Brigance Training for Early Childhood Outcomes

1
Brigance Training for Early Childhood Outcomes

• Gaston County Schools
• September 25, 2007

2
Brigance IED-II

• Inventory of Early DevelopmentII  
• For children from birth to developmental age of 6
  years.
• Can serve as both a diagnostic instrument and as
  a criterion referenced assessment

3
Anchor Assessment

• Gaston County Schools will be using the Brigance
  IED-II as its anchor assessment tool for the
  Early Childhood Outcomes ratings.
• The Brigance will need to be administered within
  60 days of entering preschool 619 services and
  again prior to the childs exit from preschool
  services.

4
Aligning Assessment with Outcomes

• Outcome 1 Positive Social-Emotional Skills
• Outcome 2 Acquiring and Using Knowledge Skills
• Outcome 3 Taking Appropriate Action to Meet Needs

• Brigance Section G
• Brigance Section F
• Brigance Section D

5
Administration

• It is important to remember that this is not a
  standardized assessment.
• Does not require rigid administration procedures.
  

6
Recording Procedures and Color Code

• Recording
• -Circle responses for skills mastered.
• -Underline items child has not yet mastered.
• Color Code
• Each evaluation is recorded in a different color
  to track progress.
• 1st-pencil, 2nd-Blue

7
Starting Points

• Select the most appropriate skill level within
  the sequence.
• Evaluate the data you have about the child to
  estimate the developmental age level.
• Once you have an approximate developmental age,
  you may want to drop back to the previous start
  point to initiate the assessment.
• Ex. If dev. age is 3 years, you may want to drop
  back to the start point of 2-6 to ensure success.

8
Section D Self-Help Skills

• Covers 8 self-help topics
• Feeding/Eating, Undressing, Dressing,
  Unfastening, Fastening, Toileting, Bathing, and
  Grooming
• Assessment Methods
• Parent Interview
• Formal/Informal Observation
• Discontinue subsection after 3 consecutive
  failures.

9
Section F General Knowledge and Comprehension

• Skills measured include response to books, body
  parts, colors, shapes, quantitative concepts,
  directional concepts, etc.
• Assessment Methods
• Parent Interview
• Formal/Informal Observations
• Child Performance

10
Section F Discontinue Rules

• Discontinue rules vary by subsection
• 3 consecutive failures
• Response to Books, Body Parts, Knows Use of
  Objects
• 2 consecutive failures
• Colors, Shape Concepts, Quantitative Concepts,
  Directional Concepts, Classifying, Knows What to
  Do in Different Situations

11
Section F Multiple Levels

• Three areas within Section F have multiple
  levels body parts, colors, and shape concepts.
• Body Parts receptive and expressive
• Colors matches, points to, names
• Shape Concepts matches, points to, names

12
Multiple Levels (cont.)

• Begin administration with the higher level skills
  (as appropriate).
• Give credit for lower-level skills whenever the
  child demonstrates mastery at a higher level.
• For example, if the child names red, give
  credit for the lower-level skills matching and
  pointing without actually administering them.

13
Section G Social Emotional Development

• Consists of three parts
• General Social and Emotional Development
• Play Skills and Behaviors
• Initiative and Engagement Skills and Behaviors
• Assessment Methods
• Parent Interview
• Formal/Informal Methods
• Discontinue after 3 consecutive failures.

14
Transfer Scores to COSF

• Record developmental age scores from Sections
  D,F, G under the appropriate Outcome on the
  Child Outcomes Summary Form (COSF)
• Refer to the Sample COSF included in your
  handouts for an example
• File Brigance protocol in students EC folder

15
Online Access to Forms

• Forms and helpful information can be found on the
  DEC website.
• Follow this path
• DEC Main PagegtCounty EC Personnelgt
• Speech Pathologistsgt Child Outcome Summary
  Forms