Assessment, Evaluation, and Programming System: Administration Guide: 1 (AEPS: Assessment, Evalutaion, and Programming System (Unnumbered)) - Softcover

Bricker, Diane

Softcover

ISBN 10: 1557665621 ISBN 13: 9781557665621

Publisher: Brookes Screening & Assessment, 2002

Synopsis

This guide synthesizes the administrative details for AEPS® in one convenient volume. Professionals will find
a step-by-step "Quick Start" section that makes AEPS easier for new users
guidelines on linking assessment, goal development, intervention, and evaluation
clear, detailed instructions on collecting data, translating test results into IFSP/IEP goals and objectives, and monitoring child progress
ideas for encouraging family participation and fostering team collaboration
details on the psychometric properties of AEPS
photocopiable data recording forms
cutoff scores associated with AEPS Test results that provide a corroborating second source for a child's eligibility for services
Comprehensive and easy to read, this guide gives professionals the knowledge they need to use AEPS accurately and effectively.

About this title

About the Author

Dr. Bricker served as Director of the Early Intervention Program at the Center on Human Development, University of Oregon, from 1978 to 2004. She was a professor of special education, focusing on the fields of early intervention and social-communication.

Her professional interests have addressed three major areas: early intervention service delivery approaches, curricula-based assessment and evaluation, and developmental-behavioral screening. Dr. Bricker's work in early intervention approaches has been summarized in two volumes: An Activity-Based Approach to Early Intervention, Fourth Edition (with J. Johnson & N. Rahn; Paul H. Brookes Publishing Co., 2015) and An Activity-Based Approach to Developing Young Childrenâ (TM)s Social Emotional Competence (with J. Squires; Paul H. Brookes Publishing Co., 2007). Her work in curricula-based assessment/evaluation has focused on the development of the Assessment, Evaluation, and Programming System for Infants and Children, Second Edition (AEPS(R); with B. Capt, K. Pretti- Frontczak, J. Johnson, K. Slentz, E. Straka, & M Waddell; Paul H. Brookes Publishing Co., 2004). This measure and curricula provides intervention personnel with a system for the comprehensive assessment of young children with results that link directly to curricular content and subsequent evaluation of child progress.

Dr. Bricker has been a primary author of the Ages & Stages Questionnaires(R) (ASQ(R); with J. Squires; Paul H. Brookes Publishing Co., 1995, 1999, 2009) and directed research activities on the ASQ system starting in 1980. Developmental Screening in Your Community: An Integrated Approach for Connecting Children with Services (Bricker, Macy, Squires, & Marks; Paul H. Brookes Publishing Co., 2013) offers a comprehensive system for creating and operating community-wide developmental-behavioral screening programs for young children.

Dr. Bricker's distinctions include the Division of Early Childhood, Council for Exceptional Children Service to the Field Award, December 1992, and the Peabody College Distinguished Alumna Award, May 1995.

Dr. Kristie Pretti-Frontczak is a highly sought-after speaker, accomplished author, and educatorsâ (TM) educator. With nearly three decades of educational experience, Kristie cultivates real change within educational systems. She instills an impressive sense of joy, humor, and fun in creating inclusive educational practices and empowering teachers and leaders to spread wellness both in and beyond the classroom walls. Along with Dr. Julie Causton, at Inclusive Schooling, Kristie designs and delivers transformative professional development that addresses and supports the wholeness of the adult professional and helps leaders create school cultures that ensure all children experience a sense of belonging. Kristie spent 16 years, as faculty, at Kent State University and has published extensively in peer-referenced journals and is an author of over 10 books and monographs. Since 2013 she has followed her true passion, which is supporting adult learners. As a result, she has accumulated over 50,000 hours of helping educators and leaders work from a place of compassion, hope, and love in locations from Cincinnati to Singapore. She currently resides in Northeastern Ohio. You can learn more about Kristie and Inclusive Schooling at www.inclusiveschooling.com.

Check out our spotlight on Kristie Pretti‐Frontczak! Discover bestselling books, an engaging webinar recording on inclusion, and download a free classroom poster!

Dr. Johnson is Emeritus Professor in Child and Family Studies at St. Cloud State University in Minnesota, where she retired from providing professional development education in early childhood education, early intervention, and early childhood special education. She completed her undergraduate degree in special education and elementary education at the University of Idaho and her masterâ (TM)s and doctoral degrees in early intervention at the University of Oregon under the advisement of Dr. Diane Bricker.

Dr. Johnson has worked at University Centers for Excellence in Developmental Disabilities in Louisiana, Oregon, and Nevada as Program Coordinator, Teacher, Service Coordinator, Grant and Contract Administrator, Director, Principal Investigator, and Instructor. She served as Director of the Research and Educational Planning Center and the Nevada University Center for Excellence in Developmental Disabilities from 2001 to 2008, where she developed and administered lifespan programs, services, and supports for individuals with disabilities and their families.

Her professional experiences encompass all service settings for young children, including neonatal intensive care units, pediatric intensive care units, well-baby clinics, home- and center-based programs for infants and young children (including Head Start and Early Head Start), nursing homes, supported employment, transition programs, special education schools, and university lab school programs. Much of her professional career has focused on developing and refining assessment and curriculum systems to support the provision of services, interventions, and teaching for young children with disabilities, birth to age 6, and their families. Dr. Johnson is author, developer, and trainer of An Activity-Based Approach to Early Intervention, Fourth Edition (with N. Rahn & D. Bricker; Brookes Publishing Co., 2015), and the Assessment, Evaluation, and Programming System for Infants and Children (AEPS; Brookes Publishing Co., 2002, 2022) and has been involved with the system since her days as a graduate student at the University of Oregon. In her spare time, Dr. Johnson likes to read, work on home projects, observe and interact with young children, and support human and animal rights.

Elizabeth Straka, Ph.D., CCC-SLP, provides training and technical assistance to agencies that provide services to young children with disabilities and their families. She also provides training seminars nationally in regard to recommended practice in assessment and intervention with young children and their families, with an emphasis on team collaboration. Dr. Straka continues to practice as a therapist, focusing on the assessment and treatment of developmental disorders in young children.

Betty Capt, Ph.D., OTR, helped develop the second edition of the AEPS as a Research Associate in the Early Intervention Program at the University of Oregon. She taught graduate-level coursework in early intervention and provided professional development seminars and workshops nationwide on best practices in assessment and intervention. She also worked as an occupational therapist and has provided services in early intervention for more than 30 years.

Dr. Slentz began her career in early intervention and early childhood special education with home visiting and classroom teaching with infants, toddlers, and preschoolers and progressed to directing a regional home-based early intervention program in Montana. For decades, she was involved in preservice preparation of early interventionists and early childhood special educators at University of Oregon and Western Washington University. She also provided technical assistance and program development for Part C in Washington. She is currently Professor Emeritus in the Department of Special Education at Western Washington University.

Dr. Slentzâ (TM)s involvement with AEPS began with the earliest versions of the system and continues today, including development, consultation, research, and training. Her particular areas of interest and expertise are assessment and evaluation, infant development, early intervention, and working within family contexts across cultures. She has been fortunate to combine her love of travel with international training and consultation opportunities in Canada, United Arab Emirates, Singapore, and Kenya.

Misti Waddell is Senior Research Assistant/Project Coordinator at the Early Intervention Program at the University of Oregon. She used the Assessment, Evaluation, and Programming System for Infants and Children (AEPS) in classroom settings early in her career and, since the early 1990s, contributed to the development and research of the second edition of AEPS (2002), including project coordination for several field-initiated research and outreach training projects. Most recently, Ms. Waddell served as coordinator for the field testing of AEPS-3.

Her professional activities in curriculum-based assessment also focus on the social-emotional development of young children. She coordinated the research study Project SEAM: Preventing Behavior Disorders and Improving Social Emotional Competence in Infants and Toddlers with Disabilities to examine the psychometric properties of the Social-Emotional Assessment/Evaluation Measure, Research Edition (SEAMâ"[) (with J. Squires, D. Bricker, K. Funk, J. Clifford, & R. Hoselton; Brookes Publishing Co., 2014). She is currently part of the development team and serves as project coordinator for Project SELECT: Social-Emotional Learning in Early Childhood for Infants and Toddlers, a federally funded project to develop the curricular component of SEAM.

Ms. Waddell provides training for early childhood teachers, interventionists, and parents in developmental and social-emotional screening, assessment, and intervention, including AEPS, SEAM, Ages & Stages QuestionnairesÂ(R), Third Edition (ASQÂ(R)-3), and Ages & Stages QuestionnairesÂ(R) Social-Emotional, Second Edition (ASQÂ(R) SE-2).

Excerpt. © Reprinted by permission. All rights reserved.

Excerpted from Chapter 4 of the Administration Guide to Assessment, Evaluation, and Programming System for Infants and Children (AEPS®), Second Edition,
By Diane Bricker, Ph.D.
Copyright © 2002 Paul H. Brookes Publishing Co. All rights reserved. No part of this excerpt may be reproduced or reprinted without permission in writing from the publisher.

Developing an IEP for Sophie

Sophie is a 5-year-old who stacks blocks, runs and jumps, and swings on the monkey bars. Sophie received a diagnosis of autism at the age of 3 and attends an inclusive preschool for 3 hours per day. Occupational and speech-language therapy services are provided within the context of Sophie's preschool classroom. In addition, Sophie attends a playgroup twice per week. In the fall, Sophie will be moving to a kindergarten program, so it is time for her team to review her IEP. The five-step process described previously was used by the team to examine and modify Sophie's IEP. The team was composed of the family (Sophie's mom, dad, and grandparents), Sophie's preschool interventionist, next year's kindergarten teacher, the occupational therapist, and the speech-language pathologist.

Step 1: Gathering Information

The team gathered information by administering the AEPS® Test: Birth to Three Years and Three to Six Years and the Family Report II: Three to Six Years. They gathered information during routine activities at the home, preschool, and playgroup. Dad talked to the playgroup coordinator to get additional information regarding Sophie's skills across settings and time. The preschool teacher reviewed Sophie's medical files, particularly the latest report from Sophie's neurologist. Finally, Sophie and her mom visited the new kindergarten classroom several times to see how she would respond to the new environment.

Step 2: Summarizing Information

The team reviewed all of the information that they had collected and reviewed changes in Sophie's strengths, interests, and areas of need. Sophie has learned to run around obstacles, play with balls, and climb on playground equipment. Her favorite activities continue to include movement and music; she also enjoys watching Walt Disney movies and her favorite book is The Little Engine that Could. The team looked for patterns and relationships between skills and across developmental areas; for example, they noticed that Sophie's comprehension of words and sentences (i.e., Social-Communication Area), and interactions with familiar adults (i.e., Social Area) had changed little. They looked to see which skills she performed independently and those that she still needed assistance to perform.

Step 3: Selecting Potential Intervention Targets

Based on the information collected and summarized, the team identified a list of new behaviors as potential intervention targets for Sophie in kindergarten:

• Use a variety of art materials
• Use a fork and spoon to feed herself
• Dress and undress herself
• Categorize objects, people, and events
• Participate in group activities
• Establish joint attention
• Acknowledge when people greet her or say good-bye
• Seek out and select desired toys or objects
• Respond to familiar adults' affective initiations
• Use words to describe and inform
• Meet physical needs of hunger and thirst
• Play with or near peers

As is the case for most children, Sophie's team identified more behaviors than could be reasonably addressed as intervention targets, thus requiring the prioritization that occurs at Step 4.

Step 4: Prioritizing the Selected Targets

The list of potential behaviors that could be addressed during Sophie's year in kindergarten required that the team first combine related behaviors wherever possible and then to prioritize them. For Sophie, this process produced two target behaviors:

1. Increase Sophie's interaction with others (e.g., respond to greetings, play with or near peers, use words to describe and inform)
2. Seek out and select toys/objects, manipulate toys/objects (e.g., color with crayons, feed self with fork or spoon, dress and undress)

Step 5: Writing IEP Goals/Objectives

After gathering information, summarizing the information, and selecting and prioritizing behaviors, the team was ready to write the targeted IEP goals for Sophie. The team consulted Appendix B (in this volume) and reviewed the goal/objective guides. The team proceeded to write two target goals for Sophie's IEP. The first targeted goal addressed the team's priority of increasing Sophie's interactions with others. The second targeted IEP goal addressed her need to learn to manipulate materials. These goals and their associated objectives were developed by modifying the goal/objectives guide provided in Appendix B in this volume. One of her targeted goals and associated objective appears next.

Goal: During daily activities, Sophie will manipulate a variety of objects/toys/materials that require use of both hands at the same time, while performing different movements, five times per day for 2 weeks; for example, Sophie will tie shoes, color with crayons, button clothes, cut out shapes with curved lines, and use a spoon and fork to feed herself.

Objective: During daily activities, Sophie will perform any two-handed task using one hand to hold or steady an object/toy/material while the other hand manipulates the object/toy/material or performs a movement, five times per day for 2 weeks; for example, Sophie will hold paper and draw with a crayon, hold paper and cut paper in half, hold a bowl and spoon up food or liquid, thread and zip a zipper, and turn the pages of a book.

After the IEP goals/objectives were written, the team re-examined them to ensure that they were 1) functional, 2) generative, 3) measurable, and 4) understandable by all team members and 5) to ensure that objectives were hierarchically related to the goals. Once this was completed, the team was ready to begin planning intervention and evaluation activities.

Edition details

• Publisher: Brookes Screening & Assessment
• Publication date: 2002
• Language: English
• ISBN 10: 1557665621
• ISBN 13: 9781557665621
• Binding: Spiral-bound
• Edition number: 2
• Number of pages: 336