/did not qualify for Medicaid or federal free/reduced lunch. The ethnicity analysis was not significant; the other two analyses showed significant differences between the groups. Given the lack of information about the sample, it is difficult to interpret how these findings should be applied.
Sample/Teaching Items: E-6 PERSONAL DATA RESPONSE http: //www. casamples. com/e. Page. Flipbook/Brigance_Early_Childhood_Product_Sampler/index. html Conversation with the child: OBJECTIVE 1. first name. 2. last name. 3. middle name. 4. sex. 5. age. 6. siblings. 7. name of city/town 8. street address. 9. birthday (day, month). 10. parent(s)/caretakers’ names. 11. telephone number. 12. complete address. 13. complete birth date (day, month, year).
Technology Support for Administration https: //www. youtube. com/watch? v=fuenm. QSEj 68 Teacher Training: Kentucky https: //www. youtube. com/watch? v=4 UZy. Bn. Ta 3 sw
Testing Time 15 -20 minutes per child (1991) 20– 35 minutes per child (2012) 10– 15 minutes per child (2014)
Accommodation & Adaptations: For Examinees with Disabilities
Multicultural Adaptability Reference is made to a translation of the assessments into Spanish. No validation information is provided for the Spanish norming study other than the percentage (8. 6%) of families and children participating.
Scoring Procedures Interpreting the Record After developing the color-coded record as described above, you can interpret it to determine 1. the child’s performance level when first assessed (circled in pencil). 2. skills mastered, progress between the first and second assessment (circled in blue). 3. objectives identified for the child to master between the second and third assessments (underlined in red). Suggested Steps for Recording Assessment Data and Identifying Instructional Objectives: 1. Record the first assessment by using a pencil to circle the numeral for all skills for which the child demonstrates mastery. 2. Use a blue pencil or pen to underline the numeral for all skills you wish to identify as objectives for the next instructional period. 3. To record the second assessment, use the blue pencil or pen to circle the numeral for all skills for which the child demonstrates mastery. 4. After completing the second assessment, use a red pencil or pen to underline the numeral for all skills you wish to identify as objectives to be mastered during the next instructional period. 5. To record the third assessment, use the red pencil or pen to circle the numeral for all skills for which the child demonstrates mastery.
Software Scoring & Difference Score Interpretations http: //www. hbe. com. au/series-brigance/oms. html
Score Interpretation Scores ranged from. 86 for Drawing/Visual Motor to. 98 for Receptive Language. Test-retest reliability was calculated for a sample of 36 children from birth to 12 months of age, for new test items pertaining to that age range. Scores ranged from. 86 for Drawing/Visual Motor to. 98 for Receptive Language. Range from. 80 for Social and Emotional Development to. 98 for Receptive Language. Scoring is clearly explained and supported by well-designed tables, illustrations, and recording sheets. Detailed instructions with examples are provided for deriving raw scores, quotients, percentile ranks, age equivalents, instructional ranges, and total adaptive behavior scores. For deriving a raw score range, the 68% confidence level for the standard error of measurement is provided. Multipliers to find the 90% and 95% confidence levels are given; however, it would be helpful to provide these confidence intervals rather than requiring additional calculations. A well-written guide for interpreting scores is also provided, followed by a completed sample report.
Norms & Interpretative Tables & Communicating Test Results http: //www. casamples. com/downloads/Brigance-EC-Screens. III-Infographic. Printable. pdf
Brigance Screen III http: //www. curriculumassociates. com/products/brigance-early-childhood. aspx The BRIGANCE® Early Childhood Screens have been completely updated to reflect the latest research, so you can be confident you're getting the most accurate information on every child. New norms New validity and reliability research New content aligned to early learning standards and Common Core State Standards New user-friendly design The Screens provide quick, easy, and accurate screening of skills that are critical predictors of school success, including physical development, language, academic/cognitive, self-help, and social-emotional skills—all in just 10– 15 minutes per child.
References: Retrieved from Mental Measures http: //eds. a. ebscohost. com. proxy. tamuc. edu/ehost/detail? vid=4&sid=dff 22 f 88 -08 aa-41 fc 98 eb 49 f 388724 d 9 a%40 sessionmgr 4009&hid=4105&bdata=Jn. Npd. GU 9 ZWhvc 3 Qtb. Gl 2 ZQ%3 d%3 d#AN=test. 238&db=mmt http: //www. casamples. com/downloads/9558 s. pdf Curriculum Associates, LLC, Corporate Headquarters, P. O. Box 2001, 153 Rangeway Road, North Billerica, MA, 01862 -0901, info@cainc. com, http: //www. curriculumassociates. com https: //www. youtube. com http: //www. hbe. com. au/series-brigance/early-childhood/buy-now. html http: //www. casamples. com/e. Page-Flipbook/Brigance_Early_Childhood_Product_Sampler/index. html REVIEWER'S REFERENCES Bagnato, S. J. (1985). [Review of the BRIGANCE Diagnostic Inventory of Early Development]. In. J. V. Mitchell, Jr. , (Ed. ), The ninth mental measurements yearbook (Vol. 1, pp. 219 -220). Lincoln, NE: Buros Institute of Mental Measurements. Gory, E. L. (1985). [Review of the BRIGANCE Diagnostic Inventory of Early Development]. In. J. V. Mitchell, Jr. , (Ed. ), The ninth mental measurements yearbook (Vol. 1, pp. 220 -221). Lincoln, NE: Buros Institute of Mental Measurements. Robinson, J. H. , & Kovacevich, D. A. (1985). [Review of the BRIGANCE Inventories]. In D. J. Keyser & R. C. Sweetland (Eds. ), Test critiques (Vol. III, pp. 79 -98). Kansas City: Test Corporation of America. Benner, S. M. (1992). Assessing young children with special needs: An ecological perspective. White Plains, NY: Longman.
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