Assessment Tools 1EARLY CHILDHOODASSESSMENT TOOLS
Assessment Tools 2Early Childhood Assessment ProgramDocument prepared by:Walkiria OliverFlorida International UniversityMi...
Assessment Tools 3Table of ContentsForeword ……………………………………………………………………………………………………………………………………. iIntroduction ………………………………...
Assessment Tools 4Early Childhood Assessment ProgramOn behalf of the Early Learning Coalition of Miami-Dade/Monroe (ELCMDM...
Assessment Tools 5Unfortunately, few of the instruments either a) were adaptations from English into Spanish or b)had info...
Assessment Tools 6IX. PurposeThis criteria was the most complicated to score. Principles and recommendations of theNationa...
Assessment Tools 7Overview of Early Childhood Tools: Tables of Explanatory AnalysesAssessment Title/Year Published Author ...
Assessment Tools 8Assessment Title/Year Published Author Publisher Price per UnitAges & Stages Questionnaires: Social Emot...
Assessment Tools 9Assessment Title/Year Published Author Publisher Price per UnitBattelle Developmental Inventory – Second...
Assessment Tools 10Assessment Title/Year Published Author Publisher Price per UnitBrigance® Early Preschool Screen II (Age...
Assessment Tools 11Assessment Title/Year Published Author Publisher Price per UnitChild Observation Record, Second Edition...
Assessment Tools 12Assessment Title/Year Published Author Publisher Price per UnitCreative Curriculum® Developmental Conti...
Assessment Tools 13Assessment Title/Year Published Author Publisher Price per UnitDevelopmental Indicators for the Assessm...
Assessment Tools 14Assessment Title/Year Published Author Publisher Price per UnitDECA Program, 1999 Paul A. Le Buffe & Ja...
Assessment Tools 15Assessment Title/Year Published Author Publisher Price per UnitEarly Screening Inventory-Preschool (ESI...
Assessment Tools 16Assessment Title/Year Published Author Publisher Price per UnitLearning Accomplishment Profile-Diagnost...
Assessment Tools 17Assessment Title/Year Published Author Publisher Price per UnitLearning Accomplishment Profile-Revised ...
Assessment Tools 18Assessment Title/Year Published Author Publisher Price per UnitLearning Accomplishment Profile-Diagnost...
Assessment Tools 19Assessment Title/Year Published Author Publisher Price per UnitWork Sampling System® (WSS) - 2001Pearso...
Assessment Tools 20Using Assessment to Inform Teachingor to Identify Special NeedsThe following two options represent two ...
Assessment Tools 21Developmental Indicators for the Assessment of Learning-Third Edition(DIAL-3),1998*DECA Program, 1999Ea...
Assessment Tools 22Spanish Versions of Instruments ReviewedAchenbach System of Empirically Based Assessment (ASEBA®)● Only...
Assessment Tools 23Summary of Assessment ToolsNOTE: Factors such as (a childs) anxiety, lack of motivation, fatigue, and/o...
Assessment Tools 24NOTE: The following Information pertains to the Pre-School module of the comprehensive AchenbachSystem ...
Assessment Tools 25children between the ages of 1.5 and 5 years.● To get a better understanding of how the child functions...
Assessment Tools 26problems were more likely to have weak verbal skills at age 13.Reliability ● (1) Internal consistency r...
Assessment Tools 27THIS INSTRUMENT HAS A VERSION IN SPANISHPublisher Brookes Publishing CompanyDate 1999Domains/Areas Asse...
Assessment Tools 28be adapted to a variety of settings like health-clinics)Scores ● Professionals convert parents response...
Assessment Tools 29consistent over time; examinerss agreement with parentalevaluations of children were consistently high●...
Assessment Tools 30THIS INSTRUMENT HAS A VERSION IN SPANISHPublisher Brookes Publishing CompanyDate 2002Domains/Areas Asse...
Assessment Tools 31the total score, respectively — in just 2-3 minutes — to color-coded scoring sheets, enabling them to q...
Assessment Tools 32Publisher The Riverside Publishing CompanyDate 2001Domains/Areas Assessed The paper-pencil edition of B...
Assessment Tools 33THIS INSTRUMENT IS IN SPANISHThe completely and newly revised Bateria III Woodcock-Muñoz™ is a comprehe...
Assessment Tools 34Administration Time Varies, approximately 5-10 minutes per testExaminer Professionals (commonly used by...
Assessment Tools 35THIS INSTRUMENT HAS A VERSION IN SPANISHPublisher The Riverside Publishing CompanyDate 2004Domains/Area...
Assessment Tools 36● Flexible web-based scoring options for use by team ofprofessionals or single examiner● Wide range of ...
Assessment Tools 37THIS INSTRUMENT HAS A SPANISH VERSIONPublisher AGS PublishingDate 2005Domains/Areas Assessed Overview: ...
Assessment Tools 38○ You can use the SOS on its own, or with other BASC-2components.□ Parent Perspectives -○ Parent Rating...
Assessment Tools 39Developmental History (SDH)● A great benefit of the BASC-2 if that it differentiatesbetween hyperactivi...
Assessment Tools 40● Predictive: none● Content:Item content came from teachers, parents, children, andpsychologists, as we...
Assessment Tools 41● Available for Windows and Macintosh.○ BASC Portable Observation Program: lets users design theirown t...
Assessment Tools 42THIS INSTRUMENT HAS A VERSION IN SPANISHPublisher The Riverside Publishing CompanyDate 2006 - expected ...
Assessment Tools 43Scores ● Scores that can be generated by using the BVAT include:SS, PR, AE, GE, RPI, Instructional Rang...
Assessment Tools 44THIS INSTRUMENT HAS A VERSION IN SPANISH*NOTE: *Spanish version of instrument is used with an English-l...
Assessment Tools 45Validity None described yet; awaiting publication of manualReliability None described yet; awaiting pub...
Assessment Tools 46THIS INSTRUMENT HAS A VERSION IN SPANISH*NOTE: *Spanish version of instrument is used with an English-l...
Assessment Tools 47Validity None described yet; awaiting publication of manualReliability None described yet; awaiting pub...
Assessment Tools 48THIS INSTRUMENT HAS A VERSION IN SPANISH*NOTE: *Spanish version of instrument is used with an English-l...
Assessment Tools 49● This measure is achievement-oriented, focusing on constructsthat children learn (or not learn) throug...
Assessment Tools 50curriculum-based measure only. Spanish-language forms aredesigned for use with the English-language man...
Assessment Tools 51□ BBCS-R scores correlated with scores on the Preschool LanguageScale-3 -between SRC scores and PLS-3 s...
Assessment Tools 52THIS INSTRUMENT HAS A VERSION IN SPANISHPublisher Curriculum Associates®, Inc.Date 2005Domains/Areas As...
Assessment Tools 53Administration Time ● 10 - 15 minutes per child individually or in stations● Screening can be done● Som...
Early lap assessment tools
Early lap assessment tools
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Early lap assessment tools
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Early lap assessment tools
Early lap assessment tools
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  1. 1. Assessment Tools 1EARLY CHILDHOODASSESSMENT TOOLS
  2. 2. Assessment Tools 2Early Childhood Assessment ProgramDocument prepared by:Walkiria OliverFlorida International UniversityMiami, FloridaNOTE: Factors such as (a childs) anxiety, lack of motivation, fatigue, and/or examiner inexperienceor failure to establish rapport may invalidate a childs test scores. Individual users mayhave different experiences.The information contained herein was based on resources available from the publishers ofthe assessments and/or drawn from the examiners manuals or other sources. For the sake ofbrevity, all the individuals responsible for developing (e.g., authors) and reviewing theseinstruments were not individually quoted herein. The readers are advised to consult therespective publisher directly.AP and FIU, jointly and individually, make no claims as to the rights of ownership of thesethese instruments and AP and FIU, jointly and individually, shall not be liable for any errorsand/or omissions. The information provided in the following pages is subject to changes,errors, omissions, and/or modifications - without prior notification.
  3. 3. Assessment Tools 3Table of ContentsForeword ……………………………………………………………………………………………………………………………………. iIntroduction ………………………………………………………………………………………………………………………………… 4Overview of Early Childhood Tools: Tables of Explanatory Analyses ………………………………………………………………...7Using Assessment to Inform Teaching or to Identify Special Needs ………………………………………………………………..20Spanish Versions of Instruments Reviewed …………………………………………………………………………………………...22Summary of Assessment Tools ..................…………………………………………………………………………………………… 23Achenbach System of Empirically Based Assessment (ASEBA®) …………………………………………………………….. 24Ages and Stages Questionnaires-2ndSecond Edition (ASQ-II) …………………………………………………………………27Ages and Stages Questionnaires: Social Emotional (ASQ-SE) …………………………………………………………………30Basic Early Assessment of Reading (BEAR) ………………………………………………………………………………………32Bateria III Woodcock-Muñoz™ ……………………………………………………………………………………………………..33Battelle Developmental Inventory 2nd Edition (BDI-2) ……………………………………………………………………………35Behavior Assessment System for Children - Second Edition (BASC-2) ……………………………………………………......37Bilingual Verbal Ability Tests- Normative Update (BVAT-NU) …………………………………………………………………...42Bracken Basic Concept Scale: Expressive (BBCS:E) ……………………………………………………………………………..44Bracken Basic Concept Scale– Third Edition: Receptive (BBCS–3:R) …………………………………………………………46Bracken Basic Concept Scale -Revised (BBCS-R) …………………………………………………………………………...… 48Brigance® Preschool Screen I ……………………………………………………………………………………………………….52Brigance K & 1 Screen II …………………………………………………………………………………………………………......54Child Observation Record Second Edition (COR-2) ………………………………………………………………………………56CELF® Preschool, Second Edition (CELF® Preschool-2) ……………………………………………………………………….58Creative Curriculum® Developmental Continuum Assessment …………………………………………………………………61Denver Developmental Screening Test II (DDST-R) ……………………………………………………………………………..62Developmental Indicators for the Assessment of Learning Third Edition (DIAL-3) ………………………………………….....64Devereux Early Childhood Assessment (DECA) ………………………………………………………………………………….66Differential Ability Scales (DAS) …………………………………………………………………………………………………….68Early Learning Accomplishment Profile (E-LAP) …………………………………………………………………………………..70Early Screening Inventory Kindergarten (ESI-K) ………………………………………………………………………................72Early Screening Inventory Preschool (ESI-P) ……………………………………………………………………………………. 74Early Screening Profile (ESP) …………………………………………………………………………………………………….. 76FirstSTEp: Screening Test for Evaluating Preschoolers ……………………………………………………………………….. 78Kaufman Survey of Early Academic and Language Skills (K-SEALS) ……………………………………………………….. 80Learning Accomplishment Profile-Diagnostic Third Edition (LAP-D) ………………………………………………………….. 83Learning Accomplishment Profile Screens (3 yr-old, 4 yr-old, 5 yr-old) ………………………………………………………. 85Learning Accomplishment Profile Third Edition (LAP 3) - formerly LAP-R ………………………………………………….....87Miller Assessments for Preschoolers (MAP) …………………………………………………………………………………….. 89NEPSY® …………………………………………………………………………………………………………………………….…90Stanford-Binet Intelligence Scales for Early Childhood (Early SB5) ………………………………………………………….. 92Test of Mathematics Ability - Third Edition (TEMA-3) …………………………………………………………………………… 94Test of Early Reading Ability - Third Edition (TERA-3) …………………………………………………………………………. 96Wechsler Preschool & Primary Scale of Intelligence - Third Edition (WPPSI™-III) …………………………………………. 98Woodcock-Johnson® III (WJ-III) Tests of Achievement ……………………………………………………………………… 101Woodcock-Johnson® III (WJ-III) Tests of Cognitive Abilities ………………………………………………………….............104Woodcock-Muñoz Language Survey-Revised (WMLS-R) …………………………………………………………………… 107Work Sampling System 4th Edition (WSS-4) …………………………………………………………………………………….110Appendix A – Coding Scheme Used in Tables ……………………………………………………………………………………….. 113Appendix B – References ……………………………………………………………………………………………………………….. 115
  4. 4. Assessment Tools 4Early Childhood Assessment ProgramOn behalf of the Early Learning Coalition of Miami-Dade/Monroe (ELCMDM) Countiesand, as part of the planning for the 2007 Assessment Task Force being sponsored by ELCMDM,the Early Childhood Assessment Program (AP) located at Florida International University (FIU),University Campus, researched numerous assessments instruments which were developed forpreschool children. The attached document entitled Early Childhood Tools evidences the resultsof this research.Due to the comprehensiveness of said results, the list of possible instruments to bereviewed by the Assessment Task Force was narrowed down according to specific criteria, andthe instruments were rated based on a categorical matrix system. The assessment tools wereeither accepted or eliminated for inclusion in the final list of possible candidates of tools to bereviewed by the Assessment Task Force. (The AP staff’s expertise is in School Psychology,specializing in Early Childhood Assessments, thus they are fully qualified to make the originalselection on behalf of ELCMDM.)Only thirteen (13) instruments from the original list met the final criteria from the matrix.Each criterion was used for these purposes as follows:I. LanguageApproximately twenty-five (25) instruments from the original list which had some typeof Spanish version; of these thirty (30), only thirteen (13) instruments also met additionalcriteria. Thus, having a Spanish version became the first criteria when rating the instruments.Language is of utmost importance in selecting instruments to appropriately serve the Miami-Dade County population where many children are second-language learners (e.g., Spanish beingthe dominant language).II. PsychometricsNorm-referenced instruments with good psychometric properties were preferred (e.g.,those with concurrent validity, predictive validity, internal consistency reliability, and test-retestreliability correlations of, at least, above .70, preferably in the .80’s and .90’s.). Criterion-referenced instruments were expected to have lower psychometric properties, but preferentialtreatment was given to those that approached the .70 cut-off point. However, it is important toremember that with authentic-based assessments such as portfolios and teacher-rating scales, thecut-off scores in the field can be as low as .45 and still prove to be effective tools.III. Translated/AdaptationsThis criteria pertained to whether the Spanish version of the instrument was a literaltranslation from the English language (e.g., not desirable) or a true adaptation (e.g., desirable)where ideas and basic concepts are expressed in native patterns and colloquialisms.
  5. 5. Assessment Tools 5Unfortunately, few of the instruments either a) were adaptations from English into Spanish or b)had information on whether they were translated or adapted into Spanish from English.IV. Spanish-Speaking NormsThis category has to do with whether, or not, the normative data was gathered from aSpanish-speaking population. For the purposes of making a determination on the selection ofinstruments, preferential treatment (or weigh) was given to the Spanish version of instrumentswhich were standardized on this type of sample of children. Unfortunately, only three (3)instruments met these criteria.V. Reporting System (Friendly Recommendations)The fifth category of the matrix was tools with parent/teacher-friendly reporting systems.This category was critical because sometimes instruments which are child-friendly fail to provideusefulness to the parent or teacher. Given a) the young age of our preschool population and b)the current trend to work with the child before any referral can be made, the instruments withuseful reporting systems were preferred over others.VI. Date PublishedThe cut-off date of publication was 1990. Instruments that were developed before thistime, though perhaps reviewed, were not even considered for the original list. The more recentinstruments were preferred because since their norming samples were more current, they weregenerally more representative of the populations being tested today.VII. Examiner CharacteristicsThis criterion was based on the examiner minimum qualifications as prescribed by thetest publishers. The final eleven (11) instruments had examiner qualifications which ranged fromthat of a broad continuum (e.g., professional to paraprofessional) to being very narrow andspecific in focus (e.g., licensed school psychologists only). There was no predeterminedpreference; the decision depended on the instrument.VIII. AdministrationThis category had a specific cut-off point; specifically, +/-thirty minutes. Assessmentswith administration times less than thirty minutes - most of which were screeners - were givenfavorable ratings in the matrix; those with times over the thirty minutes were not given favorableratings, unless the other criteria could justify doing so. Keeping this in mind, few tools withadministration times over thirty minutes were able to meet criteria. The rationale for establishingthis low cut-off point was to meet the intentions of the ELCMDM for 2007; in other words, toreduce the assessment time in order to increase the time in which to implement interventions.
  6. 6. Assessment Tools 6IX. PurposeThis criteria was the most complicated to score. Principles and recommendations of theNational Educational Goals Panel (NEGP) were used to operationalize the purposes ofassessments - according to NEGP there are four: a) to support learning – P1, b) to screen forand/or identify special needs – P2, c) to meet program evaluation/monitoring objectives – P3, d)for high stakes accountability – P4. The original list was reviewed and scored in the matrix andthe respective sub-grouping was chosen in the case of each instrument – P1, P2, P3, or P4. Therewas no predetermined preference; the decision depended on the instrument. However, the NEGPis clear about the risks of combining assessment purposes. The AP staff followed theserecommendations when making final selection.X. SoftwareThis last criteria pertained to whether, or not, the tool had some type of computerprogram available, and if so, the extent to which the program would assist users (e.g., 1- just toenter data; 2- enter data & simple reporting system; 3- enter data, palm pilot program, plus alltypes of reports, including program evaluation, etc.). The instruments which had useful, bettersoftware were preferred, however, no tool was disqualified for poor or lack of software (e.g., thisis a variable that can always be added or improved).XI. Other ConsiderationsA. Type: Formal/ InformalThis criteria was relevant to the extent that it is a dichotomous variable (e.g., categorizingthe tool into an either/or sub-grouping). One sub-grouping is that of the formal assessments; thenorm-referenced tools fall in this category. The other sub-grouping is that of the informalassessments; the criterion-referenced tools fall in this category. There was no predeterminedpreference; the decision depended on the instrument.B. Type: Domains-Multi/ SingleThis, too, is a dichotomous variable which categorizes tools according to the number ofdomains – whether multiple (e.g., assesses a number of different concepts/content areas) orsingle (e.g., assesses just one concept/content area). There was no predetermined preference; thedecision depended on the instrument.XII. Summaries of Selected InstrumentsThe following tables summarize the relevant information on each of the thirteen (13) finalinstruments chosen by the AP staff for the 2007 Assessment Task Force to review. Appendix Aexplains the coding scheme used in tables.
  7. 7. Assessment Tools 7Overview of Early Childhood Tools: Tables of Explanatory AnalysesAssessment Title/Year Published Author Publisher Price per UnitAges & Stages Questionnaires: Second Edition (ASQ-II) - 1999 Diane Bricker, & JaneSquires, with assistancefrom Linda Mounts,LaWanda Potter, RobertNickel, ElizabethTwombly, et alBrookes Publishing Co.Contact:By telephone, toll-free: 1-800-638-3775By FAX: 1-410-337-8539By e-mail:custserv@brookespublishing.com User’s Guide &(photocopiable)Questionnaires -$125.00 CD-ROM & User’sGuide - $125.00English and Spanishversions are soldseparatelyDomains/Areas Assessed Overall PurposeMultiple: Communication, gross motor, fine motor, problem solving, andpersonal-social (ea. domain is called a “questionnaire”)P2 – Identification of special needsSkill ID Grade/Age Administration Frequency ofAdministrationAmount of timerequired toadministerAssessment Model IDMultiple developmentalskills6–60 months Parent questionnaire Ongoing (used formonitoring purposes)10 to 15 minutes Self-report (parental)Item Format Items Description Presentation Mode Presentation UnitParent self-report 30-item Parents observe their child and complete simplequestionnaires about their childs abilities (someactivities prescribed)Visual QuestionnaireMental Processing Response Unit Student ResponseEvaluation and decision-making (parental)  Parents check the appropriate box Parents circle the appropriate itemnoneScoring:Scoring by professionals –Parental responses of most of the time, sometimes, and rarely/never are convertedto 10, 5, and 0. A high total score = problems; a low total score = that the child isconsidered to be competent (by parent completing questionnaires).Notes:Brookes Publishing offer ASQ Train-the-Trainer* programs with the test developers (orassociate) at the following approximate costs: 1 day: $2200–$3575; 2 days: $4400–$4675*These fees are based on groups of 20 participants. For larger or smaller groups, the fees willvary.
  8. 8. Assessment Tools 8Assessment Title/Year Published Author Publisher Price per UnitAges & Stages Questionnaires: Social Emotional (ASQ-SE) - 2002 Jane Squires, DianeBricker, & ElizabethTwombly, with assistancefrom Suzanne Yockelson,Maura Schoen Davis, &Younghee KimBrookes Publishing Co.Contact:By telephone, toll-free: 1-800-638-3775By FAX: 1-410-337-8539By e-mail:custserv@brookespublishing.com User’s Guide &(photocopiable)Questionnaires -$199 CD-ROM & User’sGuide - $199.00English and Spanishversions are soldseparatelyDomains/Areas Assessed Overall PurposeSingle: Personal-social (self-regulation, compliance, communication, adaptivefunctioning, autonomy, affect, and interaction with people)P2 – Identification of special needsSkill ID Grade/Age Administration Frequency ofAdministrationAmount of timerequired toadministerAssessment Model IDSocial-emotional 6–60 months Parent questionnaire Ongoing (used formonitoring purposes)10 to 15 minutes Self-report (parental)Item Format Items Description Presentation Mode Presentation UnitParent self-report 32-item Parents are asked to respond to questions about theirchild’s social-emotional behaviors.Visual QuestionnaireMental Processing Response Unit Student ResponseEvaluation and decision-making (parental)  Parents check the appropriate box Parents circle the appropriate itemnoneScoring:Scoring by professionals –Parental responses of most of the time, sometimes, and rarely/never are convertedto 10, 5, and 0. A high total score = problems; a low total score = that the child isconsidered to be competent by the parent completing the questionnaire.Notes:Brookes Publishing offer ASQ: SE Train-the-Trainer* programs at the following approximatecosts: 1 day: $1200–$19502 days: $1950–$2475*These fees are based on groups of 20 participants. For larger or smaller groups, the fees willvary.
  9. 9. Assessment Tools 9Assessment Title/Year Published Author Publisher Price per UnitBattelle Developmental Inventory – Second Edition (BDI-2) Jean Newborg The Riverside PublishingCompany Kit w/manipulatives -$867.50 Complete kit plussoftware - $ 1,076.50 Screener Kit only –$171.50Domains/Areas Assessed Overall PurposeMulti: Personal-Social, Adaptive, Motor, Communication & Cognitive P1 – Support learning; P2 – Identification of special needs; P3 – Programevaluation/monitoring trends; and P4 – AccountabilitySkill ID Grade/Age Administration Frequency ofAdministrationAmount of timerequired toadministerAssessment Model IDMultiple developmentalskillsBirth to 8.0 years Individual Periodical  Full BDI-2: 1 to 2 hrs. BDI-2 Screener: 10 to30 minutesOn-demand responseItem Format Items Description Presentation Mode Presentation UnitOral-Directed Varies Auditory Visual and mixed MultipleMental Processing Response Unit Student ResponseChild performance and oral responseScoring: Hand scored or scored w/optional scoring software: the BDI-2 ScoringPro®software. Also available is the BDI-2S Personal Digital Assistant (PDA) application -Palm® Solution - which includes both English and Spanish versions.Notes:
  10. 10. Assessment Tools 10Assessment Title/Year Published Author Publisher Price per UnitBrigance® Early Preschool Screen II (Ages 2 - 2 ½) - 2005Brigance® Preschool Screen II (Ages 3 – 4) – 2005Albert H. Brigance Curriculum Associates®,Inc.Corporate HeadquartersP.O. Box 2001North Billerica, MA01862-9914info CAinc.comUSA & Canada:Tel. (800) 225-0248Fax (800) 366-1158Order Desk: USA x – 432Product Info: x - 62Brigance® Manual withBuilding Blocks * Early PreschoolScreen II - $110.00 Preschool Screen II -$110.00Brigance® ScreensScoring Software II withTechnical Report Manual -$117.95NOTE: *data sheets soldseparatelyDomains/Areas Assessed Overall PurposeMulti: Fine and gross motor skills, receptive and expressive language, self-help skills,and social-emotional domains; assesses reading and math at older agesP1 – Support learning and P2 – Identification of special needsSkill ID Grade/Age Administration Frequency ofAdministrationAmount of timerequired toadministerAssessment Model IDMultiple developmentalskillsAge 2.0 to 4.0 Individual Periodical 10 to 15 minutes On-demand responseItem Format Items Description Presentation Mode Presentation UnitOral-Directed 44 skills Multi: Including personal data responses, block building,identifying objects by pointing, matching colors, namingobjects from pictures, adding plural s’s and –ing endings,etc.Auditory, Visual andmixedMultipleMental Processing Response Unit Student ResponseMulti: Including recall, performance, identification, etc. Multiple Responses Child performance and oral responseScoring: Correct responses are given credit based on examiner’s professional judgmentplus directions in manual – either 1, 2 or 3 points.Notes: Also available are Class Summary Folders, Spanish Directions Booklets, andother Brigance® relevant materials
  11. 11. Assessment Tools 11Assessment Title/Year Published Author Publisher Price per UnitChild Observation Record, Second Edition (COR-2) - 2002 High/Scope EducationalResearch FoundationTel. 1-800-40-PRESSpress@highscope.org Preschool ChildObservation Record(COR), SecondEdition - $174.95 Preschool ChildObservation Record(COR) for CD-ROM,Second Edition -$199.95 (includes oneuser license)Domains/Areas Assessed Overall PurposeMulti: Initiative, Social Relations, Creative Representation, Movement & Music,Language & Literacy, Mathematics & ScienceP1 – Support learningSkill ID Grade/Age Administration Frequency ofAdministrationAmount of timerequired toadministerAssessment Model IDMulti2.6 to 6.0 years Individual Ongoing Ongoing Observational profileItem Format Items Description Presentation Mode Presentation UnitRunning recordsObservational N/A N/AMental Processing Response Unit Student ResponseMultiple - As occurring in natural environmentMultiple Responses Multiple ResponsesScoring:Score of 1 to 5 on 32 behaviors and skills with subscale scores for four broad categoriesNotes:For customized training contact High/Scopes Educational Services Division at734/485-2000, ext. 218, or e-mail gavinh@highscope.org
  12. 12. Assessment Tools 12Assessment Title/Year Published Author Publisher Price per UnitCreative Curriculum® Developmental Continuum Assessment (2005) Diane Trister Dodge,Laura Colker & CateHeromanTeaching Strategies, Inc.P.O. Box 42243Washington, DC 20015Toll Free: 800-637-3652Local: 202-362-7543Fax: 202-364-7273Complete AssessmentSystem Kit - $89.95(English & Spanish kitssold separately/sameprice)Domains/Areas Assessed Overall PurposeMulti: Includes social/emotional, physical, cognitive, & language developmentalareasP1 – Support learningSkill ID Grade/Age Administration Frequency ofAdministrationAmount of timerequired toadministerAssessment Model IDMulti Age 3.0 to 5.0 Ongoing 3 summary points per yearrecommendedOngoing Observational checklistItem Format Items Description Presentation Mode Presentation UnitVaries, includesobservations, and oral-directed running records11 interest areas ;multiple items in eachareaObservational N/A N/AMental Processing Response Unit Student ResponseMultiple - As occurring in natural environment Multiple Responses Multiple ResponsesScoring: Notes:The Creative Curriculum® Developmental Continuum for Ages 3-5 is a valid and reliableinstrument which is the assessment component of The Creative Curriculum®
  13. 13. Assessment Tools 13Assessment Title/Year Published Author Publisher Price per UnitDevelopmental Indicators for the Assessment of Learning-ThirdEdition(DIAL-3), 1998Carol Mardell-Czudnowski & DorotheaS. GoldenbergAGS Publishing4201 Woodland RoadCircle Pines, MN 55014-1796phone 800.328.2560 /651.287.7220fax 800.471.8457 /651.287.7223customerservice@agsnet.com Complete kit, inc.Speed DIAL(Eng./Spa.) –$469.99 Complete kit withASSIST - $569.99Domains/Areas Assessed Overall PurposeDomains - Physical, Cognitive, Communication, Social or Emotional, and Adaptive.Subtests - Motor - gross & fine motor development; Concepts – knowledge of basicconcepts such as counting and colors; Language – receptive & expressive language;Self-Help Development – daily living skills in such areas as eating, drinking, &dressing, and; Social Development – skills in relating to others.(P2) - Developmental screening.DIAL-3 is an individually administered screening test designed to identify young childrenin need of further diagnostic assessment.Skill ID Grade/Age Administration Frequency ofAdministrationAmount of timerequired toadministerAssessment Model IDMulti Age 3.0 - 6.11 Individual Periodic 20 -30 minutes; Speed DIAL(condensed version): 15 - 20minutesMultiple: On-demandresponse from child;observational record;parent questionnaireItem Format Items Description Presentation Mode Presentation UnitEach item assesses uniquebehaviors. Some itemsconsist of only one task(for example, catching),while other items includemore than one task (forexample, jumping,hopping, and skipping).Gross Motor items include catching, jumping,hopping, & skipping; Fine Motor items includebuilding with blocks, cutting, copying shapes andletters, and writing, and a finger-touching task;Language items include answering simple personalquestions, articulation, naming, or identifying objectsand actions, plus phonemic awareness tasks; Conceptitems include pointing to named body parts, naming oridentifying colors, rote counting, counting blocks &sorting shapes.Multiple VariesMental Processing Response Unit Student ResponseMulti: Including recall, performance, identification, etc. Multiple Responses Depending on task, childs response could be oral/motor.Scoring: By hand or computer. Computerized scoring: ASSIST scoring software inc.optional report to parents, parent-child activities, and group reporting capabilities.Notes: Training options available. Optional 45-minute video is available in bothlanguages to enhance training through visual examples of the screening situation and itemadministration.
  14. 14. Assessment Tools 14Assessment Title/Year Published Author Publisher Price per UnitDECA Program, 1999 Paul A. Le Buffe & JackA. NaglieriKaplan Early LearningCompanyTel.: 1-800-334-2014 or336-766-7374Fax: 1-800-7526DECA Kit - $199.95DECA rating form –approx. $1.00 ea.Domains/Areas Assessed Overall PurposeProtective Factors – Initiative, Attachment, Self-ControlBehavioral Concerns(P2) Standardized assessment for protective factors; screener for behavior concernsSkill ID Grade/Age Administration Frequency ofAdministrationAmount of timerequired toadministerAssessment Model IDSocial-emotional Ages 2 through 5 Individual (parent &teacher)Periodic – 3 times p/year 10-15 minutes Observational recordItem Format Items Description Presentation Mode Presentation UnitQuestions to be rated (seescoring below)37 Ea. item answers: “During the past 4 weeks, how oftendid the child...”Visual RatingMental Processing Response Unit Student ResponseEvaluation and decision-making (by parent & teacher,not child)checkmark noneScoring:Items are scored according to following Likert scale: Never (O); Rarely (1);Occasionally (2); Frequently (3); and Very Frequently (4)Notes:Contact Kaplan directly. A trainer can be contracted starting at approx. $1,200 +expenses per day/per trainer/Professional Development * (*Does not apply to CreativeCurriculum Approach training).Keynote Address (if applicable) $3,000 + expensesTraining fees are based on a maximum number of 35 participantsExpenses include airfare or mileage, lodging, meals and training materials.
  15. 15. Assessment Tools 15Assessment Title/Year Published Author Publisher Price per UnitEarly Screening Inventory-Preschool (ESI-P), 1997NOTE: ESI-R is a continuous protocol screener for children age 3 to 6 years old. ESI-P is for age 3 to 4 ½ while ESI-K is for children age 4 ½ to 6 years old.Samuel J. Meisels, MarthaStone Wiske, and LauraW. HendersonPearson Early LearningGroup1185 Avenue of theAmericas, 17th FloorNew York, NY 10036Tel.: 1.800.321.3106Fax: 1.800.393.3156ESI-P Kit, English version(Age 3-4 ½) - $118.50ESI-P Kit, Spanish version(Age 3-4 ½) - $118.50Domains/Areas Assessed Overall PurposeDevelopmental areas addressed: Score Sheet: Visual Motor/Adaptive, Language, andCognition; (Social/Emotional is covered in the comments) Parent Questionnaire: Self-help skills(P2) - It identifies young children at risk for school failure — accurately, quickly, andcost effectively. Extensive research has shown the ESI-R to be both reliable and validSkill ID Grade/Age Administration Frequency ofAdministrationAmount of timerequired toadministerAssessment Model IDMulti Age 3 to 4 ½ Individual administered inhome or centerPeriodic 15 to 20 minutes Multiple: On-demandresponse from child andobservationalItem Format Items Description Presentation Mode Presentation UnitEach item assesses uniquebehaviors. Some itemsconsist of only one taskwhile others items includemore than one task along acontinuum of developmentSome examples include: block building from imitationor from model, and cutting, copying shapes; catching,jumping, & skipping;Multiple VariesMental Processing Response Unit Student ResponseMulti: Including recall, performance, identification, etc. Multiple types of responses depending on tasks andprocessing involvedDepending on task, childs response could be oral/motorScoring: By hand or computer.Yields three scores: Refer, Re-screen and OK. - interpreted differently, depending onage group. For each item, the child receives from 0-3 points.Computerized scoring: ESI-Online (both ESI-P & ESI-K) scoring software includesdownloadable user guides, data entry & automated scoring, printable score-sheets(Eng./Spa.) & parent questionnaires, class reports, report to parents, and tutorials. Licensed annually at a cost of $2.95 p/child. Technical support available from8:00 a.m. to 8:00 p.m. EST, Mon. – Fri. For information on online products(including registration) call Leah Theodorou at 1.888.832.9378, ext. 1775.Notes: Training videos demonstrating procedures and administration are soldseparately; this is a recommended resource for every user.On-site training is available for a fee, plus expenses; to be able to negotiate better priceand terms for training, (maybe a discount if included with the entire package), callcompany with the actual number of participants.For information on professional development and general product questions, call DanaSchmidek at 1.888.832.9378, ext. 1763.
  16. 16. Assessment Tools 16Assessment Title/Year Published Author Publisher Price per UnitLearning Accomplishment Profile-Diagnostic Edition, III (LAP-D), 2005 Nehring, Aubrey D.;Nehring, Ema F.; Bruni,John R., Jr.; Randolph,Patricia L.; Kaplan Press;Sanford, Anne R.; Zelman,Janet G.; Glover, M.Elayne; Preminger, Jodi L.Kaplan Early LearningCompany1-800-334-2014 (Mon. –Fri., 8:00 - 6:00 p.m., EST)mailto:info@kaplanco.comLAP-DIII Kit - $799.95Domains/Areas Assessed Overall PurposeFour developmental areas: fine motor, gross motor, cognition, and language. Each areais contains two subscales. Language Naming & Language Comprehension; Fine MotorManipulation & Fine Motor Writing; Gross Motor Body Movement & Gross MotorObject Movement, and; Cognitive Matching & Cognitive Counting(P1) & (P2) Results from the LAP-D can be used for developing IEPs and forclassroom planning. Personal/Social and Self-Help Checklists are included, along withLAP-D Pupil/Teacher/Parent Planning CardsSkill ID Grade/Age Administration Frequency ofAdministrationAmount of timerequired toadministerAssessment Model IDMulti 30-60 months individual Periodic Approx. 1 ½ hours(although this estimatedoes not take into accountincidentals such as time toestablish rapport with thechild, bathroom breaks,rest periods, etc.)On-demand response,some items timedItem Format Items Description Presentation Mode Presentation UnitEach item assesses uniquebehaviorTotal 226 items but eachsubscale varies in # ofitems.Multi: including block building, from model or byimitation, identifying objects by pointing, matchingcolors, naming objects from pictures, to jumping,hopping, and skipping.Auditory, Visual andmixedVaries depending on itemMental Processing Response Unit Student ResponseMulti: Including recall, performance, identification, etc Multiple types of responses depending on tasks andprocessing involvedChild performance and oral responseScoring: By hand, computer or palm pilot.The child reaches ceiling w/3 errors out of 5 consecutive items administeredNotes:Contact Kaplan directly for training.
  17. 17. Assessment Tools 17Assessment Title/Year Published Author Publisher Price per UnitLearning Accomplishment Profile-Revised (LAP-3), 2004 Kaplan Early LearningCompany1-800-334-2014 (Mon. –Fri., 8:00 - 6:00 p.m., EST)mailto:info@kaplanco.comDomains/Areas Assessed Overall PurposeSeven developmental domains, including: Gross Motor, Fine, Motor, Pre-Writing,Cognitive, Language, Self-Help, Personal/Social(P1) The purpose of the LAP 3 is to assist teachers plan instructionSkill ID Grade/Age Administration Frequency ofAdministrationAmount of timerequired toadministerAssessment Model IDMulti Children functioning in the36-72 month age rangeindividual Periodic (at the beginning,middle, and end of theprogram year) or ongoingApprox. 1 ½ hours(although this estimatedoes not take into accountincidentals such as time toestablish rapport with thechild, bathroom breaks,rest periods, etc.)On-demand responseItem Format Items Description Presentation Mode Presentation UnitEach item assesses uniquebehaviorMental Processing Response Unit Student ResponseScoring:The LAP-3 neither assigns a diagnostic label nor yields statistically precise measuresregarding a child’s level of functioningNotes:Contact Kaplan directly for training.
  18. 18. Assessment Tools 18Assessment Title/Year Published Author Publisher Price per UnitLearning Accomplishment Profile-Diagnostic Edition Screens (LAP-DScreens-3 Yr. Old, 4 Yr. Old, 5 Yr. Old)Nehring, Aubrey D.;Nehring, Ema F.; Bruni,John R., Jr.; Randolph,Patricia L.; Kaplan Press;Sanford, Anne R.; Zelman,Janet G.; Glover, M.Elayne; Preminger, Jodi L.Kaplan Early LearningCompany1-800-334-2014 (Mon. –Fri., 8:00 - 6:00 p.m., EST)mailto:info@kaplanco.comDomains/Areas Assessed Overall PurposeFour developmental domains inc. Gross Motor, Fine Motor, Cognitive & Language (P2)Skill ID Grade/Age Administration Frequency ofAdministrationAmount of timerequired toadministerAssessment Model IDMulti (“condensed”version of LAP-D)3-, 4-, and 5-year-oldchildrenIndividual, one-on-oneonlyPeriodic 12-15 minutes toadministerOn-demand responsescreen, some items timedItem Format Items Description Presentation Mode Presentation UnitEach item assesses uniquebehavior16 Multi: including block building, from model or byimitation, identifying objects by pointing, matchingcolors, naming objects from pictures,Auditory, Visual andmixedVaries depending on itemMental Processing Response Unit Student ResponseMulti: Including recall, performance, identification, etc Multiple types of responses depending on tasks andprocessing involvedChild performance and oral responseScoring: By hand, computer or palm pilot.Results are divided into PASS (P) or REFER (R)Notes:Contact Kaplan directly for training.
  19. 19. Assessment Tools 19Assessment Title/Year Published Author Publisher Price per UnitWork Sampling System® (WSS) - 2001Pearson Early LearningGroup1185 Avenue of theAmericas, 17th FloorNew York, NY 10036Tel.: 1.800.321.3106Fax: 1.800.393.3156Domains/Areas Assessed Overall PurposePersonal and social development; language and literacy; mathematical thinking;scientific thinking; social studies; the arts, and; physical development and health(P1) WSS is a curriculum-embedded assessment based on national and state standardswhich help teachers plan instruction.Skill ID Grade/Age Administration Frequency ofAdministrationAmount of timerequired toadministerAssessment Model IDN/A Preschool - 6thgrade N/A Ongoing N/A Observational recordItem Format Items Description Presentation Mode Presentation UnitN/A N/A N/A N/A N/AMental Processing Response Unit Student ResponseChildren assessed in natural setting, in non-threatening-manner.N/A None specificScoring: WSS does not involve point-in-time assessment scores, but rather, it charts thechilds progress over time.Notes: Contact publishers for more information
  20. 20. Assessment Tools 20Using Assessment to Inform Teachingor to Identify Special NeedsThe following two options represent two different assessment models and thecorresponding instruments which were reviewed. These assessment models are based onthe NEGP principles and recommendations used to operationalize the purposes ofassessments discussed above in Section IX.-Purpose. The FIU staff’s recommendation tothe ELCMDM was to consider the use of two distinct types of instruments in their futureplanning, as follows: one instrument developed for instructional purposes, to helpteachers plan their classroom activities to meet the children’s needs; another instrumentdeveloped along the lines of a diagnostic purpose, to screen for and identify specialneeds. The instruments are listed according to their corresponding purpose or function:(P1) Support Learning/Instructional Purpose:*Battelle Developmental Inventory – Second Edition (BDI-2)*Brigance® Early Preschool Screen II (Ages 2 - 2 ½) - 2005*Brigance® Preschool Screen II (Ages 3 – 4) – 2005Child Observation Record, Second Edition (COR-2) - 2002Creative Curriculum® Developmental Continuum Assessment (2005)*DECA Program, 1999*Learning Accomplishment Profile-Diagnostic Edition, III (LAP-D), 2005*Learning Accomplishment Profile-Revised (LAP-3), 2004Work Sampling System® (WSS) - 2001(P2) Screening Purpose:Ages & Stages Questionnaires: Second Edition (ASQ-II) - 1999Ages & Stages Questionnaires: Social Emotional (ASQ-SE) - 2002*Battelle Developmental Inventory – Second Edition (BDI-2)*Brigance® Early Preschool Screen II (Ages 2 - 2 ½) - 2005*Brigance® Preschool Screen II (Ages 3 – 4) – 2005
  21. 21. Assessment Tools 21Developmental Indicators for the Assessment of Learning-Third Edition(DIAL-3),1998*DECA Program, 1999Early Screening Inventory-Preschool (ESI-P), 1997*Learning Accomplishment Profile-Diagnostic Edition, III (LAP-D), 2005*Learning Accomplishment Profile-Diagnostic Edition Screens (LAP-D Screens-3 Yr.Old, 4 Yr. Old, 5 Yr. Old)NOTE: *Instruments with more than one purpose.
  22. 22. Assessment Tools 22Spanish Versions of Instruments ReviewedAchenbach System of Empirically Based Assessment (ASEBA®)● Only Child Behavior Checklist (CBC) has a version in SpanishAges and Stages Questionnaires-2ndSecond Edition (ASQ-II)Ages and Stages Questionnaires: Social Emotional (ASQ-SE)Bateria III Woodcock-Muñoz™● Spanish adaptation/translation of WJ® IIIBattelle Developmental Inventory 2nd Edition (BDI-2)● Battelle Developmental Inventory-Spanish (BDI-2 Spanish)Behavior Assessment System for Children - Second Edition (BASC-2)Bilingual Verval Ability Tests - Normative Update (BVAT-NU)Bracken Basic Concept Scale: Expressive (BBCS:E)Bracken Basic Concept Scale– Third Edition: Receptive (BBCS–3:R)Bracken Basic Concept Scale-Revised (BBCS-R)● Bracken School Readiness Assessment (BSRA)Brigance K & 1 Screen IIChild Observation Record Second Edition (COR-2)Creative Curriculum Developmental Continuum AssessmentDenver Developmental Screening Test-II (DDST-R)Developmental Indicators for the Assessment of Learning Third Edition (DIAL-3)Devereux Early Childhood Assessment (DECA)Early Learning Accomplishment Profile (E-LAP)Early Screening Inventory Kindergarten (ESI-K)Early Screening Inventory Preschool (ESI-P)Learning Accomplishment Profile-Diagnostic Third Edition (LAP-D)Learning Accomplishment Profile Screens (3 yr-old, 4 yr-old, 5 yr-old)Learning Accomplishment Profile Third Edition (LAP 3) - formerly LAP-RWoodcock Language Proficiency Battery-RevisedWoodcock-Muñoz Language Survey-RevisedWork Sampling System 4th Edition (WSS-4)● Some WSS-4 materials have been translated into Spanish
  23. 23. Assessment Tools 23Summary of Assessment ToolsNOTE: Factors such as (a childs) anxiety, lack of motivation, fatigue, and/or examiner inexperienceor failure to establish rapport may invalidate a childs test scores. Individual users mayhave different experiences.The information contained herein was based on resources available from the publishers ofthe assessments and/or drawn from the examiners manuals or other sources. For the sake ofbrevity, all the individuals responsible for developing (e.g., authors) and reviewing theseinstruments were not individually quoted herein. The readers are advised to consult therespective publisher directly.AIP and FIU, jointly and individually, make no claims as to the rights of ownership of thesethese instruments and AIP and FIU, jointly and individually, shall not be liable for any errorsand/or omissions. The information provided in the following pages is subject to changes,errors, omissions, and/or modifications - without prior notification.
  24. 24. Assessment Tools 24NOTE: The following Information pertains to the Pre-School module of the comprehensive AchenbachSystem of Empirically Based Assessment which includes an integrated set of rating forms for ages 1.5 - 59+THERE IS A SPANISH VERSION OF THE CHILD BEHAVIOR CHECKLISTPublisher ASEBADate 2000Domains/Areas Assessed ● The Child Behavior Checklist (CBCL/1.5-5) and the Caregiver-Teacher Report Form (C-TRF), revised in 2000, are a set of ratingforms and profiles for the preschool-aged child. They replace theprevious editions of CBCL/2-3 and C-TRF/2-5.● CHILD BEHAVIOR CHECKLIST: parent report consisting of a 99-item child behavioral checklist (CBC) and a language developmentsurvey (LDS) that asks parents to provide the childs best multi-word phrases and words the child uses from a list of 310 words;the LSD indicates whether a childs vocabulary and wordcombinations are delayed relative to norms.● CAREGIVER-TEACHER REPORT FORM: (CTR) a 99-item checklistsimilar to the CBC except 17 family-specific items have beenreplaced with group situation items.● DSM-Oriented Scales: the 99 items in the CBC were organizedinto seven syndromes and two broader groupings of syndromes,while the 99 items in the CTR were organized into six of the CBCsyndromes with two of the broader groupings:□ Internalizing: Emotionally reactive, Anxious/depressive, Somaticcomplaints, Withdrawn□ Externalizing: Attention problems, Aggressive behavior□ Ungrouped (CBC only): Sleep problem□ In the 2000 revision, the syndromes scored between forms arebased on results of factor analyses□ DSM scales were constructed for the following categories:Affective Problems, Anxiety Problems, Attention-Deficit/Hyperactivity Problems, Oppositional Defiant Problems,Pervasive Developmental ProblemsUses or purpose of instrument ● Information collected from parents and caregivers/teachersis used to assess the behavioral, emotional, and socialfunctioning (including language development) of young
  25. 25. Assessment Tools 25children between the ages of 1.5 and 5 years.● To get a better understanding of how the child functions indifferent conditions, it is recommended that information becollected from more than one adult.● The results can be used to structure interviews with parents,identify areas for intervention, and evaluate interventionoutcomes; used in many setting including mental health clinicsAge Range 1.5 to 5 yearsAdministration Time 10 to 15 minutes to complete the forms (minimum 5th gradereading level)Examiner Parent/teacher self-reportScores ● The manual provides instructions for converting raw scores intoT-scores; can be hand or computer scored with the AssessmentData Manager (ADM) software● T-scores compare a child’s performance against other children& the scoring forms classify scores as normal (under 93%),borderline (93 to 97%), or clinical (over 97%); the authorsrecommend that the results be interpreted by someone with somegraduate training.● Respondents complete the CBC and CTR by circling one of threeresponses and the LDS by circling the words the child usesspontaneously.● The behavioral raw scores are derived by summing the responseitem values (0, 1, or 2) for the syndrome scale, responsesyndrome groupings, and total score.● The raw score for the language development survey is the totalnumber of circled words.Language(s) CBC is in English, Spanish and French; other forms in EnglishType (norm-/criterion-referenced) ● CBCL/1.5-5 & C-TRF: re-normed as of 1999□ LDS: Available norms for ages 18 to 35 months can indicatewhether a childs expressive language is delayed relative to hischronological agePeriodic vs. Ongoing Periodic; at the discretion of the respective programValidity ● (1) Concurrent validity: The CBC correctly classified 84% of asample of children (some of whom were diagnosed as havingemotional/behavioral problems), and the CTR correctly classified74% of the children.● (2) Predictive validity: An 11-year longitudinal study found thatchildren identified by the LDS to have language development
  26. 26. Assessment Tools 26problems were more likely to have weak verbal skills at age 13.Reliability ● (1) Internal consistency reliability (Cronbach’s alpha): the CBCscales - ranged from .66 to .92 for the syndromes & .63 to .86 forthe DSM-oriented scales: between .89 and .92 for the two broadergroupings (internalizing & externalizing syndromes) & .95 for thetotal score; the CTR syndromes - ranged from .52 to .96 & for thethe DSM-oriented scales from .68 to .93; and the internalizingand externalizing groupings - .89 and .96, respectively, and forthe total score, .97.● (2) Test-retest reliability (w/an 8-day interval between tests): thecorrelations were .85 and .76 for the CBC and CTR, respectively;studies on the LDS reported correlations greater or equal to .90.Uses Manipulative Materials N/AAdaptations for Special Needs None indicatedOTHER: New Instrument Test Observation Form for Ages 2-18 (TOF)● Empirically based & DSM-oriented assessment of behavioral &emotional problems during testing - documenting examinersobservations without written reports● 125-items; separate norms for each gender; co-normed withStanford-Binet Intelligence Scales, Fifth EditionNOTE: A lot of the information herein was obtained from literature provided by the publisher or theirwebsite. Please contact the publisher directly for more details. (See Appendix B-References on pg. 115.)
  27. 27. Assessment Tools 27THIS INSTRUMENT HAS A VERSION IN SPANISHPublisher Brookes Publishing CompanyDate 1999Domains/Areas Assessed ● Areas screened: Communication, gross motor, fine motor,problem solving, and personal-social● There are 19 questionnaires (corresponding to 19 designatedage intervals); each includes 30 developmental items to becompleted by parents at designated age-intervals, assessingchildren in their natural environments with the goal ofensuring valid results.● The ASQ system is flexible and can fit the needs of diversemonitoring & screening programs: the entire Master set(all the age intervals) of questionnaires can be used or onlysome age intervals: at 4, 6, 8, 10, 12, 14, 16, 18, 20, 22,24, 27, 30, 33, 36, 42, 48, 54, and/or 60 months of age;using the Master set, screening programs may choose ASQage intervals that fit their populations, program goals, & needsUses or purpose of instrument ● Main Uses: 1) Comprehensive, first-level screening of largegroups of infants and young children; 2) to monitordevelopment of children who are at-risk for delays● The forms are photocopiable which keeps costs low forpreschools and, ultimately, parents● Eight new questionnaires were added to this edition (since1980) as a result of user feedback, extending the age-rangeof the system to create a more authentic means of measuringthe rapidly developing skills of young children.● Using parent-completed tools fulfills the spirit of theIndividuals with Disabilities Education Act (IDEA)Amendments of 1997, which calls for parents to be partners intheir childs assessment and intervention activities.Age Range 4 to 60 months of age (5 years old)Administration Time Each questionnaire takes 10–15 minutes to completeand approximately 3 minutes to scoreExaminer(s) Professionals, paraprofessionals and non-professionals;(in practice, the parents/caregivers complete thethe questionnaires and the professionals score them; it can also
  28. 28. Assessment Tools 28be adapted to a variety of settings like health-clinics)Scores ● Professionals convert parents responses of yes, sometimes,and not yet to 10, 5, and 0, respectively — in just 2-3minutes — to color-coded scoring sheets, enabling them toquickly determine a childs progress in each developmentalarea.● A low total score is indicative of problems while a high scoreindicates the child is considered to be competent by theparent completing the questionnaire● The Users Guide then offers clear guidelines for determiningwhether children are at high or low risk in the variousdomains.Language(s) English, Spanish, French and Korean; translations are indevelopment in other languages including Mandarin andArabicType (norm-/criterion-referenced) Norm-referenced questionnaires (by age intervals)Periodic vs. Ongoing Ongoing (when used for monitoring purposes, which is often)Validity ● Concurrent validity was studied by comparing theclassifications of the childs performance based on parentquestionnaire with that on professionally administeredstandardized tests; the instruments were: The RevisedGessell & Armatruda Developmental and NeurologicalExamination (1980); the Bayley Scales of Infant Development(1969):; the Stanford Binet Intelligence Scale (1985); theMcCarthy Scales of Childrens Abilities (1972); and theBattelle Developmental Inventory - BDI - (1984).□ A child was considered "identified" when his score fellbelow the cut-off point set at 2 standard deviations belowthe mean.● Specificity (ability to correctly identify typically developingchildren) ranged from 81% to 92% with overall agreement of86%; Sensitivity (ability to detect delayed development)was lower, averaging 72%; according to publishers, in otherstudies it was as high as 96%.Reliability ● Test-retest reliability studies compared the results ofquestionnaires completed by parents in a two-week timeperiod; the percentage of agreement based on thequestionnaires was .94%; interobserver reliability comparedquestionnaires completed by parents with those completedby examiners; percentage of agreement was also .94% - inother words, 9 out of 10 times, there was agreement.● Test-retest and interobserver reliability indicate that parentssperception of their children using the questionnaire were
  29. 29. Assessment Tools 29consistent over time; examinerss agreement with parentalevaluations of children were consistently high● Internal consistency analyses indicated a strong relationshipacross items and within areas on the questionnaires.Uses Manipulative Materials Mostly those in natural environmentAdaptations for Special Needs N/A; a however, subsample of children with disabilities was usedto evaluate concurrent validity of questionnairesNOTE: A lot of the information herein was obtained from literature provided by the publisher or theirwebsite. Please contact the publisher directly for more details. (See Appendix B-References on pg. 115.)
  30. 30. Assessment Tools 30THIS INSTRUMENT HAS A VERSION IN SPANISHPublisher Brookes Publishing CompanyDate 2002Domains/Areas Assessed ● General areas screened: Personal-social (self-regulation,compliance, communication, adaptive functioning,autonomy, affect, and interaction with people)● There are 8 questionnaires (corresponding to 8 designatedage intervals); each includes 22 - 36 developmental items● The ASQ system is flexible and can fit the social-emotional needsof diverse monitoring & screening programs:the entire Master set of questionnaires can be used or onlysome of the age intervals, such as at 6, 12, 18, 24, 30, 36, 48,and/or or 60 months of age; using the Master set, screeningprograms may choose ASQ-SE age intervals that fit theirpopulations, program goals, and needsUses or purpose of instrument ● The ASQ: SE is a series of 8 questionnaires designed tobe completed by parents to address the emotional &social competence of young children.● Created in response to feedback from Ages & StagesQuestionnaires® - giving users an easy-to-use tool with afocus on children’s social-emotional behavior and all theadvantages of ASQ — the opportunity for input (as thequestionnaires are parent-completed) and the cost-effectivenessof the photocopiable forms; the instruments are researchvalidated by professionals and also culturally sensitive.Age Range 6–60 monthsAdministration Time ● Each questionnaire takes 10–15 minutes to complete andapproximately 3 minutes to scoreExaminer(s) Professionals, paraprofessionals and non-professionals;(in practice the parents/caregivers complete thethe questionnaires and the professionals score them, & it canbe adapted to a variety of settings like health-clinics)Scores ● Professionals converted parents responses of most of thetime, sometimes, and rarely or never to 10, 5, and 0, &
  31. 31. Assessment Tools 31the total score, respectively — in just 2-3 minutes — to color-coded scoring sheets, enabling them to quickly determinea childs progress in each developmental area and total.● Scoring pattern is opposite that of the ASQ - in the ASQ:SEa high total score is indicative of problems, while a lowtotal score indicates the child is considered to be competentby the parent completing the questionnaire● The Users Guide then offers clear guidelines for determiningwhether children are at high or low risk in the variousdomains.Language(s) Questionnaires in English and SpanishType (norm-/criterion-referenced) Norm-referenced questionnaires (by age intervals)Periodic vs. Ongoing Ongoing (when used for monitoring purposes - which is often)Validity ● Validity was studied by comparing the classification ofquestionnaires completed by parents with the classificationof standardized assessments by trained examiners.Comparisons were made with the following instruments:□ the Child Behavior Checklist (1991, 1992); the VinelandSocial-Emotional Early Childhood Scale (1998)● Concurrent validity between the ASQ:SE & concurrentmeasures ranged from 81% to 95% with overall agreementof 93%;● Sensitivity (ability to detect delayed development) rangedfrom 71% to 85% with 78% overall sensitivity.● Specificity (ability to screen correctly those children withoutdelayed development) ranged from 90% to 98% with 95%overall specificity - supporting the usefulness of the ASQ:SEReliability ● Investigated with over 3,000 children across the age intervalsand their families. Test-retest reliability was 94%Uses Manipulative Materials Mostly those in natural environmentAdaptations for Special Needs N/ANOTE: A lot of the information herein was obtained from literature provided by the publisher or theirwebsite. Please contact the publisher directly for more details. (See Appendix B-References on pg. 115.)
  32. 32. Assessment Tools 32Publisher The Riverside Publishing CompanyDate 2001Domains/Areas Assessed The paper-pencil edition of BEAR is a suite of four criterion-referenced assessments of beginning reading and language artsskills, as follows:BEAR assesses progress toward developing four essentialreading skills: Reading Basics, Language Arts, Comprehension,And Reading Fluency. There is a computer edition of BEARwhich offers computer-assisted administration of the 4 subtestsUses or purpose of instrument To assess young students’ acquisition of the essentialcomponents of reading—phonemic awareness, phonics,vocabulary, comprehension, and oral reading fluency.Age Range Grades: K through 3rdAdministration Time Un-timed, estimated administration: Initial-Skills Analysis 45-60minutes total; Specific-Skills Analysis 30-40 minutes per contentarea; Oral Reading Fluency Assessment 15-30 minutes perpassage or list; and Summative Assessment 30-40 minutes percontent area.Examiner Professional or paraprofessionalScores ● Initial-Skills Analysis, Specific-Skill Analysis, and SummativeAssessment via computer. program● BEAR paper and pencil assessments help monitor studentprogress through-out the school-yearLanguage(s) EnglishType (norm-/criterion-referenced) Criterion-referenced assessmentsPeriodic vs. Ongoing OngoingValidity & Reliability None describedUses Manipulative Materials YesAdaptations for Special Needs N/ANOTE: A lot of the information herein was obtained from literature provided by the publisher or theirwebsite. Please contact the publisher directly for more details. (See Appendix B-References on pg. 115.)
  33. 33. Assessment Tools 33THIS INSTRUMENT IS IN SPANISHThe completely and newly revised Bateria III Woodcock-Muñoz™ is a comprehensive set of teststhat includes the Pruebas de habilidades cognitivas and Pruebas de aprovechamiento which arecarefully adapted parallel Spanish versions of the Woodcock-Johnson® III (WJ® III) - cognitiveand achievement tests - and are also updated revisions of the Bateria-R.Publisher The Riverside Publishing CompanyDate 2005Domains/Areas Assessed ● The Cognitive battery offers 6 major scales that yield aGeneral Intellectual Ability (GIA) Score:□ Brief Scale□ Standard Scale□ Extended Scale□ Early Development Scale□ Bilingual scale (w/ Diagnostic Supplement)□ Low verbal scale (w/ Diagnostic Supplement)NOTE:□ A language-reduced General Intellectual Ability (GIA)score measures the intellectual ability of bilingual ormultilingual individuals□ A Broad Cognitive-low Verbal score (BVC) identifiesstrengths in individuals with limited English skills● The Achievement battery includes:□ Five tests of reading□ Four tests of oral language□ Four tests of mathematics□ Four tests of written language□ Five tests of academic language● A Comparative Language Index (CLI) determineslanguage dominanceUses or purpose of instrument ● Provides a measurement of general intellectual ability, specificcognitive abilities, oral language, and academic achievement● Helps identify and diagnose leaning difficulties in Spanish-dominant individuals● May be used with WJ® III to obtain a comparative languageindex to determine language dominance.● Assesses specific cognitive abilities based on CHC theory● Offers several options for brief as well as comprehensiveAssessmentAge Range 2.0 to 90.0+ years
  34. 34. Assessment Tools 34Administration Time Varies, approximately 5-10 minutes per testExaminer Professionals (commonly used by bilingual school psychologistsin school settings )● Training required● Practice sessions are recommended prior to "real"AdministrationScores ● Scores obtained using Batería III: AE; GE; PR; SS; RPI;Instructional Ranges; Developmental Zones● Optional scores offered for the Batería III: NCE; Z; Stanines;CALP● Provides General Intellectual Ability (GIA) measurement,including a language-reduced Broad Cognitive Ability scoreas well as an early development GIA score● Provides interpretive information from test and cluster scoresthat helps measure performance levels, determine educationalprogress, and identify individual strengths and weaknesses.● Includes Compuscore® and Profiles Program - a computerscoring software which saves valuable professional time &significantly increases scoring accuracy□ Provides a brief summary report in both English and SpanishLanguage(s) SpanishType (norm-/criterion-referenced) Norm-referenced - The norms are from the WJ III® - year 2000,which allows comparisons between an individual performanceon the Batería III and the WJ III; includes co-normed cognitiveand achievement batteries.Periodic vs. Ongoing PeriodicValidity Information not available at this timeReliability Information not available at this timeUses Manipulative Materials NoAdaptations for Special Needs N/ANOTE: A lot of the information herein was obtained from literature provided by the publisher or theirwebsite. Please contact the publisher directly for more details. (See Appendix B-References on pg. 115.)
  35. 35. Assessment Tools 35THIS INSTRUMENT HAS A VERSION IN SPANISHPublisher The Riverside Publishing CompanyDate 2004Domains/Areas Assessed ● Five (5) Domains:● Personal-Social, Adaptive, Motor, Communication &CognitiveTwenty-two (22) Subtests including, but not limited to the● Expression of feelings, peer interaction, attention, personalresponsibility, body coordination, fine motor, perceptualmotor communication (receptive/expressive), perceptualdiscrimination, memory, conceptual development, reasoning& academic skills.Uses or purpose of instrument ● To assess and identify pre-k children w/disabilities● To evaluate groups of pre-k children w/disabilities● To assess the typically developing pre-k child● To assess or screen for school readiness● To use for program evaluation & accountability purposes● The screening test consists of 96 of the 341 total items &identifies if there is a need for further examination● The full BDI-2 provides useful information for eligibility orplacement decisions● Useful for Head Start mandates● Matches all areas as required by IDEAAge Range Birth to 7 years/11 monthsAdministration Time ● Complete BDI-2: 1 - 2 hours;● Screening Test: 10 - 30 minutesExaminer(s) ● Can be administered by a team of professionals or by anexperienced individual service providerScores ● Hand scored or scored w/optional scoring software:the BDI-2 ScoringPro software. Examiners can also use theBDI-2S Personal Digital Assistant (PDA) application - Palm®Solution - which includes both English and Spanish versions● Data is collected on electronic record forms.● Examiners then hotsynch data to their local desktop & canuse the scoring software
  36. 36. Assessment Tools 36● Flexible web-based scoring options for use by team ofprofessionals or single examiner● Wide range of computerized reports to choose● Scoring procedure for BDI-2 Screening are similar to thoseof the full BDI-2, but cut-off scores are provided to helpidentify children who need additional follow-upLanguage(s) ● English & Spanish● The BDI-2 in Spanish can be administered entirely in Spanishin English, or both, in Spanish and English. The child is freeto respond in either language. Flexibility paramount.Type (norm-/criterion-referenced) ● Norm-referenced● Normative data gathered nationally from over 2500 childrenbetween the ages of birth to 7 years 11 months - for the2nd edition of instrument● Sample closely matched the 2000 U.S. Census● (The earlier version of the BDI-2 (BDI, 1985) wasstandardized nationally on approx. 800+/- subjects)Periodic vs. Ongoing PeriodicValidity Correlations are in the .79 to .94 range when compared tosimilar instruments - according to publishers &/or therelated literature on the topicReliability Test-Retest Reliability for the BDI Total was in the .90 to .99range according to publishers &/or related literatureUses Manipulative Materials YesAdaptations for Special Needs YesSPANISH VERSION Battelle Developmental Inventory-Spanish (BDI-2 Spanish)● Translation/adaptation of the BDI-2 to be conducted inSpanish for use with non-English proficient children andcaregivers; cut-off scores based on the BDI-2 standardization● The BDI-2 Spanish may be either hand-scored or computerscored using the BDI-2 ScoringPro™ software.NOTE: A lot of the information herein was obtained from literature provided by the publisher or theirwebsite. Please contact the publisher directly for more details. (See Appendix B-References on pg. 115.)
  37. 37. Assessment Tools 37THIS INSTRUMENT HAS A SPANISH VERSIONPublisher AGS PublishingDate 2005Domains/Areas Assessed Overview: A comprehensive set of rating scales and formsincluding the Teacher Rating Scales (TRS), Parent RatingScales (PRS), Self-Report of Personality (SRP), StudentObservation System (SOS), and Structured DevelopmentalHistory (SDH).● By analyzing the child’s behavior from three perspectives—Self, Teacher, and Parent—one gets a more complete andbalanced picture, as follows:□ Self Perspective -○ Self-Report of Personality (SRP): provides insightinto a child’s or adult’s thoughts and feelings.○ Each form—child (ages 8 to 11), adolescent (ages 12to 21), college (ages 18 to 25)—includes validity scalesfor helping judge the quality of completed forms.▪ A Spanish version is available for the child andadolescent forms.○ The BASC-2 version includes an SRP-Interview (SRP-I)form for children 6-7 in which children provide simpleyes-or-no responses to questions asked by examiner;responses are then recorded on a checklist - takes20 minutes to complete.□ Teacher Perspectives -○ Teacher Rating Scales (TRS): used to measure adaptiveand problem behaviors in the preschool or school setting.○ The forms describe specific behaviors that are rated ona four-point scale of frequency, ranging from “Never” to“Almost Always”; the TRS contains 100-139 items.○ Student Observation System (SOS): used to code andrecord direct observations of a child’s behavior utilizingmomentary time sampling—during 3-second intervalsspaced 30 seconds apart for 15 minutes.▪ SOS assesses both adaptive and maladaptivebehaviors, from positive peer interaction to repetitivemotor movements○ The SOS can also be used for the direct observationportion of a FBA (Functional Behavioral Assessment).
  38. 38. Assessment Tools 38○ You can use the SOS on its own, or with other BASC-2components.□ Parent Perspectives -○ Parent Rating Scales (PRS): used to measure bothadaptive and problem behaviors in the community andhome setting.○ The PRS contains 134-160 items and uses a four-choice response format.○ Structured Developmental History (SDH): a 12-pagehistory and background survey, helps when gatheringcrucial information for the diagnostic and treatmentprocess. The SDH provides a thorough review of social,psychological, developmental, educational, and medicalInformation about a child.○ You can use the SDH on its own, or with other BASC-2Components.□ Activities of Daily Living, Adaptability, Aggression, Anxiety,Attention Problems, Atypicability, Conduct Problems,Depression, Functional Communication, Hyperactivity,Leadership, Learning Problems, Social Skills, Somatization,Study Skills, Withdrawal● This revision of the BASC includes new scales: FunctionalCommunication (TRS/PRS), Activities of Daily Living(PRS), Attention Problems (SRP), and Hyperactivity(SRP)Uses or purpose of instrument ● The BASC-2 is a multi-method, multi-dimensional systemto evaluate the behavior and self-perceptions of childrenyoung adults - it is multi-dimensional in that it has fivecomponents, which may be used individually, or in anycombination, and that it measures numerous aspects ofand personality, including positive (adaptive) as well as(clinical) dimensions● BASC-2 is a well-established system for measuring behaviorand emotions - together the comprehensive set of ratingscales and forms will help you help understand the behaviorsand emotions of children and adolescents.● These scales measure areas important for both IDEA andDSM-IV classifications. In addition, the instrument isrespected for its developmental sensitivity and provides themost extensive view of adaptive and maladaptive behavior.● The uses of the basic BASC-2 tools are the following:□ To assess behavior patterns - Teacher Rating Scales(TRS); Parent Rating Scales (PRS); Student ObservationSystem (SOS)□ To assess emotions and feelings - Self-Report ofPersonality (SRP)□ To gather background information - Structured
  39. 39. Assessment Tools 39Developmental History (SDH)● A great benefit of the BASC-2 if that it differentiatesbetween hyperactivity and attention problems.Age Range & Administration Time 2-0 through 21-11 (TRS and PRS)● TRS: Teachers or other qualified observers can completeforms in about 10–20 minutes for each of the three age levels —preschool (ages 2 to 5), child (ages 6 to 11), and adolescent(ages 12 to 21)● PRS: Parents or caregivers can complete forms in about 10-20minutes for each of the three age levels —preschool (ages 2 to 5), child (ages 6 to 11), andadolescent (ages 12 to 21)● 8-0 through college age (SRP)□ Each form takes about 30 minutes to complete for each ofthe three age levels -child (ages 8 to 11), adolescent (ages 12 to 21), and college(ages 18 to 25)□ SRP-I (for ages 6 to 7) takes about 20 minutes to complete.Examiner ● Professionals - test users/examiners should have a Ph.D. inPsychology or be certified in School Psychology (applicablefor administration of TRS, PRS, and SRP)● Paraprofessionals with training and supervision - (applicablefor administration of SOS and SDH)Scores ● T scores and percentiles, for a general population and clinicalpopulations● Parent Feedback Report:○ Survey results are presented to parents by means of theParent Feedback Report - the reports work with all age levelsof the TRS, PRS, and SRP○ Parents receive test results, interpretative information,definitions of behavior problems, an explanation of treatmentapproaches, and next steps○ Includes a resource list.Language(s) English and Spanish● BASC-2 test items on CD: For parents and students whdifficulty reading, test items are available on audio CD -and Spanish versions are offered for both the Parent RaScales and the Self-Report of PersonalityType (norm-/criterion-referenced) Norm-referenced - Normed based on current U.S. Censuspopulation characteristicsPeriodic vs. Ongoing PeriodicValidity ● Concurrent:Groups of children with preexisting clinical diagnoses tend tohave distinct BASC-2 profiles.
  40. 40. Assessment Tools 40● Predictive: none● Content:Item content came from teachers, parents, children, andpsychologists, as well as from reference sources such as theDiagnostic and Statistical Manual of Mental Disorders, FourthEdition, Text Revision (DSM-IV-TR; American PsychiatricAssociation, 2000) and other instruments.● Instruments used in correlation studies:TRS - include Achenbach System of Empirically BasedAssessment (ASEBA), Caregiver-Teacher Report Form for Ages1.5-5 (ASEBA) and the Conners Teacher Rating Scale-Revised(CTRS-R; Conners, 1997).PRS - include ASEBA Child Behavior Checklist for Ages 1.5-5(ASEBA; Achenbach & Rescorla, 2000) and the ConnersParent Rating Scale-Revised (CPRS-R; Conners, 1997)Reliability ● Internal consistency:TRS - Preschool (age 2 -3) within the range of .87-.96 forComposites; and .75-.92 for the Scales. Preschool (age 4 -5)within the range of .91-.96 for Composites; and .81-.93 for theScales.PRS - Preschool (age 2 -3) within the range of .85-.93 forComposites; and .77-.88 for the Scales. Preschool (age 4 -5)within the range of .87-.93 for Composites; and (.70-.87) for theScales.● Test-retest:TRS - Preschool (age 2 -5) within the range of .84-.87 forComposites; and .72-.87 for the Scales.PRS - Preschool (age 2 -5) within the range of .81-.86 forComposites; and .72-.85 for the Scales.Uses Manipulative Materials NoAdaptations for Special Needs N/ASoftware Programs ○ BASC-2 ASSIST™ PLUS: computer scoring and interpretationsoftware which generates profiles, calculates validity indexes,identifies strengths and weaknesses, and computes multi-ratercomparisons.● Provides reports on all the optional content scales, targetbehaviors for intervention, and relationships to DSM-IV-TRdiagnostic criteria▪ Because the content scales are optional, they are onlyavailable with the BASC-2 ASSIST Plus▪ The optional seven TRS and PRS scales include angercontrol, bullying, developmental social disorders,emotional self-control, executive functioning, negativeemotionality, and resiliency▪ Form levels SRP-A and SRP-COL offer these four optionalscales: anger control, ego strength, mania, and testanxiety
  41. 41. Assessment Tools 41● Available for Windows and Macintosh.○ BASC Portable Observation Program: lets users design theirown template for observations in the classroom using their owndesktop computer; they can then download the form onto theirPersonal Digital Assistant to record personal observations. Or, theycan use their laptop computer to directly record their observations.Additional features of software program include:● Streamline report-writing□ Electronic reports are archived as Portable Document Format(PDF) files□ Allows quickly retrieval of details needed to create in-depth,precise reports for IEP teams● Track information over time● Includes the detailed Student Observation System (SOS)□ Uses of the SOS are to:▪ Collect diagnostic information▪ Create focused treatment plans▪ Monitor the effects of treatmentNOTE: A lot of the information herein was obtained from literature provided by the publisher or theirwebsite. Please contact the publisher directly for more details. (See Appendix B-References on pg. 115.)
  42. 42. Assessment Tools 42THIS INSTRUMENT HAS A VERSION IN SPANISHPublisher The Riverside Publishing CompanyDate 2006 - expected dateDomains/Areas Assessed The Bilingual Verbal Ability Tests are comprised of threesubtests from the Woodcock-Johnson-Revised Test ofCognitive Ability; Picture Vocabulary; Oral Vocabulary, andVerbal Analogies.● These three subtests have been translated into eighteenlanguages, plus English.Uses or purpose of instrument ● Provides a measure of overall verbal ability for bilingualindividuals, or the unique combination of cognitive/academiclanguage abilities possessed by bilingual individuals inEnglish and another language.□ The need for this test is based in the reality that bilingualpersons know some things in one language, some things inthe other language, and some things in both languages -traditional procedures only allow the persons ability to betested in the dominant language.● The BVAT-NU can be used for a variety of purposes in bilingualeducation and clinical assessment; it can be used for entry andexit criteria for bilingual programs. It can be used to assess theacademic potential of bilingual students through a comparison ofhis or her current level of English language proficiency to his orher bilingual verbal ability.● The BVAT-NU can also be used in place of Tests 1 an 31 theWJ® III Tests of Cognitive Abilities to provide a general intellectualability-bilingual (GIA-Bil) score.Age Range 5.0 to AdultAdministration Time Varies. When using the BVAT-NU, the examiner administersthe three subtests in English first. Any item that was missed isthen administered in the native language.□ an estimate is approximately 30 minutesExaminer ● It may be administered either by one examiner who is fluent inthe individuals two languages, or, alternatively, by a primary andancillary examiner team when a bilingual examiner is notavailable.
  43. 43. Assessment Tools 43Scores ● Scores that can be generated by using the BVAT include:SS, PR, AE, GE, RPI, Instructional Ranges, CALP levels● The BVAT-NU provides an overall score (BVA) which can beused to determine an individuals overall level of verbal ability.● For comparative purposes, the BVAT-NU also provides ameasure of English language proficiency.● The BVAT yields an aptitude measure that can be used inconjunction with the WJ-R Tests of Achievement.● A Scoring and Reporting Program is included with each testkit. This software program automates scoring procedures andprovides a narrative report of the individuals bilingual verbalability, English language proficiency, and language use andexposure. When used with the WJ-R Tests of Achievement,the achievement test results are scored and aptitude/achievement discrepancies are calculated and interpreted.The program determines and explains whether any identifieddiscrepancy is related to limitations of English languageproficiency.Language(s) The languages available in BVAT -NU are:Arabic; Chinese Simplified; Chinese Traditional; French;German; Haitian-Creole; Hindi; Hmong; Italian;Japanese; Korean; Navajo; Polish; Portuguese; Russian;Spanish; Turkish; Vietnamese - plus EnglishType (norm-/criterion-referenced) Norm-referencedPeriodic vs. Ongoing PeriodicValidity The construct validity of the BVA score was validated bycomparing estimates of bilingual verbal ability obtained by twoparallel, but independent, testing procedures. No further detailswere available, per results of search.Reliability According to the publishers, alternative form proceduresreliabilities are provided for the BVA score. No further detailswere available, per results of search.Uses Manipulative Materials NoAdaptations for Special Needs N/ANOTE: A lot of the information herein was obtained from literature provided by the publisher or theirwebsite. Please contact the publisher directly for more details. (See Appendix B-References on pg. 115.)
  44. 44. Assessment Tools 44THIS INSTRUMENT HAS A VERSION IN SPANISH*NOTE: *Spanish version of instrument is used with an English-language manualPublisher The Psychological CorporationDate Available Fall 2006Domains/Areas Assessed The BBCS:E is a new test meant to complement the ReceptiveBracken instrument: The Bracken Basic Concept Scale– ThirdEdition: Receptive (BBCS–3:R) detailed separately.The BBCS:E assesses important educational concepts such as:● color, letter/sounds, numbers/counting, size, shapes,direction/position, self-/ social-awareness, texture/material, qualitytime/sequenceUses or purpose of instrument ● The BBCS:E is a developmentally sensitive measure of children’sbasic concept knowledge - includes the ability to evaluate a child’sunderstanding of basic concepts expressively.● The purpose of the BBCS:E is to evaluate the acquisition of basicconcepts of a child expressively, and to determine cognitive andlanguage development for childhood academic achievement.● Assists in developing appropriate IEP goals that relate to theeducational curriculum● Follows the early childhood education curriculum outlined throughHead Start and No Child left Behind ActAge Range 3:0 through 6:11 yearsAdministration Time Individual; 30 minutesExaminer Professional and paraprofessionalScores ● Standard scores and concept age equivalents● Scoring Assistant software which quickly & accurately score testresults, maintain demographic information, store raw scores, andcreate comprehensive graphical and narrative reports for both theBBCS–3:R and BBCS:E.Language(s) English and SpanishType (norm-/criterion-referenced) Norm-referencedPeriodic vs. Ongoing Periodic to monitor progress
  45. 45. Assessment Tools 45Validity None described yet; awaiting publication of manualReliability None described yet; awaiting publication of manualUses Manipulative Materials None describedAdaptations for Special Needs N/A but provides clinical studies on specific populations includingDevelopmental Delayed and Mental RetardationNOTE: A lot of the information herein was obtained from literature provided by the publisher or theirwebsite. Please contact the publisher directly for more details. (See Appendix B-References on pg. 115.)
  46. 46. Assessment Tools 46THIS INSTRUMENT HAS A VERSION IN SPANISH*NOTE: *Spanish version of instrument is used with an English-language manualPublisher The Psychological CorporationDate Available Fall 2006Domains/Areas Assessed The BBCS-3:R is a revision of a test (including updated norms andnew items) meant to complement the Expressive Bracken instrument:The Bracken Basic Concept Scale: Expressive (BBCS:E) detailedseparately.The BBCS-3:R assesses important educational concepts such as:● color, letter/sounds, numbers/counting, size, shapes,direction/position, self-/ social-awareness, texture/material, quality,time/sequenceUses or purpose of instrument ● The BBCS-3:R is a developmentally sensitive measure of children’sbasic concept knowledge - includes the ability to evaluate a child’s(receptive) understanding of basic concepts.● The purpose of the BBCS-3:R is to evaluate the acquisition ofbasic concepts of a child, and to determine cognitive and (receptive)language development for childhood academic achievement.● Assists in developing appropriate IEP goals that relate to theeducational curriculum● Follows the early childhood education curriculum outlined throughHead Start and No Child left Behind ActAge Range 3:0 through 6:11 yearsAdministration Time Individual; 30 to 45 minutesExaminer Professional and paraprofessionalScores ● Standard scores and concept age equivalents● Scoring Assistant software which quickly and accurately score testresults, maintain demographic information, store raw scores, andcreate comprehensive graphical and narrative reports for both theBBCS–3:R and BBCS:E.Language(s) English and SpanishType (norm-/criterion-referenced) Norm-referencedPeriodic vs. Ongoing Periodic to monitor progress
  47. 47. Assessment Tools 47Validity None described yet; awaiting publication of manualReliability None described yet; awaiting publication of manualUses Manipulative Materials None describedAdaptations for Special Needs N/A but provides clinical studies on specific populations includingDevelopmental Delayed and Mental RetardationNOTE: A lot of the information herein was obtained from literature provided by the publisher or theirwebsite. Please contact the publisher directly for more details. (See Appendix B-References on pg. 115.)
  48. 48. Assessment Tools 48THIS INSTRUMENT HAS A VERSION IN SPANISH*NOTE: *Spanish version of instrument is used with an English-language manualPublisher The Psychological CorporationDate 1998Domains/Areas Assessed The BBCS-R consists of 308 items in 11 subtests assessingrelevant educational concepts for this age group, as follows:● Colors -identification of primary colors and basic color terms● Letters - knowledge of upper and lower case letters● Numbers/Counting - number recognition and counting abilities● Sizes - understanding of one-, two- and three-dimensional sizedconcepts such as tall, short and thick● Comparisons - matching or differentiating objects based onsalient characteristics● Shapes - knowledge of basic one-, two-, and three-dimensionalshapes (e.g., line, square, cube), and abstract shape-relatedconcepts (e.g., space)● Direction/Position - understanding concepts such as behind,on, closed, left/right, and center● Self-/Social-Awareness - understanding of emotions such asangry and tired; understanding of terms describing kinship,gender, relative ages, and social appropriateness● Texture/Material - understanding terms of characteristics of anobject such as heavy and sharp; knowledge of composition ofobjects, such as wood and glass● Quantity - understanding of concepts involving relativequantities, such as a lot, full and triple● Time/Sequence - understanding of concepts related to timing,duration and ordering of events, such as after and slow● A School Readiness Composite (SRC) is constructed from thefirst six subtests: Colors, Letters, Numbers/Counting, Sizes,Comparisons, and Shapes. A full battery score is created fromthe 11 subtests.Uses or purpose of instrument ● Designed to measure basic concept acquisition and receptivelanguage skills in young children - and to determine how familiarchildren are with concepts that parents and teachers have taughtthem to prepare them for a formal education.● The BBCS-R is a developmentally sensitive measure enabling you toassess important conceptual and receptive language abilities inchildren rather than only their knowledge of common vocabulary words
  49. 49. Assessment Tools 49● This measure is achievement-oriented, focusing on constructsthat children learn (or not learn) through instruction.● The BBCS-R is designed to minimize verbal responses:responses are either pointing or short verbal responses● Because the BBCS-R minimizes verbal responses it can beused as an ice-breaker exercise/warm-up before otherassessments. It is useful for children who are shy or those thathave any one of a variety of conditions that might limit theirparticipation in other assessments (e.g., autism, phobias)● The BBCS-R remediates deficiencies in concept acquisition withthe Bracken Concept Development Program (BCDP)□ comprehensive instructional program featuring colorful materials forworking with children experiencing gaps in concept development□ primarily a multi-sensory approach which encourages hands-onactivities and experiencesAge Range 2.6 to 8 yearsAdministration Time The BBCS-R is un-timed so it varies (time for each subtest or fullbattery is not provided); however, the SRC composite takesapproximately 30 minutes to administer (first 6 subtests)□ Individual administration onlyExaminer ProfessionalScores ● Subtest and Composite, Percentile Ranks, Standard Scores,and Concept Age Equivalents● The BBCS-R uses basals and ceilings.□ basal is established when a child passes three consecutiveitems□ ceiling is established within each subtest when a childanswers three items incorrectly□ for each of the first 6 subtests, assessment always startswith the first item of the respective scale□ stating point for the remaining subtests is determined by thechilds SRC scoreLanguage(s) English and Spanish versions availableType (norm-/criterion-referenced) ● English version of the BBCS-R is norm-referenced, criterion-referenced, or curriculum-based assessment, depending onpurpose to be used.The standardization sample was representative of the general U.S.population of children between the ages of 2.6 and 8.0 and wasstratified by age, gender, race/ethnicity, region and parenteducation. Demographic percentages were based on 1995 U.S.census data.● Spanish version of the BBCS-R is used as a criterion-referenced
  50. 50. Assessment Tools 50curriculum-based measure only. Spanish-language forms aredesigned for use with the English-language manual.□ Norms were established on a Latino sample of 293 children.Coefficient Alpha was used to assess internal consistency with rranging from .93 to .99. Grade Level: PK - 4Periodic vs. Ongoing Periodic to monitor progressValidity ● Internal validity - intercorrelations among the SRC and subtests 7 to11 for the full sample ranged from .58 to .72. In the full sample,intercorrelations between subtests 7 to 11 and Total test scoresranged from .79 to .87. The intercorrelations between SRC andTotal Test was .85 indicating that the subtests and the SRC werereasonably consistent in their associations with the Total Test scores● Concurrent validity - across studies correlations between theBBCS-R scale scores and other measures ranged from .34 to .89(most being above .70)□ correlations between SRC scale scores and WPPSI-R rangedfrom .76 to .88 (highest correlation being with the WPPSI-R FullScale IQ scores and lowest correlation being with the WPPSI-RPerformance IQ scores)□ correlations between the BBCS-R full battery scores and WPPSI-Rscale scores ranged from .72 to .85 with the lowest being thecorrelation w/Performance IQ scores & the highest w/Full scale IQ scores□ correlations between SRC and DAS scale scores ranged between .69and .79 (highest correlation being with DAS General Conceptual Abilityscores & the lowest correlation being with the DAS Verbal Clusters scores□ correlations between the BBCS-R full battery scores and DAS scalescores ranged from .74 to .88 with the lowest being the DAS VerbalCluster scores and the highest being the DAS General Conceptual Abilityscores● The readers are encouraged to consult the manual for details on thespecific correlations described in numerous validity studies as follows:□ BBCS-R scores correlated with scores on the Boehm Test of BasicConcepts-Revised - .73 between Boehm-R scores and SRC scores; and.89 between Boehm-R scores and BBCS-R full battery scores□ BBCS-R scores correlated with scores on the Boehm Test of BasicPreschool Version - .34 between Boehm-Preschool scores & SRCscores; and .84 between Boehm-Preschool scores and BBCS-R fullbattery scoresIt should be noted that this large difference between correlations (.34& .84) is difficult to interpret given that six scales making up the SRCare also part of the BBCS-R full battery.□ BBCS-R scores correlated with scores on the Peabody PictureVocabulary Test - Third Edition - .69 between PPVT-III scores and SRC;and .79 between PPVT-III scale scores and BBCS-R full battery scores
  51. 51. Assessment Tools 51□ BBCS-R scores correlated with scores on the Preschool LanguageScale-3 -between SRC scores and PLS-3 scale scores ranging from .46to .57; and between PLS-3 scale scores and BBCS-R full battery scores,ranging from .74 to .84.● Predictive Validity - SRC scores & scores on subtests 7 through 11were found to be the strongest predictors of young childrens academicgrowth; stronger than childrens chronological age, social skills andperceptual motor skills.● Discriminant validity - In study conducted with 3-, 4-, and 5-year-oldchildren who were diagnosed with a language delay (with a receptivecomponent), as detailed in manual, BBCS-R correctly classified childrenas to the presence or absence of a language disorder 74 % of the times.Reliability ● Split-half reliability - analyses were conducted using the SRC,subtests 7 to 11, and the full battery score. The average split-halfreliability across ages 2 years to 7 years ranged from .91 for theto .98 the Total Test, with reliabilities estimates increasing slightlybetween ages 2 and 5.● Test-retest reliability - SRC was .88 The test-retest reliabilitiesof subtests 7 to 11 were .78 for both Quantity and Time/Sequence,.80 for Texture and Material, and .82 for both Direction/Position,and Self-/Social Awareness. Test-rest reliability for Total Test was .94Uses Manipulative Materials NoAdaptations for Special Needs N/A - but provides clinical studies on specific populations includingDevelopmental Delayed and Mental RetardationRelated Instrument Bracken School Readiness Assessment (BSRA)- Non-verbalscreener which helps determine if a child may have anunderlying language disorder that requires further evaluation(published in 2002)● Easy to administer; includes the first six subtests from the Bracken BasicConcept Scale, Revised (BBCS-R): Colors, Letters, Numbers/Counting,Sizes, Comparisons, and Shapes.● Includes information on how to develop local norms based on your schoolor area population to be more reflective of your clients - this will also help inthe process involved in establishing the criteria for identifying childrenat-risk (or not at-risk) for educational failure.● The BSRA is administered in English and Spanish; however, nationalnorms are provided for English only, but Spanish norms can be developedusing your Spanish-speaking population.□ Scores - "(English) Composite Percentile Ranks, Standard Scores byAge, Descriptive Classification (Spanish) Percent Mastery"□ Administration Time: 10 - 15 minutesNOTE: A lot of the information herein was obtained from literature provided by the publisher or theirwebsite. Please contact the publisher directly for more details. (See Appendix B-References on pg. 115.)
  52. 52. Assessment Tools 52THIS INSTRUMENT HAS A VERSION IN SPANISHPublisher Curriculum Associates®, Inc.Date 2005Domains/Areas Assessed ● In common with other Brigance® screens, the PreschoolScreen II samples skills in the broad range of areasincluding:□ fine & gross motor□ general knowledge□ language□ pre-academic/academic□ graphomotor development● Revision includes self-help and social emotional scales● Preschool Screen II assesses:□ personal data & color recognition□ picture vocabulary including identifying use of objects□ visual & gross-motor skills□ identifying body parts□ block tower building, number concepts, & rote counting□ sentence repetition, prepositions, irregular plural nouns,syntax & fluency, and following verbal directions□ visual discrimination□ feeding/eating skills & dressing/undressing skills□ toileting skills□ work/help skills□ play skills & behaviors□ gets along with othersUses or Purpose of Instrument ● To record a sampling of childrens language, motor, social-emotional, and early learning skills● To identify at-risk or gifted students early on● To offer a parental component to childrens education● To provide useful information for planning heterogeneous orhomogeneous grouping● To assist teachers with classroom planning & mandatedscreening compliance, as well as to indicate developmentalproblems - language, learning, or cognitive delays - &to identify children with academic talent or intellectualgiftednessAge Range 2.0 to 2.5 for the Brigance® Early Preschool Screen - II3.0 to 4.0 for the Brigance® Preschool Screen - II
  53. 53. Assessment Tools 53Administration Time ● 10 - 15 minutes per child individually or in stations● Screening can be done● Some skills may be assessed in groupsExaminer(s) ● Professionals - Widely used in educational settingsScores ● Age equivalents, standardized scores, growth indicators, at-risk cut-off scores,& percentile scores● Online secure browser-based program manages dataincluding:□ program-wide data analysis based on demographicfactors□ customized reports, tables, & statistical bar graphs fordistrict/program-wide analysis● The Brigrance® online management system generatescustom reports detailing age equivalents, growthindicators, at-risk cut-off scores, & evidence-basedstandardized scoresLanguage(s) English & SpanishType (norm-/criterion-referenced) ● Depending on the information being sought, theBrigance® screens are both criterion-referenced &normed-referencedPeriodic vs. Ongoing PeriodicValidity ● There is abundant support for the content validity of theBrigance screens & for the applicability of the screens ineducational settings.Reliability ● Test-retest reliability in the lower grades - in the .85 range, &the inter-rater reliability (.97), alternative forms reliability,& internal consistency measures - also uniformly high(.80 - .97+/-), according to publishers & relatedliteratureUses Manipulative Materials NoAdaptations for Special Needs NoNOTE: A lot of the information herein was obtained from literature provided by the publisher or theirwebsite. Please contact the publisher directly for more details. (See Appendix B-References on pg. 115.)

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