Bracken Basic Concept Scale- Third Edition: Receptive (BBCS-3:R) and Expressive (BBCS: E)

The Bracken Basic Concept Scale Third Edition consists of the Receptive test (BBCS-3:R) and the Expressive test (BBCS-3:E). BBCS-3:R assesses children's cognitive and language development using non-verbal tasks, wile BBCS-3:E requires the child to verbally respond. The Bracken Basic Concept Scale, which aligns with IDEA 2004 requirements, can screen children for school readiness and identify those with developmental delays. The assessment's results can be used in conjunction with the Bracken Concept Development Program to plan intervention. The Bracken Basic Concept Scale is available in both English and Spanish.

Grades
PreK-1
Languages
English
Spanish
Domains
Topic
Subtopics

Number Sense, Counting, Representation

Length
School Readiness Composite: 10-15 minutes. Receptive test: 30-40 minutes/ Expressive test: 20-25 minutes
Price

Manual Scoring Complete Kit (Includes Examiner’s Manual, Stimulus Manual, and 25 English Record Forms): $388.95, Software-Based Complete Kit (Includes Scoring Assistant): $524.15

Qualifications
"Level B (Purchasing requires a master's degree in psychology, education, speech language pathology, occupational therapy, social work, counseling, or field related to assessment, and formal training in the ethical adminitration, scoring, and interpretat
Open Access
No
Administration
Individual
Scoring
Computer scoring
Manual scoring
Referencing
Norm-referenced
Resources on Psychometric Properties

Panter, J. E. (2000). Validity of the Bracken Basic Concept Scale-Revised for Predicting Performance on the Metropolitan Readiness Test-Sixth Edition. Journal of Psychoeducational Assessment, 18(2), 104–110. https://doi.org/10.1177/073428290001800201;

Community-University Partnership for the Study of Children, Youth, and Families. (2011). Review of the Bracken Basic Concept Scale: Expressive (BBCS: E). Edmonton, Alberta, Canada.; Pearson Education, Inc. (2008). Bracken Basic Concept Scale-Revised (BBCS-R). Retrieved from https://www.pearsonclinical.ca/content/dam/school/global/clinical/canad…;

Ortiz, A., Clinton, A., & Schaefer, B. A. (2015). Construct Validity Evidence for Bracken School Readiness Assessment, Third Edition, Spanish Form Scores. Psychology in the Schools, 52(2), 208–221. https://doi.org/10.1002/pits.21816;

Bracken, B. A., & Panter, J. E. (2011). Using the Bracken Basic Concept Scale and Bracken Concept Development Program in the Assessment and Remediation of Young Children’s Concept Development. Psychology in the Schools, 48(5), 464–475. https://doi.org/10.1002/pits.20568;

Panter, J. E., & Bracken, B. A. (2009). Validity of the Bracken School Readiness Assessment for Predicting First Grade Readiness. Psychology in the Schools, 46(5), 397–409. https://doi.org/10.1002/pits.20385;

Shah, M. B., Schaefer, B. A., & Clark, T. P. (2013). Reliability of Bracken School Readiness Assessment, Third Edition Scores with Young Children in Mumbai, India. International Journal of School & Educational Psychology, 1(1), 58–66. https://doi.org/10.1080/21683603.2013.782595

Instrument Use in Peer-Reviewed Studies

Bracken, B. A., & Panter, J. E. (2011). Using the Bracken Basic Concept Scale and Bracken Concept Development Program in the Assessment and Remediation of Young Children’s Concept Development. Psychology in the Schools, 48(5), 464–475. https://doi.org/10.1002/pits.20568;

Xie, S., & Li, H. (2018). Does Tiger Parenting Work in Contemporary China? Exploring the Relationships between Parenting Profiles and Preschoolers’ School Readiness in a Chinese Context. Early Child Development and Care, 188(12), 1824–1840. https://doi.org/10.1080/03004430.2018.1521806;

Ma, X., Nelson, R. F., Shen, J., & Krenn, H. Y. (2015). Effects of Preschool Intervention Strategies on School Readiness in Kindergarten. Educational Research for Policy and Practice, 14(1), 1–17. https://doi.org/10.1007/s10671-014-9163-y;

Klubnik, C., Murphy, L., Campbell, J. M., Reed, C. B., & Warner-Metzger, C. M. (2014). Assessing Understanding of Social Awareness Concepts in Children with Intellectual Disability and Autism Spectrum Disorder Using the Bracken Basic Concept Scale-Third Edition. Journal of Psychoeducational Assessment, 32(2), 157–164. https://doi.org/10.1177/0734282913490115;

Wilson, P. (2004). A Preliminary Investigation of an Early Intervention Program: Examining the Intervention Effectiveness of the “Bracken Concept Development Program” and the “Bracken Basic Concept Scale-Revised” with Head Start Students. Psychology in the Schools, 41(3), 301–311. https://doi.org/10.1002/pits.10159