Download BRIGANCE IED-II Module 1

BRIGANCE IED-II Module 1
Welcome to Hawker Brownlow Education’s introduction to the latest revision of
the Brigance Inventory of Early Development, the IED-II. My name is Martine
Power and I’ll be your guide through this introduction.
In this introduction, you’ll learn the purpose for using the Inventory of Early
Development II. You’ll discover what is new in this latest revision. And you’ll see
important features of the IED-II, such as the Comprehensive Skill Sequences.
Finally, you’ll learn how the Inventory of Early Development II meets
requirements for assessment in Early Intervention and Special Needs programs.
The Inventory of Early Development II and the Developmental Record Book,
where you record a child’s results, serve as a dynamic assessment instrument to
establish developmental level or present level of performance and to determine
progress related to instructional goals.
The Inventory of Early Development II also functions as an instructional guide by
providing a child’s present level of performance and presenting skills in
developmental sequence.
The Developmental Record Book is a systematic way of documenting skills
mastered and skills set as instructional goals using colour-coding.
This unique colour-coding system allows you to share information with parents in
a way that’s easy to understand. The same Developmental Record Book can be
used each time a child is assessed, providing ongoing information to track
growth.
The Inventory of Early Development II features instructional objectives for every
subtest to aid in the development and communication of Individual Education
Programs, or IEPs.
The Inventory of Early Development II assesses children in a wide range of skills.
In addition to assessments in Language, Readiness and Reading, the IED-II
allows you to assess the whole child with Motor Skills, Self-help Skills, Social and
Emotional Skills and more. Each skill section is clearly marked by coloured tabs
and is lettered, A through to K.
Within each lettered section, the individual subtests are numbered; therefore,
assessment E-3 would indicate the third assessment in Section E, Speech and
Language Skills. Comprehensive Skill Sequences are located at the end of each
section.
The Comprehensive Skill Sequences within the IED-II are available for sections
A through to G. The final four sections of the Inventory do not contain
Comprehensive Skill Sequences, as these are academic skill areas.
The skill sequence ‘General Speech and Language Development’ is from Section
E of the IED-II: Speech and Language Skills.
You’ll notice that some of the skills listed here are in bold print; these are
milestone skills. The milestone skills are assessment items from the General
Speech and Language Development subtest E-4. For instance, the first item
assessed in that subtest is ‘Says at least three words other than “mama” and
“dada”’. In the Comprehensive Skill Sequences list, this item is followed by a
number one in parentheses.
The intermediate skills in the Comprehensive Skill Sequences are not in bold
print. These skills allow you to show growth in smaller increments, for those
children who cannot make the jump from one milestone skill to the next. For
these children, even a small step is a great victory, and it is critical that you be
able to document and show this growth.
To use a Comprehensive Skills Sequence, simply copy the page out of the IEDII. Circle skills that the child has mastered and underline instructional objectives
in the appropriate colour. The colour-coding system is explained in the
BRIGANCE Inventories overview online training.
While all of the best features of the Inventory of Early Development have been
kept consistent, there were some changes made in this latest revision. The skill
sequences in the assessments, including the Comprehensive Skill Sequences,
have been updated and expanded.
The developmental age-level references have also been updated. These are the
small numbers superscripted before the skills. The age reference indicates the
age at which that skill is normally learned or developed.
Additional assessments in the Speech and Language section and the Readiness
section have been included, such as Sentence Memory (with and without picture
stimuli), Visual Discrimination of Forms, Uppercase and Lowercase Letters and
Words, Lowercase Letter Knowledge, and the Rating Form for Academic
Readiness.
The Social and Emotional Development section has also been expanded and
updated.
The biggest change, however, is the ability to use portions of the IED-II for normreferenced testing and for generating standard scores.
Using the Inventory of Early Development II as a norm-referenced assessment,
you are able to derive quotients (with a mean of 100 and a standard deviation of
15), percentiles, age equivalents and instructional ranges for the normed portions
of the inventory. The normed portions of the IED-II include assessments in Fine
Motor and Gross Motor Skills, Receptive and Expressive Language Skills,
Academic/Cognitive Skills, Daily Living Skills and Social and Emotional
Development.
In addition, a Total Adaptive Behaviour Score can be derived, which is a score
that combines the above skill areas for a holistic view of the child.
The normed portions of the Inventory of Early Development II were standardised
on a group of children representative of the population, in terms of ethnicity,
income level, level of parent education, area of residence, and so on. Complete
information can be found in the IED-II Standardisation and Validation Manual.
The Inventory of Early Development II was shown to have a high degree of
reliability. Internal consistency was high, meaning that the individual
assessments in the IED-II relate well to the total composite, subdomain or
domain. In other words, specific types of assessments cluster into measures of
unique aspects of child development.
High test-retest reliability means that the IED-II assessments can be
administered to a child and that child will get roughly the same score each time.
And high inter-rater reliability indicates that the assessments can be administered
by different people and the child’s score will be roughly the same.
Content validity answers the question ‘Does the IED-II capture the domains and
subdomains of child development considered important by educators and
researchers?’ Concurrent validity considers the correlation of the IED-II
assessments to other diagnostic measures, including developmental, academic
and intelligence measures. See Chapter 8 of the Standardisation and Validation
Manual for the specific diagnostic measures.
Finally, discriminant reliability is the ability of the IED-II to identify children with
developmental strengths or weaknesses.
Because there are many components available for testing with the Inventory of
Early Development II, let’s take a moment to look at each one. The Inventory, the
large yellow binder, contains all of the assessments with the teacher directions
for administration. Assessment cannot be conducted without the Inventory.
The Standardisation and Validation Manual, authored by Doctor Frances
Glascoe, contains a wealth of important information, such as administration
procedures and scoring procedures for norm-referenced testing. It contains
information regarding the standardisation of the IED-II; reliability and validity
statistics; and conversion charts for deriving normed data from raw scores.
The Manual also contains other important information, such as the correlation of
the IED-II and BRIGANCE Screens to early intervention programs, guidelines for
testing special populations, and more.
A Developmental Record Book is required for each child you will assess. Testing
results are documented in the child’s Developmental Record Book.
A Standardised Assessments Record Book is required for each child to whom
you will be administering normed assessments. The Standardised Assessments
Record Book contains entry points, basals and ceilings.
The Class Record Book is a convenient tool for instructional planning, allowing
you to view performance on each subtest for every child in your class.
The IED-II Standardised Scoring Conversion Software, available on CD-ROM,
automatically computes chronological age and converts raw scores into normed
data; that is, quotients, percentiles, age equivalents and instructional ranges.
The BRIGANCE Inventory of Early Development II is suitable for use in early
intervention programs, in tandem with the BRIGANCE Screens, for required
ongoing assessment. Assessments in the Screens are directly correlated to
lower-level or prerequisite skills, same-level skills and higher-level skills in the
IED-II.
The IED-II fulfils the requirement that the whole child be assessed; that is, that
children are assessed in a wide variety of areas, including motor skills, cognitive
skills, and social and emotional development.
Because the IED-II is designed to be used by the teacher in the classroom, there
is no specialised training required. Results from the IED-II are easily interpreted
by parents and school personnel. The Inventory of Early Development II provides
relevant information that directly assists in determining the educational needs of
the child.