Stability and predictive validity of the Boehm test of basic concepts—Revised among black kindergartners

Abstract

Children's mastery of basic concepts is fundamental to their understanding of verbal instructions and essential for early school achievement. A recognized source for the assessment of basic concepts is the Boehm Test of Basic Concepts (BTBC). This study focuses on the stability and predictive validity of the most recent edition of the BTBC, the Boehm-R. Black urban kindergartners between the ages of 58 months and 77 months ( N=58) were administered the Boehm-R in the fall. The following spring, the children were reevaluated on the Boehm-R and two criteria of academic achievement (Metropolitan Readiness Test; Cognitive Skills Assessment Battery) and two criteria of learning-related classroom behavior (Learning Behavior Scale; Study of Children's Learning Behaviors). The results extend previous findings for the Boehm-R by showing appreciable test-retest reliability and moderate to substantial predictive validity across the four external criteria. The implications are discussed in respect to the importance of basic concepts for the diagnosis and remediation of children's learning difficulties.