TABLE OF CONTENTS

Page Page

INTRODUCTION SCREENING INFORMATION FORMS . . . . . . . . . . . . . . . . . . . . . . . . . . 67

The BRIGANCE Early Childhood Family of Products . . . . . . . . . . . . . iv
® Screening Observations Forms
Infant and Toddler . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68
Introduction to the BRIGANCE® Early Childhood Screen III (0–35 months)
Two-Year-Old Child . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 69
Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . v
Hearing and Vision Observations . . . . . . . . . . . . . . . . . . . . . . . . . . . 70

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Using the Early Childhood Screen III to Support Your Program . . . . . . . vi Parent-Child Interactions Form – Infant and Toddler . . . . . . . . . . . . . . 72
Standardisation and Validation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ix Teacher Feedback Form – Two-Year-Old Child . . . . . . . . . . . . . . . . . . 74

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Step-by-Step Screening Procedures. . . . . . . . . . . . . . . . . . . . . . . . . . . x Parent Feedback Form – Two-Year-Old Child . . . . . . . . . . . . . . . . . . . . 76

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Step 1: Get Ready to Screen . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . x
Step 2: Screen the Child . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xiii SELF-HELP AND SOCIAL-EMOTIONAL SCALES FOR THE

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Step 3: Complete the Data Sheet . . . . . . . . . . . . . . . . . . . . . . . . . . . xvi TWO-YEAR-OLD CHILD. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 77
Step 4: Analyse Results . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xx How to Administer the Self-help and Social-Emotional Scales . . . . . . 78
Step 5: Identify Next Steps. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xxv Parent Report – Self-help and Social-Emotional Scales . . . . . . . . . . . . 79

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Teacher Report and Scoring Form –
Screening Children with Special Considerations . . . . . . . . . . . . . . xxix
Self-help and Social-Emotional Scales. . . . . . . . . . . . . . . . . . . . . . . 81
Bilingual and Non-English-Speaking Children . . . . . . . . . . . . . . . . . . xxix

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Self-help Scale . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 85
Children with Exceptionalities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xxx

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Social-Emotional Scale . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 87
CORE ASSESSMENTS – INFANT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
APPENDICES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 89
CORE ASSESSMENTS – TODDLER . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
Br A History of BRIGANCE® . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
B Acknowledgements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
90
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C Standardisation Study Sites . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 92

Table of Contents
CORE ASSESSMENTS – TWO-YEAR-OLD CHILD. . . . . . . . . . . . . . . . . 40
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D Station Method for Screening . . . . . . . . . . . . . . . . . . . . . . . . . . . 94
SUPPLEMENTAL ASSESSMENTS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55 E References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 95
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iii BRIGANCE® Early Childhood Screen III • © 2014 Hawker Brownlow Education • CA14294 Table of Contents

Table of Contents and

Introduction
CORE ASSESSMENTS – INFANT (birth–11 months)
Introduction Table of Contents
The assessments in this section allow screening personnel to assess
mastery of key skills of infants. The skills in the Core Assessments Number Skill Page
coordinate with the skills listed on the Infant Data Sheet. 1A Gross Motor Skills .................................................................. 3
2A Fine Motor Skills .................................................................... 6
DIRECTIONS FOR ADMINISTERING ASSESSMENTS 3A Receptive Language Skills ....................................................... 9

Core Assessments – Infant (birth–11 months)

Before Screening 4A Expressive Language Skills .................................................... 12

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5A Self-help Skills ...................................................................... 15
• Complete section A (the child information section) of the child’s Data
Sheet. 6A Social and Emotional Skills .................................................. 17

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• Familiarise yourself with the assessments by reading through each
assessment.

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• Gather all materials required for the assessments. Specific materials

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needed for conducting an assessment are listed under MATERIALS on All items in the Core Assessments of the BRIGANCE® Screen III (0–35
the first page of the assessment. months) have been standardised and validated. Standard scores,
• Decide which Entry is appropriate for the child you are screening. Each percentiles and age equivalents can be determined. You must adhere

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assessment has three entry points, which allow children of different ages strictly to the specific SCORING INFORMATION and Directions for each
assessment if you want to compare a child’s scores to the norms found
(i.e. birth, 4 months and 8+ months) to begin with items at different skill
in the BRIGANCE® Screens III Technical Manual.

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levels.

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During Screening

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• Use the specific Directions given on the first page of each assessment.
• All of the Core Assessments for infants can be administered by
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observation and by parent report (interviewing the parent/caregiver).
Administering by parent report can be helpful if a child is asleep,
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fearful, ill or too young to fully cooperate. It is important that you use
the prescribed directions and exact wording provided as you administer
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the assessment.
• To gather information from a parent about a child’s skills, use the
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interview questions, which are preceded by Ask: in the assessments.

When responding to an interview question, parents/caregivers often
report on a child’s emerging but not-yet-mastered skills, giving answers
such as “sometimes”, “if I let him” or “a little”. It is important to
remember, however, to give credit for a skill only when the child
(continues)

1 BRIGANCE® Early Childhood Screen III • © 2014 Hawker Brownlow Education • CA14294 Core Assessments – Infant (birth–11 months)

Core Assessments –
Infant (birth–11 months)
CORE ASSESSMENTS – TODDLER (12–23 months)
Introduction Table of Contents
The assessments in this section allow screening personnel to assess
Number Skill Page
mastery of key skills of toddlers, ages 12 months to 23 months. The
items in the Core Assessments coordinate with the skills listed on the 1B Receptive Language Skills – General ....................................... 21
Toddler Data Sheet. 2B Receptive Language Skills – Identifies Parts of the Body .......... 23
3B Receptive Language Skills – Identifies Pictures ........................ 24

Core Assessments – Toddler (12–23 months)

DIRECTIONS FOR ADMINISTERING ASSESSMENTS 4B Receptive Language Skills – Knows Sounds Animals Make ..... 27

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Before Screening 5B Gross Motor Skills ................................................................... 28

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• Complete section A (the child information section) of the child’s Data 6B Fine Motor Skills ..................................................................... 30
Sheet. 7B Expressive Language Skills – General ...................................... 32

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8B Expressive Language Skills – Names Objects ........................... 34
• Familiarise yourself with the assessments by reading through each
9B Expressive Language Skills – Uses Phrases .............................. 35
assessment.

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10B Self-help Skills ......................................................................... 36
• Gather all materials required for the assessments. Specific materials 11B Social and Emotional Skills ...................................................... 38
needed for conducting an assessment are listed under MATERIALS on

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the first page of the assessment.
• Decide which Entry is appropriate for the child you are screening. Some

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assessments have multiple entry points, which allow children of different

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ages (i.e. 12 months, 15 months, 19 months, 22+ months) to begin with All items in the Core Assessments of the BRIGANCE® Screen III (0–35
items at different skill levels. For other assessments, all ages begin with months) have been standardised and validated. Standard scores,
item 1. percentiles and age equivalents can be determined. You must adhere

During Screening Br strictly to the specific SCORING INFORMATION and Directions for each
assessment if you want to compare a child’s scores to the norms found
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in the BRIGANCE® Screens III Technical Manual.
• Use the specific Directions given on the first page of each assessment.
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• Most of the Core Assessments for toddlers can be administered by

observation and by parent report (interviewing the parent/caregiver).
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Administering by parent report can be helpful if a child is asleep,

fearful, ill or too young to fully cooperate. It is important that you use
the prescribed directions and exact wording provided as you administer
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the assessment.
• To gather information from a parent about a child’s skills, use the
interview questions, which are preceded by Ask: in the assessments.
When responding to an interview question, parents/caregivers often
(continues)

19 BRIGANCE® Early Childhood Screen III • © 2014 Hawker Brownlow Education • CA14294 Core Assessments – Toddler (12–23 months)

Core Assessments –
Toddler (12–23 months)
CORE ASSESSMENTS – TWO-YEAR-OLD CHILD
Introduction Table of Contents
The assessments in this section allow screening personnel to assess
mastery of key skills of two-year-old children. The skills in the Core Number Skill Page
Assessments coordinate with the skills listed on the Two-Year-Old 1C Identifies Parts of the Body ................................................... 42
Child Data Sheet. 2C Identifies Pictures by Naming ................................................ 43
3C Knows Uses of Objects ........................................................ 44
DIRECTIONS FOR ADMINISTERING ASSESSMENTS 4C Repeats Sentences .............................................................. 45

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Before Screening 5C Gross Motor Skills ................................................................ 46
• Complete section A (the child information section) of the child’s Data 6C Understands Concepts of Number and Size ......................... 47

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Sheet. 7C Visual Motor Skills ............................................................... 49
8C Builds Tower with Blocks ..................................................... 50

Core Assessments – Two-Year-Old Child

• Familiarise yourself with the assessments by reading through each

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9C Matches Colours ................................................................. 51
assessment.
10C Verbal Fluency and Articulation ............................................ 52

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• Gather all materials required for the assessments. Specific materials
needed are listed under MATERIALS on the first page of the
assessment.

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During Screening
All items in the Core Assessments of the BRIGANCE® Screen III (0–35

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• Use the specific Directions given on the first page of each assessment. months) have been standardised and validated. Standard scores,

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Many assessments include specific language to use as you administer percentiles and age equivalents can be determined. You must adhere
the assessment. strictly to the specific SCORING INFORMATION and Directions for each
assessment if you want to compare a child’s scores to the norms found

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• Some assessments have accompanying child pages. If the child has
in the BRIGANCE® Screens III Technical Manual.
difficulty focusing on a specific item on a child page or seems
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distracted by other items on the page, cover the other items with blank
sheets of paper.
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• Allow as much time as you think the child needs unless a specific Note
regarding time is provided with the assessment.
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• Remain objective. Extra assistance given to a child during screening

may influence the child’s performance and could invalidate the results.
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For assessments that require an oral response, provide encouragement

and praise whether or not the child’s response is correct. If the child
asks if his/her response is correct, say something like, “You are doing a
good job listening.” Do not provide reminders, such as “You
remember. We did this yesterday.”
(continues)

40 BRIGANCE® Early Childhood Screen III • © 2014 Hawker Brownlow Education • CA14294 Core Assessments – Two-Year-Old Child

Core Assessments –
Two-Year-Old Child
Supplemental Assessments
Table of Contents
Introduction Page
The assessments in this section allow screening personnel to assess a

Supplemental Assessments – Two-Year-Old Child

Supplemental Assessments – Two-Year-Old Child Data Sheet . . . . . . . . . 56
two-year-old child’s mastery of additional and more advanced skills
than those presented in the age-specific Core Assessments. Number Skill
1S Knows Personal Information . . . . . . . . . . . . . . . . . . . . . . . . 57
SKILL LEVEL 2S Responds to Picture . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58

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3S Follows Verbal Directions. . . . . . . . . . . . . . . . . . . . . . . . . . . 60
The Supplemental Assessments are used primarily with those children who
4S Gross Motor Skills . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62
are not challenged by the Core Assessments. A two-year-old child who has

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5S Visual Motor Skills. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 65
not mastered skills presented in the Core Assessments – Two-Year-Old Child
will probably find the Supplemental Assessments too difficult.

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GENERAL DIRECTIONS

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The assessments in the previous Two-Year-Old screen are Core Assessments
to use for determining mastery of key skills for the specified age level.

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Administration of the Two-Year-Old screen is usually completed within ten
to fifteen minutes. After administering the Core Assessments, however, you
may wish to assess the child’s mastery of additional skills. You may wish to

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administer select Supplemental Assessments to gain more information

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about the child.

RECORDING THE RESULTS

Make a copy of the Supplemental Assessments – Two-Year-Old Child Data Br
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Sheet. Record the child’s responses to assessment items on this Data
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Sheet. Give credit for a skill by circling the item number. For an incorrect
response, slash through the item number.
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55 BRIGANCE® Early Childhood Screen III • © 2014 Hawker Brownlow Education • CA14294 Supplemental Assessments

Supplemental Assessments
SCREENING INFORMATION FORMS
Overview Table of Contents
When considering a child’s development, it is crucial to incorporate
Page
both formal screening and informal observation methods to support
a more complete picture of the child. Screening Observations Forms
Screening Observations Form – Infant and Toddler . . . . . . . . . . . . . 68
Use the Screening Observations Form, the Parent-Child Interactions
Form, the Teacher Feedback Form and the Parent Feedback Form to Screening Observations Form – Two-Year-Old Child. . . . . . . . . . . . . 69
collect authentic information from these important contributors. Hearing and Vision Observations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 70

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These forms are an optional component of the screening program. Parent-Child Interactions Form
They allow an educator to document a child’s actual work and Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .71

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behaviour through interaction and first-hand observation. Parent-Child Interactions Form – Infant and Toddler . . . . . . . . . . . . 72
Teacher Feedback Form

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SCREENING OBSERVATIONS FORMS Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 73
Although there are no defined cut-off scores for the Screening Teacher Feedback Form – Two-Year-Old Child . . . . . . . . . . . . . . . . . 74

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Observations Forms, children observed to have auditory, vision, motor or Parent Feedback Form
physical problems should be seen by a health care professional. Children Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .75

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with speech problems should be seen by a health care professional to Parent Feedback Form – Two-Year-Old Child . . . . . . . . . . . . . . . . . . .76
assess hearing prior to seeing a speech-language therapist.

Screening Information Forms

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67 BRIGANCE® Early Childhood Screen III • © 2014 Hawker Brownlow Education • CA14294 Screening Information Forms

Screening Information Forms

SELF-HELP AND SOCIAL-EMOTIONAL SCALES
Overview Table of Contents
The Self-help and Social-Emotional Scales provide a standardised Page
measure of self-help skills in eating, dressing and toileting, as well as
How to Administer the Self-help and Social-Emotional Scales. . . . . . . . . 78
social and emotional skills in playing and getting along with others.
These scales can be used to gain a broader understanding of the child’s Parent Report
developmental level and, if needed, to derive standardised scores in Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 79
these areas. See the BRIGANCE Screens III Technical Manual for
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Parent Report – Self-help and Social-Emotional Scales . . . . . . . . . . . . 80

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background information on the scales and for additional scoring details. Teacher Report and Scoring Form
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 81

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AGE RANGE Scoring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 82
Teacher Report and Scoring Form –

Self-help and Social-Emotional Scales

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Standardised scores can be obtained for children within the age range of
2 years, 0 months to 2 years, 11 months. Self-help and Social-Emotional Scales. . . . . . . . . . . . . . . . . . . . . . . 83

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Example of a Completed Teacher Report and Scoring Form –
RECORDING AND SCORING RESPONSES Self-help and Social-Emotional Scales. . . . . . . . . . . . . . . . . . . . . . . 84
Two forms can be used to administer these scales – the Parent Report and Self-help Scale (Items 1–6) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 85

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the Teacher Report and Scoring Form. The reproducible Parent Report can Social-Emotional Scale (Items 7–18) . . . . . . . . . . . . . . . . . . . . . . . . . . . . 87
be found on page 80; the reproducible Teacher Report and Scoring Form

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can be found on page 83.

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Br All items in the Self-help and Social-Emotional Scales have been
standardised and validated. Standard scores, percentiles and age
equivalents can be determined. You must adhere strictly to the
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Directions and Scoring Information if you want to compare a child’s
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scores to the norms found in the BRIGANCE® Screens III Technical
Manual.
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77 BRIGANCE® Early Childhood Screen III • © 2014 Hawker Brownlow Education • CA14294 Self-Help and Social-Emotional Scales

Self-help and Social-Emotional Scales

APPENDICES
Table of Contents
Appendices Page
A History of BRIGANCE® .......................................................... 90
B Acknowledgements ............................................................. 91
C Standardisation Study Sites................................................... 92
D Station Method for Screening............................................... 94

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E References ........................................................................... 95

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Appendices
89 BRIGANCE® Early Childhood Screen III • © 2014 Hawker Brownlow Education • CA14294 Appendices

Appendices
 Johnson-Martin, Nancy M., Susan M. Attermeier and Bonnie J. Hacker. Carolina Owens, Robert E. Language Disorders: A Functional Approach to Assessment and
Curriculum for Preschoolers with Special Needs. 2nd ed. Baltimore: Paul H. Intervention. 5th ed. Boston: Allyn & Bacon, 2009.
Brookes, 2004. Puckett, Margaret B. and Janet K. Black. The Young Child: Development from
Kimmerle, Marliese, Claudio L. Ferre, Kathleen A. Kotwica and George F. Michel. Prebirth through Age Eight. 5th ed. Upper Saddle River, NJ: Prentice Hall, 2008.
“Development of Role-Differentiated Bimanual Manipulation During the Infant’s Shelov, Stephen P. and Robert E. Hannemann, eds. Caring for Your Baby and Young
First Year.” Developmental Psychobiology 52 (2010). Child: Birth to Age 5. 5th ed. New York: Bantam Books, 2009.
Koralek, Derry Gosselin. Caring for Infants and Toddlers. 2nd ed. Albany, NY: Delmar Stoppard, Miriam. Complete Baby and Child Care. Rev. Amer. ed. New York: Dorling
Learning, 2005. Kindersley, 2008.
Lipton, J. S. and E. S. Spelke. “Origins of Number Sense: Large Number Teitelbaum, Philip, et al. “Movement Analysis in Infancy May Be Useful for Early
Discrimination in Human Infants.” Psychological Science 14.5 (2003): 396–401. Diagnosis of Autism.” Proceedings of the National Academy of Sciences of the

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Lynch, Eleanor W. and Marci J. Hanson, eds. Developing Cross-Cultural Competence: United States of America 95.23 (1998): 13982–13987.
A Guide for Working with Children and Their Families. 4th ed. Baltimore: Paul H. Wetherby Amy M. and Barry M. Prizant. Communication and Symbolic Behaviour

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Brookes, 2011. Scales, Developmental Profile. Chicago, IL: Applied Symbolix, 2000.
Malofeeva, E., J. Day, X. Saco and L. Young. “Construction and Evaluation of a Wetherby, Amy M. and Barry M. Prizant. “Profiling Communication and Symbolic

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Number Sense Test with Head Start Children.” Journal of Educational Psychology Abilities in Young Children.” Journal of Childhood Communication Disorders 15.1
96.4 (2004): 648–659. (1993): 23–32.

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Marion, Marian. Using Observation in Early Childhood Education. Upper Saddle River, Wortham, Sue C. Assessment in Early Childhood Education. 6th ed. Upper Saddle
NJ: Prentice Hall, 2003. River, NJ: Pearson Education, 2011.

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McAfee, Oralie and Deborah J. Leong. Assessing and Guiding Young Children’s
Development and Learning. 5th ed. Upper Saddle River, NJ: Pearson Education,

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2010.
McAfee, Oralie, Deborah J. Leong and Elena Bodrova. Basics of Assessment: A Primer

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for Early Childhood Educators. Washington, DC: National Association for the
Education of Young Children, 2004.

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McLeod, Sharynne and Ken M. Bleile. “Neurological and Developmental Foundations
of Speech Acquisition.” American Speech-Language-Hearing Association
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Convention, Chicago, IL. November 2003. Seminar presentation.
National Association for Education of Young Children (NAEYC). Draft Frameworks for
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Response to Intervention in Early Childhood Education (2012).
National Infant & Toddler Child Care Initiative @ ZERO TO THREE, A Project of the
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U.S. Department of Health and Human Services, Administration for Children and
Families, Office of Child Care. Infant/Toddler Development, Screening and
Assessment (2010).
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Appendices
Nuttall, Ena Vazquez, Ivonne Romero and Joanne Kalesnik. Assessing and Screening
Preschoolers: Psychological and Educational Dimensions. Austin, TX: PRO-ED,
2004.
Oller, D. Kimbrough, Rebecca E. Eilers, A. Rebecca Neal and Alan B. Cobo-Lewis.
“Late Onset Canonical Babbling: A Possible Early Marker of Abnormal
Development.” American Journal on Mental Retardation 103.3 (1998): 249–263.

96 BRIGANCE® Early Childhood Screen III • © 2014 Hawker Brownlow Education • CA14294 Appendix E – References