BBCS-RBracken Basic Concept Scale-Revised
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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.e., total scale scores > 120) racially/ ethnically as compared to actual student race/ethnicity proportions in the general population from which the students were drawn?
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?
To address the first research question, BBCS-R, NNAT, and CAB-T total scale means and standard deviations were calculated and are presented by students' race/ethnicity in Table 3.
As can be seen from the BBCS-R, NNAT, and CAB-T means, students in each of the six racial/ethnic groups were functioning in the normal range (i.e., with means +/- 1 SD from the general population mean).
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.e., total test scores < 80; 80--89; 90--110; 111--120; > 120).
Correlations were calculated to investigate the relationship between the three tests using data from students with scores on the CAB-T, BBCS-R, and NNAT (n = 465).
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.
The BBCS-R identified 8.12% of the students as high functioning, which is a proportion very close to the anticipated 10% base rate found in the general population.
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.e., Question 4).
Teachers rated students who were identified as high functioning on the BBCS-R generally higher on the CAB-T ability scales (i.e., Competence, Executive Function, Gifted and Talented) than when the student was identified as high functioning on the NNAT, which suggests that teachers may be more attuned to students' verbal skills than nonverbal skills when considering behaviors associated with overall cognitive and academic abilities.
The nonverbal NNAT identified nearly twice as many students as being high functioning (i.e., full scale score > 120) than would be anticipated in a normal distribution (i.e., 19.2% as compared to 10%) and the verbally oriented BBCS-R underidentified the anticipated number of high-functioning students slightly (i.e., 8.12% as compared to 10%).