List of AEPS References: Journal Articles
Bailey, E., & Bricker, D. (1986). A psychometric study of a criterion-referenced assessment instrument designed for infants and young children. Journal of the Division of Early Childhood, 10(2), 124-134.
Bricker, D., Bailey, E., & Slentz, K. (1990). Reliability, validity, and utility of the Evaluation and Programming System: For Infants and Young Children (EPS-I). Journal of Early Intervention, 14(2), 147-160.
Notari, A., & Bricker, D. (1990). The utility of a curriculum-based assessment instrument in the development of individualized education plans for infants and young children. Journal of Early Intervention, 14 (2), 117–132.
Notari, A., & Drinkwater, S.G. (1991). Best practice for writing child outcomes: An evaluation of two methods. Topics in Early Childhood Special Education, 11 (3), 92–106.
Kim, Y. M., & Sugawara, A. I. (1998). Perceptions of early childhood special education professionals: Assessment of functional skills among children with special needs. Early Child Development and Care, 146, 33-40.
Kim, Y. M., Sugawara, A. I., & Kim, G. (2000). Parents' perception of and satisfaction with the eligibility assessment of their children with special needs. Early Child Development and Care, 160, 133-142.
Pretti-Frontczak, K., & Bricker, D. (2000). Enhancing the quality of Individualized Education Plan (IEP) goals and objectives. Journal of Early Intervention, 23 (2), 92–105.
Bricker, D., Yovanoff, P., Capt, B., & Allen, D. (2003). Use of a curriculum-based measure to corroborate eligibility decisions. Journal of Early Intervention, 26 (1), 20–30.
Macy, M.G., Bricker, D.D., & Squires, J.K. (2005). Validity and reliability of a curriculum-based assessment approach to determine eligibility for part C services. Journal of Early Intervention, 28 (1), 1–16.
Macy, M. & Bricker, D. (2007). Embedding individualized social goals into routine activities in inclusive early childhood classrooms. Early Child Development & Care, 177(2), 107-20.
Bricker, D., Clifford, J., Yovanoff, P., Pretti-Frontczak, K., Waddell, M., Allen, D., & Hoselton, R. (2008). Eligibility determination using a curriculum-based assessment: A further examination. Journal of Early Intervention, 31(1), 3-21.
Grisham-Brown, J., Hallam, R., & Pretti-Frontczak, K. (2008). Preparing Head Start personnel to use a curriculum based assessment: A model for implementation in the age of accountability. Journal of Early Intervention (Innovative Practices). Prepublished June, 12, 2008; DOI: 10.1177/0123456789123456
Macy, M., Thorndike-Christ, T., & Lin, Y. (2010). Parental reports of perceived assessment utility: A comparison of authentic and conventional approaches. Infants & Young Children, 23(4), 286-302.
Macy, M. (2010). Interactive online assessment options: A review of the AEPSi. International Journal of Early Childhood Special Education, 2(3), 254-257. https://doi.org/10.20489/intjecse.107973
Rowe, M. (2010). Shaving cream and cowboys: A descriptive study of play differences between typically developing and developmentally delayed preschoolers. Education Research & Perspectives, 37(2), 64-78.
Gao, X. & Grisham-Brown, J. (2011). The use of authentic assessment to report accountability data on young children’s language, literacy and pre-math competency. International Educational Studies, 4(2), 41-53.
Hallam, R., Lyons, A., Pretti-Frontczak, K. & Grisham-Brown, J. (2014). Comparing apples and oranges: The mismeasurement of young children through the mismatch of assessment purpose and the interpretation of results. Topics in Early Childhood Special Education, 34(2), 106-115.
Macy, M., Bricker, D., Dionne, C., Grisham-Brown, J., Waddell, M., Slentz, K., Johnson, J., Behm, M., & Shrestha, H. (2015). Content validity analyses of qualitative feedback on the revised Assessment, Evaluation, & Programming System for infants and children (AEPS) test. Journal of Intellectual Disability: Diagnosis and Treatment, 3(4), 177-186.
Macy, M., & Macy, R. S. (2016). Playing to win: A model using games for early literacy assessment. New Mexico Journal of Reading, 36(1), 6-11.
Macy, M., Chen, C., & Macy, R. (2019). Assessment, evaluation, and programming system for infants and children: Salient development and research factors to consider. Journal of Intellectual Disability – Diagnosis and Treatment, 7(3), 68-76. DOI: https://doi.org/10.6000/2292-2598.2019.07.03.2
Grisham, J., Waddell, M., Crawford, R. & Toland, M. (2021). Psychometric properties of Assessment, Evaluation, and Programming System – 3rd Edition. Journal of Early Intervention, 43(1), 24-37. doi:10.1177/1053815120967359
Macy, M., Pool, J., Chen, C., Rusiana, T., & Sawyer, M. (2022). A preliminary examination of a kindergarten school readiness assessment. Early Childhood Education Journal, 50, 1035–1046. https://doi.org/10.1007/s10643-021-01237-7.
Toland, M., Grisham, J., Waddell, M., & Crawford, R. & Deuber, D. (2022). Scale evaluation and eligibility determination of a field test version of the Assessment, Evaluation, & Programming System 3rd edition. Topics on Early Childhood Special Education, 42(2), 15-161. doi:10.1177/0271121420981712
Macy, M. (2023). Rapprochement of families, professionals, and community: Strategic assessment approach for supporting children. International Journal of Early Childhood Learning, 30(1), 31-45. https://doi:10.18848/2327-7939/CGP/v30i01/31-45.
Macy, M., Reid, M., & Macy, R. (2023). Where is there convergence/divergence in how parents and educators interpret child development and learning? Head Start Dialog: The Research-to-Practice Journal for the Early Childhood Field, 26(2), 24-47. https://doi.org/10.55370/hsdialog.v26i2.1507
Kabashi, L. Grisham, J. & Bahtiri, S. (2023) Content validity of Assessment, Evaluation and Programming System for Infants and Young Children (3rd ed) in Kosovo. The International Journal of Early Childhood Learning, 30(2). doi:10.18848/2327-7939/CGP/v30i02/35-51
Rahn, N., Lacroiz, L., Shin, D., Gravil, M., Chen, C., Hix-Small, H., Arora, S., Grisham, J., Rutland, J., Zhen, C., Mickelson, A., Zie, H. (2024). Using an online assessment tool to teach authentic assessment to early childhood teacher candidates. Rural Special Education Quarterly
Kabashi, L., & Grisham, J. (2025). Utility of the Assessment, Evaluation, and Programming System (3rd ed) in Kosovo. Infants and Young Children, 38(3), 241-257. 10.1097/IYC.0000000000000294
Burke, K., Macy, M., & Edokhamhen, E. (2025). Authentic assessment practices for supporting child development during preschool-to-kindergarten transition: A multiyear comparison of parental and teacher ratings. Early Childhood Education Journal. Published online before print on February 24, 2025. https://doi.org/10.1007/s10643-025-01884-0
Edokhamhen, E., Burke, K., & Macy, M., (2025). Using parent and teacher authentic assessment results to guide preschool to kindergarten transition for multilingual learners. The Dialog: A Journal for Inclusive Early Childhood Professionals, 28(1), 39-44. https://journals.charlotte.edu/dialog/article/view/1959
Macy, M., Edokhamhen, E., & Burke, K. (2025). Transition to kindergarten for preschoolers with multilingual abilities: Do parents and professionals see eye to eye? The Dialog: A Journal for Inclusive Early Childhood Professionals, 28(1), 21-38. https://doi.org/10.55370/thedialog.v28i1.178
Bricker, D., Bailey, E., & Slentz, K. (1990). Reliability, validity, and utility of the Evaluation and Programming System: For Infants and Young Children (EPS-I). Journal of Early Intervention, 14(2), 147-160.
Notari, A., & Bricker, D. (1990). The utility of a curriculum-based assessment instrument in the development of individualized education plans for infants and young children. Journal of Early Intervention, 14 (2), 117–132.
Notari, A., & Drinkwater, S.G. (1991). Best practice for writing child outcomes: An evaluation of two methods. Topics in Early Childhood Special Education, 11 (3), 92–106.
Kim, Y. M., & Sugawara, A. I. (1998). Perceptions of early childhood special education professionals: Assessment of functional skills among children with special needs. Early Child Development and Care, 146, 33-40.
Kim, Y. M., Sugawara, A. I., & Kim, G. (2000). Parents' perception of and satisfaction with the eligibility assessment of their children with special needs. Early Child Development and Care, 160, 133-142.
Pretti-Frontczak, K., & Bricker, D. (2000). Enhancing the quality of Individualized Education Plan (IEP) goals and objectives. Journal of Early Intervention, 23 (2), 92–105.
Bricker, D., Yovanoff, P., Capt, B., & Allen, D. (2003). Use of a curriculum-based measure to corroborate eligibility decisions. Journal of Early Intervention, 26 (1), 20–30.
Macy, M.G., Bricker, D.D., & Squires, J.K. (2005). Validity and reliability of a curriculum-based assessment approach to determine eligibility for part C services. Journal of Early Intervention, 28 (1), 1–16.
Macy, M. & Bricker, D. (2007). Embedding individualized social goals into routine activities in inclusive early childhood classrooms. Early Child Development & Care, 177(2), 107-20.
Bricker, D., Clifford, J., Yovanoff, P., Pretti-Frontczak, K., Waddell, M., Allen, D., & Hoselton, R. (2008). Eligibility determination using a curriculum-based assessment: A further examination. Journal of Early Intervention, 31(1), 3-21.
Grisham-Brown, J., Hallam, R., & Pretti-Frontczak, K. (2008). Preparing Head Start personnel to use a curriculum based assessment: A model for implementation in the age of accountability. Journal of Early Intervention (Innovative Practices). Prepublished June, 12, 2008; DOI: 10.1177/0123456789123456
Macy, M., Thorndike-Christ, T., & Lin, Y. (2010). Parental reports of perceived assessment utility: A comparison of authentic and conventional approaches. Infants & Young Children, 23(4), 286-302.
Macy, M. (2010). Interactive online assessment options: A review of the AEPSi. International Journal of Early Childhood Special Education, 2(3), 254-257. https://doi.org/10.20489/intjecse.107973
Rowe, M. (2010). Shaving cream and cowboys: A descriptive study of play differences between typically developing and developmentally delayed preschoolers. Education Research & Perspectives, 37(2), 64-78.
Gao, X. & Grisham-Brown, J. (2011). The use of authentic assessment to report accountability data on young children’s language, literacy and pre-math competency. International Educational Studies, 4(2), 41-53.
Hallam, R., Lyons, A., Pretti-Frontczak, K. & Grisham-Brown, J. (2014). Comparing apples and oranges: The mismeasurement of young children through the mismatch of assessment purpose and the interpretation of results. Topics in Early Childhood Special Education, 34(2), 106-115.
Macy, M., Bricker, D., Dionne, C., Grisham-Brown, J., Waddell, M., Slentz, K., Johnson, J., Behm, M., & Shrestha, H. (2015). Content validity analyses of qualitative feedback on the revised Assessment, Evaluation, & Programming System for infants and children (AEPS) test. Journal of Intellectual Disability: Diagnosis and Treatment, 3(4), 177-186.
Macy, M., & Macy, R. S. (2016). Playing to win: A model using games for early literacy assessment. New Mexico Journal of Reading, 36(1), 6-11.
Macy, M., Chen, C., & Macy, R. (2019). Assessment, evaluation, and programming system for infants and children: Salient development and research factors to consider. Journal of Intellectual Disability – Diagnosis and Treatment, 7(3), 68-76. DOI: https://doi.org/10.6000/2292-2598.2019.07.03.2
Grisham, J., Waddell, M., Crawford, R. & Toland, M. (2021). Psychometric properties of Assessment, Evaluation, and Programming System – 3rd Edition. Journal of Early Intervention, 43(1), 24-37. doi:10.1177/1053815120967359
Macy, M., Pool, J., Chen, C., Rusiana, T., & Sawyer, M. (2022). A preliminary examination of a kindergarten school readiness assessment. Early Childhood Education Journal, 50, 1035–1046. https://doi.org/10.1007/s10643-021-01237-7.
Toland, M., Grisham, J., Waddell, M., & Crawford, R. & Deuber, D. (2022). Scale evaluation and eligibility determination of a field test version of the Assessment, Evaluation, & Programming System 3rd edition. Topics on Early Childhood Special Education, 42(2), 15-161. doi:10.1177/0271121420981712
Macy, M. (2023). Rapprochement of families, professionals, and community: Strategic assessment approach for supporting children. International Journal of Early Childhood Learning, 30(1), 31-45. https://doi:10.18848/2327-7939/CGP/v30i01/31-45.
Macy, M., Reid, M., & Macy, R. (2023). Where is there convergence/divergence in how parents and educators interpret child development and learning? Head Start Dialog: The Research-to-Practice Journal for the Early Childhood Field, 26(2), 24-47. https://doi.org/10.55370/hsdialog.v26i2.1507
Kabashi, L. Grisham, J. & Bahtiri, S. (2023) Content validity of Assessment, Evaluation and Programming System for Infants and Young Children (3rd ed) in Kosovo. The International Journal of Early Childhood Learning, 30(2). doi:10.18848/2327-7939/CGP/v30i02/35-51
Rahn, N., Lacroiz, L., Shin, D., Gravil, M., Chen, C., Hix-Small, H., Arora, S., Grisham, J., Rutland, J., Zhen, C., Mickelson, A., Zie, H. (2024). Using an online assessment tool to teach authentic assessment to early childhood teacher candidates. Rural Special Education Quarterly
Kabashi, L., & Grisham, J. (2025). Utility of the Assessment, Evaluation, and Programming System (3rd ed) in Kosovo. Infants and Young Children, 38(3), 241-257. 10.1097/IYC.0000000000000294
Burke, K., Macy, M., & Edokhamhen, E. (2025). Authentic assessment practices for supporting child development during preschool-to-kindergarten transition: A multiyear comparison of parental and teacher ratings. Early Childhood Education Journal. Published online before print on February 24, 2025. https://doi.org/10.1007/s10643-025-01884-0
Edokhamhen, E., Burke, K., & Macy, M., (2025). Using parent and teacher authentic assessment results to guide preschool to kindergarten transition for multilingual learners. The Dialog: A Journal for Inclusive Early Childhood Professionals, 28(1), 39-44. https://journals.charlotte.edu/dialog/article/view/1959
Macy, M., Edokhamhen, E., & Burke, K. (2025). Transition to kindergarten for preschoolers with multilingual abilities: Do parents and professionals see eye to eye? The Dialog: A Journal for Inclusive Early Childhood Professionals, 28(1), 21-38. https://doi.org/10.55370/thedialog.v28i1.178
List of AEPS References: Dissertations
Slentz, K. (1986). Evaluating the instructional needs of young children with handicaps: Psychometric adequacy of the Evaluation and Programming System-Assessment Level II. Dissertation Abstracts International, 47(11), 4072A.
Cripe, J.W. (1990). Evaluating the effectiveness of training procedures in a linked system approach to individual family service plan development. Unpublished doctoral dissertation, University of Oregon, Eugene.
Hsia, T. (1993). Evaluating the psychometric properties of the Assessment, Evaluation, and Programming System for Three to Six Years: AEPS Test . Unpublished doctoral dissertation, University of Oregon, Eugene, OR.
Straka, E. (1994). Assessment of young children for communication delays. Unpublished doctoral dissertation, University of Oregon, Eugene, Oregon.
Hamilton, D. A. (1995). The utility of the assessment evaluation programming system in the development of quality IEP goals and objectives for young children, birth to three, with visual impairments. Unpublished doctoral dissertation, University of Oregon, Eugene, Oregon.
Kim, Y. H. (1997). Activity-based assessment: A functional approach to determining the eligibility of young children for special education services . Unpublished doctoral dissertation, University of Oregon, Eugene, OR.
Sher, N. (1999). Activity-based assessment: Linkage between eligibility and intervention . Unpublished doctoral dissertation, University of Oregon, Eugene, OR.
Macy, M. (2004). Using a curriculum-based assessment to determine eligibility for early intervention services. Unpublished doctoral dissertation, University of OR, Eugene, OR.
Noh, J. (2005). Examining the psychometric properties of the second edition of the Assessment, Evaluation, and Programming System for Three to Six Years: AEPS Test 2nd Edition (3-6). Unpublished dissertation, University of Oregon, Eugene, Oregon
Gao, X. (2008). Validity of an authentic assessment in order to report young children's accountability data on early language, literacy and pre-math areas. Unpublished doctoral dissertation, University of Kentucky, Lexington, Kentucky.
Winchell B. (2011). A critical examination of the technical adequacy of a curriculum-based assessment using Rasch analysis. Unpublished dissertation, Kent State University, Kent, Ohio.
Stevenson, W. A. (2019). Examining school readiness. Unpublished doctoral dissertation. University of Kentucky.
Xia, Y. (2023). Score equating between AEPS-3 and AEPS-3 for 0-3 year olds. Unpublished doctoral dissertation, University of Kentucky.
Tyrrell, C. A. (2025). Assessing the content validity and usability of an implementation fidelity checklist for the Assessment, Evaluation, and Programming System, 3rd Edition (AEPS-3). Unpublished doctoral dissertation, University of Kentucky.
Cripe, J.W. (1990). Evaluating the effectiveness of training procedures in a linked system approach to individual family service plan development. Unpublished doctoral dissertation, University of Oregon, Eugene.
Hsia, T. (1993). Evaluating the psychometric properties of the Assessment, Evaluation, and Programming System for Three to Six Years: AEPS Test . Unpublished doctoral dissertation, University of Oregon, Eugene, OR.
Straka, E. (1994). Assessment of young children for communication delays. Unpublished doctoral dissertation, University of Oregon, Eugene, Oregon.
Hamilton, D. A. (1995). The utility of the assessment evaluation programming system in the development of quality IEP goals and objectives for young children, birth to three, with visual impairments. Unpublished doctoral dissertation, University of Oregon, Eugene, Oregon.
Kim, Y. H. (1997). Activity-based assessment: A functional approach to determining the eligibility of young children for special education services . Unpublished doctoral dissertation, University of Oregon, Eugene, OR.
Sher, N. (1999). Activity-based assessment: Linkage between eligibility and intervention . Unpublished doctoral dissertation, University of Oregon, Eugene, OR.
Macy, M. (2004). Using a curriculum-based assessment to determine eligibility for early intervention services. Unpublished doctoral dissertation, University of OR, Eugene, OR.
Noh, J. (2005). Examining the psychometric properties of the second edition of the Assessment, Evaluation, and Programming System for Three to Six Years: AEPS Test 2nd Edition (3-6). Unpublished dissertation, University of Oregon, Eugene, Oregon
Gao, X. (2008). Validity of an authentic assessment in order to report young children's accountability data on early language, literacy and pre-math areas. Unpublished doctoral dissertation, University of Kentucky, Lexington, Kentucky.
Winchell B. (2011). A critical examination of the technical adequacy of a curriculum-based assessment using Rasch analysis. Unpublished dissertation, Kent State University, Kent, Ohio.
Stevenson, W. A. (2019). Examining school readiness. Unpublished doctoral dissertation. University of Kentucky.
Xia, Y. (2023). Score equating between AEPS-3 and AEPS-3 for 0-3 year olds. Unpublished doctoral dissertation, University of Kentucky.
Tyrrell, C. A. (2025). Assessing the content validity and usability of an implementation fidelity checklist for the Assessment, Evaluation, and Programming System, 3rd Edition (AEPS-3). Unpublished doctoral dissertation, University of Kentucky.
