Q: What do the letters AEPS mean?
A: AEPS stands for the Assessment, Evaluation, and Programming System. This name was selected because it addresses the major components of the system including assessment, intervention (i.e., programming), and evaluation (i.e., progress monitoring).
Q: What is a linked system?
A: In terms of the AEPS, a linked system means that each of the system's major components including assessment, goal development, intervention, and evaluation are directly related. That is, the information obtained during assessment can be used directly to formulate goals, goals can be used to direct intervention efforts, and intervention efforts can be directly evaluated or monitored by focusing on children's acquisition and intentional use of selected goals.
Q: What information, data, or outcomes does the AEPS give you?
A: The AEPS is designed to provide functional information/data on children's strengths, interests and emerging skills in six developmental areas: fine motor, gross motor, adaptive, cognitive, social-communication, and social. The AEPS yields numerical scores, visual summaries, and narrative descriptions, all of which can be used for planning intervention, curriculum and measuring child progress. The AEPS does not produce derived scores such as age equivalences.
Q: Can the AEPS be used with all young children?
A: Yes, the AEPS can be used across the range of children who participate in any type of home-based, community-based, or school-based program. The AEPS was specifically developed to be used with children with disabilities from mild to severe as well as with children at risk for developmental problems. The AEPS can also be used with children who are typically developing.
Q: Why doesn't the AEPS have age equivalences?
A: The focus of the AEPS is on developmental hierarchies or sequences rather than on what skills children acquire at specific ages. Goals for children should be developed in terms of what they need or are ready to learn next developmentally rather than learning material designated for certain chronological ages.
Q: Who should use the AEPS?
A: The AEPS was developed for use by professional staff with training and experience in early childhood education/early childhood special education including but not limited to communication specialists, teachers, interventionists, therapists, and psychologists. Recommended practice requires that family members be involved in the assessment process.
Q: Can a team use the AEPS?
A: Yes, a team can use the assessment and evaluation components of the AEPS. Team members may be comprised of teachers, interventionists, therapists, and family members. The team can assess/evaluate their particular area of expertise and/or other developmental areas and then share findings or one member can administer the AEPS while other team members observe and support the assessment activities.
Q: How is the assessment/evaluation component of the AEPS administered?
A: The preferred method of gathering developmental information using the AEPS is through observation of children as they negotiate their daily routines and play activities. However, information can also be collected by parent/teacher report or by direct testing.
Q: How long does it take to assess a child using the AEPS® Test?
A: The length of time to assess a child depends on several factors including the age and skill level of the child (it may require additional time to assess children with severe disabilities), prior experience using the AEPS® Test (familiarity with the test reduces administration time), and how information is gathered (observing daily activities may take longer than observing specially designed assessment activities). Also, the first assessment of a child generally takes longer than subsequent evaluations
Q: Can I use the AEPS® Test to monitor child progress?
A: Yes the AEPS® Test was developed to link assessment, intervention, and evaluation. After the initial assessment, goal development and intervention, the AEPS Test or selected items can be reassessed to monitor children's progress toward acquisition and use of important skills.
Q: Can the AEPS® Test be used to determine eligibility for services?
A: Cutoff scores were developed for each developmental area of the AEPS® Test that provide a valid mechanism to determine children's eligibility for services. For more information see the following section on Frequently Asked Questions Associated with Eligibility.
Q: Is there an electronic system to help me use the AEPS?
A: Yes, the AEPS has a web-based management system into which assessment and progress monitoring information can be entered. This electronic system (i.e., the AEPSi) assists users in organizing and managing entered data, creating reports, and sharing information. To view the electronic system, go to www.aepsinteractive.com
Q: How should I get more information about the AEPS?
A: For more information, please go to XXX.
Q: Where can I purchase the AEPS?
A: Please contact Paul Brookes Publishing XXX
A: AEPS stands for the Assessment, Evaluation, and Programming System. This name was selected because it addresses the major components of the system including assessment, intervention (i.e., programming), and evaluation (i.e., progress monitoring).
Q: What is a linked system?
A: In terms of the AEPS, a linked system means that each of the system's major components including assessment, goal development, intervention, and evaluation are directly related. That is, the information obtained during assessment can be used directly to formulate goals, goals can be used to direct intervention efforts, and intervention efforts can be directly evaluated or monitored by focusing on children's acquisition and intentional use of selected goals.
Q: What information, data, or outcomes does the AEPS give you?
A: The AEPS is designed to provide functional information/data on children's strengths, interests and emerging skills in six developmental areas: fine motor, gross motor, adaptive, cognitive, social-communication, and social. The AEPS yields numerical scores, visual summaries, and narrative descriptions, all of which can be used for planning intervention, curriculum and measuring child progress. The AEPS does not produce derived scores such as age equivalences.
Q: Can the AEPS be used with all young children?
A: Yes, the AEPS can be used across the range of children who participate in any type of home-based, community-based, or school-based program. The AEPS was specifically developed to be used with children with disabilities from mild to severe as well as with children at risk for developmental problems. The AEPS can also be used with children who are typically developing.
Q: Why doesn't the AEPS have age equivalences?
A: The focus of the AEPS is on developmental hierarchies or sequences rather than on what skills children acquire at specific ages. Goals for children should be developed in terms of what they need or are ready to learn next developmentally rather than learning material designated for certain chronological ages.
Q: Who should use the AEPS?
A: The AEPS was developed for use by professional staff with training and experience in early childhood education/early childhood special education including but not limited to communication specialists, teachers, interventionists, therapists, and psychologists. Recommended practice requires that family members be involved in the assessment process.
Q: Can a team use the AEPS?
A: Yes, a team can use the assessment and evaluation components of the AEPS. Team members may be comprised of teachers, interventionists, therapists, and family members. The team can assess/evaluate their particular area of expertise and/or other developmental areas and then share findings or one member can administer the AEPS while other team members observe and support the assessment activities.
Q: How is the assessment/evaluation component of the AEPS administered?
A: The preferred method of gathering developmental information using the AEPS is through observation of children as they negotiate their daily routines and play activities. However, information can also be collected by parent/teacher report or by direct testing.
Q: How long does it take to assess a child using the AEPS® Test?
A: The length of time to assess a child depends on several factors including the age and skill level of the child (it may require additional time to assess children with severe disabilities), prior experience using the AEPS® Test (familiarity with the test reduces administration time), and how information is gathered (observing daily activities may take longer than observing specially designed assessment activities). Also, the first assessment of a child generally takes longer than subsequent evaluations
Q: Can I use the AEPS® Test to monitor child progress?
A: Yes the AEPS® Test was developed to link assessment, intervention, and evaluation. After the initial assessment, goal development and intervention, the AEPS Test or selected items can be reassessed to monitor children's progress toward acquisition and use of important skills.
Q: Can the AEPS® Test be used to determine eligibility for services?
A: Cutoff scores were developed for each developmental area of the AEPS® Test that provide a valid mechanism to determine children's eligibility for services. For more information see the following section on Frequently Asked Questions Associated with Eligibility.
Q: Is there an electronic system to help me use the AEPS?
A: Yes, the AEPS has a web-based management system into which assessment and progress monitoring information can be entered. This electronic system (i.e., the AEPSi) assists users in organizing and managing entered data, creating reports, and sharing information. To view the electronic system, go to www.aepsinteractive.com
Q: How should I get more information about the AEPS?
A: For more information, please go to XXX.
Q: Where can I purchase the AEPS?
A: Please contact Paul Brookes Publishing XXX
