AEPS 3 Volume 5 Excerpt 1.23.pdf

Strategies for Matching Tiered Teaching

• Ready intervention strategies—universal, focused, and specialized supports—with young children’s individual needs.
• Instructions on collecting progress monitoring data at each teaching/intervention tier.
• Evidence-based strategies for teaching specific developmental skills within 18 typical routines and activities, such as Meals & Snacks; Diapering, Toileting, & Handwashing; Dramatic Play; Circle Time; and Science.

Curriculum Foundations and Framework

The AEPS-3 Curriculum is grounded in established contemporary early childhood developmental theory as well as recommended practices in early intervention and early childhood special education (EI/ECSE). It is specifically designed to be used as part of a multi-tiered system of support in all early childhood settings.

Key Features:

• Collect initial assessment information to establish children’s developmental skills and informational levels in all important areas.
• Teach skills embedded within regularly occurring routines and activities at home and in classrooms, using a range of evidence-based practices.
• Monitor progress using the AEPS-3 Test to determine whether teaching/intervention efforts have resulted in positive outcomes.

Evidence-Based Strategies

Differential reinforcement Modeling, mand-modeling, incidental teaching, and naturalistic time delay (milieu teaching) Peer-mediated instruction

Curriculum Organized Around Three Skill Ranges

• Beginning, Growing, and Ready: Items are grouped into three levels, making it possible to teach infants and young children developmental skills embedded in a consistent set of daily routines and activities.

Breakdown of Tiers

1. Tier 1: Universal Support
   • For all young children in high-quality early childhood learning environments.
2. Tier 2: Focused Support
   • For some children who need extra help.
3. Tier 3: Specialized Support
   • For individual children who need intensive supports.

Math Development

Math skills can be embedded in any routine or activity. The AEPS-3 Ready level of Math uses skills from eight developmental areas, which include:

• Counting
• Comparing quantities using sets
• Reading and writing numbers
• Using early addition and subtraction

Role of Family Engagement

Actively involve families with handouts to support engagement, collect information about child skills, and share results.

Authors and Contributors

Jennifer Grisham, Ed.D. - University of Kentucky
Kristine Slentz, Ph.D. - Western Washington University
Diane Bricker, Ph.D. - University of Oregon
JoAnn (JJ) Johnson, Ph.D. - St. Cloud State University
Carmen Dionne, Ph.D. - University of Québec at Trois-Rivières
Marisa Macy, Ph.D. - University of Nebraska at Kearney
Misti Waddell, M.S. - University of Oregon
Ching-I Chen, Ph.D. - Kent State University
Naomi Rahn, Ph.D. - University of Wisconsin–Whitewater

Conclusion

The AEPS-3 Curriculum provides an effective framework for assessing and addressing the needs of all children, ensuring their readiness for school and success in early learning environments.