ISBN-10:
1557665621
ISBN-13:
9781557665621
Pub. Date:
11/01/2002
Publisher:
Brookes Publishing
AEPS Volume 1, Administration Guide: Administration Guide / Edition 2

AEPS Volume 1, Administration Guide: Administration Guide / Edition 2

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Overview

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.

View our recorded webinar: Reliable Assessment and Effective Programming with AEPS® presented by Kevin Warg.

This volume is part of the bestselling AEPS system for children from birth to six years who have disabilities or are at risk for developmental delays. Thousands of programs across the country rely on AEPS for comprehensive, seamlessly linked assessment, evaluation, intervention, and programming. AEPS is criterion-referenced and curriculum-based, and with web-based data management through AEPSi™, it's easier than ever to assess young children and ensure that they make real progress.

Learn more about the entire AEPS family of products, including the web-based management system AEPSi.

Product Details

ISBN-13: 9781557665621
Publisher: Brookes Publishing
Publication date: 11/01/2002
Series: AEPS Series
Edition description: New Edition
Pages: 336
Product dimensions: 7.00(w) x 10.00(h) x 1.20(d)

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 Children’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®; 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® (ASQ®; 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.



An accomplished author, sought-after speaker, and educator's educator, Dr. Kristie Pretti-Frontczak spent 16 years as a tenured professor at Kent State University before leaving to lead a {r}evolution in early care and education. Through comprehensive classes, thought-provoking keynotes, and practical resources, she's guiding educational professionals toward developing their emotional intelligence, reclaiming children's right to learn through play, and reimagining more inclusive classrooms. Learn more at http://kristiepf.com.

JoAnn (JJ) Johnson, Ph.D., is associate professor in the Child and Family Studies Department in the School of Education at Saint Cloud State University in Minnesota. Previously, she worked at University Centers for Excellence in Developmental Disabilities in Louisiana, Oregon, and Nevada, serving as a center-based coordinator and teacher for young children ages 2–5, as a Graduate Teaching Fellow and home services coordinator, and as an adjunct faculty member, grant and contract director, project administrator, and service provider. She was also Director of the Research and Educational Planning Center and the Nevada University Center for Excellence in Developmental Disabilities from 2001 to 2008.

Her professional experiences in disabilities services and studies include hospital-, home-, and center-based early intervention and developmental services; developmental assessment and evaluation; supervision and program coordination; and university and outreach training and instruction. Since the 1990s, Dr. Johnson has worked with both federal and numerous state departments of education and provided workshops and training throughout the United States and internationally on the use of the AEPS and activity-based intervention for families and professionals. In her spare time, Dr. Johnson likes to read, work on home projects, and observe young children’s development.


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.

Kristine Slentz, Ph.D., is Professor Emeritus in the Department of Special Education at Western Washington University and works as a training and technical assistance consultant for Early Support for Infants and Toddlers (ESIT), the Part C program in Washington State. Her particular areas of interest and expertise are assessment and evaluation, early intervention, risk and resiliency, and working within family contexts across cultures. She has been fortunate to combine her love of travel with international training opportunities in Canada, Dubai, Singapore, and Kenya.

Misti Waddell, M.S., is a senior research assistant/project coordinator at the Early Intervention Program at the University of Oregon. She has contributed to the development and research of the Assessment, Evaluation, and Programming System for Infants and Children (AEPS®), Second Edition, since the early 1990s. She has used the AEPS in classroom settings and has coordinated several federally funded, field-initiated research projects and outreach training projects.

Her research products include Project SEAM: Preventing Behavior Disorders and Improving Social Emotional Competence in Infants and Toddlers with Disabilities and Infant Mental Health: Improving Mental Health in Infants and Toddlers with Disabilities. Ms. Waddell provides field supervision for early intervention graduate students and has conducted training with early childhood teachers and parents in developmental and social-emotional screening, assessment, and intervention, including AEPS, Ages & Stages Questionnaires®, Third Edition (ASQ-3), and Ages & Stages Questionnaires®: Social-Emotional, Second Edition (ASQ:SE-2™).


Read an Excerpt

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.

Table of Contents


About the Authors
Acknowledgments
Introduction to the AEPS®
  1. The AEPS: An Overview
  2. Linking Assessment, Goal Development, Intervention, and Evaluation
  3. Administering the AEPS: Content, Organization, and Administration Guidelines
  4. Using AEPS Test Results
  5. The AEPS and Family Participation
  6. A Team Approach to Using the AEPS
References

Appendix A: Psychometric Properties of the AEPS

Appendix B: IFSP/IEP Goal and Objective Examples

Appendix C: Child Observation Data Recording Form
I. Birth to Three Years
II. Three to Six Years

Appendix D: Family Report
I. Birth to Three Years
II. Three to Six Years

Appendix E: Child Progress Record
I. Birth to Three Years
II. Three to Six Years

Appendix F: Corroborating Eligibility Decisions

Index

Customer Reviews