Assessment, Evaluation, and Programming System ― Test for Birth to Three Years and Three to Six Years

The AEPSR Test allows professionals to gather assessment data for one child or a group of children in home- or center-based settings. This volume includes the tests for both age levels, which are divided into six developmental areas—fine motor, gross motor, cognitive, adaptive, social-communication, and social. Each area is subdivided into a progression of skills:

• strands of general skill areas
• goals made up of skills in those areas
• objectives made up of smaller skills that build up to the goals

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

While children and their caregivers engage in everyday activities, professionals assess each developmental area using the AEPS data recording forms. Each item is scored with a 0 (does not pass), 1 (inconsistent performance), or 2 (passes consistently). To supplement and clarify these scores, professionals choose from 5 qualifying notes and use the blank space provided for more specific comments. With this multipart scoring process—and the input caregivers add with the revised Family Report—the AEPS Test lets professionals pinpoint what children can do, identify areas that need attention, and use that information as a starting point to develop individualized IFSP/IEP goals and objectives.

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.

Dr. Bricker is the former director of the Early Intervention Program at the University of Oregon and a key developer of the ASQ and AEPSR systems. She has focused her professional career on the development and study of assessment systems and intervention approaches for young children with disabilities and those at risk for developing disabilities.

Dr. Bricker has been instrumental in the development of graduate-level personnel preparation programs that have produced professionals who are delivering quality services to thousands of young children and their families. She has published extensively in the field of early intervention.

Betty Capt, Ph.D., OTR, is Research Associate in the Early Intervention Program at the University of Oregon. She teaches graduate-level coursework in early intervention and provides professional development seminars and workshops nationwide on best practices in assessment and intervention. She also is an occupational therapist and has provided services in early intervention for more than 20 years.

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 childrena€?s development.

Dr. Pretti-Frontczak is Professor in the School of Lifespan Development and Educational Sciences at Kent State University, Ohio. She received her doctorate in early intervention from the University of Oregon and has extensive experience in preparing preservice and in-service personnel in recommended practices for working with young children and their families.

She directs the Early Childhood Intervention Specialist Program at Kent State University, where she is responsible for preparing preservice teachers to work with children with disabilities from birth to age 8. Her lines of research center on using authentic assessment practices for accountability and programming, specifically on the utility of the Assessment, Evaluation, and Programming System for Infants and Children, 2nd Edition (AEPSR), effective approaches to working with young children in inclusive settings (specifically regarding the efficacy of an activity-based approach and the application of universal design for learning principles), and the link between assessment, individualized goals, and quality curriculum.

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 res