BBCS-RBracken Basic Concept Scale-Revised
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What are the BBCS-R, NNAT, and CAB-T performance characteristics of student participants by race/ethnicity?
To what extent do the three CAB-T ability scales/clusters differentiate students' levels of verbal and nonverbal ability as assessed by the BBCS-R and NNAT?
How well do the BBCS-R and NNAT represent highfunctioning students (i.
How do high-functioning students with standard scores at or above 120 on the BBCS-R or NNAT compare behaviorally to students in the general population?
Because two separate subsets of students were administered the BBCS-R and CAB-T and the NNAT and CAB-T, with a third subset overlapping all three instruments, the resulting subsamples are smaller than the entire CAB-T sample that included all students who took either the BBCS-R or NNAT or those who took both the BBCS-R and NNAT.
Both the BBCS-R and CAB-T produced standard deviations approximating the general population parameters for all race/ethnic groups (i.
To assess the extent to which the CAB-T effectively differentiated different levels of student cognitive functioning, the BBCS-R and NNAT distributions were divided into five ability levels to better capture group data with samples of sufficient size for reasonable comparisons (i.
The correlations between the BBCS-R and NNAT and the three CAB-T ability scales were of similar magnitudes, although the BBCS-R evidenced a slight advan tage over the NNAT in terms of the magnitude of its correlations with the CAB-T.
The heart of the third question was the extent to which the BBCS-R and the NNAT identified students by their race/ethnic backgrounds as compared to their proportion in the population sampled.
Once students had been identified as high functioning on either the BBCS-R (n = 65) or NNAT (n = 143), teachers' ratings of students' adaptive and maladaptive behaviors were culled and compared to students in the general population (i.
Teachers rated students who were identified as high functioning on the BBCS-R generally higher on the CAB-T ability scales (i.
2% as compared to 10%) and the verbally oriented BBCS-R underidentified the anticipated number of high-functioning students slightly (i.