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BBCS-4 R & BSRA-4 Assessing Concept Knowledge for School Readiness | Pearson Clinical Assessments | YouTubeToText
YouTube Transcript: BBCS-4 R & BSRA-4 Assessing Concept Knowledge for School Readiness
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Video Summary
Summary
Core Theme
This webinar introduces the Bracken Basic Concept Scale (BBCS) and School Readiness Assessment (BSRA) as crucial tools for evaluating and fostering foundational concept acquisition in young children, emphasizing its direct impact on language development, cognitive functioning, and overall school readiness.
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and welcome to the
welcome to the webinar on the bbcs
nbsra assessing concepts for School Readiness
we have a few disclosures to make before
we begin the presentation and at least
one of them is financial and that is
because I'm the author of The Bracken
basic concept scale and the school of
Readiness assessment I receive a royalty
um I'm not receiving a royalty or a
payment for conducting the uh the webinar
webinar
um I'm doing that in part to support the
product and Pearson but mostly because
I'm a an unabashed fervent advocate of
and proselytizer of basic concept
acquisition and early childhood assessment
before we begin the presentation let's
set the stage um
a recent friend or a friend of mine
recently asked me about
um what's the difference between
a an early childhood um
um
vocabulary test and the bbcs
and I explained that the Early Childhood
vocabulary tests typically uses
age-graded vocabulary that have little
Import in education it's just that the
words are graded sequentially until a child
child
Works through the the items and and then
ceilings on the test
but the important thing is is that the
items themselves have very little
importance in education the bbcs on the
other hand and and basic concept assessment
um
is what sets the stage for vocabulary development
development
um you could use a word like bus for
example on a picture vocabulary test uh
bus umbrella parachute words like those
and the word bus a child all they have
to do is identify the bus on a a plate
with four
um stimulus pictures to add to identify
the bus then they get credit for that item
item
but with the bbcs if they know what a
bus is and they know the basic concepts
from the universe of basic concepts they
can tell you that that bus is a long
yellow and black vehicle made mostly of
metal Rubber and glass it carries
children to and from school
and home
it has stairs to climb up into the bus
and to climb out of the bus
that door opens to let the children in
and it opens to let them out and it
closes once they're on board
the bus has 15 rows of seats thereabouts
which holds about 60 students
and those students might be young or
they might be old
and the bus is typically driven by
either a man or a woman
who is older or younger
and is generally happy to see the children
children
it's the concepts that provide the
context for defining and describing what
a bus is
the connective tissue that holds the
Child's full understanding of what a bus
is together
that's the primary difference between
basic concept acquisition and the
general vocabulary you see developing on
a picture vocabulary test it's the
simple yet elegant elegant language that
is essential for understanding
children's environments so with that
stage setting let's take a look at basic
concept acquisition
well first of all let's look at the
learner outcomes that you'll have from
this webinar today
based on the content of this Workshop
you will be able to explain how basic
concept comprehension is related to
Children's understanding of classroom
conversations their teachers directions
and school curricula
you'll be able to explain why concept
development is such a powerful predictor
of overall language development
cognitive functioning and School
Readiness and you'll be able to explain
how concept attainment can be integrated
into your standard assessment of batteries
this agenda for today it would will
include the importance of basic concepts
to Child Development their language
cognitive and School Readiness
it'll include an overall overview of
concept development issues
we'll talk about bbcs and bsra
administration and scoring
and you will learn how to integrate
concept results into a comprehensive
assessment battery
Pearson will allow for questions and
let's talk about the importance of basic
concepts to language development
cognitive functioning and School
Readiness and let's provide a definition
basic concepts
in all languages include the words in
their most Elementary sense that are
available for one of the basic colors
comparatives directions materials
positions quantities relationships
sequences shapes sizes social and
emotional states and characteristics
textures and time
basic concepts are basic in the sense
that they represent the most rudimentary
Concepts in these specific categorical areas
areas
the renowned developmental psychologist
from Harvard University Jerome Kagan
refers to Concepts as the foundation of intelligence
basic concepts common or concepts come
in multiple levels basic concepts
topical Concepts and overarching
Concepts the importance here is that
many teachers begin teaching content
at the topical level
they teach the concepts related to the
topic that they're covering for example
if you're teaching about environments
you want to teach what a desert is and
what marshes are and jungles and oceans
and other parts of the environment
but they oftentimes forget to include
the basic concepts that make
understanding of the topical Concepts relevant
relevant
for example in order to understand the
motion you need to know what liquid is
and the color blue and the temperature
of the ocean hot cold temperate whatever
and that the Raves the waves can be
rough or they can be smooth and calm
um then we have overarching Concepts and
overarching Concepts include both
topical and basic concepts into a larger
ecosystem so if you're talking about
environments patterns within the
environment and systems within the environment
environment um
um
those would be some of the art
basic concepts are important and they're
important because they are the
foundational terms used to describe
children's everyday world
they're important to vocabulary
development especially for young
students who are most at risk for school
failure and they're important because
they're cognitively more complex and
functional than common vocabulary words
as with the example of the bus and the
and the concepts that describe of us
Newman in 2006.
concluded that low-income preschool
children especially need content Rich
instruction including knowledge of words
and the concepts that connect them
basic concepts are important also
because they are needed to understand
classroom conversations and teachers
Directions They predict reading
mathematics and other subject areas
better than do traditional vocabulary tests
tests
and they are needed to understand the
administration directions
of Early Childhood tests of intelligence
and achievement
keep in mind that if a child does not
understand the concepts in the
directions of the test there's no way
that they can succeed on the items of
the test
thank you
basic concepts are also important
because they are highly relevant
educational terms
they're not the simple age-related words
that are found on common vocabulary tests
tests
they're also Central to all Early
Childhood educational standards across
the 50 states
and importantly basic concepts have been
mapped categorized
and effectively assessed and remediated
in an evidence-based methodology for
it's important to note the basic
concepts have powerful correlations with
many educational constructs
they correlate very strongly with
intelligence cognition and overall ability
ability
language vocabulary and Early
Educational skills and with tests of
achievement in school readiness
there's an important consideration here
Early Childhood assessment includes many
constructs motor language and so forth
but it's it's the cognitive tasks and
the tasks that have cognitive complexity
that are the best predictors of
children's cognitive and academic outcomes
outcomes
so while there may be items on Early
Childhood tests such as balancing on one
foot or throwing a bean bag and catching
a bean bag or sorting buttons or
stringing beads those tasks those motor
tasks are important in a child's early development
development
but those tasks are not cognitive tasks
it's the cognitive language related tasks
tasks
that have the cognitive complexity
that predict children's cognitive and
academic outcomes
let's look at some of the correlations
um of the bbcs with other measures
the bbcs correlates very strongly with
tests of intelligence 0.91 with the
Stanford Binet
0.85 with the whip Sierra 0.8 with the
differential abilities test and 0.57
with the language reduced cognitive
assessment battery for children the
important correlation with the Stanford
Binet of 0.91
um is further supported by a factor
analysis that we conducted that showed
that the bbcs actually has a stronger
g-loading General ability or general intelligence
intelligence
then did the Stanford Binet at that age level
level
so the bbcs correlates within with tests
of intelligence
at a level at which those comprehensive
tests of intelligence correlate with
the bbcs also correlates well with
um tests of academic achievement in
school readiness
with the Metropolitan Readiness test we
have correlations of 0.67 to 0.81
with Woodcock Johnson 0.65 the KABC 0.64
wide range achievement test 0.5 to 0.6
and with the Wyatt fourth edition 0.42
to 0.74
it's important to note that these
correlations are of the same magnitude
that intelligence tests correlate with
academic achievement tests
and the bbcs also correlates
exceptionally well with tests of
language and vocabulary for at least
0.78 to 88 with the Bain test the basic
concepts 0.67 to 88 with the ppvt
0.6178 with the PLS the preschool
language skill and 0.68 with the token test
test
again the bbcs correlates as well with
language tests as those language tests
correlate with each other
whether it's cognitive functioning
academic achievement or language the
bbcs is a very strong predictor and and correlate
let's look at some assumptions about
basic concept development
the first assumption is that all
children in our school already knowing
important basic concepts
what we have found over the years is
that this assumption is not true um
um
we know the kids come to school not knowing
knowing
the concepts that are included in
preschool intelligence tests or academic
achievement tests and they typically do
not understand the concepts that are
commonly used in teachers directions and discussions
the second assumption is that all
children in our school already knowing
important basic concepts
let's take this fourth sentence
directive that a teacher might give a child
child
she or he might say first open the
classroom door next go to the center of
the room
afterward look carefully before you
decide where to sit down
never sit across from the doorway
if we dissect those four sentences a
little bit we can see that there are
nine basic concepts included in these
open next
next
Center afterward before down never and across
across foreign
if we look at the concepts that I just
mentioned and the incidents with which a
typical five-year-old kindergarten
student knows those Concepts we see that
99 of them would have understood the
teacher when he or she said open the door
door
88 would understand sitting down
but only 60 percent would understand the
concept first
59 next
55 across
and only half the class would understand
what she meant when she said do this
before that
Center 48 and importantly
when a teacher says never get out of
your seat without permission only 30
percent of the students
understand what she meant so you have
this issue of our children misbehaving
in the classroom
or do they not understand the directions
that the teacher is using
and only 25 percent of the students
understand the concept
the third assumption all children begin
school on an equal conceptual footing
it's also not supported by the literature
literature
we know that children of poverty know
fewer basic concepts than more
economically advantaged students
we know that children who speak English
as a second language know far fewer
basic concepts in English than in their
in their native language or then do
Native English speakers
and we know that children who with
speech and language
hearing vision
or cognitive disabilities no fewer basic
fourth assumption schools systematically
teach these basic concepts to children
in early childhood grades so we know
that children come to school with a
disparate knowledge or basic concepts
but we should rest assure that the
schools are going to systematically
teach those Concepts well we also know
that that's not true
none of the 50 states Early Childhood
educational standards include all or
even most of the basic concepts
that are assessed on the Bracken basic
concept scale
we know that schools typically do not
follow a systematic conceptual map or a
proven pedagogy for teaching basic
concepts we typically see teachers
teaching basic concepts in a haphazard
fashion I'm often tied to teaching
moments for example in the fall we the
teachers May teach the colors of yellow
and orange
and at Christmas time they may be
teaching colors like red and and green um
um
using those important teaching moments
but not using a conceptual map or a
proven pedagogy
and we know the basic concepts are
usually taught with little consideration
for the empirically derived scope and
sequence of concept development
that scope and sequence and those
empirically derived methods for teaching
Concepts have been known for a long time
even though they've not been
the next assumption is the parents and
teachers know which Concepts children
parents typically
understand some of the concepts that
children need to know but what we have
found is is that there is a wide
spectrum of basic concepts that children
need to describe and discuss the world
the parents are unaware of
and parents typically teach only the
obvious Concepts to their children prior
to them attending school you'll hear a
parent say for example I want to teach
my child his colors and numbers and
letters to get them ready for school
well there's so many other Concepts that
are unrelated to those three areas that parents
parents
um failed to teach their children
parents and teachers often have
misperceptions about the taxonomical
nature of concept domains and subdomains
for example colors if you ask many
adults what are the basic primary colors
many of them will tell you it's the yate
colors in the Crayola basic box
unaware that the primary colors are
limited as our secondary colors and
tertiary colors and the color absolutes
we know that parents often forget to to
address the essential social emotional
Concepts that are important part of
their children's School Readiness and
well with those assumptions um
um
being denied what we have is a an urgent
need to assess and to teach basic
concepts in a systematic way to children
um before they
enter the Early Elementary grades so
during the preschool years
the Bracken basic concept scale has been
around since 1984 and we've had a number
of revisions this revision is the fourth edition
edition
so let's talk for a few minutes about
what we've done to update the bbcs to
make any an even better stronger test
first of all we've expanded the age range
range
down to three years of age and up to
seven years 11 months
the test has been renormed on a
representative sample from the U.S
Census Bureau we now have digital and
print editions of the test and the
standardization data were collected
using the digital format
we have updated items and artwork to
reflect the current societal norms and
culture the original bbcs in 1984
was developed such that in it was it had
full inclusion in terms of race
ethnicity handicapping conditions
corrective devices and we made sure that
we did not have racial or gender stereotyping
stereotyping
the updated items and artwork in the
bbcs4 follow that same Trend
um to include the fairness and equity in assessment
assessment
the bbcs4 also includes and in
identifies the early science technology
engineering arts and Mathematics
Concepts those steam related Concepts
the School Readiness composite also now
includes the self and social awareness
subtest that's important to
self-regulation and emotion which is
also very important in School Readiness
we have updated start points based on
the Channel's age and based on ensuing
rules to maintain reasonable
Administration time even after adding an
we've improved the floors and the
ceilings of the test we have better
floors where children
who are being assessed for developmental
delays and we have stronger ceilings for
those children who are being assessed
for academically or intellectually gifted
gifted
we've identified steam Concepts
throughout the test those foundational
Concepts emphasized in science
technology engineering arts and math
and we have a Spanish translation of the
record form
the test items and the concept
importantly the bbcs now includes a
digital format
we have the standard Administration
and we have q Global digital digital
stimulus books that can be used for
in-person or remote test Administration
and scores can be entered in the scoring
program to obtain a printed report
we also have the Q Interactive
the Q interactive uses two iPads that
are connected by Bluetooth
one for the examiner one for the
examinee to present View and respond to
test stimuli
it has an automated scoring program that
allows for the scoring of examinee's
responses and the direction for the test
Administration whether you have to go
forward or backward to obtain a basal
here's a picture of what the Q
interactive looks like from the
examiner's iPad
the administer the item is administered
the child responds as you can see in the
lower right hand quadrant
and that answer is the correct answer so
it automatically scores the answer and
indicates the child's response
the bbcs4 includes
320 Concepts the original bbcs assessed
256 so you can see that we have more Concepts
Concepts
um in more categories and of those 320
Concepts 159 of them are STEM related
those concepts are spread across 10
categorical areas the first six are part
of the School Readiness scale the SRC
and they include colors letters numbers
sizes and comparisons shapes and self
and social awareness
the remaining subtests include Direction
position texture material quantity and
time sequence
the first
um five subtests include raw scores and
they combine with the self from social
awareness to have a School Readiness composite
composite
the self and social awareness as well as
the other four subtests have their own
standard scores with percentile rank
Sage equivalence growth scale values
descriptive classifications
and the percent of items passed um
um
the bsra as I mentioned on the previous
slide includes the first six sub-tests
of the bbcs and the bsra includes 134
Concepts 64 of which are STEM related
the bsra provides a standard score with
a mean of 100 and standard deviation of
15 as does the bbcs and it provides
percentile ranks age equivalence and
descriptive classifications as well as
the percent correct
um for subtests
in both English and Spanish Administrations
something that I did with the original
bbcs that has carried through on all of
the versions
is the concept that
kind of basic concepts should be taught
so it's not just a matter of assessing
what a child knows but that assessment
should lead to direct intervention so on
some of that to a concept development guide
guide
the concept development guide lists all
320 Concepts assessed and it identifies
whether the child understood the concept
on the test passed it or failed the item
and with with that we have the
assumption that if they passed the item
they they probably understand that
Concept in most situations they've
mastered the concept
if they failed the item they probably
don't understand the concept in most or
many situations and it's a non-mastered concept
concept
once you've identified all the concepts
that the child knows or does not know
you can provide both the teacher and the
parent a copy of the form so that they
can teach those Concepts to their
let's take a look at what the bbcs
measures in in more detail the concept
domains the sub domains with examples
and relationships of how the items
relate to state standards
I'll talk about the Early Childhood
educational standards by state
then I'll follow up with Concepts and
domains and how they match the state
standards and then specific concept examples
Virginia for example when we look at the
color subtest Virginia state standards
say that children at the Early Childhood
age level should
be able to sort and classify objects to
according to one or two attributes
including color they should be able to
identify and explore patterns
related to Colors such as red blue and
blue and they should be able to describe
and sort items based on their physical
so the color subtest on the bbcs is very
systematically covers
the subdomains of colors so we include
the three primary colors red yellow blue
not the Crayola box of eight but the
three primary colors
and three secondary colors
that those are the combinations of the
two primary colors and that includes
orange green and purple
the three absolutes white black and gray
and then some tertiary colors where a
primary color has been mixed with a
secondary color such as violet
importantly these subdomains
should be taught systematically not not
just as teaching moments based on
the way the bbcs presents the colors is
in these two formats a four by four or a
two by two um
um
a grid and then also what looks like a
Ohio's state standards
um that's related to letters
says that children should with modeling
and support recognize the sounds
associated with letters
and with modeling and support they
should be able to recognize and name
some of the uppercase
and lowercase letters in addition to the
letters that are found in their own
first names
well the bbcs assesses children's
receptive recognition of uppercase and
lowercase letters
the Bracken basic concept scale
expressive which is a separate instrument
instrument
also has children named the uppercase
letters and lowercase letters as well as
identify letters sounds and letter
the bbcs assesses these Concepts in the
format such as this show me the s
uppercase s in this case and notice that
the S and the Z are included because
those are conceptually confused by many
students early in their their learning
of letters and we have the lower case
letters show me the K and notice again
that decay has some similar looking
Georgia state standards for numbers
says that children should be able to
count at least 10 objects using
one-to-one correspondence
and they should be able to match numbers
to two sets of objects with uh zero to one
the bbcs measures
these math literacy skills
including Place Counting
number identification
zero to nine double digits triple digits
um and then the bbcs expressive also
then has rote counting
um and number naming zero to nine double
digits and triple digits
so it's concept examples you can see on
the BBC sr4 um
um
we have items that just point to the one
the five the eight or the double digits
the items are presented such as this
in terms of Road counting we have show
me three flowers
Colorado state standards for sizes and
comparisons say that children at this
age level should be able to order
objects by size
or length
and they should be able to compare
objects using attributes of length
weight and size
using Concepts such as bigger Longer
taller and heavier
and they should be able to classify and
compare and contrast objects events and experiences
the bbcs size and comparison subtest
includes three-dimensional sizes
such as big large small and little
two-dimensional sizes that are both
vertical like tall and short and
horizontal long and short
and it also includes comparative sizes
such as are they similar are they the
the format for assessing the size and
comparison Concepts include these two
examples show me the little ball
and show me which one is lighter than
Connecticut state standards for shapes
says that children should be able to
identify a variety of two-dimensional
and three-dimensional shapes with Matt
with their corresponding mathematical
names for example a ball should be able
to be identified as a sphere a box as a
cube a prism
um or rectangular prism
um a can as a cylinder and we this
should be able to happen regardless of
the orientation and size of the shape
Connecticut also says that children
should be able to sort and classify
objects by one attribute and two or more
groups such as color and size or color
and shape or size and shape
and they should be able to identify
two-dimensional shapes starting with the
familiar shapes such as Circle and
triangle and regardless of the different
the shape subtest is also very inclusive
it includes linear shapes such as a line
or something that's straight
that would include curvilinear lines
like curve and diagonal lines like
diagonal and angular lines like angles
includes two-dimensional shapes such as
circle square and triangle
and three-dimensional shapes such as
as examples we have which one is round
Mississippi state standards for self and
social awareness
indicate that children should be able to
describe their themselves using several
basic characteristics such as their
gender their age hair color eye color
and so forth and they with some
prompting and support they should be
able to recognize their own emotions
and with guidance and support they
should be able to identify the
similarities and differences in family
structures and cultures and abilities
our social self and social awareness
subtest includes personal and cultural
subdomains of affective feelings like
happy sad and excited
health and physical Concepts such as
healthy sick and tired
familiar with relationships like mother
father sister
age-related Concepts like old and young
and social mores like right what is
as examples we have show me which person
is anxious
I always state standards for direction
and position those relational Concepts
that are important for understanding the
spaces around you
says the children should be able to
demonstrate the understanding of spatial
words such as up down over under top
bottom inside outside in front and behind
behind
well the bbcs measures all of those
Concepts and many more
um the direction and position
subtestines three-dimensional shape or
three-dimensional positions such as
under over right and left
internal external Concepts such as
what's inside or outside or around
and relative proximity such as what's
nearer and what's flower and what's beside
beside
self and other perspectives my right my
left your right your left
and front and rear what's in front of
you what's behind you um
wasn't anticipating a phone call
um and then specific locations such as
examples show me which child is stepping
into the water
Montana state standards for textures and
expectations that a child can arrange a
variety of objects by one or more
characteristics such as shapes and
textures and the child base sort natural
objects by size shape color smell
texture and so forth
and describe their attributes such as
these rocks are all round smooth and red
so multiple
textures and materials in combination
the textures and materials subtested on
the bbcs include states of matter
solid liquid and gas textures like rough
smooth and sharp materials including
Concepts like cloth wood and metal
materials characteristics like wet dry
shiny and dull and temperatures hot and cold
cold um
um
and they're assessed
using the 2x2 format as an example we
have which one is sharp and which one is Bumpy
Maine's state standards for quantity
includes that children should be able to
recognize measurable attributes of
objects such as length and weight and capacity
capacity
such as long short tall heavy light big
full empty and they should be able to
identify the number of objects in one
group whether it's greater than or less
than or equal to the number of objects
in another group up to 10 objects foreign
foreign
include a diverse number of sub-domains
such as part whole relations
relative quantity Bots cues some none
volume multiples
pair double triple dozen comparatives
and superlatives more or less most and least
least
fractions half one-third and math signs
which person has the greatest number of chickens
chickens
and which child is taking another piece
Hawaii state standards for time and sequence
sequence
indicate that children should be able to
identify periods of the day when events
occur like breakfast and dinner and bedtime
bedtime
and they should use phrases and intense
selection appropriately like today and
yesterday and tomorrow and later and before
before
the hard time sequence subtest includes
a wide variety of temporal subdomains
including mathematical seriation first
second third
frequencies of events like once twice
natural occurring events morning daytime
before after
temporal absolutes such as never and always
always
temporal order early late next arriving
speed fast and slow relative age new old
young old and temporal new nonsense
temporal nuances such as nearly just and
waiting and then longer temporal periods
such as days weeks months and seasons
as examples we have show me where it is morning
morning
to administer the bbcs um
um
the test is is very easy to administer
it it requires only a receptive um
um
understanding of the concepts with the
pointing response
which makes it an ideal measure for
children who have selective mutism or
elective mutualism are those who are
very shy and uh
timid who do not speak out
or for those who have expressive
language disorders
or Autism or are who are on the autistic Spectrum
Spectrum
for any child who has an expressive
language or participation
um reticence bbcs makes
a good measure for
an icebreaker as well as for a measure
of receptive understanding
it has colorful and stimulating and
developmentally appropriate stimuli
pictures are delightful and they
maintain children's interest and engagement
engagement
it has a consistent appearance style and
response mode throughout the test
you can see that the items were drawn by um
um
a small team of artists because of the
consistency of the artwork
the now response mode is consistent
throughout as is the administration
average Administration time is 20 to 40
minutes for the bbcs
and 15 to 20 minutes for the bsra
the bbcs is the level B test it can be administered
administered um
um
by someone who has level B
um training but level B or C would be
required for reviewing and scoring
and interpreting the scores
in order to administer the test you have
to calculate the child's Chrono
chronological age just like you do on
most of the tests that you administer
I won't go into detail on this but I do
want to get three points and that is
that when whenever you have to borrow days
days
um from a month category always borrow
30 days regardless of the months
always remember to borrow 12 months
instead of our typical
um 10 that we we think about in in most calculations
calculations
and never
um round or never yes never round
um a test stage up or down use the exact
the bbcs has excellent reliability
coefficients and in part those
reliability coefficients were obtained by
by
um ensuring that children understand the
nature of the task before they begin
taking the items for credit and to do
that we include trial items the test
starts out with non um
um
test related material such as the first
trial item is is to ask the child if I
ask you to show me your shoes where
would you point
and then show me your hair
Now show me the floor
trial item four moves to the test
materials the test diesel
that has a stimulus plate with four
pictures and you begin with show me the
ball and you can go through the other
remaining three pictures and confirm
that the child can identify at least one
picture in the four picture display
it's important that these trial items
not be skipped because in part they
contribute to
to administer the test begin at the
child start point which is the child's
chronological age
introduce each item by saying show me
until the child understands the nature
of the task and then you can just read
this the concept stem itself
um items with photo responses for
scoring purposes you will score
or Circle the one for correct answers
Circle zero for incorrect answers and
circle in R for no response and scored
as a zero when children do not respond
you can repeat the test item If the
child requests a repetition
or if the child indicates uncertainty
about their response or if the child
does not respond within 10 seconds
however do not repeat the item If the
child responds incorrectly except their
some considerations on children's
responses If the child shows a
perceptive pattern of responding to only
one of the quadrants on a stimulus page
you want to interrupt that preservative
response immediately and you point to
each of the response options after
reading the stimulus and one at a time
say look at this picture and this one
and this one and this one
now show me and then the concept
if a child points to more than one
option say to the child which one is
your answer show me again the concept
if a child self-corrects you can you can
accept their self-correction and score
the item is correct but if a child
initially responds with the correct
response and then changes their response
to an incorrect response except their
recording responses and scoring I
mentioned already that you score one if
the child responds correctly zero at the
child child responds incorrectly and a
zero If the child does not respond um
um
items one through ten on the color
subtest allow you to write in the answer
that the child gave you
If it's incorrect so that you can direct
it later through instruction and you use
the four-point response options to note
the color um
um
Administration is simple and straightforward
straightforward
for all children the start point is
based on their chronological age so the
age-based start points
basal rule is consistent throughout the
test a correct response to three
consecutive items is
the established basal
the discontinuation point varies only
slightly it's three consecutive items
for subtests one through six which are
the School Readiness items and subtests
and for consecutive failures on
subtest 7 through 10 and in part that's
because those latter subtests are as
long as they are and they have a little
scores and descriptive classifications
we've talked about this previously but I
wanted to show you the score summary
page on the record form where it allows
you to indicate the child's raw scores
calculate the scale scores calculate the
composite and standard scores for the
School Readiness composite the total
test composite
calculate confidence intervals
percentile ranks growth scale values age
equivalents and descriptive
classifications from very delayed to
I mentioned previously that the bbcs has
excellent reliability a rule of thumb in
psychometrics is that a test that is
used for placement and eligibility
decisions like an intelligence test
should have reliability of the total
test score um
um
at a level of 0.9 or above
SRC and the total tests all have
reliabilities above 0.9 in fact all the
reliabilities are above 0.96 or 9 6 and above
above
so the bbcs meets that criteria of an
eligibility test
um even though it would not be used for
making eligibility decisions it's a
highly reliable test
when we look at the subtests the average
reliabilities for all of the subtests
including those on the SRC and then the
remaining uh
five subtests all have reliabilities
again above 0.9 on average and across
the age range you can see that some dip
down to 0.88
but these are excellent for subtest
reliabilities we would not use the
there's a common uh thread in in
psychometrics and that is that as
reliability goes up
measurement error goes down
this measurement error goes down
confidence in the score goes up and
confidence intervals gets smaller well
that's exactly what we see with the high
reliabilities on the bbcs we have
standard errors of measurement that are
very small
which create very small standard
um or confidence intervals and give you
much more confidence in the obtained score
score
when we look at the reliabilities
of the test
across different subgroups we calculate
reliabilities for language impaired
students those with developmental delays
and students who are gifted and talented
what we found was is that the test has
excellent reliability for children with
language impairment
you see three examples here of of
reliabilities that are perfect 1.0
I want to I want to make sure that
you're aware that we're aware that 1.0
does not exist in terms of reliability
no test is perfectly reliable
when we report the 1.0 it's because the
test is so reliable it's 0.999
or some number above or below that would
still round to 1.0
so the SRC the total test receptive
score and the SRC
receptor score are very very reliable
for the language impaired students
similarly they're just as reliable for
the developmentally delayed students
very high reliabilities
0.9799 for the total test scores
and the School Readiness composite
and for the gifted and talented student
0.95 for the total test score and 0.86
for the the SRC
highly reliable measurement
how do you use bbcs as part of your
oh we take a look at
this particular page and it shows that
what we can do with the bbcs and those
instruments that are in your battery
is the first step is to look at items
across the bbcs and the other tests in
your battery
what we're looking for is to see if the
other tests measure basic concepts and
the extent to which they measure basic
concepts we can compare the child's
passing and failing of those items on
those tests related to their past and
failure of items on the bbcs
we can also look to see if we have
discrepancies that the child is in an
early stage of acquisition
or if they pass the same items across
multiple measures they've probably
mastered the concepts
and we can see that if there are anomalous
anomalous
performance on some of the subtests in
the battery we might want to look at the
test directions to see did the child
understand the concepts on the bbcs that
are embedded in the test directions
when we look at assessment we have what
we refer to as the riot assessment
process used throughout school
psychology and Clinical Psychology
the process is simple review interview
observe and test
so we start with the referral question
and and consider the extent to which
basic concept acquisition might be
related to the referral question that is
is the child referred for poor Direction
following confusion not following
classroom discussions not keeping up
with the class on projects and during
instructional periods
we want to review the child's school records
records
review the screenings for a vision
hearing and medical reasons for the
referral as the child have a his does
the child have a history of otitis media
for example
we want to interview the appropriate
School personnel and the child's Guardians
Guardians
we want to observe the child in the
classroom to see how they interact with
others do they look confused when
they're asked questions can they follow
directions how do they interact with
their peers and with the teacher
we want to administer score and
integrate to test results and compare
across the battery the child's
understanding of the concepts both in
the test directions and the test items
and then we want to identify the
concepts that the child does not know so
that we can teach them those Concepts
in a cross-mattery assessment including intelligence
incidental learning spatial abilities um we have Direction position those
um we have Direction position those relational Concepts that are all related
relational Concepts that are all related to a person's place in space
to a person's place in space quantitative well we have a quantitative
quantitative well we have a quantitative uh subtest and we have the numbers and
uh subtest and we have the numbers and counting in the SRC
counting in the SRC so the bbcs matches uh four of the
so the bbcs matches uh four of the crystallized or gfgc and thurston's
crystallized or gfgc and thurston's primary ability domains and
primary ability domains and as we showed earlier the bbcs total test
as we showed earlier the bbcs total test correlates with
correlates with full-scale IQ
full-scale IQ of multiple intelligence tests as well
of multiple intelligence tests as well as those tests correlate with each other
as those tests correlate with each other once you've administered the bbcs
once you've administered the bbcs the important thing is is that you can
the important thing is is that you can teach the concepts
teach the concepts um
um with intelligence tests you can't teach
with intelligence tests you can't teach the content that the intelligence test
the content that the intelligence test measures
measures but and you can't make a child more
but and you can't make a child more intelligent by teaching those
intelligent by teaching those um those constructs to the child but
um those constructs to the child but with the bbcs it's important that you do
with the bbcs it's important that you do teach the concepts to the child
teach the concepts to the child so we've identified over the years 20
so we've identified over the years 20 evidence-based principles for teaching
evidence-based principles for teaching basic concepts to children
basic concepts to children those Concepts
those Concepts and those instructional
and those instructional methods include teaching the positive
methods include teaching the positive goal Concepts before negative pull
goal Concepts before negative pull Concepts what that means is is that a
Concepts what that means is is that a positive pull concept is one that has
positive pull concept is one that has more of the Salient feature
more of the Salient feature um than the negative pull concept so
um than the negative pull concept so tall has more height than short
tall has more height than short um fat has more
um fat has more thickness to it than thin
thickness to it than thin hot has more BTUs than cold and so forth
hot has more BTUs than cold and so forth so you teach the positive pull concept
so you teach the positive pull concept first
first you also teach upper case letters before
you also teach upper case letters before lowercase letters children understand
lowercase letters children understand and learn those more readily we teach
and learn those more readily we teach the numbers one through five before six
the numbers one through five before six through nine and he teaches three
through nine and he teaches three dimensional sizes before two-dimensional
dimensional sizes before two-dimensional sizes so Concepts like big and small
sizes so Concepts like big and small um are three-dimensional but tall and
um are three-dimensional but tall and short are two-dimensional
short are two-dimensional it's important to identify and emphasize
it's important to identify and emphasize only the Salient features that this that
only the Salient features that this that Define the concept all too often we
Define the concept all too often we emphasize uh features that are not
emphasize uh features that are not Salient to the definition of the concept
Salient to the definition of the concept you want to make sure that you're
you want to make sure that you're focusing only on and identifying only
focusing only on and identifying only those Salient features that Define the
those Salient features that Define the concept you want to make sure that
concept you want to make sure that you're using clear and conceptual
you're using clear and conceptual examples and non-examples and the the
examples and non-examples and the the broader the range between the examples
broader the range between the examples non-examples uh the better in the
non-examples uh the better in the beginning and then more refinement as
beginning and then more refinement as you move in so if you're teaching the
you move in so if you're teaching the difference between a DOT or teaching a
difference between a DOT or teaching a concept of a dog for example a
concept of a dog for example a non-example would be a bird or a fish
non-example would be a bird or a fish they don't have the four legs they don't
they don't have the four legs they don't have the characteristics that a dog had
have the characteristics that a dog had but then as you move closer you would
but then as you move closer you would use
use conceptually not examples that are more
conceptually not examples that are more similar to a dog like cats and coyotes
similar to a dog like cats and coyotes and wolves and other four-legged animals
and wolves and other four-legged animals that have long tails and fur
that have long tails and fur encourage um overwhelming of the
encourage um overwhelming of the concepts and repeated use once you've
concepts and repeated use once you've taught the concepts don't assume that
taught the concepts don't assume that the child knows them use them repeatedly
the child knows them use them repeatedly and include them in general
and include them in general conversations
conversations and you want to make sure that you teach
and you want to make sure that you teach related Concepts in conceptual pairs in
related Concepts in conceptual pairs in the same lesson there's no reason to
the same lesson there's no reason to teach over by itself
teach over by itself it's better to teach over with under
it's better to teach over with under around and through and teach up and down
around and through and teach up and down together and heavy and light together
together and heavy and light together and fast and slow together
and fast and slow together it's important to use Rich language
it's important to use Rich language all the time but especially when you're
all the time but especially when you're teaching Concepts so for example a
teaching Concepts so for example a teacher might say to her to her class
teacher might say to her to her class someone please bring me the big thick
someone please bring me the big thick red book on the corner of my desk
red book on the corner of my desk it's a heavy book who can carry such a
it's a heavy book who can carry such a big heavy book
big heavy book like including all those Concepts those
like including all those Concepts those children will learn the uh
children will learn the uh various Concepts incidentally and in
various Concepts incidentally and in relation to each other
relation to each other um this is using Rich Lane which is much
um this is using Rich Lane which is much better than to just say endpoint bring
better than to just say endpoint bring me the book over there
um you want to make sure that you reinforce generalizations by using
reinforce generalizations by using increasingly more abstract
increasingly more abstract generalizations the concept of under for
generalizations the concept of under for example is easily understood when you
example is easily understood when you have one object under another object and
have one object under another object and you have space between the two it's more
you have space between the two it's more difficult when the two objects are on
difficult when the two objects are on top of each other and still one is under
top of each other and still one is under the other
the other and it becomes even more difficult and
and it becomes even more difficult and more abstract when you have when you
more abstract when you have when you talk about the shirt that's under the
talk about the shirt that's under the shirt that I have on
shirt that I have on or that a person is under the water
or that a person is under the water which they're not they're under the
which they're not they're under the surface of the water
surface of the water or that someone is under appreciated
or that someone is under appreciated over under loved
once you've administered the bbcs make sure that you complete the concept
sure that you complete the concept development guide and
development guide and provide one copy to the parent and one
provide one copy to the parent and one copy to the teacher to ensure that the
copy to the teacher to ensure that the the child is taught the concepts that
the child is taught the concepts that they did not know at home and in the
they did not know at home and in the classroom
we've identified some resources for you the Early Childhood State Standards
the Early Childhood State Standards article that looks at the basic concept
article that looks at the basic concept uh review in 50 state standards
uh review in 50 state standards and we've got other resources related to
and we've got other resources related to Early Childhood assessment
Early Childhood assessment and concept assessment and concept
and concept assessment and concept teaching
thank you very much for attending this webinar
webinar um I hope you have a wonderful
um I hope you have a wonderful Thanksgiving
Thanksgiving and I hope that you
and I hope that you um use plenty of basic concepts on your
um use plenty of basic concepts on your Thanksgiving around your Thanksgiving
Thanksgiving around your Thanksgiving dinner you've got a hot delicious turkey
dinner you've got a hot delicious turkey and enjoy it thank you very much
and enjoy it thank you very much goodbye
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