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Technical Manual - BRIGANCE Online Management System

IIIS creens IIIT echnical ManualBrian French, Washington State UniversityNOT FOR RESALEISBN 978-0-7609-8305-8 2013 Curriculum Associates, LLC North Billerica, MA 01862 Permission is granted for the reproduction of the reproducible pages in limited quantity for nonprofit educational 14 13 12 11 10 9 8 7 6 5 4 THE AUTHORB rian F. French is an Associate Professor and Co-Director of the Learning and Performance Research Center at Washington State University (WSU). His responsibilities at WSU include teaching doctoral courses in educational measurement, research methods, and statistics; training doctoral students in the area of psychometrics; and pursuing his research interests in applied and methodological aspects of educational and psychological measurement.

CH 1 Chapter 1 Introduction to the BRIGANCE® Screens III 1 Overview The BRIGANCE® Screens III offer developmental screening of children from infancy through first grade. The Screens III are conveniently grouped into five volumes that address the needs of specific users. The BRIGANCE® Early Childhood Screens III include: 1 The Early Childhood Screen III (0–35 …

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Transcription of Technical Manual - BRIGANCE Online Management System

1 IIIS creens IIIT echnical ManualBrian French, Washington State UniversityNOT FOR RESALEISBN 978-0-7609-8305-8 2013 Curriculum Associates, LLC North Billerica, MA 01862 Permission is granted for the reproduction of the reproducible pages in limited quantity for nonprofit educational 14 13 12 11 10 9 8 7 6 5 4 THE AUTHORB rian F. French is an Associate Professor and Co-Director of the Learning and Performance Research Center at Washington State University (WSU). His responsibilities at WSU include teaching doctoral courses in educational measurement, research methods, and statistics; training doctoral students in the area of psychometrics; and pursuing his research interests in applied and methodological aspects of educational and psychological measurement.

2 His work appears in journals such as Educational and Psychological Measurement, Child Development, Journal of School Psychology, Journal of Educational Measurement, Journal of Modern Applied Statistical Methods, and Structural Equation Modeling. The Screens III were shaped by a number of individuals who supported the strength of the content and research base. Many thanks to the members of our Technical Advisory Committee, Kathleen T. Williams, , Gale H. Roid, , Carla A. Mazefsky, , and Mark Pomplun, , who provided detailed feedback throughout the process. Their assistance in thinking through the steps in the assessment process, the accuracy of that process, and the manner in which the Technical research is presented was invaluable.

3 Thanks are also extended to the members of the psychometric laboratory in the Learning and Performance Research Center at Washington State University for their careful assistance with data coding, entry, and analysis, all of which informed the normative score development, reliability, and validity research. Special thanks to Chad Gotch, , for his Technical assistance and leadership on many aspects of the project. There is no doubt that, without this team, the project would not have been possibleContent expertise in a number of domains was brought to the project by Diane Arnell, , Youli Mantzicopoulos, , Shelby Miller, , and Paula Sable, Thanks to these experts for their thorough research and in-depth understanding of child development.

4 Their contributions informed key content revisions and additions to the Screens III. The content of the Screens III was shaped at its earliest stages by a group of individuals who reviewed items in previous editions of the IED III and the Screens III and offered comprehensive feedback on specific content areas in need of revision. Thanks to Susan Curtis, , Shirley Leew, , Franklin Trimm, , and Nancy Wiseman, the members of the Content Review Board. And finally, thanks are extended to the teachers and children who participated in a pilot study of the Early Childhood Screens III: Plains Elementary School in South Hadley, MA, and Toddler Town Day School in Chicago, IL.

5 In addition, thanks go to the individual examiners who helped with this study. Thanks to Jillayne Flanders, Andrea Hearn, and Kathy Goodale for their , sincere thanks to Katie Nicholson, Martha Goodale, and Tricia McCarthy at Curriculum Associates, LLC for their support, patience, and confidence throughout the content development and standardization process of the Screens III. Brian F. French, Table of ContentsTABLE OF CONTENTS List of Tables and Figures .. vCHAPTER 1 Introduction to the BRIGANCE Screens III .. 1 CHAPTER 2 General Administration Procedures .. 9 CHAPTER 3 Specific Administration Procedures .. 17 CHAPTER 4 Interpreting the BRIGANCE Screens III Results.

6 29 CHAPTER 5 Using the BRIGANCE Screens III with Children at Risk .. 39 CHAPTER 6 Monitoring Progress and Informing Instruction with the BRIGANCE Screens III .. 49 CHAPTER 7 Standardization of the BRIGANCE Screens III .. 55 CHAPTER 8 Reliability of the BRIGANCE Screens III .. 67 CHAPTER 9 Validity of the BRIGANCE Screens III .. 75 CHAPTER 10 Accuracy of the BRIGANCE Screens III in Detecting Children with Potential Delays or Giftedness .. 87 Appendix A Background Information Form .. 95 Appendix B Information Sheets for Parents .. 99 Appendix C BRIGANCE Screens III Scores and Their Meaning .. 107 Appendix D Composite Scores and Age Equivalents for Total Scores.

7 111 Appendix E Composite Scores and Age Equivalents for Domain Scores .. 137 Appendix F Composite Scores and Age Equivalents for the Self-help and Social-Emotional Scales .. 179 Appendix G Converting Composite Scores to Percentiles .. 191 Appendix H Charting Progress with Age Equivalents .. 193 Appendix I Sample Completed Data Sheets.. 195 Appendix J Standardization Study Sites.. 205 Appendix K References .. 209 Table of Contents vFigure 1-1 Structure of the Screens III .. 3 Table 1-1 Assessment Content by Skill Area (Infant and Toddler Screens) .. 6 Table 1-2 Assessment Content by Skill Area (Two-Year-Old Child through First Grade Screens).

8 7 Figure 2-1 Screening and Evaluation Flowchart..10 Table 2-1 Age Ranges and Recommended Screening Schedule .. 11 Figure 2-2 Diagram of Station Arrangement for Screening .. 13 Table 3-1 Recommended Age/Grade for the Screens III .. 19 Figure 3-1 Marking Responses on the Data Sheet .. 22 Table 3-2 Cutoff Scores for Detecting Children Likely to Have Developmental Disabilities or Academic Delays .. 23 Table 3-3 Cutoff Scores Suggesting Advanced Development (Infant and Toddler) .. 24 Table 3-4 Cutoff Scores for Detecting Children Who May Be Gifted or Academically Talented (Two-Year-Old Child and Older) .. 24 Table 5-1 Psychosocial Risk Factors (at risk if four or more are present).

9 40 Table 5-2 Factors Associated with Developmental Disabilities .. 40 Table 5-3 Factors Associated with Resilience..41 Table 5-4 Differences Between the Scores of Children Identified as At Risk and Not At Risk .. 42 Table 5-5 Cutoff Scores for Detecting Children Likely to Have Developmental Disabilities or Academic Delays .. 44 Table 5-6 At-Risk Guidelines..45 Figure 5-1 Example of Completed Next Steps on the Data Sheet of a child age 12 13 months..45 Figure 5-2 Making Recommendations for Children with Psychosocial Risk Factors .. 46 Figure 6-1 Charting Progress with Age Equivalents..50 Table 7-1 Structure of the Screens III .. 56 Figure 7-1 Geographic Representation of Sample.

10 63 Table 7-2 Number of Participating Children by Age Level of the BRIGANCE Screens III .. 63 Table 7-3 Regional Representation by Percentage .. 63 Table 7-4 Percentage Representations of Sex, Sex by Age, Race, and Hispanic Origin .. 64 Table 7-5 Percentage Representations of Receipt of Federal Free/Reduced Lunch and/or Medicaid, Location of Residence, and Parents in the Home .. 64 Table 7-6 Percentage Representations of Language Spoken in the Home .. 65 Table 7-7 Percentage Representations of Children Receiving Special Services ( , special education services, speech/language therapy, gifted services) .. 65 Table 8-1 Internal Consistency Reliability Estimates of the Domain and Total Scores by Age Level for the BRIGANCE Screens III.


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