Authors:
Albert H. Brigance

Publisher:
Curriculum Associates
800-225-0248
www.curricassoc.com

Initial Material Cost:
Inventory of Early Development-Revised: $124
(Optional) IED-Revised Testing Accessories Kit: $60
IED-Revised Developmental Record Book: $27
IED-Revised Developmental Record Book 100-Pack: $249

Representativeness of Norming Sample:
None; strictly criterion-based.

Languages:
English

Type of Assessment:
Direct child and parent assessment; parent observations

Age Range and Administration Interval:
Birth to 7 developmental years of age.

Personnel, Training, Administration, and Scoring Requirements:
Examiner should have knowledge of child development and be familiar with the procedures in the manual.

Summary
Initial Material Cost: 3 (> $200)
Reliability: 3 (.65 or higher).
Validity: 2 (concurrent and predictive validity not described; content validity.90)
Norming Sample Characteristics: 1 (none described)
Ease of Administration and Scoring: 3 (administered and scored by a paraprofessional with professional supervision).

Description: The BDIED-R assesses children whose developmental age is between birth and 7 years on their performance across over 200 skills within the following 11 developmental domains: preambulatory motor, gross motor, fine motor, self-help, speech and language, general knowledge and comprehension, social and emotional development, readiness, basic reading skills, manuscript writing, and basic math. Administration of the BDIED-R can be adapted and used to accommodate different settings. The examiner can select the skill domains to be assessed, the skill sequences to administer, and the method for administering the assessment (direct child assessment, caregiver observation, parent interview). The assessment also uses materials that can typically be found in settings serving infants and children; however, an optional Testing Accessories Kit can be purchased from the publisher if the examiner does not have the materials.

Uses of Information: The BDIED-R is used for four main purposes: (1) assessment, (2) diagnosis, (3) record-keeping, and (4) instructional planning.

Reliability: The BDIED-R is criterion-referenced, and reliability tests can be found in the references that were used to develop the assessment. (1) Internal consistency (Cronbach’s alpha) across all ages ranges from .94 to .99. Specifically, it is .99 for section A, .96 for section B, .98 for section C, .94 for section D, .97 for section E, .98 for section F, .99 for section G, .99 for section H, .99 for section I, .98 for section J, and .95 for section K. (2) Test-retest reliability across all ages ranges from .77 to .99. It is .77 for section A, .90 for section B, .97 for section C, .98 for section D, .99 for section E, .81 for section F, .99 for section G, .97 for section H, .94 for section I, .91 for section J, and .87 for section K.

Validity: Content validity is based on a review of relevant literature, and responses and critique to the original BDIED. Hambleton’s model of item-objective congruence was used to determine content validity, and all of the criterion-referenced items included in the instrument received a score of .90 or higher. The manual provides references that were used to validate the skill sequences and the developmental age.

Method of Scoring: A child receives credit for a skill by mastering the skill. The manual provides the criteria for demonstrating mastery in each skill sequence. The examiner records the child’s progress and develops an instructional plan and set of objectives accordingly.

Interpretability: The manual provides no instructions on how to interpret the results, except to caution against the rigid adherence to the developmental age associated with the skills and to recommend tracking the progress in mastering skills.

Training Support: None described.

Adaptations/Special Instructions for Individuals with Disabilities: There are no specific adaptations made for children with special needs. However, the BDIED-R can be adapted for use with these children, because it accommodates various response styles. It is more effectively used with children who have mild to moderate, rather than severe, disabilities.

Report Preparation Support: Computer-based programs are available so that child assessment data can be translated directly into BDIED-R plans, which are used to develop goals, objectives, and Individualized Education Programs.

References:

Bagnato, S.J., J.T. Neisworth, and S.M. Muson. LINKing Assessment and Early Intervention: An Authentic Curriculum-Based Approach.

Baltimore, MD: Brookes, 1997.