Bracken Basic Concept Scale | Third Edition: Receptive

Bracken Basic Concept Scale | Third Edition: Receptive evaluates a child’s acquisition of basic concepts nonverbally. The tested areas are strongly related to cognitive and language development as well as early childhood academic achievement. Guidance on using this test in your telepractice.
The BBCS-4:R is now available!

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  • Bracken-3 Receptive Examiner's Manual (Print)
    0158338863 Qualification Level B


  • Bracken-3 Receptive Stimulus Manual (Print)
    0158338871 Qualification Level B


  • Bracken-3 Receptive Record Forms Qty 25 (Print)
    015833888X Qualification Level B


  • Bracken-3 Receptive Record Forms Spanish Qty 25 (Print)
    0158338901 Qualification Level B


  • Bracken-3 Scoring Assistant CD
    0158339053 Qualification Level B



Publication date:
Fall 2006
Age range:
3:0 - 6:11 years
Qualification level:
Completion time:
School Readiness Composite (SRC): 10-15 minutes. Receptive test total: 30-40 minutes.
Scoring options:
Scoring Assistant® software or manual scoring
Report options:
Teacher and Parent Reports
Other languages:
Spanish adaptation
Guidance on using this test in your telepractice

Product Details

The BBCS-4:R and BRSA-4 are now available!

The BBCS-3:R assesses a child’s basic concept skills receptively (nonverbal responses), and compares results to national norms. Spanish-language adaptations of the record forms are also available.


  • Determine if a child has mastered the basic concepts needed to be successful in formal education.
  • Identify deficits and use results to plan intervention with the Bracken Concept Development Program..
  • Match to goals of state Early Childhood standards. These tests comply with No Child Left Behind and IDEA 2004 requirements.
  • Complete a discrepancy comparison to identify whether a child has a generalized concept deficit in both receptive and expressive skills or whether the deficit is primarily receptive or expressive.
  • Obtain criterion-referenced information for Spanish-speaking students using the Spanish adaptation of the Bracken Receptive and Bracken Expressive.


Ten areas of assessment are covered, in a test that has excellent psychometric characteristics, with extensive reliability and extensive validity evidence

  • Assesses awareness of Color, Shapes, Sizes/Comparisons, Texture/Material, Letters/Sounds, Numbers/Counting, Quantity, Direction/Position, Self-/Social Awareness, and Time/Sequence.
  • The standardization sample of 750 children is representative of the U. S. population and stratified by age, sex, race/ethnicity, geographic region, and primary caregiver education level.
  • Test items were reviewed for content and cultural bias by a panel of speech language pathologists and education specialists with expertise in assessment of diverse populations.
  • Internal consistency reliability coefficients and an intercorrelation study with the English version demonstrate that the BBCS-3:R and BBCS:E reliably assess basic concepts. Evidence of validity based on test content and internal structure is presented.
  • Use together with the BBCS-E, BSRA-3, and BBCS, for a powerful set of tools for a child’s concept formation and academic success.

Sample Reports

The Bracken Scoring Assistant software quickly and accurately scores test results, maintains test records, and creates graphical and summary reports for the BBCS-3: R and BBCS: E. It also helps identify appropriate interventions.

The following sample reports are available for BBCS-3:R.


Find out how to use this test in your telepractice.

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Select a question below to see the response.

My understanding of a confidence interval was that it was equal on both sides of a child’s standard score (i.e., plus or minus x). But I’ve just administered a Bracken where a child 3;11 achieved a raw score of 21 for his SRC, corresponding to a standard score of 88. With a 95% confidence interval it says the range is 80 to 98. By my calculation that makes it 8 points on one side and ten points on the other side. How is this possible?

The norms tables are correct. Confidence intervals in the norms tables are based on the average standard error of measurement for the scale and are centered on the estimated true score than on the obtained score. Centering the confidence interval on the estimated true score rather than the obtained score results in an asymmetrical interval around the obtained score. This asymmetry occurs because the estimated true score will be closer to the mean of the scale (i.e., 100) than it will be to the obtained score. Therefore, a confidence interval based on the standard error of estimation is a correction for true-score regression toward the mean.