AEPS Journal Articles

Articles on AEPS-3

Grisham, J., Waddell, M., Crawford, R., & Tolan, M. (2020). Psychometric properties of the Assessment, Evaluation, and Programming Systems for Infants and Children-Third Edition (AEPS-3). Journal of Early Intervention, 43(1), 24–37. https://doi.org/10.1177/1053815120967359

Johnson, J., and Macy, M. (2019). An Introduction to the AEPS-3 and Results of a Field Test Study. Education and New Developments. DOI: 10.36315/2019v1end013 http://end-educationconference.org/2019/wp-content/uploads/2020/05/2019v1end013.pdf

Lemire, C., Dionne, C., & McKinnon, S. (2014). Content validity of the new literacy area of the AEPS®/EIS. Revue francophone de la déficience intellectuelle, 25(1), 116–130. https://doi.org/10.7202/1028217ar

Lemire, C., Dionne, C., McKinnon, S. (2015). Interrater agreement of the new areas, literacy and numeracy, of the AEPS/EIS. Revue de psychoéducation, 44(1), 63—81.

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., 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

Macy, M., Pool, J., Chen, C., Rusiana, T., & Sawyer, M. (2021). 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.D., Grisham, J., Waddell, M., Crawford, R., & Dueber, D.M. (2022). Scale evaluation and eligibility determination of a field-test version of the Assessment, Evaluation, and Programming System–Third Edition. Topics in Early Childhood Special Education, 42(2), 150–161. https://doi.org/10.1177/0271121420981712

Articles on earlier editions of AEPS

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.

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.

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.

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.

Grisham-Brown, J., Hallam, R., & Pretti-Frontczak, K. (2008). Preparing Head Start personnel to use a curriculum-based assessment: An innovative practice in the “age of accountability”. Journal of Early Intervention, 30, 271–281. DOI: 10.1177/1053815108320689.

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.

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.

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.

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., & 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., 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.

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.

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.

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.