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An Introduction to aeps3

An Introduction to

aeps3®

Welcome to aeps3

Child Observation Data Form (CODF)

AEPS-3 is a comprehensive, reliable, linked system
that seamlessly ties together
assessment, goal/outcome development,
teaching/intervention, and progress monitoring.

FAMILY PARTICIPATION

• Assessment
• Goal/Outcome Development
• Teaching/ Intervention
• Progress Monitoring

PROFESSIONAL PARTICIPATION

AEPS-3 Helps You

• Collect assessment data you can trust
• Track and support emerging skills
• Identify teaching strategies to support the skills children are developing
• Strengthen preacademic skills
• Check for school readiness
• Actively involve families using helpful handouts, forms, and reports

AEPS-3 At a Glance

• Assessment: Observational, curriculum-based, criterion-referenced assessment
• Curriculum: Multi-tiered curriculum organized around daily routines and activities
• Age Range: Birth to 6 years
• Who uses it: Early childhood educators, special educators, early interventionists, therapists, home visitors

8 Developmental Areas

• Fine Motor
• Gross Motor
• Adaptive
• Social-Emotional
• Social-Communication
• Cognitive
• Literacy
• Math

AEPS-3 Areas & Strands

How AEPS-3 Works

FAMILY PARTICIPATION

• Assessment
• Goal/Outcome Development
• Teaching/ Intervention
• Progress Monitoring

PROFESSIONAL PARTICIPATION

Step 1: Assessment

Complete the AEPS-3 Test by gathering information about a child, observing their development during activities and play, and talking with their family.

Step 2: Goal/Outcome Development

Use test results to inform the development of meaningful goals for the child. IFSP/IEP goal examples are provided for all test items.

GOALS 1. 2. 3. 4.

Step 3: Teaching/Intervention

Use the AEPS-3 Curriculum to plan strategies and embed teaching and intervention in everyday activities to help the child reach their goals.

Tier 1 Universal Strategies

These are best practices for ALL young children, with attention to meeting learning outcomes within daily routines and activities of family life and early childhood classrooms while promoting positive adult-child relationships and peer interactions.

Active and outdoor play in the very early developmental level involves infants and children becoming more mobile to readily access and explore their environment. Sitting, cruising, crawling, standing, and walking are all skills that allow children to explore. Adults are responsible for providing safe and appropriate outdoor and indoor environments for children to develop these skills. A safe and appropriate environment may include things like an age-appropriate climber, push toys, riding toys, balls, sand and water, and buckets and shovels. These materials should be in a secure place with surface materials and fall zones that meet safety standards.

Along with supporting active play and gross motor development, outdoor play provides opportunities for the development of science concepts through exploration of different textures and materials, especially play with water. Social-communication skills are easily incorporated into outdoor play by labeling items in the environment. Questioning and discussing novel things that are seen, heard, felt, and smelled outside supports developing conversation skills.

Step 4: Progress Monitoring

Collect data with AEPS-3 to measure progress; more frequent data collection is needed with more intensive instruction. Review results and discuss with a child’s family. Adjust goals/outcomes and teaching strategies as needed.

GOALS 1. 2. 3. 4.

AEPS-3 Test

AEPS-3 Test

• Observational assessment

• Items scored on 3-point scale

• 2 – Mastery performance
• 1A – Emerging performance, assistance
• 1I – Emerging performance, incomplete
• 1A/I – Emerging performance, assistance/incomplete
• 0 – No performance

• Refined, clear item-level criteria

Objective 2.2 Grasps small cylindrical object B CRITERION: Child grasps hand-size cylindrical object with either hand by closing fingers around it, with thumb opposing.
Example: Child grasps spoon to bring oatmeal to mouth. Child grasps stick to poke or bang in the sand or clothespin in play.

Objective 2.3 Grasps pea-size object using fingers in raking or scratching movement B CRITERION: Child grasps pea-size object using some or all fingers in or provide hold between them. Example: finger foot

AEPS-3 Test

• Each area has multiple strands
• Each strand has multiple goals
• Goals build in difficulty
• Objectives under each goal build in difficulty

AEPS-3 Test

Gross Motor

Strand C Active Play

Objective 3.1 Pedals and steers bicycle with training wheels

Objective 3.2 Pedals and steers tricycle

Objective 3.3 Pushes riding toy with feet while steering

Objective 3.4 Sits on riding toy or in wagon while in motion

• Test organization facilitates administration
• Easily see child’s progress

AEPS-3 Test

• Provides comprehensive look at child’s skills with more than 400 items across 8 developmental areas
• Culturally sensitive
• Available in English and Spanish
• Aligned with state and national standards

AEPS-3 Test

Unlike other tools, AEPS-3 captures small increments of progress—important for recognizing growth!

Empirically-derived eligibility cutoffs available

Age norms or percent delay not provided

AEPS-3 Test

Electronic completion, scoring, and extensive reporting in AEPSi

AEPS-3 Test

• Save time by assessing up to 5 children at once with assessment activities
• Complete one set of activities to assess all AEPS-3 Test items
• 10 center-based activities
• 10 home-based activities

DESCRIPTION

In this assessment activity, the child is on. This activity encourages positive interaction and it also encourages the child's move (visual, tactile, auditory) to support the caregiver holds a favorite small stuffed child to exhibit fine motor skills such as to grasp the toy.

SUGGESTED MATERIALS

• Materials found in the child's environment
• Soft blanket
• Small favorite toys or objects (ra

SUGGESTED PROCEDURES

With the child lying on their back:

• Touch parts of the child's body t
• Shake a rattle on either side of t
• Play face-to-face games with the
• Talk to the child, then pause to h
• Present different toys to the child explore them.

With the child lying on their stomach:

• Hold a rattle or other desired ob to lift their head.
• Use toys and positioning to ence
• Slowly move a pull-toy in front of and follow it.

Assessment, Evaluation, and Programming System by Bricker, Dionne, Grisham, Johnson, Macy, Slentz

Assessment, Evaluation, and Programming System for Infants and Children, Third Edition (AEP3-5), by Briker, Dionne, Grisham, Johnson, Macsy, Slenza, & Waddell. © 2022 Brookes Publishing Co. All rights reserved.

AEPS-3 Test

• Two forms for collecting data from families

AEPS-3 Family Report

Child and family information and participation in activities

of Child Skills

Child’s developmental skills

• Available in English and Spanish

Family Report

Your input is essential to targeting developmental skills that are important for your child.

• Section 1: daily general questions designed to help program staff get to know your child and family.
• Section 2: child specific questions about daily activities and services.

FAMILY REPORT

Section 1: Child and Family Information

• Tell us about your child.
• Child's name:
• How would you describe your child in a few words?
• What are some of your child's strengths?
• Do you have any concerns about your child's development or behavior? If yes, please explain.
• Tell us about your family.
• Who do you include as part of your family (parents, siblings, relatives, close friends, caregivers)?
• What would you like staff to know about your family's traditions and values?
• What other information would you like to know about your family (strengths, concerns, needs)?
• Tell us about services you and your child currently receive and how our program can best support your family.
• What is your preferred location and time to meet?
• Are there other people you would like to include in meetings about your child if yes, please list.
• What services do you or your child need? What other programs does your child attend?
• What medical providers or specialists does your child see (doctor, physical therapist, occupational therapist, speech therapist)?
• Would an interpreter or cultural guide help us to better serve your child and family?

Assessment Evaluation and Programming Guide for Infants and Children. Your Edition (AEP3). www.aeps3.org

Family Assessment of Child Skills (FACS)

Date(s) completed:

• Child's name:
• Child's date of birth:

FAMILY ASSESSMENT OF CHILD SKILLS

Social-Communication

• Social communication skills are those that involve communicating with others. These skills include listening, speaking, and understanding communicative rules and the use of phrases.

NAME

DIRECTIONS Mark 1 for yes, 2 for no, and for not.

1. Does your child learn to look at attention? How is she talking?
   For example, when they hear you, your child looks at you.

2. Does your child handle the same sound combinations and dialects?
   For example, your child says, "The hat, the scarf, the tie."

3. Does your child handle the same sound combinations and dialects?

4. Does your child get attention and then point to an object?
   For example, your child points to a ball, takes a seat at your desk and puts on a pair of pants.

5. Does your child respond to some directive that specifies an action to take?
   For example, a caregiver asks, "What is the height of your child?" and the child responds, "Yes, he is tall."

6. Does your child point out at least 10 familiar objects to provide comfort and maybe first try to be closer by touching them?

7. Does your child point out at least 10 familiar objects to provide comfort and maybe first try to be closer by touching them?

8. Does your child respond to questions related to why, time, and why they are being told something?

9. Does your child respond to three words or phrases?
   For example, a caregiver asks, "What is the height of your child?" and the child responds, "Yes, he is tall."

Ready-Set

aeps3

Ready-Set

• New to third edition
• Brief assessment and progress monitoring measure
• Used with 4- and 5-year-olds
• Available in English and Spanish
• Electronic completion and scoring with AEPSi

READY-SET

Date(s) completed: Child's name: Child's date of birth: Child's ID: Family's name and address:

Person completing form:

• Program:
• Date testing/administration completed:

DIRECTIONS:

• REVIEW the administration information beginning on page x pies, and notes beginning on page y of AEPS-3 Volume 2. Child mental data and coding procedures below using Heart-Sat.
• RECORD the administration data and examiner's initials.
• OBSERVE the child and score items by comparing the child's performance based on the stated criteria.
• ENTER all item scores in the Score column and notes in the Notes column.

AEPS-3 Curriculum

AEPS-3 Curriculum

• Guided by multi-tiered systems of support, blended practices, and activity-based intervention frameworks
• 3 levels
  • Beginning—infant and very early skills (birth to 18 months developmentally)
  • Growing—toddler and early skills (18 months to 3 years developmentally)
  • Ready—preschool and school preparation skills (3 to 6 years developmentally)

AEPS-3 Curriculum

Strategies and embedded learning opportunities for 18 routines and activities

Includes universal, targeted, and specialized strategies for each routine/activity across 3 levels

• More frequent data collection

TIER 3 SPECIALIZED SUPPORT

• For few children who need individual help
• Evidence-based strategies for individualized goals/outcomes

TIER 2 FOCUSED SUPPORT

• For some children who need extra help
• Adaptations and modifications to daily routines, activities, and environments to meet targeted outcomes at home and in classrooms

TIER 1 UNIVERSAL SUPPORT

• For all young children in high-quality early childhood learning environments
• Attention to learning outcomes within daily routines and activities of family life and classrooms, including positive caregiver-child relationships and peer interactions

AEPS-3 Curriculum

Perfect for teaching in a home or classroom setting, the curriculum taps into almost every aspect of your day

AEPS-3 Test Products

AEPS-3 Complete Kit

Everything you need to implement AEPS-3!

WHAT'S IN THE KIT

• APPS 1: Information Frame
• APPS 2: Story Guide
• APPS 3: Assessment
• APPS 4: Curriculum Growing
• APPS 5: Communication Ready
• APPS 6: Social-Communication
• APPS 7: Book Skills
• APPS 8: Data Form (CODE)

Child Observation Data Form (CODE)

• 5 Volumes (User’s Guide, Assessment, Curriculum—Beginning, Curriculum—Growing, Curriculum—Ready)
• Two 5-packs of Child Observation Data Form
• One 10-pack of Family Report
• One 10-pack of Ready-Set
• Pack of 9 Quick Reference Guides
• USB with AEPS-3 forms in English and Spanish, plus additional resources

Stock #: 55187 $499.00

Subscribe to AEPSi!

• Completely redesigned interface
• Annual subscription and per-child fees
• Multi-program Enterprise option available for large states and districts

Learn more: bpub.fyi/AEPSi

AEPS-3 Training

• Training Institutes
• Live, virtual, two-day training
• Virtual seminars for your organization
• Up to 50 attendees
• Online interrater reliability certification module
• Takes 2–4 hours to complete
• Provides 3-year certification with successful completion

Learn more: bpub.fyi/AEPS3-Training

Research

A system you can trust

No other early childhood assessment and curriculum system is backed by more scientifically valid research than AEPS-3.

This includes:

• More than 40 years of studies, led by early intervention visionary Dr. Diane Bricker and the Early Intervention Management and Research Group (EMRG)
• Thousands of hours of field testing
• Valuable feedback from teachers, families, and other members of a child’s team

Ready-Set Family Assessment of Child Skills

• Gathers information from families about child’s developmental skills
• Available in English and Spanish

AEPS-3 Quick Reference Guides

• Provides all AEPS-3 Test items and criteria in clear, convenient format
• Pack includes 9 separate laminated guides, one for each developmental area and one for Ready-Set

Stock #: 55309 $30.00

Questions?

Contact your sales rep

aepsinteractive.com/contact-us/

aeps3