Layout 1
Crosswalk for the Assessment, Evaluation, and Programming System (AEPS) for Infants and Children, SECOND EDITION
| Name | Assessment, Evaluation, and Programming System (AEPS®) for Infants and Children, Second Edition |
|---|---|
| Publisher | Brookes Publishing |
| Web site information | http://www.aepsinteractive.com |
| Cost | Volume 1: Administration Guide - $65.00 Volume 2: Test Criteria for Birth to Three and Three to Six - $75.00 Volume 3: Curriculum for Birth to Three - $65.00 Volume 4: Curriculum for Three to Six - $65.00 |
| Age range | Divided into two levels: Birth to 36 months and 36-72 months |
| Purpose | To identify children's strengths across developmental areas, to identify functional goals and objectives for IFSPs/IEPs or other individualized plans, to assist in planning and guiding intervention, to monitor children's progress. Note: The AEPS® can also be used during the eligibility process and can produce accountability data (e.g., for OSEP child outcome mandates) |
| Areas included | Fine Motor, Gross Motor, Adaptive, Cognitive, Social-Communication, Social. Note: Addresses critical skills from content areas (e.g., reading, math, science, social studies) |
| Time to administer | 30-120 minutes. Note: Gathering information should be done across time and settings. The actual time to score the AEPS® varies depending on familiarity with the AEPS®, the child being assessed, how many other team members are participating, and knowledge of typical development. |
| Scored | Teams score whether a child can independently meet the stated criteria, if the child needs assistance or can meet part of the stated criteria, or if the child cannot yet perform or meet the stated criteria. |
| Scores provided for | Corroborating eligibility decisions, making IFSP/IEP and intervention decisions, monitoring child progress, and meeting accountability mandates |
|---|---|
| Large norms | No. Note: While the AEPS does not produce standard scores or percentage delays, through the use of Item Response Analysis, teams can use the AEPS to corroborate eligibility decisions and meet accountability mandates. |
| Large range given for items | No. Note: The focus of the AEPS is on what is individually and developmentally appropriate for a given child within the context of his or her family/community. |
| How frequently can it be given | Optimally 4 times a year. Note: Assessment should be seen as ongoing versus a point in time. |
| Standardized tasks | No. Note: Planned/scripted authentic assessment activities have been developed for use during the eligibility process and to assist with assessing groups of children during daily activities and routines. |
| Based on observation on natural settings | Yes |
| Based on information requested from parents and providers | Yes |
| Data provided on reliability | Interrater (both researchers and providers) and test-retest |
| Data provided on validity | Concurrent validity, treatment validity, and social validity |
| Web-based data entry | Yes (test version) |
| Electronic scoring | Yes (test version) |
| Other languages | Spanish, French, and Korean |
| Who administers | Teachers, home visitors, specialists, educational assistants, caregivers |
| Training | Not required, but encouraged given the many aspects and features of the System. On-site consultation or national workshops lasting 1-2 days are routinely provided. For more information visit www.aepsinteractive.com |
Crosswalk between OSEP Child Outcomes and the AEPS Birth to Three (Level I)
Outcome 1: Positive social-emotional skills
Cognitive
• Reproduces part of interactive game and/or action
• Reproduces part of interactive game and/or action in order to continue game and/or action
• Solves common problems
Social-Communication
• Turns and looks toward person speaking
• Follows person’s gaze to establish joint attention
• Engages in vocal exchanges by babbling
• Gains person’s attention and refers to an object, person, and/or event
• Recognizes own name
• Quiets to familiar voice
• Carries out two-step direction without contextual cues
Social
• Responds appropriately to familiar adult’s affect
• Initiates and maintains interaction with familiar adult
• Initiates and maintains communicative exchange with familiar adult
• Participates in established social routines
• Initiates and maintains interaction with peer
• Initiates and maintains communicative exchange
Outcome 2: Acquisition and use of knowledge and skills
Fine Motor
• Orients picture book correctly and turns pages one by one
• Copies simple written shapes after demonstration
Cognitive
• Imitates words not frequently used
Outcome 3: Appropriate behaviors to meet needs
• Uses an object to obtain another object
• Solves common problems
• Uses imaginary objects in play
• Categorizes like objects
• Demonstrates functional use of one-to-one correspondence
• Recognizes environment symbols (signs, logos, labels)
• Demonstrates functional use of reading materials
• Demonstrates use of common opposite concepts
• Repeats simple nursery rhymes
• Creeps forward using alternating arm and leg movements
• Assumes balanced sitting position
• Walks avoiding obstacles
Gross Motor
• Creeps forward using alternating arm and leg
• Stoops and regains balanced standing position without support
Social-Communication
• Gains person’s attention and refers to an object, person, and/or event
• Uses consistent word approximations
Adaptive
• Uses tongue and lips to take in and swallow solid foods and liquids
• Brushes teeth
• Undresses self
• Navigates large objects around barriers
Outcome 1: Positive social-emotional skills
Cognitive
• Evaluates solutions to problems
• Makes statements and appropriately answers questions that require reasoning about objects, situations, or people
• Engages in games with rules
Social-Communication
• Uses words, phrases, or sentences to inform, direct, ask questions, and express anticipation, imagination, affect, and emotions
• Uses conversational rules
• Establishes and varies social-communicative roles
Social
• Interacts with others as play partners
• Initiates cooperative activity
• Resolves conflicts by selecting effective strategy
• Initiates and completes age-appropriate activities
• Watches, listens, and participates during small-group activities
• Watches, listens, and participates during large-group activities
• Follows context-specific rules outside home and classroom
Outcome 2: Acquisition and use of knowledge and skills
Fine Motor
• Prints pseudo-letters
• Prints first name
Cognitive
• Demonstrates understanding of color, shape, and size concepts
• Demonstrates understanding of qualitative and quantitative concepts
Outcome 3: Appropriate behaviors to meet needs
• Demonstrates understanding of spatial and temporal relations concepts
• Groups objects, people, or events on the basis of specified criteria
• Uses two hands to manipulate objects, each hand performing different movements
• Follows directions of three or more related steps that are not routinely given
• Places objects in series according to length or size
• Eats and drinks a variety of foods using appropriate utensils with little or no spilling
• Prepares and serves food
• Retells events in sequence
• Carries out all toileting functions
• Washes and grooms self
Adaptive
• Eats and drinks a variety of foods using appropriate utensils
• Retells events in sequence
• Recalls events that occurred on same day, without contextual cues
• Evaluates solutions to problems
• Makes statements and appropriately answers questions that require reasoning about objects, situations, or people
• Engages in cooperative, imaginary play
• Selects appropriate clothing and dresses self at designated times
• Fastens fasteners on garments
Social-Communication
• Uses words, phrases, or sentences to inform, direct, ask questions, and express anticipation, imagination, affect, and emotions
• Reads words by sight