The Brigance Screens II

The BRIGANCE® Screens-II
City/State
Date
Why Screen Children?
• To identify any child who should be referred for a more
comprehensive evaluation to determine the existence of a
giftedness or disability and the need for special placement.
• To help determine the most appropriate initial placement or
grouping of children.
• To assist the teacher in planning a
more appropriate program for the child.
• To comply with mandated screening requirements.
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Developmental
Screening
• Screening is a brief…procedure designed
to quickly evaluate a large number of
children to determine who should be
referred for further assessment.
• Screening is not an end in itself.
Screening instruments are “early alert
systems” that can help to focus
assessment and observation.
• Eligibility, intervention, and delayed
entry into kindergarten decisions should
not be made solely from screening
results.
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Highlights of the
BRIGANCE® Screens-II
• Quick Sampling of Skills in Key Areas (10-15 min)
• Wide Range of Scores-raw scores, age equivalents, percentiles,
quotients
• Reliable, Accurate, Valid
• Easy to interpret (staff and parents)
• No special training needed-simplified
procedures enhance reliability
• Social-Emotional/Self Help Scales
• Additional resources include teacher and parent forms
• Full color pictures
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Highlights of the
BRIGANCE® Screens-II
• Sensitivity: percentage of children with true problems
correctly identified by a screening instrument. At least 70%
of children with true problems should score below cutoffs
on the BRIGANCE® Screens-II.
• Specificity: percentage of children without true difficulties
correctly identified by passing, normal, or negative findings.
Close to 80% of children without problems should score
above cutoffs.
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The BRIGANCE® ScreensII
• Infant and Toddler Screen-II
ƒ Birth to 23 months
• Early Preschool Screen-II
ƒ 2-year-old and 2 1/2-year-old
• Preschool Screen-II
ƒ 3-year-old and 4-year-old
• K&1 Screen-II
ƒ Kindergarten and First Grade
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Skill Areas of the
Screens-II
• Visual
/Graphomotor
• Gross-Motor
• Fine-Motor
• Articulation/Verba
l Fluency/Syntax
• Self-Help
• Social-Emotional
• Receptive and
Expressive
Language
• Quantitative
Concepts
• Personal
Information
• Prereading/Reading
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Computing Chronological
Age
•
•
•
•
•
First date is date of screening
Second date is child’s birth date
Write the dates year-month-day
Start subtraction with days
If there are not enough days borrow a
month (always 30 days)
• If there are not enough months borrow a
year (always 12 months)
• If the number of days is 15 or higher,
increase month by 1
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Computing Chronological
Age
L. Armour
2008
10
23
2004
8
10
2008
10
23
2005
9
30
2008
10
23
2005
12
27
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Correcting for
Prematurity
•
For children being screened with the
Infant or Toddler Screen-II who were 4
or more weeks premature.
2008
2007
10
12
23
30
114
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The Data Sheets
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The Data Sheets
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Application Exercise
• Find a partner.
• Decide who will be the screener and
who will be the student.
• Find the appropriate Data Sheet.
• Compute the chronological age.
• Administer the screen in 15 minutes.
• Score the Data Sheet.
• We will discuss the meaning of scores
later.
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Cutoff Scores
• Find the child’s chronological age.
• Look first at the cutoff for possible
disabilities or delays.
• If the child scored well above those
cutoffs, look to the cutoffs for
giftedness.
• Remember that scores below cutoffs do
not necessarily mean there are
disabilities. You may want to begin
instruction and re-screen.
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The Data Sheets
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Cutoff Scores
• Find the child’s chronological age.
• Look first at the cutoff for possible
disabilities or delays.
• If the child scored well above those
cutoffs, look to the cutoffs for
giftedness.
• Remember that scores below cutoffs do
not necessarily mean there are
disabilities. You may want
begin
Findto
child’s
age
instruction and re-screen.
Compare child’s
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score to cutoff
3.10.08
Social-Emotional/SelfHelp Scales
• Separate section in the Early Preschool,
Preschool, and K&1 Screens
• Incorporated into assessments in the
Infant & Toddler Screen
• Parent component provides home-school
connect
• Cutoffs indicate Above Average, Average,
or Below Average performance
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Additional Resources in
the Screens-II
• Screening Observations Form
• Parent and Teacher Rating Forms
• Parent-child Interaction Form (Infant &
Toddler Screen)
• Reading Readiness Scale (K&1 Screen)
• Supplemental assessments
• Growth Indicator Chart
• Coordination chart for IED-II
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Spanish Direction
Booklets
• Spanish directions and student responses
for assessments and supplemental
assessments
• Spanish Data Sheets
• Spanish translations for all forms,
including Social-Emotional/Self-Help
Scales
• Data Sheets and forms may be reproduced
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The BRIGANCE® IED-II serves
as…
• An assessment instrument to…
ƒ Determine present levels of performance
ƒ Identify strengths and weaknesses
ƒ Identify instructional objectives
• An instructional guide
• A tracking system that is specific, ongoing, and easily
interpreted
• A tool for developing and communicating ISFPs and IEPs
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Features of the BRIGANCE®
IED-II
• Developmental ages birth through 7 years
• Comprehensive--ensures applicability for
children with a wide range of skills and
abilities
• Comprehensive skill sequences--allow
progress to be shown in smaller increments
• Criterion-referenced testing offers flexibility
• Norm-referenced testing provides data
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Developmental Record
Book
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Instructional
Activities in the
Readiness Prescriptive
• Instructional activities correlated to the
Screens and the IED-II
• Rich teacher support includes objectives,
rationale, suggestions for teaching,
indications of and possible reasons for
learning difficulties
• Read-to-Me book lists extend learning
• Parent letters provide activities for home
learning
• Student learning plans allow children
to take responsibility for their learning
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Customer Support
• CA101--Free online training available anytime,
anywhere
• Sales Support--call
800-225-0248 for
assistance during
regular business hours
• Live Help--when you
are online during
business hours,
click the “Live Help”
button to get help
right away.
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