Thursday, December 18, 2008
You will need to:
1) click on child's profile
2) once in the profile, click on edit profile.
3) You will need to click on either level 1 or 2 whichever you are ready to work on.
4)When you need to work on the other, just go back into the profile and change the level.
You can finalize an area without needing to complete all 6 areas from each level. This works well for children who are on level 1 in some areas and level 2 in others or for children who need both levels in an area/s.
Sunday, October 26, 2008
Do you want to know what's NEW in AEPSi?
Click on the link below to listen to a short webcast and learn about the new features.
- You will need to login
- On the homepage click on " 5 Things You Need to Know"
Thursday, October 23, 2008
Well...probably the best answer is to say "Which one is being used for its intended purpose and meeds recommended practice standards?
To that end, we are trying to get folks (AEPS users and others) to take 10 minutes to rate various EC assessment measures.
If you can, please take a minute and visit our online survey for more details. Your rating of common EC assessment measures will help all of us have an objective source to answer the question...which is best...or rather...which meets standards?
Please take a minute and complete the survey on 1 or more EC assessment measures. Invite your friends to participate as well.
Thursday, October 16, 2008
The answer is rather simple and complex at the same time; however, there are a few guidelines/"rules" to help you score accurately. Click on the following URL for a brief videocast (5 minutes) regarding how to score AEPS goals. You will need a headset or computer speakers.
Keep in mind that the higher the stakes and the less authentic the assessment process, the more conservative teams should be in making scoring decisions. Further, Remember the following about 2's, 1's, and 0's.
•Consistently performs as specified in the criterion •Performs the item independently •Behavior is a functional part of the child’s daily routine •Child uses the skill across time, materials, settings, and people
•Performs the skill inconsistently as specified in the criterion •Performs the item with assistance •Performs only parts of the stated criterion (i.e., the skill is emerging) •Performs the item under specific situations or conditions
•Does not yet perform the item as specified in the criterion even with repeated opportunities or assistance or when modification are made •Child was not observed performing the item because it is not expected based upon knowledge of development
Thursday, October 9, 2008
Choose an Area (fine motor, gross motor, adaptive, cognitive, social communication, social)
Scores: you may select goals and/ or objectives that had a score of 0, 1, and/or 2
Notes: you may select goals and/or objectives for example that had an associated note of A for Assistance.
IFSP/IEP: you may select goals and/or objectives that had the IFSP/IEP box checked
Customizing a CODRF can be helpful for monitoring progress on specific goals and/or objectives. Completing the AEPS several times a year may not be enough progress monitoring to inform and guide your instruction for some children in some areas. For example, you have a child who struggles with emergent literacy, therefore, you are gearing your instruction to target these particular items with more intensity, more practice etc.
You have options for customizing a CODRF
Option 1: When scoring the AEPS check the IFSP/IEP box to reflect the emergent literacy skills you are targeting for example in Fine Motor it may be Strand B, G. 1 Obj. 1.1 and Goal 2 . In the Cognitive Area it may be Strand C. Obj. 3.1 and Strand H. G. 1, G. 2 and Obj. 3.1. Now that you have checked these boxes you can generate a CODRF that only list these goals and objectives in Fine Motor and Cognitive.
Option 2: Using the same goals and objectives above which are all scored a 1, you generate a Fine Motor and Cognitive CODRF that only lists goals and objectives that have a score of 1. The CODRF's will include the items listed above and every other goal and/or objective you scored a 1on in that area.
Note: If you print the customized CODRF's you can key the items you are collecting more frequent data on by highlighting the goal/and or objective to discriminate from all items listed on the CODRF.
Friday, July 4, 2008
Have questions or are you unsure when to should use the scoring note of B for Behavior Interfered? Watch this brief videocast for suggestions and ideas.
Friday, May 2, 2008
Thursday, March 27, 2008
As an AEPSi user, you have the capability to run a variety of child reports. It is necessary to pay attention to the AEPS level entered in the Child Profile. This level is dependent on generating the following reports: Graphed Scores, Child Progress Record, Provider Notes, IFSP/IEP Summary, Eligibility Cutoffs, and Present Level of Functioning. If the setting is not correct, the AEPSi user will receive the following message when trying to create a report: The AEPS level for this child's assessment and the level selected in the Child's Profile do not match. Please select the correct level in the child's profile. Therefore, the AEPSi user may change the setting for example, from level 1 to level 2 to create various child reports.
The Score Summary report is the only report that is not dependent on the level selected in the child’s profile.
Monday, March 17, 2008
Goal 1: During daily activities, Serina will manipulate a variety of objects/toys/materials that require use of both hands at the same time, while performing different movements. She will manipulate three different objects/toys/materials once each day for a 2 week period. For example, Serina will button clothing, thread and zip a zipper, and/or cut out shapes with curved lines.
- During daily activities, Serina will grasp hand-size objects with either hand using the ends of her thumb, index, and second fingers. Objects need to be held by the fingers and not rest in her palm. She will grasp three different hand-size objects each day for 2 weeks. For example, Serina will grasp bath toys, blocks, crackers, playdough pieces, large/fat crayons or markers.
- During daily activities, Serina will perform any two-handed task using one hand to hold or steady an object/toy/material while using the other hand to manipulate the object/toy/material or perform a movement. She will perform three different two-handed tasks per day for 2 weeks. For example, Serina will hold a piece of paper and draw with a crayon, hold paper and cut paper in half, hold a bowl and spoon up food or liquid, spread food with a knife, zip a zipper.
Goal 2. Using a variety of one and two words, Serina will request objects, people, or materials, inform others, and greet others during daily activities. Two different adults will understand what she says three times each day for a 2 week period. To be understood by other adults, Serina will produce/say final consonant sounds of /p, b, t, d, k/, and will produce/say the first consonant sounds of /k, l, g, f, v, ch, j, th/ without making substitutions for other consonants in words.
- Using a variety of one and two words, Serina will request objects, people, or materials from others (adults or peers) during daily activities. Two different adults will understand what she says three times each day for a 2 week period. For example, Serina will say words/phrases such as "Up", "Give toy," or "More food." To be understood by other adults, Serina will produce/say final consonant sounds of /p, b, t, d, k/, and will produce/say the first consonant sounds of /k, l, g, f, v, ch, j, th/ without making substitutions for other consonants in words.
- Using a variety of one and two words, Serina will inform others (adults or peers) about daily activities. Two different adults will understand what she says three times each day for a 2 week period. For example, Serina will say words/phrases such as "Cat," "Milk," "Big book." To be understood by other adults, Serina will produce/say final consonant sounds of /p, b, t, d, k/, and will produce/say the first consonant sounds of /k, l, g, f, v, ch, j, th/ without making substitutions for other consonants in words.
- Using a variety of one and two words, Serina will greet others (adults or peers). Two different adults will understand what she says three times each day for a 2 week period. For example, Serina will say "Hey" or "Hi Marley, Hi Beth, Hi Kate," or "Good Morning." To be understood by other adults, Serina will produce/say final consonant sounds of /p, b, t, d, k/, and will produce/say the first consonant sounds of /k, l, g, f, v, ch, j, th/ without making substitutions for other consonants in words.
Wednesday, February 27, 2008
Friday, February 8, 2008
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: 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: Can the AEPS be used with children who have severe disabilities?
A: Yes, the AEPS can be used with children who have severe disabilities. The AEPS system provides a density of skills in each developmental area and items can be modified to accommodate children's specific impairments.
Q: What are the ages of children for whom the AEPS content was developed?
A: The AEPS has two developmental levels: Level I addresses the developmental range birth to age 3 years and Level II addresses the developmental range 3 to 6 years. Users of the AEPS are encouraged to focus on children's developmental skills rather than chronological age; therefore, it may be appropriate to use Level I for children with significant disabilities even if they are chronologically older than 3 years. We do not recommend using the AEPS with children whose chronological age exceeds 9 years without significant modifications to the items and criteria.
Q: How often should I use the AEPS Test to assess a child?
A: The AEPS Test does not have set times for its administration; however, we recommend that children be assessed on targeted goals at least quarterly.
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,