ERIC Number: ED362277
Record Type: RIE
Publication Date: 1993-Apr-16
Reference Count: N/A
An Analysis of the Brigance K & 1 Screen with a Disadvantaged Pre-School Sample.
Mantzicopoulos, Panayota; Jarvinen, Denis W.
The Brigance K&1 test is a battery of 12 subtests widely used to identify entering kindergarten children in need of more comprehensive evaluation. To gather data on the reliability of the test, an analysis was conducted of results for 134 children from low socioeconomic backgrounds. The children were administered both the Brigance K&1 screen and a separate battery, the Kaufman Assessment Battery for Children (K-ABC), for comparison. Also, to examine both inter-rater and test-retest reliability, 37 randomly-selected children were retested a few months later on the Brigance screen using two evaluators, and all children were subsequently retested with the K-ABC. Results of the study included the following findings: (1) with respect to reliability, the inter-rater measure was found to be high, while the test-retest measure was moderate, with considerable variation between subtests; (2) a factor analysis of results showed no evidence that the 12 subtests measured distinct functionings--only 5 reliable factors emerged; and (3) a general positive correlation was found between four of these Brigance K&1 factors and three K-ABC subtests. The data contraindicate the use of the K&1 screen as a single instrument in early identification and intervention efforts. (Data tables and 14 references are included.) (BCY)
Descriptors: Comparative Analysis, Early Identification, Early Intervention, Educational Diagnosis, Educationally Disadvantaged, Factor Analysis, High Risk Students, Predictive Validity, Preschool Children, Preschool Education, Scores, Screening Tests, Socioeconomic Status, Test Construction, Test Reliability
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers: Brigance K and 1 Screen; Kaufman Assessment Battery for Children
Note: Paper presented at the Annual Meeting of the American Educational Research Association (Atlanta, GA, April 12-16, 1993).