# 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](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](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](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](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](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](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.