Concept Development and Early Childhood Assessment

Concept Development and Early Childhood Assessment
Bracken Basic Concept Scale Concept Development and Early Childhood Assessment Bruce A. Bracken, Ph.D.

Author Bruce A. Bracken, Ph.D.
Professor College of William & Mary School of Education P.O. Box 8795 Williamsburg, VA 23185 Office: Web: Early childhood state standards:

Presentation Outline Introduction
Challenging Assumptions about Basic Concepts Historical Perspective Importance of Basic Concepts BBCS Features, Subtests, Composites, Forms Limitations of Preschool Tests Goals for the BBCS Administration, Scoring, Interpretation Technical Characteristics Principles of Concept Instruction Case Study

Challenging Assumptions About Basic Concepts
“All children enter school already knowing important basic concepts.” Young children do not understand basic concepts commonly used in classroom directions and discussion (Boehm, Classon, & Kelly, 1986) Preschool intelligence test directions are replete with basic concepts children fail to understand (Bracken, 1986; Flanagan, Alfonso, & Kaminer, 1995; Kaufman, 1978) Early childhood achievement test directions are replete with basic concepts children do not comprehend (Cummings & Nelson, 1980)

“Parents and teachers can identify all of the important concepts children need to master.” There is no source beyond the BBCS that identifies the universe of basic concepts related to what children need to know to describe and discuss their world or to follow others’ directions Parents often teach only easily recognized concepts prior to their children attending school (e.g., colors, numbers/letters) Parents and teachers often have misperceptions about the taxonomical nature of concept domains and subdomains (e.g., primary colors, secondary colors, tertiary colors, absolutes)

“Schools systematically teach basic concepts to children in early childhood grades.” None of the 50 states’ early-childhood educational standards include most of the BBCS concepts (Bracken & Crawford, 2006) Schools do not follow a systematic ‘conceptual map’ or proven pedagogy for teaching basic concepts (Bracken, 1986, 2006) Basic concepts are usually taught with little consideration for the scope and sequence of concept development Teachers often fail to take advantage of ‘teachable moments’ when concept instruction could be combined with core subjects

“All children begin school on an equal conceptual footing.” Children of poverty know fewer basic concepts than more economically advanced students ELL/ESL students know far fewer basic concepts (in English) than native English speakers Children with speech/language, hearing, vision, and cognitive related disabilities know fewer basic concepts than nondisabled students Teachers and school materials (e.g., tests) assume with dire consequences for some children that all children understand these ubiquitous concepts

Importance of Basic Concepts: Triangulated Assessment
Speech/Language/Hearing Correlations with Speech Tests to .88 BTBC (Bracken & Cato, 1986) to .88 PPVT (multiple authors) to .77 PLS-4 (Bracken, 2006) Token Test (Bracken & Cato, 1986) BBCS As Part of a Multiple Source Assessment Psychological Correlations with Intelligence Tests .91 Binet IV (Bracken & Howell, 1991) .80 DAS (McIntosh et al., 1995) .85 WPPSI-R (Panter, 2000) .57 K-ABC (Laughlin, 1995) School Readiness Correlations with Achievement Tests K-ABC Ach. (Zucker &Riordan, 1990) to .60 WRAT (Sterner & McCallum, 1988) WJ-Ach. (Bracken & Walker, 1997) to .81 MRT (Panter, 2002)

Limitations of Preschool Tests
Lack of social sensitivity / cultural awareness Limited floors, ceilings and item gradients Poor reliabilities Limited norm sample sizes and representation Lack of clinical utility / prediction Complex test directions Require active motor and verbal expressive abilities from onset Lack of meaningful demonstration and sample items Limited color and stimulating artwork Often downward extensions of child, adolescent, or adult tests Bracken, B. A. (1987). Limitations of preschool instruments and standards for minimal levels of technical adequacy Journal of Psychoeducational Assessment. 5,

Multiple Tests: Multiple Purposes

BBCS-3:R Description Brief Description
Receptive measure of concept knowledge Ages 3-0 to 7-0 10 Subtests (same as Bracken Expressive) 282 basic concepts assessed English/Spanish forms Administration time 10 – 15 minutes SRC minutes Total Test Aligns well with all 50 states’ early childhood educational standards Scoring Assistant software with link to BCDP

BBCS-3:R Features Assesses 282 foundational and functionally relevant concepts Use of SRC as an independent school readiness screener Aligns with early-childhood educational standards in all 50 states Colorful, stimulating, and developmentally appropriate artwork Receptive item format requires no verbal response Consistent item format, appearance, and style throughout Strong ceilings, floors, and item gradients for ages served State-of-the-art multinational Spanish translation and validation Inclusive, non-stereotyping, non-biased artwork and test items Scoring Assistant software that scores BBCS and links to BCDP

BBCS-3:R Unique Applications
Early Childhood State’s Standards The BBCS exceeds early childhood concept standards in all 50 states. Spanish Language Assessments The BBCS multi-national Spanish translation allows for direct comparison of the student’s concept mastery in English and Spanish. Receptive/Expressive Language Assessment The BBCS-3:R and Bracken Expressive identify discrepancies between students’ receptive and expressive language abilities. Functional, Curriculum-Based Assessment, RTI Assessments With the Bracken Concept Development Program, the BBCS provides multi-tiered CBA or RTI intervention-linked assessment.

Powerful Research Tool
Harlem Project: Intervention study with low SES, primarily Black children in Harlem, NY; featured in New York Times. Joint Center for Poverty Research: Intervention study investigating mothers’ education on their young children’s academic success and school readiness. Millennium Project: Longitudinal study including more than 17,000 children throughout the United Kingdom. NICHD Study of Early Child Care and Youth Development: Longitudinal study of early childhood development including more than 1300 families. Project Clarion (Department of EducationGrant): Concept-oriented science intervention study including more than 2000 children.

BBCS Receptive and Expressive Forms
BBCS Expressive

English / Spanish Forms
English Receptive/Expressive Spanish Receptive/Expressive

Parent/Teacher Conference Form
English/Spanish Conference Form Parent/Teacher Conference Form X X X

Subtests and Composites
School Readiness Composite (Subtests 1 – 5) Colors – 10 items Letters – 15 items Numbers/Counting – 18 items Sizes/Comparisons – 22 items Shapes – 20 items SRC total – 85 items SRC Mean = 10, SD = 3 SRC Composite Mean = 100, SD = 15

Subtests and Composites
Receptive Total Composite (Subtests 1 – 10) 6. Direction/Position – 62 items 7. Self-/Social Awareness – 33 items 8. Texture/Material – 29 items 9. Quantity – 43 items 10. Time/Sequence – 30 items BBCS total = 282 items Mean = 100, SD = 15

Conceptual Universe and Developmental Sequence
BBCS Conceptual Universe and Developmental Sequence

Universal Colors Sub-domain Concept Examples Primary Colors
Secondary Colors Combination of two primary colors Absolutes Tertiary Colors Combination of a primary color and a secondary color Concept Examples Red, Yellow, Blue Orange, Green, Purple White, Black Violet, Heather BBCS-3:R/Expressive systematically assess all primary, secondary, and absolute colors

Minnesota State Standards
Colors Minnesota State Standards Sorts objects into subgroups by one or two characteristics, identifies and/or describes objects by physical characteristics (PreK); Uses words to describe location, size, color, shape and direction, sorts objects in a set by one attribute such as size, shape, color or thickness (K); Uses descriptive words when speaking of people, places, things, actions and events, sorts, classifies, and compares objects in a set in more than one way, describes objects in terms of color, size, shape, weight, texture, flexibility and attraction to magnets (1st); Understands the elements of visual art, including color, line, shape, form, texture, and space (K-3) Show me which color is… purple

Pre-literacy Knowledge
Pre-Literacy Skill Recognition Upper-case Lower-case Naming Letter Sounds Letter Blend Sounds Concept Examples Recognition Point to M, B, S, D Point to u, v, c, b Naming Name this letter, W, P, R, E Name this letter, a, e, g, k What sound does b make? What sound does ch make? BBCS-3:R/Expressive systematically assess letter identification, naming, and early phonemic awareness skills

Letters Show me … g Minnesota State Standards Recognizes and names some letters of the alphabet, especially those in own name, begins to associate sounds with letters (PreK); Identifies and names upper-case and lower-case letters of the alphabet, identifies beginning consonant sounds and ending sounds in single-syllable words (K); Identifies letters, words and sentences, sees, hears, says and writes the letters (1st) Show me … K

Numerical Literacy Math Literacy Skill Concept Examples Rote Counting
Place Counting Number Identification 0-9 Double Digits Triple Digits Number Naming Concept Examples Counting without place value Counting with one-to-one correspondence Number Identification Point to the 1, 5, 8, 0 Point to the 22, 58, 95 Point to 138, 395, 783 Number Naming What is this number? 2, 6, 9 What is this number? 44, 78 What is this number? 234, 783 BBCS-3:R/Expressive systematically assess number identification, naming, and one-to-one correspondence

Numbers/Counting Show me… the ninety-five Minnesota State Standards Demonstrates increasing interest in and awareness of numbers and counting, demonstrates ability to count in sequence, demonstrates understanding of one-to-one correspondence between objects and number (PreK); Correctly writes the numbers 0 through 9, counts forward to 31, backward from 10, counts the number of objects in a set and identifies the quantity (K); Reads, writes numerals for, compares, and orders numbers to 120, counts by 2s to 30 and by 5s to 120, counts backwards from 30 (1st) Show me… three flowers

Relative Size Dimensions and Size Concept Examples
Three-Dimensional Size Two-Dimensional Size Vertical Horizontal Comparative Sizes Concept Examples Big, Large, Small, Little Tall, Short Long, Short Similar, Same, Different BBCS-3:R/Expressive systematically assess identification and naming of common two- and three-dimensional shapes and comparatives

Sizes/Comparisons Show me… which animal is big Minnesota State Standards Sorts objects into subgroups by one or two characteristics, identifies and/or describes objects by physical characteristics (PreK); Uses words to describe location, size, color, shape and direction, sorts objects in a set by one attribute such as size, shape, color or thickness, compares and order objects by length, weight, volume, temperature or size and uses appropriate vocabulary such as longer than, holds more, smaller (K); Uses descriptive words when speaking of people, places, things, actions and events, sorts, classifies, and compares objects in a set in more than one way, describes objects in terms of color, size, shape, weight, texture, flexibility and attraction to magnets (1st) Show me… which fence is tall

Sizes/Comparisons Minnesota State Standards Makes comparisons between at least two groups of objects, recognizes and appreciates similarities and differences between self and others from diverse backgrounds (PreK); Compares and orders objects by length, weight, volume, temperature or size and use appropriate vocabulary such as longer than, holds more, smaller, compares and contrasts living and nonliving things (K); Observes describes, measures, compares, and contrasts common objects (1st); Compares family life in his or her community from earlier times and today, compares different kinds of historical sources and describes the different sorts of information the sources provide, identifies the difference between basic needs and wants (K-3) Show me… which boats are alike

Dimensions of Shape Shapes Concept Examples
Linear (vertical/horizontal) Curvilinear Line Diagonal Line Angular Line Two-Dimensional Shapes Three-Dimensional Shapes Concept Examples Line, Straight Curve Diagonal Angle Circle, Square, Triangle Sphere, Cube, Pyramid BBCS-3:R/Expressive systematically assess one-, two, and three-dimensional shapes

Shapes Minnesota State Standards Sorts objects into subgroups by one or two characteristics, identifies and names common shapes (PreK); Uses words to describe location, size, color, shape, and direction, sorts objects in a set by one attribute such as size, shape, color or thickness (K); Sorts 2- and 3-Dimensional shapes according to their geometrical attributes (K-1); Uses descriptive words when speaking of people, places, things, actions and events, sorts, classifies, and compares objects in a set in more than one way, describes objects in terms of color, size, shape, weight, texture, flexibility and attraction to magnets (1st); Show me… the star Show me… the curve

Shapes Show me… which children are in a line Minnesota State Standards Sorts objects into subgroups by one or two characteristics, identifies and names common shapes (PreK); Uses words to describe location, size, color, shape, and direction, sorts objects in a set by one attribute such as size, shape, color or thickness (K); Sorts 2- and 3-Dimensional shapes according to their geometrical attributes (K-1); Uses descriptive words when speaking of people, places, things, actions and events, sorts, classifies, and compares objects in a set in more than one way, describes objects in terms of color, size, shape, weight, texture, flexibility and attraction to magnets (1st); Creates characterizations of animals, objects, or shapes (K-3) Show me… the pyramid

Direction and Position
Relational Concepts Concept Examples Under, Over, Right, Left Inside, Outside, Around Near, Far, Beside My Right, My Left, Your In Front of, Behind Edge, Corner Direction and Position Three-dimensional Internal/External Relative Proximity Self/Other Perspective Front/Rear Specific Locations BBCS-3:R/Expressive systematically assess universe of basic relational concepts

Direction/Position Show me… which child is behind the chair Minnesota State Standards Uses words that show understanding of order and position of objects (PreK); Uses words to describe location, size, color, shape and direction, locates and describes placement of objects with terms such as on, inside, outside, above, below, over, under, beside, between, in front of, behind, next to, top, bottom (K); Describes the location of people, places and things by using positional words, names and uses directional words to describe locations of places in the school and community, uses cardinal and intermediate directions to locate places (K-3) Show me… which clown is up-side-down

Self and Society Personal and Cultural Conceptual Examples
Affective Feeling Health/Physical Gender Familial Relationships Age Mores Conceptual Examples Happy, Sad, Excited Healthy, Sick, Tired Boy, Girl, Woman, Man Mother, Father, Sister Old, Young Right, Wrong, Correct BBCS-3:R/Expressive systematically assess children’s understanding of the social world in which they live

Self- Social Awareness
Show me… which person is sad Minnesota State Standards Understands various family roles, jobs, rules, and relationships, recognizes and appreciates similarities and differences between self and others from diverse backgrounds, develops an awareness of self as having certain abilities, characteristics, and preferences (PreK); Uses words to describe and name people, places, and things (K); Uses descriptive words when speaking of people, places, things, actions and events, communicates needs, feelings, and ideas to peers and adults in complete sentences, describes ways in which many plants and animals closely resemble but are not identical to their parents (1st) Show me… which child is wrong

Environmental Awareness
Environmental Conditions States of Matter Textures Materials Material Characteristics Temperatures Concept Examples Solid, Liquid, Gas Rough, Smooth, Sharp Cloth, Wood, Metal Wet, Dry, Shiny, Dull Hot, Cold BBCS-3:R/Expressive systematically assess children’s understanding of the natural world in which they live

Minnesota State Standards Show me… which rock is smooth
Texture/Material Show me… which one is a gas Minnesota State Standards Sorts objects into subgroups by one or two characteristics, identifies and/or describes objects by physical characteristics (PreK); Uses words to describe and name people, places, and things, sorts objects in a set by one attribute such as size, shape, color or thickness, compares and orders objects by length, weight, volume, temperature, or size (K); Uses descriptive words when speaking of people, places, things, actions and events, sorts, classifies, and compares objects in a set in more than one way, observes describes, measures, compares and contrasts common objects, describes objects in terms of color, size, shape, weight, texture, flexibility and attraction to magnets (1st); Understands the elements of visual art, including color, line, shape, form, texture, and space (K-3) Show me… which rock is smooth

Quantitative Characteristics
Quantity Quantitative Characteristics Part/Whole Relations Relative Quantity Volume Multiples Comparatives/Superlatives Fractions Math Signs/Symbols Concept Examples Whole, Part, Piece Lots, Few, Some, None Full, Empty Pair, Double, Triple, Dozen More, Less, Most, Least Half, One-Third +, -, x BBCS-3:R/Expressive systematically assess children’s understanding of the quantitative features of their world

Quantity Minnesota State Standards Show me… which tree has many apples
Recognizes objects can be measured by height, length, weight, and time, identifies and/or describes objects by physical characteristics (PreK); Given a number, identifies one more or one less, compares and orders objects by length, weight, volume, temperature, or size and uses appropriate vocabulary such as longer than, holds more, smaller, recognizes the following coins: penny, nickel, dime and quarter (K); Identifies one-half of a set of concrete objects, combines pennies, nickels or dimes to equal one dollar, observes describes, measures, compares and contrasts common objects, using simple tools, including but not limited to ruler, thermometer and balance (1st) Show me… where neither child has a balloon

Temporal Concepts Relative Time Concept Examples
Mathematical Seriation Frequency Natural Occurring Events Temporal Absolutes Temporal Order Speed Relative Age Scheduling Larger Temporal Periods Concept Examples First, Second, Third Once, Twice Morning, Daytime, Before, After Never, Always Early, Late, Next, Arriving Fast, Slow New, Old, Young, Old Nearly, Just, Waiting Days, Weeks, Months, Seasons BBCS-3:R/Expressive systematically assess children’s understanding of short and long periods of time and naturally occurring temporal events

Show me… which person has quit working Minnesota State Standards
Time/Sequence Show me… which person has quit working Minnesota State Standards Uses words that show understanding of order and position of objects, orders or sequences several objects on the basis of one characteristic, recognizes objects can be measured by height, length, weight, and time (PreK); Compares and orders events based on time and uses appropriate vocabulary such as yesterday, today or tomorrow to describe relative time, describes daily and seasonal changes in weather (K); Retells familiar stories using beginning, middle and end (K-1); Identifies and describes main characters setting and sequences of story events, alphabetizes by first letter, observes, records and describes characteristics in daily weather and seasonal cycles (1st); Places events in chronological order and constructs timelines, creates and performs sequences of movement with a beginning, middle, and end (K-3) Show me… which child is waiting

Administration, Scoring, and Interpretation
Bracken Expressive Administration, Scoring, and Interpretation

Bracken Expressive Brief Description
Expressive measure of concept knowledge Ages 3-0 to 7-0 10 Subtests (same as BBCS-3:R) 155 basic concepts assessed English/Spanish forms Administration time 10 – 15 minutes SRC 20 – 25 minutes Total Test Aligns well with all 50 states’ early childhood educational standards Scoring Assistant software with link to BCDP

Bracken Expressive “This child is sad, This child is …”
“This rope is loose, this rope is …”

Bracken School Readiness Assessment
Brief Description Stand alone school readiness measure Ages 3-0 to 7-0 5 Subtests 85 basic concepts assessed English/Spanish forms Administration time 10 – 15 minutes Aligns well with all 50 states’ early childhood educational standards

Administration, Scoring, and Interpretation
BBCS Administration, Scoring, and Interpretation

BBCS-3:R Administration
Trial Item 1: “I am going to ask you to point to some things. For example, if I asked you to point to your shoe, where would you point?” “That’s right, you pointed to your shoe.” “You would point right here, wouldn’t you?” Trial Item 2: “Let’s do another one. Show me your hair.” “That’s right, you pointed to your hair.” “You would point right here, wouldn’t you? Trial Item 3 “Now show me the floor.” “Good you pointed to the floor.” Ask similar questions until child understands the task.

Trial Item 4 “Now, I am going to show you some pictures. I will read something to you, and I want you to point to the picture that shows what I say. Look at each of these pictures. Look at this picture, this picture, this one, and this one.” “Show me the ball.” “Good, you looked at all the pictures and pointed to the ball.”

Trial Item 4 “Now, I am going to show you some pictures. I will read something to you, and I want you to point to the picture that shows what I say. Look at each of these pictures. Look at this picture, this picture, this one, and this one.” “Show me the ball.” “Good, you looked at all the pictures and pointed to the ball.” If child does not point to the ball, use the other three objects as practice items.

SRC Administration Start with Item #1 for each subtest Administer items in consecutive order Discontinue each subtest after lowest set of 3 consecutive failed items Sum the number of items correct Look up Scaled/Composite Scores in Norm Table Enter SRC raw score into Table 2.2 to determine ‘Start Points’ for subtests # 9

Establishing a Starting Point
8 9 12 14 52

Administering Subtests 6 - 10
Begin at established ‘Starting Point.’ Establish a basal of three consecutive items passed Discontinue after lowest set of three consecutive items are failed Raw score equals all items from Item 1 to the basal, the three items within the basal, and all items passed between the basal and the discontinue point (i.e., 12)

Convenient Norm Tables
Normative Scores Scaled Scores Percentile Ranks Normative Classifications Very Advanced Advanced Average Delayed Very Delayed Confidence Intervals 90% confidence 95% confidence

BBCS-3:R Score Reporting
Completed Record Form Showing Subtest and Composite: - Raw Scores - Scaled Scores - SEM - Confidence Intervals - Score Percentile Ranks - CI Percentile Ranks - Descriptive Classifications Ave 4-6 Ave Delayed 3-6 Ave Ave Ave 50 Ave 4-5 Ave 4-6

Bracken Expressive Administration
Trial Item 1 “I am going to ask you to name some things. For example, if I ask you to name what this is (point to your nose), what would you say?” If child says nose, say, “That’s right you said nose. If the child does not say nose, model the behavior by pointing to the child’s nose and say, “You would say nose, wouldn’t you? Trial Items 2 “Now tell me what this is (point to your ear).” “Good, you said ear” If the child does not say ear, “You would say ear, wouldn’t you? Similar trial items can be used to ensure the child understands the labeling task.

Trial Item 3 (Item 4 is similarly administered) “Now I am going to show you some pictures and say some things about them. I want you to help me by finishing some of the things I say. Let’s try one. Look at these pictures. This book is open, this book is… If child responds correctly, say “That’s right.” If the child responds incorrectly, say, This book is closed, isn’t it. Repeat the item if the child responded incorrectly. Repeat items 3 and 4 as many times as needed until the child completes the task of finishing the sentence

Begin administration each SRC subtest with item #1 Continue administering items until the child fails four consecutive items

Determining a Starting Point
5 6 3 4 24

Administering Subtests 6 - 10
Begin at established ‘Starting Point.’ Establish a basal of three consecutive items passed Discontinue after lowest set of four consecutive items are failed Raw score equals all items from Item 1 to the basal, the three items within the basal, and all items passed between the basal and the discontinue point (i.e., 5)

Bracken Expressive Score Reporting
Completed Record Form Showing Subtest and Composite: - Raw Scores - Scaled Scores - SEM - Confidence Intervals - Score Percentile Ranks - CI Percentile Ranks - Descriptive Classifications Delayed 3-7 Delayed 3-0 Delayed 3-4 Average 4-3 Delayed 3-4 Delayed 4-0 39 Delayed 3-9 Delayed 3-7

Determining Receptive -Expressive Skill Differences

BBCS Technical Adequacy

BBCS-3:R Internal Consistency: Matched Language Samples

Bracken Expressive Internal Consistency: Matched Language Samples

BBCS-3:R Total Sample Reliability

Bracken Expressive Total Sample Reliability

BBCS-3:R Reliability by Gender

BBCS-3:R Reliability by Race/Ethnicity

BBCS-3:R Reliability by Clinical Samples

BBCS-3:R Stability

BBCS-3:R Validity with PLS-4

BBCS-3:R With Language Impaired

BBCS-3:R Historical Validity
Psychological Assessments BBCS Correlations with Intelligence Tests .91 Binet IV (Bracken & Howell, 1991) .80 DAS (McIntosh et al., 1995) .85 WPPSI-R (Panter, 2000) .57 K-ABC (Laughlin, 1995) Speech/Language/Hearing Assessments BBCS Correlations with Speech Tests .78 to .88 BTBC (Bracken & Cato, 1986) .67 to .88 PPVT (multiple authors) .61 to .77 PLS-4 (Bracken, 2006 .68 Token Test (Bracken & Cato, 1986) School Readiness Assessments BBCS Correlations with Achievement Tests .64 K-ABC Ach. (Zucker &Riordan, 1990) .50 to .60 WRAT (Sterner & McCallum, 1988) .65 WJ-Ach. (Bracken & Walker, 1997) .67 to .81 MRT (Panter, 2002)

Bracken Concept Development Program
BBCS Linked with the Bracken Concept Development Program

Professional’s Guide (308 pages) Scope and sequence organization Units/Lessons Recommendations for parents/teachers Instructional principles for teaching basic concepts 5 large full-color posters for large group instruction 40 full-color concept cards for small group instruction 81 complete lesson plans 153 black line worksheets

20 Principles for Concept Instruction
1. Instruction should be guided by state educational standards 2. Teach concepts in pairs and continua (e.g., long-short; hot-warm-cold) 3. Instructional language/examples should less complex than concepts being taught and mnemonic guides should be used as much as possible 4. Begin with “obvious” examples and proceed toward less obvious examples 5. Highlight most salient conceptual characteristics 6. Begin instruction with “polar” positives 7. Use conceptual term for polar positive, use “not” for polar negative (e.g., long - not long) 8. Introduce polar negative term (e.g., short) 9. Combine polar positive and negative (e.g., “if it is not long, it is short”) 10. Address developmental acquisition sequence (e.g., primary, secondary, absolutes, tertiary colors).

20 Principles for Concept Instruction
11. Provide parents/teachers with conceptual list - - mastered/non mastered concepts 12. Elicit active, multisensory, vocal participation 13. Teach concepts to point of “over-learning” 14. Keep lessons brief as developmentally appropriate 15. Review previously acquired concepts at beginning of each new session 16. Teach to child’s “level of success” 17. Ensure identifiable instructional beginnings and end points (i.e., structure and closure) 18. Teach concepts in familiar and naturalistic settings and situations to maximize generalizations 19. Create conceptual combinations (e.g., Please hand me the big, round, red chip on the corner of the table). 20. Intentionally use concepts naturally in daily language; intentionally use conceptually rich language.

Instructional units, lessons, objectives, and worksheets

Concept Cards for Small Group Instruction

CBM or RTI Intervention
1. Assess child with BBCS-3:R / Bracken Expressive /BSRA 2. Make norm-referenced interpretations for each form of the test separately (i.e., receptive/expressive) 3. Compare child’s receptive and expressive concept knowledge levels 4. Complete Parent/Teacher Conference form for distribution 5. Calculate child’s percent mastery to identify I.E.P. goals 6. Identify lessons and materials in BCDP that teach non-mastered concepts 7. Plan to teach concepts in large and small groups and/or individually as needed 8. Assess student’s daily progress with BCDP worksheets 9. Reassess student’s longer-term progress with BBCS-3:R and/or Bracken Expressive 10. Modify instruction as needed to enhance student’s rate of conceptual development

BBCS/BCDP Assessment/Instruction Validation
Group Pretest Post-test SRC M SD M SD d Control Group (N = 19) BBCS/BCDP (N = 17) BBCS/BCDP/Home (N=18) Total Test M SD M SD d Control Group (N = 19) BBCS/BCDP (N = 17) BBCS/BCDP/Home (N=18) Wilson, P. (2004). A Preliminary Investigation of an Early Intervention Program: Examining the Intervention Effectiveness of the Bracken Concept Development Program and the Bracken Basic Concept Scale-Revised With Head Start Students. Psychology in the Schools, 41(3),

Referred due to Language Delay and Autistic Spectrum related behaviors
BBCS Case Study Darren S. Age 5-2 Referred due to Language Delay and Autistic Spectrum related behaviors

Darren Bracken Expressive
School Readiness Composite Use Raw Score to Determine Delayed 3-7 Delayed 3-0 Delayed 3-4 Average 4-3 Delayed 3-4 Delayed 4-0 39 Delayed 3-9 Delayed 3-7 Receptive Total Composite Use Sum of Scaled Scores Raw Scores are used to determine Concept Age Equivalents

Receptive/Expressive Discrepancy?
Yes 8.1% Yes 5.3% Yes 8.1% Yes 5.3%

Darren Universal Nonverbal Intelligence Test
X

Darren Universal Nonverbal Intelligence Test
X Average Average Low Averg Average Average Symbolic < Nonsymbolic (p < .05)

Clinical Assessment of Behavior (CAB)
Average Level Cognitive/Adaptive Functioning Autistic Spectrum Symptoms

CAB Critical Behaviors
Autistic related behaviors

Clinical Assessment of Behavior (CAB)

Darren Scruggs Summary
BBCS-3:R SRC = 90 (Average receptive knowledge of school readiness concepts) TRC = 90 (Average receptive knowledge of full universe of basic language concepts) UNIT FSIQ = 91 (Average & Consistent with BBCS-3:R) Symbolic Quotient = 82 < Average Nonsymbolic Quotient = 103 Average Memory Quotient (94) = Average Reasoning Quotient (91) Bracken Expressive SRC = 75 (Delayed expressive knowledge of school readiness concepts) TRC = 78 (Delayed expressive knowledge of full universe of basic language concepts) Significant difference between forms (Receptive > Expressive)

Darren Scruggs Summary
Clinical Assessment of Behavior Behaviors consistent with Autistic Spectrum Disorders Autistic Spectrum Cluster: Significant Clinical Risk Social Skills Scale: Mild Adaptive Weakness Critical Behaviors: Significant Clinical Risk Relatively high functioning behaviors Competence Scale: Normal Range Adaptive Behavior Scale: Normal Range Executive Function Cluster: Normal Range Emotional Disturbance Scales: Emotional Disturbance = Mild Clinical Risk Social Maladjustment = Normal Range

Conclusions Darren demonstrates cognitive, language, and behavioral characteristics of higher functioning autistic spectrum disorder (e.g., Aspergers): Stronger receptive than expressive language skills (i.e., average receptive concept development, delayed expressive concept development) Average range nonverbal intelligence, with nonsymbolic processing higher than symbolic Behaviors consistent with autistic disorder (e.g., diminished social skills, autistic-like critical behaviors, high score on autism scale)

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