Videocast - Quality Scoring Note

Have questions or are you unsure when to should use the scoring note of Q for quality? Watch this brief videocast for suggestions and ideas.

http://www.personal.kent.edu/~kprettif/kpf/aepsblog/Quality/Quality.html

AEPSi Child Reports for Children on Both Level 1 & 2

At times, it may be appropriate for a child to be on both level 1 and level 2 of the AEPS. For example, a child may be on level 2 for the Cognitive, Social, Adaptive and Fine Motor Domains and Level 1 for Gross Motor and Social Communication Domains.

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.

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What would a goal look like?

Upon scoring and summarizing the AEPS, many ask, "So what would an IEP goal look like?" As many of you know...the answer varies depending on state rules and of course the child's present level of performance...but in an effort to help move folks toward more measurable and functional goals two examples are provided here. Feel free to comment....we look forward to hearing from you.

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.

Support for Creating Numerical Summaries

A number of procedures for summarizing AEPS Test information exist including visual summaries, narrative summaries, and numerical summaries. For example, one can create area raw scores and area percent scores - but such scores can be difficult to interpret, despite their simplicity. The numerical summary podcast is designed to highlight the advantages and disadvantages of numerical summaries.

A few basic questions that we've all had at one time or another....

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: 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,