Brigance Screens III 3â€“5 years Introduction

Transcription

Early Childhood
Screens III 3–5 years
Introduction Sampler
C A T 1 1 8
TABLE OF CONTENTS
Page
The BRIGANCE® Early Childhood Family of Products . . . . . . . . . . . . . iv
Introduction to the BRIGANCE® Early Childhood Screen III (3–5 years)
Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . v
Using the Early Childhood Screen III to Support Your Program . . . . . . . vi
Standardisation and Validation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ix
Step-by-Step Screening Procedures. . . . . . . . . . . . . . . . . . . . . . . . . . . x
Step 1: Get Ready to Screen . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . x
Step 2: Screen the Child . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xii
Step 3: Complete the Data Sheet . . . . . . . . . . . . . . . . . . . . . . . . . . . xiv
Step 4: Analyse Results . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xviii
Step 5: Identify Next Steps. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xxii
xii
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Screening Children with Special Considerations . . . . . . . . . . . . . . xxvii
Bilingual and Non-English-Speaking Children . . . . . . . . . . . . . . . . . . xxvi
Children with Exceptionalities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xxvii
CORE ASSESSMENTS – THREE-YEAR-OLD CHILD . . . . . . . . . . . . . . . . 1
CORE ASSESSMENTS – FOUR-YEAR-OLD CHILD . . . . . . . . . . . . . . . . 1
17
LD . . . . . . . . . . . . . . . . . 36
CORE ASSESSMENTS – FIVE-YEAR-OLD CHILD
SUPPLEMENTAL ASSESSMENTS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59
iii
BRIGANCE® Screen III: Screen 3–5 Years • © 2014 Ha
Hawker Brownlow Education • CA14296
SCREENING INFORMATION
ATION FORMS
RMS . . . . . . . . . . . . . . . . . . . . . . . . . .
Screening Observations
vations Form. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Hearing and Vision
sion Observations . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Teacher Feedback
edback
dback Forms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Parent Feedback
eedback
dback Forms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
90
91
92
93
97
SELF-HELP
-HELP
HELP AND SOCIAL-EMOTIONAL SCAL
SCALES . . . . . . . . . . . . . . . .
How to Administer the Self-help and Social-Emotional
Soc
Scales . . . . .
Parent Report – Self-help and Social-Emotional
Social-E
Scales . . . . . . . . . . .
Teacher Report and Scoring Form –
Self-help and Social-Emotional
Social-Emotiona Scales. . . . . . . . . . . . . . . . . . . . . .
Social-Emotion
Self-help Scale . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Social-Emotional
Scale . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Social-Emot
102
103
104
READIN
READING READINESS
SCALE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
How to Adminis
Administ
Administer the Reading Readiness Scale . . . . . . . . . . . . . . .
Parent Repor
Report – Reading Readiness Scale . . . . . . . . . . . . . . . . . . . . .
Report and Scoring Form – Reading Readiness Scale . . . . . .
Teacher R
Re
Reading
adin Readiness Scale . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
118
119
120
122
124
AP
APP
APPENDICES
...........................................
A History of BRIGANCE® . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
B Acknowledgements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
C Standardisation Study Sites . . . . . . . . . . . . . . . . . . . . . . . . . . . .
D Station Method for Screening . . . . . . . . . . . . . . . . . . . . . . . . . .
E References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
F Correlation with the BRIGANCE® Inventory of
Early Development III . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
126
127
128
129
131
132
107
113
115
136
Table of Contents
Table of Contents
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INTRODUCTION
Page
iv
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hild
hi
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early
earl
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and
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n de
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developmentally
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appropriate, individualised instruction based on
assessment
assessm
ment results.
results
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M
Quickly and accurately screen children to identify potential
developmental delays and giftedness as well as specific
strengths and needs in physical development, language,
academic/cognitive, self-help and social-emotional skills.
Inventory of Early Development III
ment III
BRIGANCE® Screen III: Screen 3–5 Years
rss • © 2014 Ha
Readiness
iness A
Activities
Use fun, easy-to-plan developmental
activities, targeting key readiness skills
that meet children’s instructional needs.
Online Management
agement System
l
lts
Instantly generate results
n
nal
and get specific instructional
ld.
recommendations for each child.
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nd
Reports are easy to understand and
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ts.
share with parents.
The BRIGANCE® Early Childhood Family of Products
Introduction
Early Childhood Screens III
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The BRIGANCE® Early Childhood Family of Products
The BRIGANCE® Early Childhood Screen III (3–5 years) is a collection of quick,
highly accurate assessments and data-gathering tools to use with children
three to five years of age.
The years from three to five are a time of rapid growth and learning, and
screening can provide an important understanding of the child’s development at
a particular point in time. Screening can serve as the first step in assessing a
child’s school readiness, providing a snapshot of a child’s mastery of early
developmental and academic skills.
Screening also enables educators to readily identify children who may be
developmentally delayed or advanced and, therefore, can support any
intervention that might be needed.
The Screen III includes the following age-specific screens (each of which
ich can be
conducted quickly, usually within 10–15 minutes):
• Core Assessments – Three-Year-Old Child
• Core Assessments – Four-Year-Old Child
• Core Assessments – Five-Year-Old Child
All assessments in the Screen III have been nationally
tionally standard
standardised,
producing scores that are highly reliable, valid and accurate. Assessm
Assessment
items in the age-specific screens are norm-referenced
enced as well as criterionreferenced and cover a broad sampling of a child’ss skills and behaviours.
Key developmental areas include:
• Physical Development
• Language Development
ent
• Academic Skills/Cognitive
nitive Development (Literacy and Mathematics)
Ma
v
Data-gathering tools available for the Screen III inc
include:
• Age-specific Data Sheets to record
ord screening results, prov
providing a
one-page review
view of the child’s screening performance
• Self-help and Social-Emotional Scales to gather da
data about the
child’s eating,
ing, dressing and toileting skills as well
we as about the child’s
relationships with adults and peers, play sk
skills, self-confidence and
self-regulatory skills
data about the child’s emergent
• Reading Readiness Scale to gather da
engage in formal reading instruction
literacy skills and readiness to enga
• Screening Observations Forms to record observations captured
screening
during screen
Feedback Forms to record input about the child’s skills and
• Parent Fee
behaviours from parents/caregivers
Feedback Forms to record input about the child’s skills and
• Teacher Feedba
from teachers
behaviours fro
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OVERVIEW
BRIGANCE® Screen III: Screen 3–5 Years • © 20
2014 Hawker Brownlow Education • CA14296
The assessmen
assessments and data-gathering tools in the Screen III help early
assessment
childhood te
teachers and program directors
• sati
satisfy developmental screening requirements.
• initiate referrals for further evaluation or special services.
• evaluate school readiness by assessing a child’s mastery of skills that are
predictors of school success.
• guide individualised and group instruction.
• communicate a child’s development to parents/caregivers.
• monitor and report progress over time, using the BRIGANCE® Online
Management System. (Subscription rates apply.)
The Brigance Screens III are broadly consistent with the Belonging, Being &
Becoming: Early Years Learning Framework for Australia, which stipulates
that assessing children’s learning refers to the process of gathering and
analysing information as evidence about what children know, can do and
understand, as part of an ongoing cycle of planning, documenting and
evaluating their learning.
Table
of Contents and Introduction
Introduction
Introduction to the BRIGANCE® Early Childhood Screen III
n III (3–5 years)
USING THE EARLY CHILDHOOD SCREEN III TO
SUPPORT YOUR PROGRAM
MAKE IMPLEMENTATION DECISIONS
Review/Evaluation
Evaluatio
To help meet the screening requirements of your program, determine which
methods of data collection offered by the Screen III to use, when children in the
program will be screened and what, if any, cut-off scores will be used.
Placement/Referral
Screen III ageappropriate
Data Sheet
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The BRIGANCE® Early Childhood Screen III (3–5 years) can help your early
childhood program meet screening requirements, determine school readiness,
initiate referrals for further evaluation or special services, guide instruction and
monitor progress. Follow the guidelines below when implementing the Screen III in
your program.
Data Collection
Supplemental
Assessments*
(See page 59.)
Screening
g
Observations
ervations Form
Form*
Placement
(See
ee page 91.)
Screening is a process involving one or more professionals working with a child
along with parents/caregivers to obtain the most valid sampling of the child’s
skills and behaviours (NHSCDI, 2003). The following Screen III data-gathering
tools can be used to provide data from multiple sources:
• Data Sheet for each age-specific screen, providing an at-a-glance record
ecord of
the child’s performance for each screening assessment
• Supplemental Assessments – assessments for children who are
re more
mo
developmentally advanced
• Screening Observations Form – a detailed record of examiner’s
xaminer’s
miner’s observations
while screening
• Teacher Feedback Form – a record of the teacher’s
er’s view of the child’s skill
skills
and behaviours
• Parent Feedback Form – a take-home parent/caregiver
arent/caregiver
t/caregiver evaluation of the
child’s skills and behaviours
• Self-help and Social-Emotional Scales
ales – standardised
rdised assessments to gathe
gather
data on the child’s eating, dressing
self-confidence,
ssing
ng and toileting skills and self-confidenc
self-confidence
independence, relationshipss with adults and peers, and play skills
• Reading Readiness Scalee – standardised assessment to gather
data about
gat
the child’s emergent literacy
racy sk
skills
When implementing the Screen III,
creen III
n III,, determine which sources of dat
data to use in your
program. The diagram to the right
ght shows how the Screen III
een IIII can be used as a model
for data collection, review/evaluation
tion
n and placement/referra
placement/referral.
vi
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Teacher Feedback For
Form*
(See page 93.)
Parent
ent Feedba
Feedback Form*
(See page 97.)
Screening
creeni team review
and evaluation of data
Referral
Self-help and Soci
SocialEmotional Scales*
(Seee page 102.)
10
Re
Reading
Readiness
Scale*
Sca
((See page 118.)
Data from other
professionals (e.g.
physician, school
nurse, audiologist,
speech therapist)
Introduction
Determine Tools for Data Collection
Records
(medical, school,
developmental)
*Optional
Determine Which Cut-off Scores to Use
To accommodate the needs of your
wish to use cut-off
our
ur program, you may w
scores. A child’s individual score
ore
e can be compared to cut-off
cu
cut-of scores to quickly
determine if a child may have
delays or if the
ave developmental disabilities or del
child is likely to be developmentally
elopmentally
lly advanced. Your program may
ma choose to
use the BRIGANCE® Cut-off Scores or to customise cut-off sco
scores for your
score
specific program.
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• Initial Screening
To begin, determine when a child’s initial screening should take place.
The initial screening can serve as a baseline indicator of performance. If
your program is interested in screening multiple children at one time,
see Appendix D on page 131 for information about the Station Method
of Screening.
• Follow-up Screening
– Re-screening is recommended for children who score low in the
first screening. The second screening should be done four to six
weeks after the first screening or after remedial activities have been
implemented. For those children who score lower than expected
due to screening on a “bad day” (or on a day just prior to the onset
set
et
of an illness or just after an illness), re-screen at a more appropriate
priate
time. This second screening can be conducted closer to the initial
screening date.
– Midyear or end-of-year screening serves as a means
ans
ns to measu
measure
growth and to help identify progress children are making
aking during the
program year. (See page xxiv for information about
bout using
ing the screen
as a post test.)
• BRIGANCE
NCE Cut-of
Cut-off Scores
The Screen III
IIII includes three sets of cut-o
cut-off scores, each based on
results from the U.S. national standardi
standardisation study.
– Cut-off scores for detecting child
children who potentially have
developmental
opmental disabilities or d
delays
– Cut-off
t-off scores for detectin
detecting children who may be developmentally
advanced or gifted
Cut-off scores for at-risk children
– Cut-of
If you plan to use any of these cut-off scores, it is important that the
child
administered all assessments in the age-appropriate screen.
ild is admin
Customised Cut-off Scores
• Customi
Cust
Your program may choose to customise cut-off scores. For example,
your program may decide that children who scored in the lower 20th
yo
percentile of the group will be referred for additional assessment. A
child who scores below your program’s customised cut-off score may
be further evaluated by screening personnel and considered for more
comprehensive assessment.
See STEP 4 of the Step-by-Step Screening Procedures on page xviii for details
about when and how to use cut-off scores.
vii
Introduction
Determine When to Screen
Determine how often and when your program will administer the Screen III.
Use the guidelines below to decide when the initial and follow-up screening
should take place.
PROVIDE DEVELOPMENTALLY APPROPRIATE
PR
INSTRUCTION
The U.S. National Association of the Education of Young Children, or
NAEYC, recommends ongoing progress monitoring as an important part of
early childhood programs in order to plan instruction and better measure
each child’s progress. As recommended by NAEYC, many early childhood
programs provide developmental assessment for all children throughout the
year in order to plan instruction and to measure progress.
Using the information gathered from administerin
administe
administering the Screen III, educators
can then plan appropriate individual
instruction. Screening results
ual
al and group instru
ins
from administering the Core Assessments
ssessments
sessments demonstrate
demonstrat initial areas of
strength and weakness; results
ults
ts from administering the
th Supplemental
Sup
Assessments can determine
advanced skills.
ine mastery
astery of other, often more adva
Additional assessmentt with the comprehensive
IED III
further support
omprehensive IED
III will furth
furthe
instructional planning.
about using the
ing. (See page xxivv for more information aab
IED III.) Together,
assessments can be used
r, results from administering these assessm
to plan targeted
needs.
eted
ted instruction to address each child’s nee
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PROVIDE ONGOING ASSESSMENT AND MONITOR PROGRESS
• The Screen III can be used to measure and report progress during the
year. After the initial screening, a second screening can take place at
midyear or end of year to measure progress over time. (See page xxiv
for further information about using the Screen III to monitor progress.)
viii
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• The Early Childhood family also includes the BRIGANCE Inventory of
Early Development III (IED III), a comprehensive inventory of criterionreferenced developmental assessments that correlate directly with the
assessments in the Screen III. Following an initial screening, the
assessments in the IED III can be used for ongoing assessment as wellll
as for progress monitoring over multiple evaluation periods.
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Based on
n these assessment
assessmen results, the BRIGANCE® Readiness Activities can
be used
sed
ed to deliver developmentally appropriate instruction. The Readiness
Activities
ctivities
tivitiess is a collection of activities correlate
correlated with the skills in the Screen III
recommendations for effective teaching are
and IED III
IED III.. Objectives and recommendat
recommendati
included in the Readiness Activities
Activities.. In addition, the BRIGANCE® Online
Management Syste
System provides inst
instructional
instr
recommendations tied to the
Readiness Activities
Activiti
Activities.. (Subscriptio
(Subscription rates apply.)
Introduction
The BRIGANCE® Early Childhood family of products offers multiple ways to
provide ongoing assessment and to monitor progress.
Standardisation and Validation
Standardisation means that
• the directions for administration
on and for scoring have bee
been field-tested
and are explicitly stated so that the
he test can be adminis
administered in exactly
the same way by different examiners.
• the nearlyy 2000 children to whom the test was aadministered represent
the geographic
phic regions of the United States aand the demographic
characteristics
haracteristics of the U.S. population as a whole.
established standardised cut-off scores
• the scores can be compared to the estab
additional evaluation.
to determine a child’s need for additio
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The standardisation study was conducted on a large, geographically diverse
sample of 1929 children who are representative of the population of the
United States (U.S.) in terms of ethnicity, gender and family socioeconomic
status. Due to this strong research base, results from administered Screens III
s III
III
reliably identify those children who have delays, those who are advanced
ced in
development and those who are developing at a typical rate.
2012 Standardisation and Validation Study,
For detailed information on the 2
20
BRIGANCE® Screens III Technical Manual.
see Chapters 7–10
7–1 of the BRIGA
For over 30 years, the validity of the assessments in the Screens III
s III
III has
enjoyed positive professional scrutiny from researchers.
• Validation studies have shown the assessments in the Early
arly Childhood
Screens III to have substantial content and construct
struct validity,
ty, excellent
concurrent validity and a high degree of discriminant
criminant
rim
validity.
• The Screens III are highly reliable tools. The
he overall scores for the Core
Assessments have
– outstanding internal consistency
cy (.94 –.98).
98).
– excellent test/retest reliability
ty (.92 –.99).
– outstanding inter-examiner
ner reliability (.93–.96).
• The Screens III are highly
identify
lyy accurate, and a single screening will iden
– 91% of children with
ith disa
disabilities.
– 87% of children
en with advanced development.
ix
Standardisation and Validation
Introduction
Built on more than 30 years of research and experience in child development,
the BRIGANCE® Early Childhood Screens III are highly accurate, reliable and
valid assessment tools. Selected assessments from the criterion-referenced
BRIGANCE® Inventory of Early Development III were standardised and validated
in 2012 on a nationally representative U.S. geographic, demographic and
socioeconomic sample. Items from these standardised and validated
assessments were selected to create the age-specific screens in the Screens III.
Teachers can confidently compare a child’s screening performance to the U.S.
national sample to determine if a child has potential developmental delays or
giftedness.
Step-by-Step Screening Procedures
To administer the BRIGANCE® Early Childhood Screen III effectively and
efficiently, it is important that teachers
• spend time becoming familiar with the directions and scoring
procedures before screening a child.
• practise administration several times before screening a child.
• administer the assessments within the screen in strict accordance with
the directions given for each assessment.
The following suggestions can help you plan ahead for successful assessment.
Become familiar with the assessment procedures so that you can
conduct the assessment in a natural manner and can focus your attention on
the child. If helpful, mark pages you will use so that you can quickly locate
the information you will need.
Schedule screening early in the day, reducing the chance that thee child
will be hungry or tired.
Eliminate distractions. Conduct the screening in an environment
ment free of
background noises or disturbances and remove any materials
alss that may
distract the child.
elow, 30 + 7 = 37 days,
ys, 12 + 2 = 14 mon
mont
(In the example below,
months.)
Year
12
2013
Date of Screening _______
Sheet,, write the Date of
Compute chronological age: On the child’s Data Sheet
Screening in the top row and thee child’s Birth Date in the second row.
Subtract the Birth Date from the Date of Screening, borrowing months and
ber
er for the Date of Screening is smaller
smal than
tha the
years as needed. If a number
rth Date, you will need to borrow.
number below it for thee Birth
x
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Day
30 + 7 = 37
3
_______
__
7
_______
Birth
h Date
2009
_______
5
_______
22
_______
Age
ge
3
_______
9
_______
15
_______
Round
nd chrono
chronological age
age: Once you have computed the child’s
chronological age in yea
years, months and days, round the number of days. If
there are fewer than 15 days, simply ignore the days and use the years and
months as the ch
chil
child’s chronological age. If there are 15 days or more, round
the
he month up b
by 1.
(In the exam
example below, the chronological age 3 years, 9 months and 15 days
is round
rounde
rounded up to 3 years, 10 months.)
DETERMINE THE CHILD’S ROUNDED CHRONOLOGICAL
NOLOGICAL
OLO
AGE
cores and derive standardised
In order to compare a child’s results to cut-offf scores
ded chronological age.
age
scores, you must first determine the child’ss rounded
Follow the instructions below.
Month
12
2 + 2 = 14
2
Age
Year
Month
Day
3
_______
10
9
_______
15
_______
SELECT THE AGE-APPROPRIATE SCREEN AND DATA SHEET
There is one screen and one Data Sheet for each age level. After determining
the child’s chronological age, be sure that you have selected the appropriate
screen and Data Sheet from the following:
Three-Year-Old Child: 3 years, 0 months to 3 years, 11 months
Four-Year-Old Child: 4 years, 0 months to 4 years, 11 months
Five-Year-Old Child: 5 years, 0 months to 5 years, 11 months
Introduction
PLAN AHEAD
Begin with the Day column. If you
u need to borrow, ccon
convert 1 month to 30
days, add 30 to the number off days and then subtract fro
from this revised
umbers
mbers in the Month column. If yyou need to
figure. Next, subtract the numbers
o 12 months,
onths, add 12 to the number of months and
borrow, convert 1 year to
then subtract.
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STEP 1: GET READY TO SCREEN
ORGANISE MATERIALS
Before you screen, write the child’s personal information in Section A
of the Data Sheet. Completing this section of the Data Sheet before screening
allows you to focus your attention on the child and on the administration of
the assessments during the screening session. (If English is not the child’s
primary language, note the child’s primary language in Section D of the Data
Sheet.) Use official records or information from parents/caregivers to confirm
the accuracy of the child’s information.
Gather and organise all materials
lss required for the asses
ass
assessments you are
administering. This will allow
w you to focus your attent
attention on the child and on
administering the assessments.
ments.
ts
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RECORD CHILD INFORMATION ON THE DATA SHEET
To administer the screens, you willll need:
– The BRIGANCE® Early Childhood
hood Screen III (3–5 yyears)
– The age-specific
age-sp
Data Sheet, determined
termined by tthe chronological age
of the child (See
(S sample Data Sheets
ets on p
pages xv–xvii.)
IDENTIFY ACCOMMODATIONS
See Screening Children with Special Considerations on page
ge
e xxvi for more
information about screening bilingual or non-English-speaking
peaking
g children and
screening children with exceptionalities.
When accommodations are necessary, considerr the follow
following:
• Use information from families to identify
tify what may act as a motivator
to facilitate the child’s optimal performance.
formance.
e.
• Become familiar with the screening
ning items and
nd the way certain
accommodations may impact
ct performance and scoring.
• Keep a record of the accommodations
ommodations implemented.
Note: If you are using the Screen III
creen III as a standardised instrument,
instrumen it is critical
to use the age-appropriate
explicitly.
iate screen and to follow the directions ex
exp
xi
Specific
cific materials needed for conducting an assessment are listed under
MATERIALS on the first page of the assessment.
asses
The materials needed are
common items readily available in most
mos early childhood settings:
– A pencil* (the type commo
commonly used by the child)
– 10 small identical objec
objects
– 10 2.5
2.5-cm coloured blocks*
– 16 sh
shapes (circles and squares) of two colours for sorting*
– A picture book with at least 3 lines of text on each page
– A timer o
or a watch with a second hand
– A cop
copy of each age-appropriate child page
(S
(Some assessments include child pages for the child’s written
responses. For these assessments, provide the child with a copy of
the child page.)
– Blank sheets of paper for covering distracting items on a child page
* included in the Screens III Box of Materials
Optional Materials you may choose to use:
• Supplemental Assessments Data Sheets
• Screening Observations Form
• Teacher Feedback Forms – Three-Year-Old Child, Four-Year-Old Child
and Five-Year-Old Child
• Parent Feedback Forms – Three-Year-Old Child, Four-Year-Old Child
and Five-Year-Old Child
• Teacher Report and Scoring Form – Self-help and Social-Emotional Scales
• Parent Report – Self-help and Social-Emotional Scales
• Teacher Report and Scoring Form – Reading Readiness Scale
• Parent Report – Reading Readiness Scale
Introduction
Before you screen, be aware of any physical conditions or cultural
and language differences that may affect the child’s score. Make
adjustments in the sequencing of skills or in the screening procedures to
accommodate the needs of the child. Consider accommodations when you
think the child will not perform well due to
• speech difficulties.
• language differences or difficulties.
• difficulty in understanding directions.
• hearing problems.
• vision problems.
TIPS FOR SCREENING
STEP 2: SCREEN THE CHILD
• Read directions and questions in
natural manner. Keep the
n a natur
natura
assessments moving comfortably
lyy and info
informally.
SCREENING PROCEDURES
The format of the Screen III allows both you and the child to follow the
assessment procedures easily. The Screen III can be opened to an assessment
and placed on a table between you and the child, as shown below.
SA
M
Child
Child’s
d’s Page
BRIGANCE Early Childhood Screen III (3–5 years)
®
4A
©Curriculum Associates, LLC
4A Knows Uses of Objects
Ta
Table
Knows Uses of Objects
Overview
Directions
DOMAIN
Point to each picture on page C-6 and ask the child how the object is
used. Pause after each question for the child’s response. If the child’s
response is incomplete,
This assessment focuses on the child’s ability to communicate his/her
knowledge of how everyday objects are used.
Language Development
Say: Tell me more. or Ask: What else?
1
SKILL
Knows use of book
Point to the picture of the book and
Explains how common objects are used
Ask: What is a book for? or What do we do with a book?
MATERIALS
Criteria: Give credit for an appropriate verbal response (e.g., to read,
to learn from; read it, look at pictures ).
1 Page C-6
1 Blank sheets of paper if needed
SCORING INFORMATION
1 Data Sheet: Three-Year-Old Child
2
Ask: What are scissors for? or How do we use scissors?
1 Scoring: Give credit for each correct response. See the specific
Criteria given for each item.
1 Discontinue: Administer all items.
NOTES
1 Allow as much time as the child needs or ten seconds per picture.
1 If the child has difficulty focusing on a single item, cover the distracting
items with blank sheets of paper.
Knows use of scissors
Point to the picture of the scissors and
Criteria: Give credit for an appropriate verbal response (e.g., cutting,
to cut, to cut paper ).
3
Knows use of stove
Point to the picture of the stove and
Ask: What is a stove for? or
What do we do with a stove?
Criteria: Give credit for an appropriate verbal response (e.g., cooking,
making dinner; cook food, bake cakes ).
4
Knows use of pencil
Point to the picture of the pencil and
Ask: What is a pencil for? or
What do you do with a pencil?
Criteria: Give credit for an appropriate verbal response (e.g., writing,
drawing; make a picture, write my name ).
6
BRIGANCE Early Childhood Screen III (3–5 years)
®
Core Assessme
Assessments—Three-Year-Old Child
C-6
• If the child has difficulty
child page,
culty focusing
cusing on a singl
single item on a ch
cover the other items
ms with blank sheets of pa
paper.
Examiner’s
miner’s Page
TIPS FOR ESTABLISHING
BLISHING
LISH
RAPPORT
Children are generally
erally slow to warm up to and cooperate
cooperat with an unfamiliar
person. They
hey may refuse
efuse to answer questions, attem
attemp
attempt to leave the screening
area, become
ecome
come tearful, or alternately grab for test m
materials or play with toys
theyy brought with them. To establish rapport w
with the child during screening,
consider
onsider the suggestions in this section.
Guiding Desirable Behaviour
B
help make the assessment process more
The
he following sugge
suggestions may he
even fun for both you and the child and/or
comfortable,
fortable, enj
enjoyable and eve
parent/caregiver.
parent/caregiver is present, engage the parent/caregiver
• If a parent/care
parent/caregi
parent how his/her child will be most comfortable during
firs Ask
first.
k a par
pare
screening. This makes both the parent and the child comfortable.
the scre
screening
• Create a welcoming screening environment. Make sure there is
ample
l seating for the child (and parent, if present) and that the space
quiet and well lit. Thank the child beforehand for participating.
is q
Explain that you will be presenting several different kinds of games and
tasks. Ask the child to do the best that he/she can.
• Use clear but pleasant requests such as “Come with me. We are
going to look at a book and play with some blocks.” Do not ask the
child whether he/she would like to participate since any subsequent
refusals are challenging.
Exam
Examiner
xii
ars • © 2014 Haw
Introduction
POSITIONING THE SCREEN III CORRECTLY
• Remain objective. Extra assistance
during screening
ssistance
sistance given to a chil
child d
may influence the child’s performance and could iinvalida
invalidate the results.
PL
E
Before screening a child, read all the information on the first page of each ageappropriate assessment. Make special note of the Scoring Information. Then
follow the specific Directions given for each assessment. Many assessments
include specific language to use as you administer the assessment. To guide your
determination of skill mastery, some assessments provide criteria for determining
whether a child should receive credit for a skill. If the child’s skill mastery is
marginal, emerging or inconsistent, do not give credit.
• Incorporate “wiggle breaks”. Because it is unlikely that young
children can remain seated throughout screening, “wiggle breaks”
should be interspersed among assessment items. It is acceptable to
move to the floor, back to the chair and under the table!
• Prompting, giving unnecessary
essary encouragement or providing
unscripted demonstrations
child’s actual strengths and
ions can mask the child
needs and can invalidate
making it
e the child’s screening results, m
challenging to detect a child’s
development.
d’s delayed or advanced deve
SA
M
PL
E
• Introduce tasks as “games” rather than as tests.
PRECAUTIONS WHEN SCREENING
NG
• Use verbal reinforcement and show interest and enthusiasm in the
child’s effort but do not indicate whether the child’s response was correct
or incorrect. Be objective. Do not show feelings of disappointment when
the child gives an incorrect response or feelings of satisfaction when the
child is doing well.
• Use stickers to reinforce the child’s effort. You may wish to give a
sticker between assessments. Give stickers throughout the screening to
reward effort, not only when the child has success.
• Set time expectations for the child. To help the child understand
how long the assessment session will be, you may wish to have the
child turn the dial of a timer to a predetermined point. Explain to the
child that when the timer goes off, he/she will have a chance to play.
ay.
• Do not give the child reminders. It can be tempting for
fo an examiner
or teacher
encouragement, such as
er to provide reminders as a form of encou
“You know
Reminders may cause the child
now this. We did it yesterday.” Reminde
to give a response that is not representative of his/her knowledge or
child’s screening results.
abilities, potentially invalidating the child
Occasionally, a child is alert to
• Avoid gazing at the correct choice. O
and will use this as a cue to
where the examiner is looking an
responding.
ding. If the child gives a correct response based on where the
performance may be inflated.
examiner is looking, perform
wish to place the child’s Data Sheet out of the child’s line
• You may w
of vision.
visio Some children feel anxious when they see an examiner
recording performance.
Handling Undesirable Behaviour
The following suggestions may help if the child becomes upset or refuses
refuse to
participate.
• Take a break or stop the screening and reschedule
dule if the child
becomes upset or cries and cannot be soothed.
• Switch to another task if the child
hild refusess to engage in a particular
assessment in the screen. Afterr the child feelss more secure, return to
the earlier assessment.
xiii
Introduction
• Offer choices if the child refuses to participate
pate
ate in the assessment
process. For example, say, “Would you like
kee to play with blocks or draw
some shapes first?”
C. Scoring: In order to focus your attention
on
no
on the child during screening, do
not calculate the score until after the
e screening
screenin is completed. An examiner
who is calculating scores while the
responding to items may miss
e child is re
respon
revealing observations.
STEP 3: COMPLETE THE DATA SHEET
Follow the instructions below to fill in each section of the Data Sheet. Sample
completed Data Sheets can be found on pages xv–xvii.
Point values assigned to each
ach assessment in the sc
screen aallow a Total Score
of 100. To derive a child’s
ld’s Total
otal Score:
PL
E
A. Child’s Information: This information should be current and should
clearly identify the child. Use official records or information from parents/
caregivers to confirm the accuracy of the child’s information. If you plan
to derive standardised scores, you must compute the child’s chronological
age. Go to page x for instructions on computing chronological age.
SA
M
Circle the item number of a skill for which the child gives a correct
ct
response; slash through the item number of a skill for which the
he child
c
offers an incorrect response or does not demonstrate the skill
kill requested.
requested
To guide your determination of skill mastery, some assessments
essments
ments provide
criteria for determining whether a child should receive
ve creditt for a skill. If
the child’s skill mastery is marginal, emerging or inconsistent, do
o not give
credit for the skill on the child’s Data Sheet.
If probing above the discontinue point, mark
ark
k all items for which the child
e credit for any skill above
abo
gives a correct response with a Δ; do not give
the discontinue point when scoring.
xiv
ars • © 2014 Haw
2. Multiply
ltiplyy the Num
Number Correct by the
he assigne
assigned Point Value. Record
this
his number
er in the Child’s Score column.
colum
3. Calculate th
the Total
otal Score byy adding tthe numbers in the Child’s Score
column.
notes and record any significant observations
D. Notes/Observations:
Notes/Observat
Make
ke note
not
may wish to record observations or conclusions
made during sc
screening. You m
hearing, vision, health, behaviour and emotional wellregarding the child’s hearing
the child’s primary language, record the child’s
being. If Eng
English is not th
primary
mary langua
language and other notes and observations in the Notes section or
on the back of th
the Data Sheet.
E. Next Steps:
Record any next steps or recommendations regarding
S
placement
placeme and referral here. You may also wish to record if the child
scored
ored above or below cut-off scores.
Note:
When using cut-off scores, it is necessary to administer all
No
assessments within the age-specific screen. (See page xviii for more
information about cut-off scores.)
Introduction
B. Core Assessments: Core Assessment information and page numbers on
the Data Sheet correspond to those in the screen. To keep testing time as
short as possible, each assessment provides a specific discontinue point.
Once this point is reached, discontinue the assessment. Because the skills
within each assessment are in developmental order, you can assume that
the higher-level items (those beyond the discontinue point) are too hard
and you should not administer them. The exact number of incorrect
responses in a row that establishes the discontinue point for an assessment
nt
is shown on the Data Sheet in the Discontinue column.
1. Record the number
assessment
in the
mber of correct
ct responses for each assess
assessm
Number Correct
orrect column. Do not
ott count any correct rresponses above
the discontinue
ontinue point.
ontinu
BRIGANCE® Screen III
Date of
Screening
Crystal Moore
A. Child’s
’ Name ______________________________________________
Heather Moore
Parent(s)/Caregiver(s) ________________________________________
3
Three-Yea
Y r-Old
r
Child Data Sheet
Month
Day
2013
______
2010
______
3
______
9
______
12
______
7
______
7
______
Hammond School__
_______________________________________
School/Program _____________________
Jake
Yarmus
______________________________________________
_______________________________
T
Teacher
2
______
5
______
Sarah Goodale
oodale
___________________________
Examiner _____________________________________________
SA
M
PL
E
Birth Date
year-old
y
eyear-old
ar-old
old
l
ld
Y
Year
322 Flagstaff Rd., Apt. C
Address ___________________________________________________
Age
B. Core Assessments
C. Scoring
Directions: Assessments may be administered in any order. For each assessment, start with the first item and proceed
ceed in o
order.
Page
Domain
3
Academic /
Cognitive
4
Language
Development
2A Identifies Colours
5
Language
Development
3A Identifies Pictures by Naming
6
Language
Development
7
Physical
Development
5A Visual Motor Skills
9
Academic /
Cognitive
10
Physical
Development
with Blocks
7A Builds Tower
T
11
Physical
Development
8A Gross Motor Skills
13
Language
Development
9A Identifies Parts of the Body
14
Academic /
Cognitive
15
Language
Development
Discontinue
ue
1A Knows Personal Information
Knows:
1. First name
Points to:
Names:
1. red
1. boat
Knows use of:
Draws:
2. Last name
2. blue
2. scissors
1. book
3. Age
3. green
3. kite
4. yellow
5. orange
4. trailer
5. ladder
6. fish
TED
E
L
P
M
O
C
F
O
ET
E
E
L
H
P
S
M
A
A
T
X
E
DA
2. scissors
1. a vertical line
3. stove
2. a horizontal line
4. pencil
3. a circle
4. a plus
lus sign
gn
6A Understands Number Concepts
Understands:
1. two
Builds a tower with:
2. three
3. five
1. six blocks
2. seven blocks
locks
1. Stands on one foot for five seconds
Points to:
1. stomach
2. neck
eck
3. eight
3
ght blocks
4.. nine
4
i b
blocks
2. Stands on other ffoot
oot ffor
or fi
five seconds
nd
ds
3.. backk
3
4. knees
4
5. thumbs
10A Repeats Sentences
Repeats sentence of:
1. four syllables
abl
bles
2. six ssyllables
yllabl
ll bles
3.. eeight
3
igh syllables
lab
b
11A Uses Prepositions and Irregular Plural
ural Nou
Nouns
Uses: 1. prepositions
sitions
5. ten blocks
5
3.. W
3
Walks
alks fforward heel-to-toe four steps
6. fingernails
2. irregular plural
l l no
nouns
ns
Numbe Correct
Number
3P
Point Value
V
for Each
Child’s
’
Score
/3
Administer
A
ter all items
items.
2 31
____
2
____
SStop
top after 3 in
incorrect
rresponses
esponses in a row.
5 32
____
10 10
____
Stop
p aafter 3 incorrect
responses in a row.
____
3 32
6 12
____
Administer all items.
2 33
____
6 12
____
Stop after 3 skills not
demonstrated in a row.
2 33
____
6 12
____
2 33
____
6
____
Stop after 2 attempts.
3 32
____
6 10
____
2 33
____
6
____
/9
Stop after 3 incorrect
responses in a row.
4 31
____
4
____
/6
Stop after incorrect
responses for both a and
b for a single item.
2 33
____
6
____
/9
Administer both items.
1 34
____
4
____
/8
/
/
/
/
/9
/
/
62 100
Total Score = ______
T
Cooperated
ooperated
p
and enjoyed
j y talking.
g
E. Next Steps:
Within normal limits. No further evaluation needed
at this time.
xv
Example of Completed Three-Year-Old Child Data Sheet
Introduction
Give credit for a skill by circling the item number. 1.
For a skill not demonstrated (an incorrect response), slash through the item number. 1.
1
Date of
Screening
Corey Martin
A. Child’s
’ Name ______________________________________________
Alex and Anne Martin
Birth Date
982 Haines Street
Address ___________________________________________________
4
Fourr Yea
Y r-Old
r
Child Data Sheet
Month
Day
2013
______
2009
______
4
______
8
______
15
______
2
______
10
______
Ballard School
S
________
________
School/Program ______________________________________
Emily Chappell
_____________________________________________
_________________________________
T
Teacher
6
______
5
______
Bernard
d Karcher
_______________________________
Examiner ___________________________________________
SA
M
PL
E
Age
year-old
y
eyear-old
ar-old
old
l
ld
Y
Year
B. Core Assessments
Page
Domain
19
Academic /
Cognitive
20
Language
Development
C. Scoring
Directions: Assessments may be administered in any order. For each assessment, start with the first item and proceed in order.
1
1B Knows Personal Information
Knows: 1. First name
2. Last name
3. Age
4. Street address
Discontinue
Number
ber Cor
Correct
rec
3 Poin
Point V
Value
all
for E
for
Each
a
Child’s
’
Score
ect
rresponses in a rrow.
ow.
3 3 2.5
____
7.5 10
____
SStop
top after 3 incor
incorrect
r
rresponses
esponses in a row.
3 31
____
3 10
____
Stop after
f 3 incorrect
responses in a row.
3 31
____
3
____
responses in a row.
5 31
____
5 10
____
3 32
____
6 10
____
5 31
____
5
____
responses in a row.
3 32
____
6 12
____
responses for 1 item.
1 34
____
4
____
5 3 0.5
____
2.5 5
____
responses.
0 34
____
0 12
____
2 35
____
10 10
____
/
2B Names Colours
Language
Development
23
Academic /
Cognitive:
Literacy
24
Physical
Development
1. blue
2. green
3. yellow
4. red
6. pink
7. black
8. purple
9. white
3B Identifies Pictures by Naming
Names: 1. scissors
ED
T
E
PL
M
CO
F
O
T
E
E
E
L
MP TA SH
A
X
E
DA
2. duck
28
29
31
32
33
Physical
Development
1.
2.
3.
4.
5B Visual Motor Skills
Draws: 1. a circle
4. trailer
5.
2. a plus sign
5. ladder
6. leaf
6. O
3. an X
7. I
4. a square
8.. P
9. V
7.. owl
7
8. nail
ail
2. Hops five h
hops
ops o
on preferred foot
ot
4. Stands on one foot for ten seconds
5. Standss on
no
other
ther ffoot
oot ffor
o ten seconds
onds
7B Names Parts of the Body
Language
Development
8B Follows Verbal
V
Directions
Academic /
Cognitive:
Mathematics
Academic /
Cognitive:
Mathematics
9B Counts by Rote
Names: 1. stomach
2. neck
Follows: 1. two-step directions
Counts to:
1
2
3
4
3. back
4. knees
10. X
5. a rrectangle
ectan
ectangle
ectangl
1. Walks forward heel-to-toe five steps
Language
Development
Language
Development
3. snake
4B Visual Discrimination—Forms and Uppercase Letters
6B Gross Motor Skills
26
5. orange
10. brown
5.. th
5
thumbs
humbs
3.. Hops
3
ps fi
five h
hops
ops o
on other ffoot
o
6. finge
fingernails
rnai
2. three-step directionss
5
6
7
8
9
Stop after the first error.
10
1
0
10B Recognises Quantities
Recognises and names quantities
es o
of:
f::
1. three
1
2. five
3. eeight
3.
igh
11B Verbal
V
Fluency and Articulation
1. Uses sentences
ences of at lleast three words
ords
2. At least 90% of speech
p
is intelligible
/
/8
/
/
/5
/
/8
/
/
/
/
52 100
T
xvi
Vision and hearing appear
pp
normal.
ars • © 2014 Haw
Below cutoff of <69. Presence of four risk factors.
Academic/Cognitive domain score = 15; below at-risk guidelines
of <20. Refer for evaluation.
E. Next Steps:
Example of Completed Four-Year-Old Child Data Sheet
Introduction
22
Names:
Date of
Screening
Sofia Ruiz
A. Child’s
’ Name ______________________________________________
Claudia and Francisco Ruiz
Birth Date
Y
Year
Month
Day
2013
______
2008
______
5
______
6
______
15
______
1
______
10
______
Vine School
______________________________________
School/Program ________________________________
Mary
Pavlik
_____________________________________________
____
_____________________________
T
Teacher
5
______
5
______
we_________________________
Betty Lowe
Examiner ___________________________________________
year-old
SA
M
PL
E
310 Forest Hills Blvd.
___________________________________________________
Age
B. Core Assessments
Page
Domain
38
Academic /
Cognitive
1C Knows Personal Information
Knows: 1. first name
2. last name
40
Language
Development
2C Names Parts of the Body
Names: 1. thumbs
2. fingernails
41
Physical
Development
3C Gross Motor Skills
1. Stands on one foot for ten seconds
2. Stands on other foot for ten seconds
3. Stands on one foot for one second with eyes closed
43
Physical
Development
4C Visual Motor Skills
Draws: 1. an X
2. a square
45
Physical
Development
5C Prints Personal Information
Prints: 1. first name
2. last name
Academic /
Cognitive:
Literacy
Academic /
Cognitive:
Mathematics
Academic /
Cognitive:
Mathematics
Academic /
Cognitive:
Mathematics
6C Recites Alphabet (1 point per group)
a b c d e
f g h i j
k l m n o
48
49
50
51
52
53
54
56
Academic /
Cognitive:
Mathematics
Academic /
Cognitive:
Literacy
Academic /
Cognitive:
Literacy
Language
Development
3. age
4. birthday (month and day)
3. chin
4. chest
5. elbows
5. telephone
hone number
6. streett add
address
ress
6. shoulders
houlders
ld
4. Stands on other
er foot for one second w
with
ith eye
e es closed
eyes
5. Walks backward toe-to
toe-to-heel
-heel
h l ffour
o steps
eps
ED
T
E
PL
M
CO
F
O
ET
E
E
L
H
P
S
M
A
A
T
X
E
DA
3. a rectangle
4. a triangle
le
5 a diamon
5.
diamond
p q r s t
8C Counts by Rote (3 points per group)
Counts to: 1 2 3 4 5 6 7 8 9 10
1.. 2
2. 4
3. 3
10C Determines Total
T
of Two
T
Sets
ets
ts
Counts two groups of objects
ts for a ssum up
p to tten:
en:
1. 1 dot + 2 dots = 3 dots
2. 4 dots + 2 dots = 6 dots
11C Reads Uppercase Letters
O A X E B S C Z D L R T
11C Alternate—Reads
rnate—Reads L
Lowercase
ow
Letters
ers
o s x c z m p w e a i k
4. 8
6 3 1.5 ____
9
____
6 31
____
Stop
op after 3 skills not
4 3 1.5
____
2 33
____
____
4 31
____
4
/5
2 33
____
6
____
/6
3 33
____
9
____
/9
3 32
____
6 10
____
3 33
____
9
____
y r t v
12C Experience
Experien with Books
okss and Te
Text
T
ext
1.. K
1
Knows
now the front
ontt and back off a b
book
oo
2. Understands that ttext
extt p
progresses
rog
gresses ffrom
ro left
eft tto
eft
o right
responses in a row.
n f h u j g
V J Q
l b d q
Give credit for only one
assessment—Reads
Uppercase Letters OR
Reads Lowercase Letters.
3. Understands that text progresses from top to bottom
/9
6 /6
____
/5
6 / 7.5
____
6 /6
____
3. 5 sta
stars + 5 stars = 10 stars
M P W K F N H I Y G U
Child’s
’
Score
SStop
top
p af
after
fter 3 in
incorrect
rresponses
esponses iin a row.
21
2
1 22 23 24 25 26 27 28 29 30
5. 6
Number Correct
3P
Point Value
V
for Each
Stop after 3 incor
incorrect
recct
responses
nsess in a rrow.
ow
Stop after the
11 12 13 1
14
4 1
15
5 1
16
6 1
17 18 1
19
9 2
20
0
9C Matches Quantities with Numerals
umerals
Matches quantity with numeral
meral for:
13C Verbal
Verbal Fluency and Articulation
on
Discontinue
ue
u v w x y z
7C Sorts Objects (by Size, Colour,
r Shape)
Sorts by: 1. size and colour 2. size and shape
pe
xvii
C. Scoring
Directions: Assessments may be administered in any order. For each assessment, start with the first item and proceed
oceed
ceed in order.
1
responses in a row.
responses in a row.
3 31
____
3
____
/
/9
____ 3 0.5
OR
/
22 3 0.5 ____
11 13
____
/
3 3 1.5 ____
4.5 4.5
____
10 /10
____
1. Uses sentences of at least five words
2. At least 90% of speech is intelligible
89.5 /100
T
E. Next Steps: Above gifted/academically talented cutoff of >88.
Refer for enrichment classes.
2 35
____
Example of Completed Five-Year-Old Child Data Sheet
Introduction
Address
47
5
Five-Yea
Y r-Old
r
Child Data Sheet
Table 2. Cut-off Scores for Detecting Child
Children
hild
Likely to Have
Developmental or Academic Delays
Age
(in years and months)
Cut-off
t-off
Score
(3–5 years)
Core
Co Assessments
3-0 to 3-3
3-4 to 3-7
3-8 to 3-11
< 42
< 45
< 49
Three-Year-Old
Child
hree-Year-
4-0 to 4-3
4-4 to 4-7
7
4-8 to 4-11
< 42
< 69
< 71
Four-Year-Old
Child
F
5-0 to 5-5
5-6 to 5-11
< 61
1
< 70
Five-Year-Old Child
SA
M
PL
E
After the Data Sheet has been completed, all screening personnel should meet
to review the screening data and to discuss appropriate next steps and
recommendations. Data from other personnel, such as the child’s physician,
school nurse, speech therapist or social worker, should also be discussed.
COMPARING A CHILD’S SCORE WITH CUT-OFF SCORES
Compare the child’s Total Score with the BRIGANCE® cut-off scores below or
with your program’s customised cut-off scores.
If you are using the BRIGANCE cut-off scores, compare the child’s Total Score
• to the cut-off scores for detecting children who may be gifted or
academically talented,
• to the cut-off scores for detecting children likely to have developmental
or academic delays,
• and then to the At-risk Cut-off Scores, if applicable.
Note: When using cut-off scores, it is necessary that all assessments within
an age-specific screen be administered.
Table 1. Cut-off Scores for Detecting Children Who May Be Gifted or
Academically Talented
Age
(in years and months)
Cut-off Score
BRIGANCE
CE
E® Screen III
(3–5 years)
Core Assessments
sments
3-0 to 3-3
3-4 to 3-7
3-8 to 3-11
> 79
> 84
> 88
Three-Year-Old Child
4-0 to 4-3
4-4 to 4-7
4-8 to 4-11
> 83
> 87
> 92
Four-Year-Old Child
5-0 to 5-5
5-6 to 5-11
> 88
8
> 91
Five-Year-Old
Five-Year-O Child
Children who score below the cut-off scores shown in Table 2 may be
experiencing delays due to developmental
difficulties or possibly due to
develop
develo
psychosocial risk factors. Consider
Consid referring these children for further
assessment.
essment.
If the child scores below the cut-off score in Table 2, do the following:
1. Determine whether
psychosocial risk factors are present. See Table 3 on
whet
whe
page xix.
x
2. If fewer than
four risk factors are present, there is a high probability of
t
developmental
disabilities. Refer the child for further evaluation.
develo
3. If four or more risk factors are present, determine if the child’s score is
below the age-appropriate At-risk Cut-off Score in Table 4 on page xx.
Initiate a referral if the child’s score is below the appropriate cut-off.
Children who score at orr above
1 may be
bove the cut-off scores shown in Table
Ta
gifted or academically talented.
for further
nted.
ed. Consider referring these children
ch
assessment for giftedness.
xviii
ars • © 2014 Haw
Introduction
STEP 4: ANALYSE RESULTS
DETERMINING PRESENCE OF PSYCHOSOCIAL RISK FACTORS
____ Child lives in a home where English is not the primar
primary language.
SA
M
PL
E
The presence of psychosocial risk factors in a child’s life can greatly affect the
child’s development. The greater the number of psychosocial risk factors, the
more likely the child is to perform poorly in school or have delayed
development. No one single factor, however, predicts risk or delay, but
multiple factors compound the potential effect on a child. The presence of
four or more risk factors is associated with steep declines in school
achievement and higher probabilities for children to develop difficulties.
Table 3. Psychosocial Risk Factors
rs
(A child is considered at-risk iff four or m
factors are present.)
more fac
facto
When analysing a child’s screening results, it is important to take into
account the presence of risk factors. Use Table 3 to determine if four or
more risk factors are present. If four or more risk factors are present, use the
At-risk Cut-off Scores in Table 4 on page xx to inform next steps.
If four or more psychosocial risk factors are present, it is important for the
child to enrol in or remain in a high-quality early learning program. However,
if the child has been enrolled for at least six months but scores below the
cut-off score in Table 2 on page xviii (even if the child scores above average
ould
uld
for at-risk children), developmental disabilities are likely and the child should
be referred for further evaluation.
____ Child lives in a single-caregiver
household.
egiver househo
____ Four or more children live in the home.
____ Child has changed schools frequently (it may be helpful to view
school
has moved more than
ol records of older siblings), or family ha
twice in the past 1
12 months.
____
_ Child has no prior participation in struct
structured early prevention programs.
____ Child has a history of being abuse
abused or exposed to domestic or
neighbourhood
bourhood violence.
____ Parent(s)
ent(s) have less than a high-school education.
____ Parent(s) have limited literacy.
____
__ Parent
Parent(s) are fewer than 18 years older than the oldest child in the
family.
____ Parent(s)
___
are unemployed.
rent(s) ar
____ Parent reports rarely or never reading to child.
____
__ Par
Parent reports being or appears to be distressed, sad, lonely, angry,
depressed, helpless, numb, substance abusing or lacking in selfesteem. Flattened affect (e.g. rarely smiles or interacts with child) is
a likely indicator.
____ Parent reports limited social support (e.g. no one else to help care
for child or children).
____ Parent reports high levels of anxiety (e.g. feeling pressured, stressed
or can’t relax).
____ Parent is not observed to teach child new things, to talk to child
about toys and objects, or to play games with child.
xix
Introduction
____ Parent reports a single concern about child’s behaviour, social, selfhelp or gross motor skills.
USING THE AT-RISK CUT-OFF SCORES TABLE
SA
M
PL
E
For all children scoring below the cut-off scores in Table 2 on page xviii, determine
if four or more risk factors are present. (See Table 3 on page xix.) If risk factors are
present, use the BRIGANCE® Online Management System to compute scores for
the specific assessments listed in Table 4 below. (Subscription rates apply.)
Alternately, to hand score, use the assessment information in Table 4 to find the
appropriate assessments on the child’s age-specific Data Sheet and total the child’s
scores for these assessments.
Compare the child’s score on the select assessments with the appropriate At-risk
Cut-off Score in Table 4. Initiate a referral if the child’s score is below the At-risk
Cut-off Score. Note this in the E. Next Steps section of the child’s Data Sheet (e.g.
Scores below At-risk Cut-off Score – Needs referral).
For more information about referral decisions with at-risk children, see page xxii.
Table 4. At-risk Cut-off Scores
Three-Year-Old Child
Four-Year-Old Child
Five-Year-Old Child
xx
Assessments
Total Possible
Score
(sum of items)
Language Development Assessments:
2A Identifies Colours
3A Identifies Pictures by Naming
9A Identifies Parts of the Body
11A Uses Prepositions and Irregular Plural Noun
Nouns
48
3-0 to 3-3
3-4 to 3-7
3-8 to
t 3-11
< 23
< 25
< 38
Academic/Cognitive Assessments:
ts:
1B Knows Personal Information
4B Visual Discrimination – Forms and
d
Uppercase Letters
9B Counts by Rote
10B Recognises Quantities
antities
37
4-0 to 4-3
4-4 to 4-7
4-8 to 4-11
< 18
< 20
< 28
65.5
5-0 to 5-5
5-6 to 5-11
< 38
< 46
Academic/Cognitive Assessments:
1C Knows Personal Information
nforma
6C Recites Alphabet
7C Sorts Objects (by Size, Colour, Sh
Shape)
Rote
8C Counts by R
Numerals
9C Matches Quantities with Num
10C Determines Total of Two Sets
11C Reads Uppercase Letters
Alternate – Reads Lowercase Letters
12C Experience with Books and Text
ars • © 2014 Haw
Child’s
hild’s Age Range
(in yyears and
months)
At-risk Cut-off
Score
Introduction
BRIGANCE® Screen
Core Assessments
IDENTIFYING STRENGTHS AND WEAKNESSES
A child’s developmental strengths and needs can be identified by administering
the Screen III and analysing domain-level results. Specific assessments grouped
by developmental domain can inform necessary referrals as well as instructional
planning. Domain-level information is especially useful when reporting
information to parents.
To view a child’s assessment results by domain – Physical Development,
Language Development and Academic Skills/Cognitive Development – see
the BRIGANCE® Online Management System. (Subscription rates apply.)
Alternately, domain scores can be calculated by hand, using the BRIGANCE®
Screens III Technical Manual. (See Chapter 4 for more on interpreting
screening results and sample case studies.)
FACTORS THAT MAY IMPACT PERFORMANCE
• Physical Limitations
A child from a home in which English is not the primary
prima language may not
prim
understand what responsess are expected. Whenever poss
possible, screening
should be conducted byy personnel
language of the
sonnel fluent in the primary lang
child and knowledgeable
background.
able aboutt the child’s cultural background
• Undiagnosed Disabilities or Psychosocial
chosocial Risk
Common reasons
undiagnosed disabilities or
asons
sons for poor performance are undiagno
undiagnos
substantial
al psychosocial risk factors. (See Table 3 o
on page xix for more
information
Record and report relevant
mation about
bout psychosocial risk factors.) Re
Rec
observations
make appropriate referrals for
servations
ervations regarding these concerns and m
services or additional testing. Questionab
Questionable or invalid scores should not be
record.
recorded in the child’s permanent reco
recor
A second screening may be require
required if a more valid score can be obtained
testing situation. See Screening Children
on another day or in another te
tes
on page xxvi for more information.
with Special Co
Considerations o
Note:
e: Formal sscreening for vision, hearing or speech problems is not
Screens III. However, when screening the child, observe for
included in the Screens I
Sc
report them to the appropriate personnel. See the
such problems and re
Hearing and Visio
Vision Observations on page 92.
M
The development of a child is never a straight line. Each child will experience
periods of rapid growth and levelling plateaus. This is normal and should be
taken into consideration when evaluating screening results. If, however, the
he
e
child’s score is below the cut-off score for developmental delays (Table 2 on
page xviii), it is important to determine which factors may have affected
ected the
child’s performance, identify areas of need and make appropriatee follow-up
fo
decisions. Consider the following factors when identifying skilllll areas of
apparent need and when making appropriate follow-up decisions.
ecisions.
isions.
• Language or Cultural Barriers
Introduction
Physical limitations, such as poor vision or hearing,
ng, can cause a delay in
the development of some skills, which can impact
mpact performance. A child
screened just prior to the onset of an illness
ess or just after an illness
illne may
perform at a lower level than usual. Poor
oor nutrition
ition or an imbalance in
body chemistry can cause a child to
o be lethargicc or hyperactive, resulting
in poor performance.
• Poor Testing Conditions
Uncomfortable room temperature,
mperature, noise, visual distractions or poor
poo
lighting may prevent a child
hild from performing well. In addition,
additio if a child
finds the screening atmosphere
or
tmosphere
osphere uncomfortable, feels discouraged
discou
unmotivated, or is tired, the
he child’s performance may suffer.
suff If screening
conditions were not optimal,
date.
al, re-screen the child at a later
l
xxi
STEP 5: IDENTIFY NEXT STEPS
PL
E
After the screening has been completed, you may choose to do one of the
following:
• Screen the child again at a later date if the results seem invalid.
• Refer the child for a more comprehensive assessment if screening
results or observations indicate a possible developmental delay or
disability or potential academic giftedness.
SA
M
Re-screening is recommended for children who scored low in the first
st
screening. The second screening can be conducted after a period of four to
six weeks or after remedial activities have been implemented. Also, ch
children
who score significantly lower than expected, possibly due to
o a “bad day” or
illness, can be re-screened at a more appropriate time (possibly
ossibly
bly sooner than
four weeks).
MAKE REFERRALS
sed on cut-off scores and on
Recommendations for referrals may be made based
kness. For example, fine
finean analysis of the child’s areas of strength or weakness.
he need for a physical or
motor or gross-motor skill deficits mightt indicate the
pressive or receptive
ptive language weakness
occupational therapy evaluation. Expressive
ch-language
h-language evaluation. Deficits ac
across
may indicate the need for a speech-language
multiple domains may suggestt the need for evaluation by a deve
developmenta
developmental
her
er professionals. See Chapter 4 of th
the BRIG
psychologist along with other
BRIGANCE®
Screens III Technical Manual
nuall for additional information on analysing
analysi domain
scores.
xxii
ars • © 2014 Haw
It is acceptable, and
d even desirable, to refer for evaluation all
al children who
score below thee age-appropriate cut-off score. For teache
teachers and
diagnosticians
however, it may
nss working with large groups of at-risk children,
ch
chil
be helpfull to attempt to distinguish those children who
w may be adequately
served by prevention
children who most likely have
tion programs from those childre
chi
true disabilities.
Children
Referral Decisions with Bilingual Ch
Chi
referral decisions to recognise that
It is important for those making refe
contributes positively to cognitive development.
• bilingualism often contribut
mild delays in language acquisition in both
• bilingualis
bilingualism can cause m
however, acquisition is substantially delayed in both
languages. If, howeve
language
language disorder should be suspected. Testing in both
languages,
anguages, a langu
would be necessary to discern the presence of disorder or
languages
guages wou
wo
delay.
substantive d
bilingualism does not contribute to native language difficulties in
• biling
bilinguali
receptive language or articulation. Difficulties in these areas may
recep
recept
indicate
cognitive delays or language disorders.
ind
nd
• below-cut-off-score performance is rarely due to bilingualism alone. A
bilingual child may have the same psychosocial risk factors as Englishspeaking children. For more information about at-risk factors, see Table
3 on page xix.
• because the standardisation of the Screens III included bilingual
children, bilingual children who were screened in their native language
and perform below average should be referred for further evaluation.
Introduction
Once follow-up screening and referral decisions are made, it is important to
• communicate screening results to parents/caregivers.
• monitor progress throughout the year. The BRIGANCE® Early Childhood
Screen III and/or the BRIGANCE® Inventory of Early Development III
(IED III) can be used to monitor progress.
• provide targeted instruction with the IED III and the BRIGANCE®
Readiness Activities.
• promote development, especially for those children at risk.
FOLLOW-UP SCREENING
Referral Decisions with At-risk Children
en
n
In making referral decisions based on scores below
belo BRIGANCE® cut-off
be
scores, it is helpful to consider psychosocial
chosocial
hosocial ri
risk fact
factors. The presence of four
or more risk factors shown in Table
able
ble 3 is strongly asso
associa
associated with school
difficulties. (See Table 3 on page
observations about a child’s
age xix.) Examiner observ
observatio
parents’/caregivers’ well-being
also be considered
being
g and parenting style should als
when determining at-risk
isk status.
xxiii
SA
M
Tips on Explaining Screening Results
ng
• Talk with parents face-to-face when discussing screening results. Giving
rents.
results over the phone often leads to distress and denial by parents.
• Before discussing the screening results, ask parents if they have
n the
concerns about their child’s learning or behaviour. Begin
ons.
ns. For example,
conference by acknowledging the parents’ observations.
ave observed
you might say, “I am impressed with how carefullyy you have
ing some
Mario’s development and by your sense that hee may be having
ought
ught he had more trouble
difficulties. In screening him today, I also thought
ant to recommend that he
with certain tasks than other children. I want
tr
receive more in-depth assessment to see iff he really is having trouble
and what we can do to help him.”
• When parents have not raised concerns, pausee after presenting the
commendations. Ask questions such as
results but before making recommendations.
with____
“Have you ever noticed him/her having difficulties with______?“
and
o watch him/her do _____ and watch
wat how other
“Have you been able to
“ It is also helpful to invite parents into the
t classroom
children do _____?“
bserve
ve their child’s performance in comparison
compa
comp
so that they can observe
with
others.
ther
er evaluation in a positive
positiv way. For example,
• Explain the need for further
o explore
plore the way Sharon
Sh
you might say, “We need to
learns so that we
ional
onal needs.”
can better plan for her educational
Dear
ar (na
(name of Parent(s)/Caregiver(s)),
T week we administered the BRIGANCE® Early Childhood Screen III
This
(3–5 years) in our class. The Screen III measures language skills and
preschool skills and also how well your child draws, writes, and uses his/
her arms and legs to do things. Because (child’s name) seemed to have
trouble in some areas, we feel that further testing would be helpful in
educational planning for (child’s name). We recommend further testing to
discover the best ways we can be of help to your child.
Specifically, we recommend the following evaluations: (Write referrals below.)
We would also like to know if you could: (Write referrals that parents/
caregivers must seek on their own.)
Introduction
There are two pitfalls in explaining screening test results:
• Overstating the meaning by making a diagnosis
• Understating the meaning by downplaying the potential importance of
the results
To avoid these pitfalls, consider these tips.
• Using phrases like “may be behind
ehind
hind other
othe kids”,
kids “seems to be learning
more slowly” and “could bee having difficulty lea
learning” is effective but
le
not devastating. Avoid using
“positive results” or
sing phrases such as “p
“posit
“negative results”.
• Acknowledge emotions.
may be helpful
otions. When
hen parents appear anxious, it m
to say, “This is hard to hear, isn’t
’t it?” This can enable them to express their
fears, move
recommendations.
e beyond them and follow through with rec
reco
• Avoid false
comfort parents and
alse
lse assurances. It is natural to want to com
assure
matter. However, if screening
re them
hem that most likely nothing is the mat
matt
results
esults reflect
ect a true problem, false assurances
assura
assurance may make adjustment
more difficult. Simply say something like
like, “We need to look further to
help with learning.”
decide if Laurie actually needs more h
he
descriptions of services and the purpose
• Provide contact information, desc
Families who have the necessary information
of the recommendations. Fam
Fami
through with next steps or recommendations.
are more like
likely to follow thr
services so that parents can visualise their child and
Describe p
potential service
participating.
themselves participati
themselv
recommendations in writing. Written information affirms the
• Put recomm
recommendat
recommendations and allows parents to share with
findings
ings and re
other famil
family members. Many programs use a form letter like
the following example.
the fo
the follow
PL
E
COMMUNICATE SCREENING RESULTS
Because of the significant role parents/caregivers play in their child’s
development (as well as the fact that referrals for evaluations require parental
consent), parents/caregivers need to be informed of their child’s screening.
Explaining screening results to parents requires careful handling. Poorly
conducted conferences can produce much ill will and unwillingness to follow
through on recommendations. Well-conducted conferences help parents
adjust to difficult news and promote an optimistic attitude toward exploring
possible reasons for low screening results and seeking effective interventions.
MONITOR PROGRESS
To use the IED III to show progress in area
areas
rea of developmental strength:
Monitoring a child’s progress is critical within and across the early years. Use
one or both methods below to measure and report progress during the year.
1. Identify broad areas of strength using
sing
ng the aassessments
ass
in the Screen III.
Administer the age-appropriate screen at midyear or end of year as a
post test to measure progress over time. (Be sure to recalculate the rounded
chronological age when re-screening to determine the correct screen to use.)
Once a follow-up screening is complete, age equivalents can be used to
track progress.
3. Administer the correlating assessments of higher-l
higher-level skills from the
higher-leve
IED III.
SA
M
Use the Inventory of Early Development III (IED III) to provide more
ore
comprehensive ongoing assessment throughout the year. Once initial
ial
screening has been conducted with the Screen III, you can use the
hee IED III to
t
monitor the child’s progress and to support more in-depth and
nd
d targeted
assessment at appropriate intervals throughout the program
am year.
ear. The
assessments in the Screen III correlate directly with the assessments
ts in the
IED III, allowing the teacher to pinpoint areas of strength
ength
ngth and weakness,
optimise instructional planning and measure developmental
velopmental
elopmental progress.
p
4. Use the assessment items to plan developmentally appropr
appropriate instruction
appropri
and to show progress.
ogress.
PL
E
Age equivalent scores (AEs) are often reported to give an indication of a child’s
performance compared to that of same-age children in the standardisation
sample. To monitor progress with AEs, first derive the AE for each skill area of
interest (e.g. Total Score, Physical Development Domain) for at least two points
in time (e.g. the child’s initial screening and follow-up screening). Then plot
the AEs on a graph to see if the child’s progress is age appropriate.
See Chapter 3 of the BRIGANCE® Screens III Technical Manual for detailed
directions on how to derive age equivalent scores and Chapter 6 of the
Technical Manual for information on monitoring progress with AEs. A graph
for plotting progress is provided in Appendix H of the Technical Manual.
2. Next, identify specific skills in need
evaluation.
eed of further eeva
The BRIGANCE® Online Management System supports pro
progress monitoring,
using results from
rom the Screen IIII and IED III.. (Subscriptio
(Subscription rates apply.)
PROVIDE
IDE TARGETED
ETED INSTRUCTION
Screening
reening
eening results can be used in conjunction w
with the Inventory of Early
Development III (IED III).
(IED III). The IED III
(IED
IED III is a com
comprehensive set of developmental
assessments that are designed to supp
suppo
support instructional planning. Each
objectives that may be customised for each
assessment includes instructional ob
obj
child.
Once instructio
instructional objectives have been set, the BRIGANCE® Readiness
Activities
targeted,
individualised instruction that is correlated to
vitiess can provide
p
targe
relevant assessments
in the IED III. The Readiness Activities also includes
assessme
helpful objectives, effective
teaching strategies, suggested reading lists and
eef
reproducible letters
lette to families.
lett
To use the IED III to show progress in areas
reas of developmental
weakness:
Introduction
1. Identify broad areas of weaknesss using the assessments
essments in the Screen III
Screen III..
2. Next, identify specific skills in need of further evaluation.
3. Administer the correlating
related
g assessments of prerequisite skil
skills and rela
tasks from the IED III.
4. Use the assessment items
appropriate instruction
ms to plan developmentally appropria
and to show progress.
xxiv
ars • © 2014 Haw
PROMOTE DEVELOPMENT IN AT-RISK CHILDREN
PL
E
Typical child development is influenced by many factors. One of the greatest
factors affecting child development is the evidence of psychosocial
disadvantages or risk factors. (For more information about psychosocial risk,
see Table 3 on page xix.)
5. Encourage parents to read to
o their chi
children
children. The greatest predictor
of parental reading is the presence
esence
sence of books in th
the home. Send home
lists of age-appropriate books
ooks
oks that can be found aat a local library. If
possible, provide books
ks for
or families who need tthem.
Children who are considered “at risk” tend to score below the Screen III ageappropriate cut-off scores. Although most children who score below these
cut-off scores have undetected disabilities or significant developmental
delays, some children, particularly those with multiple psychosocial risk
factors who have recently been enrolled in early learning programs or
prevention programs, may catch up when given additional exposure and
instruction.
In addition to enrolment in a high-quality early childhood program, children
with psychosocial risk factors will benefit from the following:
SA
M
1. Wait two to three weeks before screening new enrollees in your
program. Children often make tremendous progress when they enter a
g will
program. Giving them a chance to learn new skills prior to screening
minimise unnecessary referrals. Some programs prefer to screen upon
ening. In
program entrance and then compare performance on re-screening.
aving
ving resu
results
this case, it may be wise to wait to make decisions until having
ties
ies are severe
from re-screening. Nevertheless, children whose difficulties
and apparent should be referred promptly.
6. Encourage parents
nts to participate
cipate in parenting classes. Many early
childhood programs,
centres, YMCAs and
grams, schools, churches,
urches, community cent
centr
public-health
h offices offer parenting classes.
7. Encourage
rage
ge parents to participate in classroo
classroom activities. Inviting
parents
ents to read
ead to the class, tell stories or sing songs, and giving them
guidance
parents learn to respond
uidance on how to do this can help pare
paren
conversations.
appropriately to children’s conversations
mental health services for those parents
8. Provide information about ment
menta
anxious or show signs of substance abuse.
who appear to be depressed, anx
errors in dialect either in conversation or in
9. Refrain from correcting err
different or at-risk children are learning to read.
reading wh
when culturally di
Children ca
cannot learn SStandard English and reading simultaneously.
participation in recreational activities such as sport,
10. Encourage
ourage pa
partic
scouting. High achievement in any area increases the likelihood of
music, scoutin
scouting
in school and improves self-concept.
contin
continuing
ruction with the
2. Monitor academic progress and target instruction
IIII (IED (IED III). (See pagee xxiv for
BRIGANCE® Inventory of Early Development III
details.)
3. Initiate prompt referrals for evaluations
tions and
nd services when the child is
not making progress.
xxv
Introduction
4. Provide small-group and one-to-one
ne-to-one
-to-one instruction. Plan instruction
with the BRIGANCE® Readiness
ness Activities,
Activities a collection
ction of less
lesson plans
and activities linked to the
IED III.
he assessments in the Screen III
een IIII and
a IED
III Make
use of volunteers and
the classroom.
d primary school children to help in the
the clas
Screening Children with Special Considerations
When assessing children with special considerations, accommodations may
be necessary. It is important for administrators to recognise the difference
between accommodations and modifications and how to use
accommodations appropriately when administering assessments. This is
particularly important when considering standardised assessment in order
to avoid invalidating the results.
Accommodations are alterations for administering the assessments that
enable children to more accurately demonstrate their knowledge.
BILINGUAL AND NON-E
NON-ENGLISH-SPEAKING CHILDREN
Accommodations
• permit alternate test settings, testing formats, timing and test
scheduling, and means of responding in order to demonstrate a child’s
true mastery of a skill.
• are not methods to bypass standardised scoring principles.
es.
The
he following accommodatio
accommodations are designed to help bilingual children
demonstrate
onstrate sk
skills they ha
have mastered.
• Administer
dminister asses
assessments to children who are bilingual or non-English
as
speaking in tth
their primary language – the language spoken most at
home. Eve
Even children who speak some English perform best when
assess
assessm
assessments are administered in the child’s native tongue.
• If th
the examiner is not fluent in the child’s language, an interpreter will
b
be needed during the assessment for gathering parent information
and for interpreting results.
• A professional interpreter should evaluate a child’s articulation and
syntax skills in the child’s native language.
• When interviewing parents/caregivers, consider their possibly limited
ability to understand and communicate in English.
Accommodations are designed to reduce the effect of language
nguage
age limitations
and other disabilities and, therefore, increase the probability
bability that
at the same
target construct is measured for all children. Accommodations
mmodations provide
vide
fairness, not advantage, for children who have disabilities
isabilities so that the child is
assessed on a level playing field with other children.
hildren.
dren. Appropriate
accommodations used should always be recorded
ecorded
d in the Notes section of the
child’s Data Sheet.
In contrast, modifications are changes
nges
ges to the actual content of the
assessment (for instance, changing
ing the phrasing of a question). Modifications
Modificatio
M
cannot be used under any circumstances
are
ircumstances when standardised scores
s
required. Modifying the assessment
ssessment
essment content undermines the standardisation
standard
stan
process and comparability
ity off performance, thereby invalidating normative
n
no
scores for a child.
xxvi
ars • © 2014 Haw
Introduction
When evaluating children with
th
h special considerations, use the following
general strategies (in addition
tion
n to the specific strategies that ffollow).
• Keep a record of the accommodations
mmodations implemented.
• Be aware of the
accommodations may
he test items and the way certain accommo
accommod
impact performance
rformance
or
and scoring.
• Be aware
support reliable responses or
are
re of the child’s strengths that will suppo
suppor
those
responses.
se behaviours
haviours that may hinder reliable res
resp
• Use
what may act as a motivator
se information from families to identify w
performance.
to facilitate the child’s optimal perform
performa
SA
M
PL
E
It is often necessary to screen children who are bilingual or children who have
known exceptionalities to determine their skill levels, especially in areas of
development that may not be affected by any of these conditions. For example,
screening results may reveal that a child with motor impairment has delays in
language development.
CHILDREN WITH EXCEPTIONALITIES
• Allow Extended Time: The assessments in the Screen III are untimed.
A child should be allowed to use as much time as necessary to
complete the assessment. If a time limit is provided for a specific item
(e.g. Stands on one foot for five seconds), the time limit should be
followed. Otherwise, allow as much time as needed.
• Organise Appropriate Screening Session(s):
– Separate Space: Conduct the screening in a separate, quiet room.
– Frequent Breaks: Although conducting an age-appropriate screen
should take only 10–15 minutes, allow break times, if necessary, for
the child to maintain focus and sufficient energy.
xxvii
SA
M
If there is any doubt about how an accommodation might affect the validity
of the assessment results, consult with a specialist in the child’s area of
exceptionality or with someone experienced in administering standardised
andardised
assessments, such as a school psychologist or clinical psychologist.
ogist.
Children with Motor Impairment
egies:
gies:
Possible strategies:
w the
e child to use adaptive seating or oth
othe
• Allow
other adaptive devices unless
he assessment
ent is explicitly testing gross m
mo
the
motor or fine motor skills.
• Allow the child to formulate a verbal res
response before requiring a
resp
written response, whenever possible
possible.
• Allow the use of different writing products (not just a #2 pencil).
• Allow the use of scratch pape
paper.
Although it is temp
tempting to want to give credit for gross motor skills to a child
effectively for motor impairment (e.g. uses a wheelchair),
who
ho is compen
compensating effective
remember that the gross motor assessments are designed to
it is important
mportant to remembe
skills. Because such children may still be involved in
measure actual mot
motor sk
examiners will need to rely on results from the unadapted
physical therapy, exa
exam
administration of the Screen III in order to monitor progress.
with Visual Impairment or Blindness
Children w
strategies:
Po
Possible
• Read items to the child (with the exception of any items that require
the child to demonstrate specified reading skills).
• Provide magnification devices for visual stimuli, such as pictures.
• Provide additional lighting, as needed.
• Reduce visual distractions by covering additional items on a child page.
Introduction
GENERAL ACCOMMODATIONS
PL
E
The following accommodations are appropriate when administering the
Screen III and may be considered, as needed, for children with exceptionalities.
STRATEGIES FOR ASSESSING SKILL
ILL
LL MAST
MASTERY OF CHILDREN WITH
SPECIFIC EXCEPTIONALITIES
The general accommodations described earlier may be he
helpful for assessing
xceptionalities
eptionalities and should be cons
children with a variety of exceptionalities
considered as
ommodations
tions that are relevant for childr
needed. Additional accommodations
children with
ies are included
d below.
specific exceptionalities
Children with Autism Spectrum Disorders
rss (A
(ASD) and Developmental
Disorders
• Before screening, let the child
upcoming assessment
ld
d know about the u
upc
session so that the child iss aware of the change in his/
his/her usual
schedule. Tell the child what
hat the assessment session will entail. If the
child has questions, answer them and attempt to dispel an
any anxiety
that the child may
ay have about the
he assessment process.
• If the child hass limited verbal skills or is nonverbal, dete
determine the child’s
deter
method of communication, and consider using the aac
accommodations
for children
described earlier.
dren
n with hearing or speech impairments d
• Provide
ide a list or pictorial representation of the assessments to be
administered
go), particularly for a child
dministered
ministered (then cross them off as you g
who is used to using a visual schedule.
such as pointing or drawing,
• Allow alternate response methods, ssu
compromise the construction of an
when these alternatives will not cco
assessment item. For instance, if the assessment specifically requires
that the child respond using expressive language, it would invalidate
have the child respond receptively (i.e. by
the standar
standardisation to hav
instead of naming what the picture represents).
pointing
ointing to a picture in
distractions by covering additional items on a child page.
• Reduce visual d
distra
tangible
• Use tan
gible or eedible reinforcers rather than social ones.
seating that will discourage the child from leaving the work
• Arrange sea
seat
area.
making assumptions about one skill area based on another.
• Avoid m
Children with developmental disorders often have unexpected areas of
Chil
strength or weakness.
SA
M
Children with Severe Speech Impairment
• Enlist the assistance of someone who is familiar with the child’s speech
patterns (e.g. a parent/caregiver) to help interpret the child’s
communication.
• Allow the child to use a communication system or assistive technology if
used in regular classroom work. (NOTE: Before screening, become
familiar with the way the child communicates and receives information
to ensure the most effective strategies are put in place.)
• Allow alternate response methods, such as pointing or drawing, when
n
acceptable and when these alternatives will not compromise the
construction of an assessment item. For instance, if the assessment
ent
specifically requires that the child respond using expressive language,
anguage, it
would invalidate the standardisation to have the child respond
pond
receptively (i.e. by pointing to a picture instead of naming
ming
ng what the
picture represents).
Children with Emotional Disturbance and Behaviour
viour Issues
• Consult with someone who has experience
ncee with children with emotional
disturbance, such as a school psychologist
logist or clinical psychologist, o
or
with someone who has worked with the child.
d. Ask specifically about the
duration and intensity of the child’s
hild’s behaviourss and solicit suggestions
for working with the child to
o ensure optimum outcomes.
• Before screening, prepare
Answer
re
e the child for the assessment pro
process. Answ
any questions and attempt
may have.
tempt
mpt to dispel any anxiety that the cchild m
• Foster an assessment
ment environment that will support positiv
positive and
appropriate behaviours.
viours.
rs.
xxviii BRIGANCE® Screen III: Screen 3–5 Years
ars • © 2014 Haw
Introduction
PL
E
Children with Hearing Impairment or Deafness
• Allow the child to use a communication system or assistive technology
if used in regular classroom work. (NOTE: Before screening, become
familiar with the way the child communicates and receives information
to ensure the most effective strategies are put in place.)
• Provide a sign language interpreter, if needed.
Children with Traumatic Brain Injury, Significant Health Problems or
Multiple Disabilities
Early Childhood Screens III
Children with Possible Giftedness and Academic Talent
• Cover the examiner’s directions (even though upside down) to prevent
the child from reading answers. Children with academic talent often
have well-developed reading skills.
• Consider asking additional questions (e.g. “What else do we call
this?”) if the child gives a creative, but pertinent, response to an item.
(The high degree of creativity exhibited by some gifted children may
lead them to produce a range of alternative responses to items.)
• After administering the age-appropriate Core Assessments, you may
wish to administer the age-appropriate Supplemental Assessments. (See
See
ee
page 59 for more information about the Supplemental Assessments.)
nts.)
The Screens provide quick, easy and accurate screening of skills that are critical
predictors of school success.
E
The use of any strategy for the specific disabilities listed as well as the
general accommodations in the previous section can be used for a child with
traumatic brain injury, health problems or multiple disabilities as needed.
(Birth – 6 years)
Inventory of Early Development (IED) III
(Birth – 7 years 11 months)
With the IED-III identify a student’s present level of performance and monitor progress.
AM
Although the Screen III provides accommodation strategies for children
with exceptionalities, use professional judgment when determining
mining which
whic
strategies are appropriate for an individual child while ensuring
ring the validity
of the assessment is not compromised.
Brigance Screens and Data Sheets Price List
Description
CA14294
Brigance Early Childhood Screens III: 0–35 months
$210.00
CA14296
Brigance Early Childhood Screens III: 3–5 years
$210.00
CA14299
Brigance Early Childhood Screens III: F&1
$210.00
Screens III Data Sheets
Price
CA14305
Brigance Early Childhood Screens III: Data Sheet 2 year old (50 pack)
$55.00
CA14309
$55.00
CA14311
$55.00
CA14313
$55.00
CA14315
Brigance Early Childhood Screens III: Data Sheet Foundation (50 pack)
$55.00
CA14301
Brigance Early Childhood Screens III: Data Sheet Infant (50 pack)
$55.00
CA14301
Brigance Early Childhood Screens III: Data Sheet Toddler (50 pack)
$55.00
CA14317
Brigance Early Childhood Screens III: Data Sheet Year One (50 pack)
$55.00
To order visit www.hbe.com.au or email [email protected]
xxix
Readiness Activities
(3 – 7 years)
The Readiness Activities allow you to deliver
developmentally appropriate instruction and build homeschool connections though take-home activities.
Online Management System
Track student progress and create reports with the
Brigance Online Management System.
Introduction
Code

Brigance Screens III 3â€“5 years Introduction

Transcription

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