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Assessment, Evaluation, and Programming System ® Presenters: Pam Elwood, GHAEA Early Childhood Consultant Melanie Reese, GWAEA Early.

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Presentation on theme: "Assessment, Evaluation, and Programming System ® Presenters: Pam Elwood, GHAEA Early Childhood Consultant Melanie Reese, GWAEA Early."— Presentation transcript:

1 Assessment, Evaluation, and Programming System ® Presenters: Pam Elwood, GHAEA Early Childhood Consultant Melanie Reese, GWAEA Early Childhood Consultant Created by Dr. Kristie Pretti-Frontczak Dr. Jennifer Grisham-Brown and Susan Korey-Hirko Do not duplicate without permission

2 Welcome Introductions Icebreaker Activity –4 corners Set Ground Rules Review of Agenda

3 Agenda Review the Overview of AEPS Scoring Scoring Notes Patterns and Trends IFSP Outcomes

4 =Assessment =Evaluation =Programming =System

5 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

6 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

7 Benefits of the AEPS Measures functional skills Comprehensive Uses observations Family involvement Monitors performance Allows for adaptations and modifications

8 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

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10 AEPS Alignment to ECO

11 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

12 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.

13 Strand AStrand BStrand C Goal 1Goal 2Goal 3 Objective 3Objective 2Objective 1 Difficult! Easy!

14 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)

15 Developmental Goal Goal Objective

16 Example of Developmental Goal

17 Additive Goal Objective All pieces together = Goal

18 Additive Goal

19 Scoring….as easy as 2, 1, 0

20 Scoring Option: 2 Consistently Independently Functional Generalized

21 Scoring Option: 1 Inconsistently With assistance Part of criterion Specific situations or conditions

22 Scoring Option: 0 Does not yet perform Was not observed

23 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

24 Scoring Options for Developmental Goals PG 195 Vol 2 Level 2 Social Strand A Goal

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26 Scoring Options for Additive Goals PG 195 Vol 2 Level 2 Social Strand A Goal

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28 The criterion for the Goal is to do all 5 objectives as the situation arises

29 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

30  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

31 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 edia/1e4e d5-9adc-eee76ce4db73

32 Cooperative Learning Activity Debrief and Check-In Check for Understanding Two Types of Goals Scoring Notes

33 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

34 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

35 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

36 Going Beyond the Numbers AEPS information can be summarized visually and narratively as well Visit 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

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39 Interpreting 1.Summarize data 2.Make comparisons 3.Consider related factors 4.Make decisions and share findings

40 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

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42 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 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

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45 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?

46 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

47 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

48 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?

49 Sample IFSP Outcomes from Iowa Let’s take a look!

50 Practice Activity Use the Writing IFSP’s Activity Use a child you know well Practice using AEPS criteria to write an IFSP goal

51 Wrap Up and Questions

52 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


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