BRIGANCE® Preschool Screen II - Curriculum Associates

PRESCHOOL SCREENBRIGANCE®

II

by Albert H. Brigance

CURRICULUM ASSOCIATES®, Inc.

PRESCHOOL SCREENBRIGANCE®

II

by Albert H. Brigance

ISBN 0-7609-3167-4

CURRICULUM ASSOCIATES®, Inc.North Billerica, MA 01862

©2005, 1998, 1985�Curriculum Associates, Inc.

Permission is granted for reproduction of the child pages requiring writtenresponse or group testing, supplemental assessments data sheet,

screening information forms, and self-help and social-emotional scalesreport forms in limited quantity for nonprofit educational use.

All Rights Reserved. Printed in USA.

15 14 13 12 11 10 9 8 7 6 5 4 3 2 1BRIGANCE®�a Registered Trademark of Curriculum Associates, Inc.

Introduction PageFeatures of the BRIGANCE® Preschool Screen–II ................................... ivRationale and History ................................................................................. vScreening Procedures ............................................................................... viGeneral Screening Directions ................................................................... viiFunctional Hearing and Vision ................................................................... ixThe Station Method for Screening .............................................................. xAlternative Screening Methods .................................................................. xiRecommendations for Screening.............................................................. xiiReasons for Low Scores........................................................................... xvFormat, Materials, and Procedures.......................................................... xviRecommendations for More Effective Use of the Screen–II ................... xviiDirections for Completing a Data Sheet ................................................. xviiiExample of Completed Three-Year-Old Child Data Sheet ..................... xxiiiExample of Completed Four-Year-Old Child Data Sheet....................... xxiv

Basic Assessments—Three-Year-Old ChildIntroduction................................................................................................. 1Number Skill

1A Personal Data Response .......................................................... 32A Color Recognition...................................................................... 43A Picture Vocabulary .................................................................... 54A Knows Use of Objects............................................................... 65A Visual Motor Skills ..................................................................... 76A Gross-Motor Skills ..................................................................... 87A Number Concepts ..................................................................... 98A Builds Tower with Blocks ........................................................ 109A Identifies Body Parts ............................................................... 11

10A Repeats Sentences................................................................. 1211A Prepositions and Irregular Plural Nouns ................................. 13

Basic Assessments—Four-Year-Old Child PageIntroduction............................................................................................... 15Number Skill

1B Personal Data Response ........................................................ 172B Color Recognition.................................................................... 183B Picture Vocabulary .................................................................. 204B Visual Discrimination�Forms and Uppercase Letters............ 215B Visual Motor Skills ................................................................... 226B Gross-Motor Skills ................................................................... 237B Rote Counting ......................................................................... 258B Identifies Body Parts ............................................................... 269B Follows Verbal Directions........................................................ 27

10B Number Concepts ................................................................... 2811B Syntax and Fluency................................................................. 29

Supplemental AssessmentsIntroduction............................................................................................... 30Supplemental Assessments Data Sheet.................................................. 32Number Skill

1S Responds to Picture................................................................ 332S Articulates Initial Sounds......................................................... 343S Names Colors ......................................................................... 374S Gross-Motor Skills ................................................................... 395S Visual Motor Skills ................................................................... 41

Screening Information FormsIntroduction............................................................................................... 43Screening Observations Form.................................................................. 44Teacher�s Rating Forms

Introduction .......................................................................................... 45Three-Year-Old Child ........................................................................... 46Four-Year-Old Child ............................................................................. 47

Parent�s Rating FormsIntroduction .......................................................................................... 48Three-Year-Old Child ........................................................................... 50Four-Year-Old Child ............................................................................. 51

ii Table of Contents

TABLE OF CONTENTS AND INTRODUCTION

All assessments in the BRIGANCE® Screens–II have been validated.Standard score, percentile, and age equivalent can be determined. Youmust adhere strictly to the boxed Directions for the assessments if youwant to compare your child to the norms found in the Technical Report for the BRIGANCE Screens–II. In addition, there are standard methods of scoring—meaning when you start and stop administering items.

PageSelf-help and Social-Emotional ScalesIntroduction ............................................................................................... 53Methods That May Be Used to Administer the Self-help and

Social Emotional Scales ....................................................................... 54Using the Parent’s Report Form .............................................................. 55Parent’s Report Form for the Self-help and Social-Emotional Scales ...... 56Using the Teacher’s Report and Scoring Form for the Self-help and

Social-Emotional Scales....................................................................... 57Scoring the Self-help and Social-Emotional Scales.................................. 58Teacher’s Report and Scoring Form for the Self-help and

Social-Emotional Scales....................................................................... 59Example of the Completed Teacher’s Report and Scoring Form ............. 60Self-help Scale (Items 1�23)..................................................................... 61Social-Emotional Scale (Items 24�35)...................................................... 64

Appendices and References ................................................................ 65

Appendix AHistory, Field Testing, Critiquing, and Acknowledgments ........................ 66

Appendix BChanges Made in This Edition.................................................................. 71

Appendix CPlanning for the Comprehensive Assessment and

Record-Tracking System ...................................................................... 72

Appendix DGrowth Indicators (when comparing performance across levels of the

BRIGANCE® Screens–II)...................................................................... 75

Appendix EMeasuring Progress: Help for Longtime Users......................................... 78

References ............................................................................................. 79

iii Table of Contents

1. Screening Can Be Accomplished Quickly: The essence of screeningis its brevity. The basic screening of most children can be completedwithin fifteen minutes. Screening a child who responds slowly rarelytakes more than twenty minutes.

2. Screening Provides a Sampling of Skills for Key Areas: The basicassessments provide a sampling of a child�s learning, development, and skills in a broad range of areas, such as fine-motor skills, bodyawareness, general knowledge, language development, and gross-motorskills. A discussion and demonstration of the domains and factors theseskills can be categorized into can be found in the Technical Report forthe BRIGANCE® Screens–II in chapters 1 and 4. In addition, there is now a separate measure for self-help and for social-emotional skills.

3. The Data Sheet Provides a Quick Review: The Data Sheets, one foreach age level, allow data to be recorded on one page in a triplicatecopy. Thus, a glance across the Data Sheet provides a quick review, and copies of the data can be shared with others and filed as needed.(See Data Sheet examples on pages xxiii and xxiv.)

4. Screening Will Be a Successful Experience for Most Children: Eachscreening assessment is at a skill level that will allow a high degree ofsuccess for most children. Thus, most children will feel positive about the screening.

5. Optional Supplemental Assessments Are Included: In addition to the basic assessments for each age level, supplemental assessments of more advanced skills have been included for optional use. Theseassessments are primarily intended for use with children who score well on the basic assessments. (See pages 30�41.)

6. Screening Produces a Wide Range of Scores: Because the PreschoolScreen–II may be used for a variety of purposes, a range of scores is needed (e.g., for program planning, for determining eligibility forprograms, for research studies, and so forth). This Screen produces raw scores, age equivalents, percentiles, and quotients for eachdevelopmental domain.

7. Helpful Notes Are Included: Notes related to possible observations,interpretations, criteria, supplemental assessments, and techniques forencouraging the child to perform are included with each assessment.

8. Related Forms for Optional Use Are Included: Related screeninginformation forms for examiner�s observations, teacher�s rating, andparent�s rating are included as items for optional use. Permission toreproduce these forms for nonprofit educational use is granted by theauthor and the publisher. (See pages 43�51.)

9. A Score Can Be Calculated for Ranking and Grouping Purposes:A point value is assigned to each skill within each basic screeningassessment to provide a means of calculating a score for each child.

10. Assessments Are Criterion-Referenced, Curriculum-Referenced, andNorm-Referenced: The criterion-referencing and curriculum-referencingof the assessments provide data that can be translated into instructionalobjectives. The results of the BRIGANCE Screens–II standardization andvalidation study allow norm-referenced interpretation. For informationregarding standardization and the use of this Screen as a norm-referencedinstrument, see pages vi and vii and the Technical Report for theBRIGANCE Screens–II.

11. No Special Material or Equipment Is Needed: (See page xvi for lists of essential materials and optional materials.)

12. Duplication of Assessments Can Be Avoided: The skills included in thebasic assessments are the same as those included in the BRIGANCEDiagnostic Inventory of Early Development–II (Birth�7 years). Programpersonnel using the Inventory with its accompanying DevelopmentalRecord Book for the purposes of assessing, recordkeeping, tracking, and instructional planning can frequently avoid duplication of assessmenttime. Much of the data needed for screening can be taken from theDevelopmental Record Book if the data are current and valid. Likewise,data obtained from the screening assessment can be recorded in theDevelopmental Record Book. (See pages 72�75 for coordination betweenthe assessments in this Screen with the Inventory of Early Development–II.A complete coordination between all the Screens and the Inventory ofEarly Development–II and the Comprehensive Inventory of BasicSkills–Revised is included in the Technical Report for the BRIGANCEScreens–II in chapter 6.)

13. Screening Can Be Accomplished Reliably, Validly and Accurately:Below are highlights from the BRIGANCE Screens–II standardization andvalidation study:� Re-standardized in 2005 on 1366 children in 27 of the 50 US States to

produce normative information on children�s performance across thebirth through First-Grade age range. This is critical because Americandemographics are changing rapidly and this can impact the aggregateperformance of children at various ages. Further, curricular changesalso prompt a need to revise and update measures.

� Validated on 907 children to whom were also given a range of othermeasures for comparison and found to correlate highly with subtests of similar content.

� Shown to be highly reliable both in terms of internal consistency, test-retest, and inter-examiner reliability.

� Highly accurate. The BRIGANCE Screens–II will identify 81% (range =70% to 91% across ages) of children with disabilities, 84% (range =81% to 100% across ages) of children with advanced development, and 84% (range = 72% to 94% across ages) of children with typicaldevelopment.

Extensive information about the BRIGANCE Screens–II standardization is found in the Technical Report for the BRIGANCE Screens–II.

iv Features of the BRIGANCE® Preschool Screen–II

Features of the BRIGANCE® Preschool Screen–II

Rationale for Development: The BRIGANCE® Preschool Screen–IIis one of three Screens revised this year�the other two being the EarlyPreschool Screen–II and the K & 1 Screen–II. Along with the Infant &Toddler Screen (2002), these instruments can be used to assess childrenfrom birth through the first grade. Originally created as criterion-referencedmeasures, normative data was added in the 1995 standardization andvalidation studies. The current revision includes an update ofstandardization, new norms, and the substitution of some items on theScreens for the Two-Year-Old Child and older. The new items ensure thatthe Screens sample all domains and present tasks that reflect changes totypical preschool, kindergarten and first-grade curricula. Each Screenenables a careful view of children�s growth and learning. The BRIGANCEScreens–II includes the recognition that development is a continuous, ever-evolving process resulting from the child�s skills and temperament,caretakers� involvement and interactions, and the transactions between thetwo. By measuring this process, the BRIGANCE Screens–II enablesprofessionals to monitor children�s progress, advise parents on how topromote development, and initiate individualized instruction and any specialservices needed to facilitate children�s learning and family adjustment.

The BRIGANCE Screens–II remains criterion-referenced, standardized and validated via extensive and current normative research. This researchshows that when the assessments are administered and scored in strictaccordance with the directions accompanying each basic assessment, validnorms will result. Children with difficulties as well as those who are giftedand academically talented can be identified using the cutoff scoresdetermined by the study. (See the Technical Report for the BRIGANCEScreens–II, chapter 3.) Thus the same basic assessments are both criterion-referenced and norm-referenced and should meet the needs of most earlyintervention, day care, health care, and school programs.

History: The BRIGANCE K & 1 Screen was first published in 1982 inresponse to many requests received by the author and publisher frompersonnel using other BRIGANCE Inventories.

The 1982 edition quickly gained acceptance in the United States andCanada. Within five years, it gained recognition as one of the most widelyused screens with adoptions in most states and school systems.

The high degree of acceptance and requests for similar assessmentinstruments for use with preschool children led to the publication of theBRIGANCE Preschool Screen (1985) and the BRIGANCE Early PreschoolScreen (1990). (See pages 66�70 for additional history and acknowledgments.)

In 1995 the Screens were standardized and validated enabling normedcutoffs, percentiles, age equivalents and quotients to be produced forimproved comparisons across pupils, classrooms, schools, and states.

In 2000, the BRIGANCE Infant and Toddler Screen was normed andpublished in 2002 enabling the Screens to extend from birth to age two.

Criteria for Selection of Screening Assessments Included in theBRIGANCE Screens–II: The skills included in the BRIGANCE Screens–IIwere selected by using the following criteria:

1. What skills are of a developmental or difficulty level that will identifychildren who may not be successful and yet will allow most to have ahigh degree of success, in order to help parents and children feel positiveabout the screening experience?

2. What skills can be assessed expediently with a high degree of validityand objectivity?

3. What skills in the BRIGANCE Diagnostic Inventory of Early Development–IIand the BRIGANCE Diagnostic Comprehensive Inventory of BasicSkills–Revised were found to be the most appropriate for screeningpurposes?

4. What skills can be assesseda. by the use of materials that are usually readily available and

inexpensive?b. in facilities or settings in which space may be limited?c. without having the teacher/examiner involved in time-consuming and

complicated procedures or in manipulating assessment materials?

5. Which of the skills meeting the above criteria can be validated bya. a review of the literature as having the greatest value in predicting

future school success?b. critiquing and field-testing as being appropriate to use for screening

purposes?

v Rationale and History

Rationale and History

Purpose of Screening: The primary purpose of screening is to obtain a broad sampling of a child�s skills and behaviors for one or more of the following reasons:

1. To identify any child who should be referred for a more comprehensiveevaluation to determine the existence of a disability or the need forspecial placement

2. To help determine the most appropriate initial placement or groupingof children

3. To assist the teacher in planning a more appropriate program for the child

4. To comply with mandated screening requirements

Most school systems are required to develop and conduct screeningprocedures for all children entering school (as well as preschoolers) in orderto comply with state mandates and other mandates such as the Individualswith Disabilities Act.

General Screening Procedures: In most cases, screening involves one or more professionals working with a child and his or her parent(s) to obtainthe most valid sampling of the child�s skills and behavior. The screeningprocedures and materials in this instrument are designed specifically toassist professionals in the acquisition and evaluation of the data necessaryfor determining if a child probably has delays and whether he or she shouldbe referred for a more comprehensive evaluation or enrolled in earlystimulation programs.

The diagram on the right illustrates a model of the screening program inwhich the screening procedures can be used. The materials and personnelfor each assessment are indicated. Some materials are optional.

It is not within the scope of this publication to include procedures forevaluating the child�s physiological development. Physical examinations andscreening for vision, hearing, or speech problems should be performed byappropriately trained personnel. However, the professional using this Screenis encouraged to observe for indications of such problems and report theobservations to the appropriate member of the screening team or make theappropriate referral.

Diagram of Screening Procedures and Materials

Data Collection Data Review/ Placement/Evaluation Referral

vi Screening Procedures

Screening Procedures

Skills demonstrated by screeningassessments. (See Section B of the Data Sheet.)

ScreeningObservations Form*to be completed by the examiner. (See page 44.)

Teacher’s RatingForm* Rating andobservations by theteacher (if previouslyin school). (See pages 46�47.)

Parent’s RatingForm* Informationfrom the parents.(See pages 50�51.)

Data from SpecialServices Personnel(nurse, physician,audiologist, speechtherapist, etc.)

Records (school,developmental,medical).

*Optional

Referral (Indicatein Section F of theData Sheet.)

Placement (Indicatein Section F of theData Sheet.)

Screening team reviewand evaluation of data(Summarize on theData Sheet.)

Format: The format of the Screen allows both the examiner and the child to follow the assessment procedures easily. The Screen can be opened toan assessment and placed on a table between the examiner and the child.The assessment pages will then be in the proper screening position asshown in the following diagram:

Essential Materials: The following materials should be in place prior toscreening:

1. A copy of the Screen.

2. A Data Sheet for the age level of the child. (See the Data Sheetexamples on pages xxiii and xxiv.)

3. Two pens or sharpened pencils for recording data.

4. Unlined 8 ��" x 11" sheets of paper.

5. Jumbo crayons or the type of crayon the child is accustomed to using.

6. Primary pencils or type of pencil the child is accustomed to using.

7. Two one-inch (2.5 cm) blocks for each of the five colors on page 4.(These blocks accompany this Screen. They are also available from most school supply stores.)

Optional Materials: The following materials are included in the Screen andshould be made available to personnel if they opt to use them. Permission toreproduce these screening materials for nonprofit educational use is grantedby the author and the publisher.

1. Supplemental Assessments Data Sheet (See page 32.)2. Screening Observations Form (See page 44.)3. Teacher’s Rating Form—Three-Year-Old Child (See page 46.)4. Teacher’s Rating Form—Four-Year-Old Child (See page 47.)5. Parent’s Rating Form—Three-Year-Old Child (See page 50.)6. Parent’s Rating Form—Four-Year-Old Child (See page 51.)7. Parent’s Report Form for the Self-help and Social-Emotional Scales

(See page 56.)8. Teacher’s Report and Scoring Form for the Self-help and Social

Emotional Scales (See page 59.)

Procedures: The procedures for assessing the basic skills included in theScreen are on pages 3�29. The procedures for completing a Data Sheet areon pages xviii�xxiv. The page number and the assessment number for eachassessment are listed in the left column of the Data Sheet as shown in theexcerpt below.

Format, Materials, and Procedures

B. Basic Screening Assessments

Assessment Skill (Circle the skill for each correct response. Make notes as apprPage Number When deriving standard scores, follow the directions for discontinu

3 1A Personal Data Response: Orally gives:1. first name 2. last name 3. middle name

4 2A Color Recognition: Points to:1. red 2. blue 3. green 4. yellow

5 3A Picture Vocabulary: Names pictures of:1. boat 2. kite 3. wagon 4. ladder

6 4A Knows Use of Objects: Knows use of:1. book 2. scissors 3. refrigerator

7 5A Visual Motor Skills: Copies: 1. 2. 3.

8 6A Gross-Motor Skills: 1. Stands on one foot five seconds.2. Stands on other foot five seconds.3. Walks forward heel-and-toe four steps.

xvi Format, Materials, and Procedures

EXAMPLE OF COMPLETED

DATA SHEET

Three-Year-Old Child Data Sheet for the BRIGANCE® Preschool Screen–IIYear Month Day

A. Child Data Date ofChild�s Name ______________________________________ Screening ______ ______ ______ School/Program __________________________________

Parents/Guardian __________________________________ Birth date ______ ______ ______ Teacher ________________________________________

Address __________________________________________ Age ______ ______ ______ Examiner ______________________________________

B. Basic Screening Assessments C. Scoring

Number ofAssessment Skill (Circle the skill for each correct response. Make notes as appropriate.) Correct Child�s

Page Number When deriving standard scores, follow the directions for discontinuing that appear with the assessments where applicable. Responses Point Value Score

3 1A Personal Data Response: Orally gives: Discontinue after 3 in a row incorrect.1. first name 2. last name 3. middle name 4. age x 1 point each /4

4 2A Color Recognition: Points to: Discontinue after 2 in a row incorrect.1. red 2. blue 3. green 4. yellow 5. orange x 2 points each /10

5 3A Picture Vocabulary: Names pictures of: Discontinue after 3 in a row incorrect.1. boat 2. kite 3. wagon 4. ladder 5. scissors 6. leaf x 2 points each /12

6 4A Knows Use of Objects: Knows use of: Discontinue after 2 in a row incorrect.1. book 2. scissors 3. refrigerator x 3 points each /9

7 5A Visual Motor Skills: Copies: 1. 2. 3. 4. Discontinue after 3 in a row incorrect.x 3 points each /12

8 6A Gross-Motor Skills: Discontinue after 2 in a row incorrect.1. Stands on one foot five seconds.2. Stands on other foot five seconds.3. Walks forward heel-and-toe four steps. x 3 points each /9

9 7A Number Concepts: Demonstrates by giving: Discontinue after 2 in a row incorrect.1. two 2. three 3. five x 3 points each /9

10 8A Builds Tower with Blocks: Builds a tower with: Discontinue after 2 attempts without success.1. 6 blocks 2. 7 blocks 3. 8 blocks 4. 9 blocks 5. 10 blocks x 2 points each /10

11 9A Identifies Body Parts: Points to or touches: Discontinue after 3 in a row incorrect.1. chest 2. back 3. knees 4. chin 5. fingernails 6. heels x 1 point each /6

12 10A Repeats Sentences: Repeats sentences of Give credit for highest level of success and for all lower levels.1. four syllables 2. six syllables 3. eight syllables x 3 points each /9

13 11A Prepositions and Irregular Plural Nouns: Uses1. prepositions 2. irregular plural nouns x 5 points each /10

D. Observations E. Summary (Complete only if child is screened with a group.) Total Score = /1001. Handedness: Right _____ Left ______ Uncertain ______ Compared to other children included in this screening:2. Grasps pencil with: Fist ______ Fingers ______ 1. this child scored ........................................Lower ______ Average ______ Higher ______3. Hearing appeared to be normal: (See Functional Hearing and Vision) 2. this child�s age is ......................................Younger ______ Average ______ Older ______

Yes ______ No ______ Uncertain ______ 3. the teacher rates this child ......................Lower ______ Average ______ Higher ______4. Vision appeared to be normal: (See Functional Hearing and Vision) 4. the examiner rates this child ....................Lower ______ Average ______ Higher ______

Yes ______ No ______ Uncertain ______ F. Recommendations5. Record other observations below or on another sheet. ______________________________________________________________________________

_________________________________________________ _______________________________________________________________________________________________________________________________ ______________________________________________________________________________

4Y3YCalvin Baldwin

Carl and Karen Baldwin982 Haines Street

2005 9

33

105

63

93

93

62

62

105

44

62

102

79

122002 7 73 2 5

Ballard SchoolLeslie Feingold

Ben Faust

Within normal limits. No further assessment needed at this time.Cooperated and enjoyed talking

✔✔

✔

✔

✔✔

✔✔

xxiii ©Curriculum Associates, Inc. Preschool Screen–II Completed Three-Year-Old Child Data Sheet

Introduction

Purpose: The assessments in this section allow screening personnel toassess the basic skills of three-year-old preschool children. The assessmentscoordinate with the skills listed on the Three-Year-Old Child Data Sheet.

General Directions: See pages vii�xiv for general directions andrecommendations for conducting the screening.

Recording the Results: As each skill is assessed, circle on the child�s DataSheet the skill for which he/she demonstrates mastery. See pages xviii�xxiifor directions for recording and scoring on the Data Sheet and page xxiii for an example of the Three-Year-Old Child Data Sheet.

Table of Contents

Number Skill Page1A Personal Data Response .......................................................... 32A Color Recognition ...................................................................... 43A Picture Vocabulary..................................................................... 54A Knows Use of Objects ............................................................... 65A Visual Motor Skills ..................................................................... 76A Gross-Motor Skills .................................................................... 87A Number Concepts...................................................................... 98A Builds Tower with Blocks ......................................................... 109A Identifies Body Parts................................................................ 11

10A Repeats Sentences ................................................................. 1211A Prepositions and Irregular Plural Nouns.................................. 13

BASIC ASSESSMENTS—THREE-YEAR-OLD CHILD

1 Basic Assessments—Three-Year-Old Child


Skill: Gives personal data.1. first name2. last name3. middle name4. age

Data Sheet: Three-Year-Old Child.

Assessment Method: Child performance�oral response.

Materials: None.

Discontinue: After two consecutive errors.

Time: Your discretion; however, the child�s responses should be automaticand suggest confidence.

Accuracy: Give credit for each correct response. See Criteria.

Criteria: In addition to your own professional judgment, the commentsaccompanying each skill in the Directions will guide you in evaluating.Verify the correctness of the child�s responses by comparing them with the information recorded on his/her Data Sheet.

Point Value: 1 point for each item.

Notes:1. Possible Observations: As the child responds to the questions, you

may wish to observe and make note of the following:a. Physical Conditions: Does the child have a physical condition that

makes him/her unable to respond?b. Comprehension: Do the child�s responses suggest that he/she

understands the meaning and significance of the data, or do theyreflect rote memory only?

c. Articulation Problems: Do the child�s articulation skills appear typicalfor his/her age, or are there indications of articulation problems, suchas omitting, substituting, adding, or distorting sounds?

d. Attention to Task: Does the child consistently attend to your requests,or does he/she have difficulty attending for reasons such as a shortattention span or distractions?

e. Interest Level: Does the child volunteer additional personal data, such as his/her sex, address (street or mail), or date of birth (month and day)?

f. Confidence Level: Does the child appear relaxed, or is he/she anxiousabout responding? Does he/she respond with confidence andassurance?

g. Assurance of Response: Does the child respond automatically or hesitantly?

DirectionsThis assessment is made by asking the child the questions below. Pause after each question for the child�s response. Give encouragement,if necessary.

Skill 1: First name.

Ask: What is your name?

If the child gives his/her nickname,

Say: That is your nickname.

Ask: Can you tell me your real name?

It is recommended that you do not give credit for a nickname.

If the child gives his/her full name, give credit for Skill 1 and Skill 2 andgo to Skill 3.

Skill 2: Last name.

Ask: What is your last name? orYour name is (first name) what?

If the child also gives his/her middle name, give credit for Skill 2 and Skill3.

Skill 3: Middle name.

Ask: Do you have a middle name?

If the child responds, �Yes,�

Ask: What is your middle name?

Skill 4: Age.

Ask: How old are you?

A child usually learns to tell his/her age at three years of age. However,he/she may experience some confusion after a birthday.

2. Supplemental Assessment: You may wish to ask the child to giveadditional personal data, such as his/her sex, address (street or mail), dateof birth (month and day), siblings� names, and parents� or guardians� names.

3. Correlated BRIGANCE® Prescriptive Teaching Material: Pages 127�136 of the BRIGANCE Prescriptive Readiness: Strategies and Practice.

3 1A Personal Data Response

1A Personal Data Response

If you plan to derive standard scores including percentiles on thisassessment, you must adhere strictly to the boxed Directions given.ENTRY: Start with item 1.DISCONTINUE: After 3 consecutive incorrect responses.

Skill: Performs gross-motor skills.1. Stands on one foot for five seconds.2. Stands on other foot for five seconds.3. Walks forward heel-and-toe four steps.


Assessment Method: Child performance�individual or group.

Materials: None.

Discontinue: Your discretion, or after the child fails to perform two skills.

Time: Your discretion. See Criteria, Skill 1 in the Directions.

Accuracy: Give credit for each skill performed. (See Criteria.)

Criteria: In addition to your own professional judgment, the Criteriaaccompanying each skill in the Directions will guide you in evaluating.

Point Value: 3 points for each skill.

Notes:1. Possible Observations: As the child performs the skills, you may wish

to observe and make note of the following:a. Physical Conditions: Does the child have a physical condition that

makes him/her unable to perform any skill according to the Criteria?b. Type of Clues or Directions to Which the Child Responds Best: Does the

child follow oral directions well, or does he/she rely on demonstration?c. Foot Dominance: Does the child consistently perform the skills on the

same foot? (When making this assessment, do not designate the foot onwhich a skill is to be performed. In most instances, the child will performthe skill on his/her dominant foot if foot dominance has been established.)

d. Use of Eyes: Do the child�s eyes tend to follow the body parts whenappropriate?

e. Attention to Task: Does the child consistently attend to your requests,or does he/she have difficulty attending for reasons such as a shortattention span or distractions?

f. Interest Level: Does the child volunteer to demonstrate additionalgross-motor skills?

2. Supplemental Assessments: If the assessment situation permits, you may wish to assess the following gross-motor skills:� Stands on either foot five seconds.� Walks tiptoe a distance of 6 ft 8 in. (2 m).� Walks forward on line heel-and-toe a distance of 6 ft 8 in. (2 m).� Walks with scissor steps across a 1 in. (2.5 cm) wide line a distance

of 6 ft 8 in. (2 m).� Hops on one foot.� Hops on other foot.� Walks forward on walking board, using arms to balance.

DirectionsThis assessment is made by using one, or any combination, of thefollowing methods:

a. Individual assessment by requesting the skill be performed anddemonstrating it.

b. Involving the child or group in a game that will prompt the child toperform the skill. (For example: Play the game of �Follow the Leader�or �Simon Says.� You serve as leader and observe if the child canperform the skill.)

c. Informal observation of the child during play period or game time.

This assessment can be accomplished more quickly and with greatervalidity if you demonstrate the skills as you give the directions. If you donot demonstrate the skills, the child may not perform well because he/shedoes not comprehend the verbal directions. If the child does not respond,repeat the request.

If helpful, give encouragement.

Say: Let’s stand up.

Skill 1: Stands on one foot for five seconds.

Say: Stand on one foot like this as long as you can. Demonstrate.

Criteria: Give credit if the child establishes and maintains a steadystanding position on one foot for five seconds.

Skill 2: Stands on other foot for five seconds.

Say: Now stand on your other foot as long as you can. Demonstrate.

Criteria: Give credit if the child establishes and maintains a steadystanding position on the other foot for five seconds.

Skill 3: Walks forward heel-and-toe four steps.

Say: Walk like this, one foot right in front of the other foot.Demonstrate.

Criteria: Give credit if the child walks four steps without waving his/herarms excessively and without stumbling.


8 6A Gross-Motor Skills

6A Gross-Motor Skills


9 7A Number Concepts

Skill: Demonstrates by giving:1. two 2. three 3. five


Assessment Method: Child performance.

Materials: Ten blocks, or a set of ten other objects.

Discontinue: Your discretion, or after the child fails two consecutive skills.

Time: Your discretion, or ten seconds per skill.

Accuracy: Give credit for each correct response. See Criteria.

Criteria: In addition to your own professional judgment, the commentsaccompanying each skill in the Directions will guide you in evaluating.

Point Value: 3 points for each correct quantity given.

Notes:1. Possible Observations: As the child responds, you may wish to

observe and make note of the following:a. Physical Conditions: Does the child have a physical condition that

makes him/her unable to perform the skills?b. Use of Eyes: Do the child�s eyes tend to follow the task appropriately?c. Handedness: Does the child consistently use the same hand for

performing, or does he/she change from one hand to the other?d. Attention to Task: Does the child consistently attend to your requests,

or does he/she have difficulty attending for reasons such as a shortattention span or distractions?

e. Interest Level: Does the child volunteer additional number concepts or show interest in number concepts?

f. Confidence Level: Does the child appear relaxed, or is he/she anxiousabout performing?

g. Assurance of Response: Does the child respond automatically or hesitantly?

2. Links Number with Quantity: Does the child appear to understand that each number represents a quantity? The child may demonstrate this awareness by using his/her fingers to count.


DirectionsThis assessment is made by asking the child to respond to �give me two,three, give me five.� Pause after each request for the child�s response.If the child does not respond, repeat the request.

If helpful, give encouragement.

Skill 1: Gives two.

Place ten blocks, or a set of ten other objects, in front of the child. Extendyour hand, and

Say: Give me two blocks. Give me just two.

After the child gives two blocks, pause to see if he/she plans to giveanother. Give credit if the child gives only two blocks. Return the blocks to the table.

Skill 2: Gives three.

Extend your hand, and

Say: Give me three blocks. Give me three.

After the child gives three blocks, pause to see if he/she plans to giveanother. Give credit if the child gives only three blocks. Return the blocksto the table.

Skill 3: Gives five.

Extend your hands, and

Say: Give me five blocks. Give me five.

After the child gives five blocks, pause to see if he/she plans to giveanother. Give credit if the child gives only five blocks.

7A Number Concepts


Introduction

Purpose: The assessments in this section allow screening personnel toassess the basic skills of four-year-old preschool children. The assessmentscoordinate with the skills listed on the Four-Year-Old Child Data Sheet.

General Directions: See pages vii�xiv for general directions andrecommendations for conducting the screening.

Recording the Results: As each skill is assessed, circle on the child�s DataSheet the skill for which he/she demonstrates mastery. See pages xviii�xxiifor directions for recording and scoring on the Data Sheet and page xxiv for an example of the Four-Year-Old Child Data Sheet.

Table of Contents

Number Skill Page1B Personal Data Response ........................................................ 172B Color Recognition .................................................................... 183B Picture Vocabulary .................................................................. 204B Visual Discrimination�Forms and Uppercase Letters ........... 215B Visual Motor Skills .................................................................. 226B Gross-Motor Skills .................................................................. 237B Rote Counting ......................................................................... 258B Identifies Body Parts ............................................................... 269B Follows Verbal Directions ....................................................... 27

10B Number Concepts ................................................................... 2811B Syntax and Fluency ................................................................ 29

15 Basic Assessments—Four-Year-Old Child

BASIC ASSESSMENTS—FOUR-YEAR-OLD CHILD


Skill: Identifies body parts by naming when pointed to.1. chest 3. knees 5. fingernails 7. ankles2. back 4. chin 6. heels 8. jaw

Data Sheet: Four-Year-Old Child.

Assessment Method: Child performance�pointing to or touching.

Materials: None.

Discontinue: After the child fails to identify three consecutive body parts.

Time: Your discretion; however, the child�s responses should be automatic.

Accuracy: Give credit for each body part correctly identified.

Point Value: 2 points for each body part.


observe and make note of the following:a. Physical Conditions: Does the child have a physical condition that

makes him/her unable to perform the skill?b. Attention to Task: Does the child consistently attend to your requests,


c. General Awareness of Body Parts: Does the child respondautomatically or hesitantly?

d. Interest Level: Does the child volunteer the identification of additionalbody parts?

e. Confidence Level: Does the child appear relaxed, or is he/she anxiousabout responding?

DirectionsThis assessment is made by asking the child to name each body part as you point to it. Pause after requesting each body part for the child�sresponse. Give encouragement, if necessary, and praise correctresponses. Give credit if the child makes an error but corrects it.

As you point to each body part,

Ask: What is this? orWhat do you call this?

Request the body parts in the following order:1. chest 3. knees 5. fingernails 7. ankles2. back 4. chin 6. heels 8. jaw

2. Supplemental Assessments:a. Identifies Other Body Parts: The body parts included in this

assessment are the ones children usually learn to identify by three to five years of age. If the child cannot identify the body parts includedin this assessment, you may wish to assess if he/she can identify thefollowing body parts (usually learned prior to three years of age):1. eyes 5. feet 9. legs 13. thumbs2. nose 6. ears 10. arms 14. toes3. mouth 7. tongue 11. fingers 15. neck4. hair 8. head 12. teeth 16. stomach

b. Knows Right and Left of Body: You may wish to assess the child�sawareness of the right and left side of his/her body. This assessmentcan be made by requests such as the following:� Show me your right hand.� Place your left hand on your right knee.� Touch your left elbow with your right hand.

3. Correlated BRIGANCE® Prescriptive Teaching Material: Pages 153�167of the BRIGANCE Prescriptive Readiness: Strategies and Practice.

26 8B Identifies Body Parts

8B Identifies Body Parts


Skill: Demonstrates by giving:1. five 2. seven 3. nine

Data Sheet: Four-Year-Old Child.

Assessment Method: Child performance.

Materials: Twelve objects for the child to count out and show the quantity.

Discontinue: After determining the greatest number of objects the child can count without difficulty or errors.

Time: Your discretion.

Accuracy: Give credit for each correct response.

Point Value: 4 points for each correct quantity given.


observe and make note of the following:a. Use of Eyes: Do the child�s eyes tend to follow the task appropriately?b. Handedness: Does the child consistently use the same hand to

perform, or does he/she change from one hand to the other?c. Attention to Task: Does the child consistently attend to your requests,


d. Interest Level: Does the child appear interested in number concepts?Does he/she volunteer to count other quantities?

e. Confidence Level: Does the child appear relaxed, or is he/she anxiousabout performing?

f. Assurance of Response: Does the child respond automatically or hesitantly?

2. Correlated BRIGANCE® Prescriptive Teaching Material: Pages 317�326of the BRIGANCE Prescriptive Readiness: Strategies and Practice.

DirectionsThis assessment is made by asking the child to count and give you aspecific number of objects.

Place twelve objects in front of the child andSay: Give me five (name of objects).

Continue the same procedure for the other quantities.

10B Number Concepts

28 10B Number Concepts


Introduction

Purpose: The Self-help and Social-Emotional Scales provide a standardizedmeasure of self-help skills in eating, toileting, prevocational, and dressing; and social and emotional skills in playing and getting along with others. Thesescales can be used as a means of gaining a broader understanding of thechild�s developmental level and, if needed, to derive standardized scores inthese two areas. See the Technical Report for the BRIGANCE® Screens–II,Appendix H, for background information on the scales and for additionalstandardized scoring details.

Age Range: Standardized scores can be obtained for children within theage range of 2 years 0 months to 5 years 11 months.

Included in BRIGANCE Screens–II for Use As Needed: A copy of thesescales have been included in three levels of the BRIGANCE Screens–II. The levels in which the Self-help and Social-Emotional Scales have beenincluded are the Early Preschool Screen–II, the Preschool Screen–II and the K & 1 Screen–II. They have been included as components to be used asneeded. Some preschool programs require a standardized measure in these areas. Other programs may use these components as supplementalor optional.

Methods That May Be Used to Administer the Self-help and Social-Emotional Scales: See page 54.

Detailed Information for Administering the Items: See pages 61�64 formore detailed information for administering the items such as skill, criterionquestion, and point values for the different choices (responses).

Reproducible Forms Needed for Recording Responses and Scoring:Copies of two forms may be needed for administering these Scales�the Parent’s Report Form and the Teacher’s Report and Scoring Form. See pages 56 and 59 respectively for reproducible copies of these forms.

The author and publisher grant permission to reproduce copies of these in quantities as needed for nonprofit educational use.

Table of ContentsPage

Methods That May Be Used to Administer the Self-help andSocial-Emotional Scales........................................................................ 54

Using the Parent’s Report Form ............................................................... 55Parent’s Report Form for the Self-help and Social-Emotional Scales ...... 56Using the Teacher’s Report and Scoring Form for the Self-help

and Social-Emotional Scales................................................................. 57Scoring the Self-help and Social-Emotional Scales.................................. 58Teacher’s Report and Scoring Form for the Self-help and

Social-Emotional Scales........................................................................ 59Example of the Completed Teacher’s Report and Scoring Form ............. 60Self-help Scale (Items 1�23)..................................................................... 61Social-Emotional Scale (Items 24�35)...................................................... 64

53 Self-help and Social-Emotional Scales

SELF-HELP AND SOCIAL-EMOTIONAL SCALESThe Self-help and Social-Emotional Scales have been validated. Standardscore, percentile, and age equivalent can be determined. You must adherestrictly to the boxed Directions for the assessments if you want to compareyour child to the norms found in the Technical Report for the BRIGANCEScreens–II. In addition, there are standard methods of scoring—meaningwhen you start and stop administering items.

There are several additions or changes to this edition of the PreschoolScreen. The overall difficulty level has been raised, so that a smaller numberof children will �top out� on the Screen items and more children will beidentified correctly at both the lower and upper ends of the spectrum.

Self-help and Social-Emotional Scales: Following the ScreeningInformation Forms section, a new section, Self-help and Social-Emotional Scales, is found. Standardized scores can be obtained forchildren between the ages of 2 years 0 months and 5 years 11 months. Use of the scales is recommended for a broader understanding of a child�sdevelopmental levels. The scales are offered as optional or supplementalcomponents, or for programs that require standard scores in these areas.

New Cutoff Scores: As a result of the 2005 Standardization and ValidationStudy, new cutoff scores were established. (See pages xix�xxi underDirections for Completing a Data Sheet.) It is possible to reliably detectboth children with delays and those with academic giftedness when usingthis edition of the Preschool School–II.

New Growth Indicators: Since all levels except the Infant & Toddler Screenare newly revised with this edition, it was necessary to provide a means ofshowing growth not only when comparing performance across levels of thisedition of the Preschool Screen–II, but also when comparing performancebetween the prior edition of the Screens and the new Screens–II. Appendix Dprovides the explanation and method to use when producing growth indicatorswithin the Screens–II assessments. Appendix E provides the necessary pointdifferences to be used when determining growth between administrations ofthe prior edition and assessments in the Screens–II.

Appendix B�Changes Made in This Edition

71 Appendix B

BRIGANCE® Preschool Screen II - Curriculum Associates

Documents

Transcript of BRIGANCE® Preschool Screen II - Curriculum Associates