Assessment, Evaluation, and
®
Programming System
Presenters: Pam Elwood, GHAEA Early Childhood Consultant (pelwood @ghaea.org)
Melanie Reese, GWAEA Early Childhood Consultant (mreese@gwaea.org)
Created by Dr. Kristie Pretti-Frontczak (kprettif@kent.edu), Dr. Jennifer Grisham-Brown (jgleat00@uky.edu), and
Susan Korey-Hirko (skorey@kent.edu), 2008.
Do not duplicate without permission
Welcome
• Introductions
• Icebreaker Activity
– 4 corners
• Set Ground Rules
• Review of Agenda
Agenda
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Review the Overview of AEPS
Scoring
Scoring Notes
Patterns and Trends
IFSP Outcomes
=Assessment
=Evaluation
=Programming
=System
•
What is the World is the
AEPS?
Assessment
– Programmatic
– Criterion-referenced
– Curriculum-based
• Part of a linked system
– Assessment – Goals – Intervention –Evaluation
• For use by individuals or teams
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Determining children’s level of functioning
Writing IFSPs and IEPs
Planning Intervention
Monitoring Performance
What All Does Using the
AEPS Involve?
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Observing
Conversing
Reviewing artifacts
Direct testing
Summarizing and interpreting
Sorting and prioritizing needs
Using the information for multiple purposes
Benefits of the AEPS
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Measures functional skills
Comprehensive
Uses observations
Family involvement
Monitors performance
Allows for adaptations and
modifications
Benefits Continues
• Items translate into IFSP/IEP goals and
objectives
• Items can be generalized across settings,
materials and people
• Strong Research Base
• Forms available in English and Spanish
http://www.aepsinteractive.com/
AEPS Alignment to ECO
http://www.fpg.unc.edu/~eco/pages/crosswalks.cfm
Nuts and Bolts
CODRF
• Levels
– Birth to Three (Level I)
– Three to Six (Level II)
• Covers six broad developmental areas
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Fine Motor
Gross Motor
Adaptive
Cognitive
Social-Communication
Social
• Divided into strands, goals, and objectives
Organizational Structure of AEPS® Items
AREA
STRAND A
Goal 1
Goal 2
Obj. 1.1
Obj. 2.1
Obj. 1.2
Obj. 2.2
Obj. 1.3
Obj. 2.3
STRAND B
Goal 3
Goal 1
Goal 2
Obj. 3.1
Obj. 1.1
Obj. 2.1
Obj. 3.2
Obj. 1.2
Obj. 2.2
Obj 2.3
Strands: Easy to More Difficult
Goals: Easy to More Difficult
Objectives become more difficult as the goal is approached.
Difficult!
Easy!
Strand A
Strand B
Goal 1
Goal 2
Objective 3
Objective 2
Strand C
Goal 3
Objective 1
Relationship between
Goals and Objectives
• Developmental goals and associated objectives
– Organized in a developmental hierarchy
– Objectives are in a developmental order – sequence
– Goal is the culminating skill
• Additive goals and associated objectives
– Related in terms of being parts of a whole
– Objectives are the equal parts
– Goal is the whole (sum or combination of the parts)
Developmental Goal
Goal
Objective
Objective
Objective
Example of Developmental Goal
Additive Goal
Objective
Objective
Objective
Objective
All pieces
together = Goal
Objective
Additive Goal
Scoring….as easy as 2, 1, 0
Scoring Option: 2
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Consistently
Independently
Functional
Generalized
Scoring Option: 1
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Inconsistently
With assistance
Part of criterion
Specific
situations or
conditions
Scoring Option: 0
• Does not yet
perform
• Was not
observed
Scoring Decisions
• If either type of goal is a 2, then all
associated objectives can be scored a 2
• If an additive goal is scored a 0, then all
associated objectives can be scored a 0.
• If a developmental goal is scored a 0, then
look at the next objective
– As soon as an objective is scored a 2, then all
remaining objectives are scored a 2
Scoring Options for
Developmental Goals
2
0
0
1
1
2
0
2
0
1
2
1
2
2
2
0
2
2
1
2
2
2
0
2
2
1
0
2
PG 195
Vol 2 Level 2 Social Strand A
Goal 2
Scoring Options for
Additive Goals
2
0
1
1
1
1
1
2
0
1
2
2
0
0
2
0
1
1
0
2
0
2
0
1
2
0
2
0
2
0
1
1
0
0
0
2
0
1
2
1
0
1
PG 195
Vol 2 Level 2 Social Strand A
Goal 1
The criterion for the Goal is to do all 5 objectives as
the situation arises
Scoring Note Options
A = Assistance (1 or 0)
B = Behavior Interfered (1 or 0)
R = Report (2, 1, 0)
M = Modification (2, 1, 0)
D = Direct Test (2, 1, 0)
Q = Quality (2, 1)
Scoring Note Options

A = Assistance (1 or 0)
• Environment, peer, or adult performs part of the criterion

B = Behavior Interfered (1 or 0)
• Refusal, ignore, inattention, aggression

R = Report (2, 1, 0)
• Haven’t recently reviewed the criteria; other sources

M = Modification (2, 1, 0)
• Long terms change of how child performs criterion; ensure
assessment items are culturally, linguistically, and individually
non-biased

D = Direct Test (2, 1, 0)
• Contrived/situated; repeated prompting/trials

Q = Quality (2, 1, 0?)
• Something unique or unusual but still functional
Modifications
• Lasting or long term change performance from what
is stated in the criteria
• Reason: Change because of cultural, linguistic, or
individual needs
• Change to make a “replacement” function
• If no change is possible
Then…. remove or score a 2M
– M = modification that the child was not assessed
– 2 = the score was to “remove” the item from
consideration
http://www.screencast.com/users/kprettif/folders/Jing/m
edia/1e4e2111-7981-47d5-9adc-eee76ce4db73
Cooperative Learning Activity
Debrief and Check-In
• Check for
Understanding
• Two Types of
Goals
• Scoring Notes
What to do with AEPS results?
Steps:
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Understand purpose (e.g., eligibility, programming,
accountability, progress monitoring)
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Summarize (numerical, visual, narrative)
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Generate reports (automatic in AEPSi)
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Interpret findings
Resolves conflicts
by selecting
effective strategy
Uses words,
phrases, or
sentences to inform,
direct, ask
questions, and
express anticipation,
imagination, affect
and emotions
Demonstrates
understanding of
printed numerals
Interacts
with others
as play
partners
Uses two hands to
manipulate
objects, each
hand performing
different
movements
Carries out
all toileting
function
Demonstrates
understanding
of color,
shape and
size concept
Summarizing AEPS Information
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Numerical Summaries
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Visual Summaries
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Area Percent Scores
Total Percent Scores
Percent of area - independent v. emerging
Percent of various scoring notes
Graphing
Child Progress Form
Narrative Summaries
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May also include summaries of scoring notes
Note: Ideally, AEPS results are a comprehensive recording from across time,
people, settings
Going Beyond the Numbers
• AEPS information can be summarized
visually and narratively as well
• Visit http://aepsblog.blogspot.com to
download a series of podcasts related to
summarizing the AEPS
• All types of summaries have pros and cons
• Consider your purpose and audience
• Consider multiple means of representation
Interpreting
1.
2.
3.
4.
Summarize data
Make comparisons
Consider related factors
Make decisions and share findings
Interpreting Continued
• Look for patterns
• Look for emerging skills
• Consider which skills that
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Are a priority to all team members
Not likely to develop without intervention
Address multiple areas
Match child’s developmental level
Are NOT part of the general curriculum
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Patterns
• Patterns are recurring events...those that repeat in
predictable manner (meaning each time certain
conditions are present, you will see the same or a
similar behavior).
• Patterns help to identify strengths, emerging skills,
underlying issues, missing components that would
lead to further development or acquisition,
concurrent needs etc.
• Patterns are identified in part, through our
knowledge of the sequences in which
skills/concepts/dispositions are taught/learned.
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Types of Patterns
• Patterns of Strength
• Unexpected Scoring Sequence
• Patterns of Lack of Quality
• Patterns of Assistance
• Patterns of Behavior Interfering
• Patterns of Direct Prompt
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Activity – Sara’s Patterns
Worksheet
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What types of patterns did Sara identify?
What should the priorities for Oliver be?
What might a goal look like?
How can understanding the patterns benefit
the team?
Sorting Example
3 different
children same
common
outcome
Follows Social
Routine
Participation Defined:
1. Remains with group
Remains with Group
2. Looks at person/object
3. Follows directions given
4. Interacts with objects/people
Participation
Sorting Example
3 different children,
same AEPS goal
as tier 1 outcome
Joint attention – looks at
person when person
asks questions
Responds with vocalization and
gesture to simple questions (AEPS
Objective)
Gains person's attention and refers to an object,
person, and/or event (AEPS Goal)
Using the AEPS to Develop IFSPs
• Again – What are the patterns?
• What is functional and meaningful?
• What can be embedded into daily
routines and activities?
• What promotes independence and
exploration?
Sample IFSP Outcomes from
Iowa
• Let’s take a look!
Practice Activity
• Use the Writing IFSP’s Activity
• Use a child you know well
• Practice using AEPS criteria to write an
IFSP goal
Wrap Up and Questions
AEPS Related Websites
• Ongoing Q&A and technical support
– http://aepsblog.blogspot.com/
• Research and development updates
– http://aepslinkedsystem.com
• 30 day free trial and other archived information
– http://aepsinteractive.com
– http://www.brookespublishing.com/aeps/blog.html
• To enter data and create reports
– www.aepsi.com