Presentation on theme: "Assessment, Evaluation, and Programming System ® Presenters: Pam Elwood, GHAEA Early Childhood Consultant Melanie Reese, GWAEA Early."— Presentation transcript:
Assessment, Evaluation, and Programming System ® Presenters: Pam Elwood, GHAEA Early Childhood Consultant (pelwood @ghaea.org) Melanie Reese, GWAEA Early Childhood Consultant (firstname.lastname@example.org) Created by Dr. Kristie Pretti-Frontczak (email@example.com), Dr. Jennifer Grisham-Brown (firstname.lastname@example.org), and Susan Korey-Hirko (email@example.com), firstname.lastname@example.org Do not duplicate without permission
Welcome Introductions Icebreaker Activity –4 corners Set Ground Rules Review of Agenda
Agenda Review the Overview of AEPS Scoring Scoring Notes Patterns and Trends IFSP Outcomes
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 –Determining children’s level of functioning –Writing IFSPs and IEPs –Planning Intervention –Monitoring Performance
What All Does Using the AEPS Involve? Observing Conversing Reviewing artifacts Direct testing Summarizing and interpreting Sorting and prioritizing needs Using the information for multiple purposes
Benefits of the AEPS 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
AEPS Alignment to ECO http://www.fpg.unc.edu/~eco/pages/crosswalks.cfm
Levels –Birth to Three (Level I) –Three to Six (Level II) Covers six broad developmental areas –Fine Motor –Gross Motor –Adaptive –Cognitive –Social-Communication –Social Divided into strands, goals, and objectives Nuts and Bolts CODRF
Organizational Structure of AEPS ® Items AREA STRAND A STRAND B Goal 1 Goal 2 Goal 3 Obj. 2.1 Obj. 2.3Obj. 1.2Obj. 2.2 Obj. 1.1Obj. 2.2 Obj. 1.2 Obj. 3.1Obj. 2.1Obj. 1.1 Obj 2.3Obj. 3.2Obj. 1.3 Strands: Easy to More DifficultGoals: Easy to More Difficult Objectives become more difficult as the goal is approached.
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)
Scoring Option: 1 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 PG 195 Vol 2 Level 2 Social Strand A Goal 2 200112 201212 202212 202210 0 2 2 2
The criterion for the Goal is to do all 5 objectives as the situation arises
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 Scoring Note Options
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: Understand purpose (e.g., eligibility, programming, accountability, progress monitoring) Summarize (numerical, visual, narrative) Generate reports (automatic in AEPSi) Interpret findings
Resolves conflicts by selecting effective strategy Interacts with others as play partners Uses two hands to manipulate objects, each hand performing different movements Demonstrates understanding of color, shape and size concept Uses words, phrases, or sentences to inform, direct, ask questions, and express anticipation, imagination, affect and emotions Demonstrates understanding of printed numerals Carries out all toileting function
Summarizing AEPS Information Numerical Summaries – Area Percent Scores – Total Percent Scores – Percent of area - independent v. emerging – Percent of various scoring notes Visual Summaries – Graphing – Child Progress Form Narrative Summaries – 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 AEPShttp://aepsblog.blogspot.com All types of summaries have pros and cons Consider your purpose and audience Consider multiple means of representation
Interpreting 1.Summarize data 2.Make comparisons 3.Consider related factors 4.Make decisions and share findings
Interpreting Continued Look for patterns Look for emerging skills Consider which skills that –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
42 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.
43 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
Activity – Sara’s Patterns Worksheet 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 Follows Social Routine Remains with GroupParticipation 3 different children same common outcome Participation Defined: 1.Remains with group 2.Looks at person/object 3.Follows directions given 4.Interacts with objects/people
Sorting Example 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) 3 different children, same AEPS goal as tier 1 outcome
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
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