Bracken Basic Concept Scale Expressive

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

Please note, no updates are currently planned for the BBCS: Expressive. Pearson will continue to offer BBCS:E Kits, Record Form packages in English and Spanish, and replacement Manuals and Stimulus Books.

The Bracken assessments are a family of products in concept development, each differing in focus and item type. Together, they are a powerful set of tools for testing concept formation and academic success in children.

Benefits

• 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.

Features

Ten areas of assessment are covered, in a verbal 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-3:R, BSRA-3, and BBCS, for a powerful set of tools for a child’s concept formation and academic success.
• Spanish-language adaptations of the record forms are also available.

Sample Reports

The Bracken Scoring Assistant 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 guides intervention and lesson plans.

Telepractice

Find out how to use this test in your telepractice.

Learn more

• BBCS-E Parent Report
• BBCS-E Spanish Pre-Posttest Teacher Report
• Bracken Scoring Assistant Sample Report
• BBCS Parent Report, Description of Scores in English and Spanish
• Bracken Sample Report

 

The following resources are available for Bracken Basic Concept Scale Expressive

Case Studies

• Case Study: Getting the Whole Picture: Assess Receptive and Expressive Concept Abilities
• Case Study 2: Getting the Whole Picture for the Bilingual Child: Assess English and Spanish Receptive and Expressive Concepts

Reference Materials and Early Childhood State Standards

• Bracken State Standards Sheet
• BBCS-3:E Update Letter
• BBCS-3:E Sticker
• Bracken Basic Concept Scale: Concept Development and Early Childhood Assessmen

 

FAQs

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.