Your Guide to AEPS®-3

AEPS®-3 helps early childhood programs reimagine their practices and do better.

reimagine their practices and do better.

AEPS-3 gives you the most accurate, useful child data and a proven way to turn data into action across everything you do.

AEPS-3 Helps You

• Collect the assessment data you need

• Link assessment data to a tiered curriculum

• Track and support emerging skills

• Strengthen preacademic skills

• Check for school readiness

• Actively involve families with handouts, forms, and reports

• Streamline reporting and data management with AEPS®i, the user-friendly web-based system

Exciting Updates

• One seamless system for birth to six years

• Two new test areas—Literacy and Math

• Ready-Set—a shorter measure focused on school readiness skills

• Reimagined, tiered curriculum

organized around routines and activities

AEPS-3 Test

• Criterion-referenced and curriculumbased

• One continuous assessment for birth to six years

• Expanded difficulty range, with more items at the upper and lower ends

• New items reflecting current expectations for young children

Child Observation Data Form (CODF)

AEPS-3 Test

• Refined, clearer criteria and more examples

• Refined, clearer criteria and

• Updated illustrations

• Eligibility cutoffs available (no age equivalents)

Objective 2.2 Grasps small cylindrical object

CRITERION: Child grabs hand-size cylindrical object with either hand by closing fingers around it, with thumb opposing.

Example: Child grabs arm up to bring out palm to mouth. Child grabs stick in pole or bung in the sand or clothsponge in plum.

Objective 2.3 Grasps pea-size object using fingers in raking or scratching mound

CRITERION: Child grabs pea-size fingers in raking or scratching move or provide support or balance on no hold between finger and palm.

Example: Child attempts to finger finger food into palm.

Objective 2.4 Grasps hand-size object using wrist

CRITERION: Child holds object in closed around it. Child may use either used.

Example: Child uses entire hand to ting biscuit.

FS 2.4a Child grasps hand-size object with hand uses little finger and against FS 2.4b Child briefly holds object placed in front of face.

GOAL 3 Stacks objects

CRITERION: Child uses either hand objects balanced on top of one anodized example: Child stacks blocks, plate examples: Child places small object on top of releasing it.

Objective 3.1 Releases object into targeted space

CRITERION: Child uses one or both spaces that is obvious target for object.

Example: Child lets go of cray into child's napkin or tissue into child's nape.

FS 3.1a Child uses either hand to release hand resting hand.

STRAND A Reach, Grasp, and Release

GOAL 1 Makes directed batting or swiping movements with each hand

CRITERION: Child extends one or both hands to make directed movements toward object or person.

Example: Child uses hands to touch caregiver's face or reaches toward toy, pet, or bottle.

Objective 1.1 Brings hands together near midline

CRITERION: Child brings hands together near middle of body at same time.

Example: While lying on back or being held facing upward, child holds bottle on chest with both hands or faces and wiggles fingers in front of face.

Objective 1.2 Makes directed movements with arms

CRITERION: Child extends one or both arms to make directed movements toward object or person.

Example: Child extends one or both arms to bat at mobile or to reach for familiar caregiver.

FS 1.2a Child makes nondirected movements with arms.

GOAL 2 Grasps pea-size object

CRITERION: Child grabs pea-size object with either hand, using tip of index finger and thumb. Pea size object not held against palm; hand or arm is not supported; tip of thumb is rotated toward index finger.

Example: Child picks up ratinis, pea, or piece of cereal placed on table using only tip of index finger in opposition with thumb.

FS 2aa Child grabs pea-size object with either hand, using tip of index finger and thumb with hand and/or arm resting on surface for support. Thumb is to side of index finger (inferior pinch grasp).

Objective 2.1 Grasps hand-size object

CRITERION: Child uses thumb and first two fingers to grasp hand-size object with either hand so that object is held between thumb and fingers and not resting in palm.

Example: Child grabs small block using fingers and thumb.

FS 2.1a Child grabs hand-size object with either hand, holding object at base of index finger and thumb.

8 Test Areas, 407 Items, 0–6 years

▪ Fine Motor

(31 items in 4 strands)

▪ Gross Motor

(65 items in 3 strands)

▪ Adaptive (53 items in 4 strands)

▪ Social-Emotional

(61 items in 5 strands)

▪

Social-Communication

(49 items in 4 strands)

▪

Cognitive

(50 items in 5 strands)

▪

Literacy

(57 items in 5 strands)

▪ Math
(41 items in 4 strands)

6 Updated Areas

Fine Motor

A. Reach, Grasp, and Release B. Functional Skill Use C. Mechanics of Writing D. Use of Electronic Devices

Gross Motor

A. Body Control and Weight Transfer B. Movement and Coordination C. Active Play

Adaptive

A. Eating and Drinking B. Personal Care Routines C. Dressing and Undressing D. Personal Safety

Social-Emotional

A. Interactions with Adults B. Social-Emotional Expression and Regulation C. Interactions with Peers D. Independent and Group Participation E. Meeting Social Expectations

Social-Communication

A. Early Social Communication B. Communicative Understanding C. Communicative Expression D. Social Use of Language

Cognitive

A. Sensory Exploration B. Imitation and Memory C. Conceptual Knowledge D. Reasoning E. Scientific Discovery

New Literacy Area

Literacy

A. Awareness of Print Concepts B. Phonological Awareness C. Alphabet Knowledge D. Vocabulary and Story Comprehension E. Writing

New Math Area

Math

A. Counting B. Quantitative Relations C. Reading and Writing Numbers D. Addition and Subtraction

Assessment Evaluation, and Programming System for Infants and Children, Third Edition (APE3-8). by Briker, Driesen, Grassman, Johnny, Mary, Stem, & David. © 2022 Brooks Publishing Co. All rights reserved.

Child Observation Data Form

Assessment, Evaluation, and Programming System for Infants and Children, Third Edition (AEPF*3), Brianna, Dionne, Graham, Johnson, Macy, Silent, and Waddell. ©2022 Paul H. Puech Publishing Co., Inc. All rights reserved.

• 3-point scoring system

• Qualified scoring for emerging skills (“1”) to indicate if incomplete or done with assistance

• Available in English and Spanish

Summary of AEPS-3 Results

Name: ___ For each domain, plot the percent correct for each test period (1-3) to determine if the child's performance is improving over time.

Fine Motor Total % correct Test Date:

Gross Motor Total % correct Test Date:

Adaptive Total % correct Test Date:

Social-Emotional Total % correct Test Date:

Social-Communication Total % correct Test Date:

Cognitive Total % correct Test Date:

Literacy Total % correct Test Date:

Math Total % correct Test Date:

Assessment Activities

• Assessment activities help providers efficiently use observation to complete the
AEPS-3 Test for up to 5 children at once

• 10 center-based activities

• 10 home-based activities

• Available on AEPS-3 Forms USB and in AEPSi

CENTER-BASED ASSESSMENT ACTIVITY Blanket Play

Score Key

• C Centered
• M Multifaceted
• G Quality
• R Report

Meeting performance 2 Engaging performance to maintain quality 10 + Assessing engagement 8

Name Name Name Name

DOB DOB DOB DOB

Fine Motor

A. Reach, Grasp, and Release

1. Makes directed batting or swiping movements with each hand C M O R C M O R C M O R C M O R C M O R C M O R C M O R

1.1 Brings hands together near midline C M O R C M O R C M O R C M O R C M O R C M O R

1.2 Makes direct movements with arms C M O R C M O R C M O R C M O R C M O R

Gross Motor

A. Body Control and Weight Tr

1. Turn head, moves arms, and each other 1.1 Kicks legs 1.2 Waves arms 1.3 Turn head side to side
2. Puts weight on one hand or an arm 2.1 Remains propped on exertion 2.2 Remains propped on no tension
3. Rolls from back to stomach 3.1 Rolls from stomach to be able to sit up

Assessment, Evaluation, and Programming by Broker, Drone, Gridman, Johnson, Mac

CENTER-BASED ASSESSMENT ACTIVITY Blanket Play

DES

Ready-Set

• Brief assessment and progress monitoring measure

• Emphasizes skills essential for school readiness and early school success

• 40 developmentally and academically challenging goals from AEPS-3 Test

Ready-Set

Assessment, Evaluation, and Programming Systems for Infants and Children Third Edition (AFPS3). Brianna, Dionne, Grisham, Johnson, Macy, Slicey, and Waddell. 2022 © Paul H. Brookes Publishing Co., Inc. All rights reserved.

Ready-Set

Goals from all 8 areas

▪ Fine Motor—2

▪ Gross Motor—3

▪ Adaptive—2

▪ Social-Emotional—8

▪ Social-Communication—3

▪ Cognitive—6

▪ Literacy—10

▪ Math—6

Example goals

2. Holds writing tool using three-finger grasp to write or draw

3. Uses culturally appropriate social dining skills

4. Maintains cooperative activity

5. Resolves conflicts using negotiation

6. Uses language to initiate and sustain social interaction

7. Names all uppercase and lowercase letters of alphabet

8. Reads and writes numerals for quantities up to 5

Ready-Set

• Useful in preschool and Head Start classrooms for children who may not need full AEPS-3 assessment

• Seamless to move to AEPS-3 Test for a child as needed

• Links to tiered AEPS-3 Curriculum

M

Ready-Set

• Corresponding set of assessment activities available

• 4 center-based, 3 home-based

• Ready-Set Family Assessment of Child Skills form

• Available in English and Spanish

Ready-Set CENTER-BASED ASSESSMENT ACTIVITY Outdoor Play

Score Key Memory performance 2 Educational performance 1 Assistance to individualization 1 Assessment instruments 0

Note Key C. Concentration D. Modification E. Duality F. Report

Name Name Name Name

DOB DOB DOB DOB

Gross Motor

B. Movement and Coordination Target Score Notes

6. Jumps forward C M R C M R C M R C M R C M R

7. Skips C M R C M R C M R C M R C M R

C. Active Play 2. Uses hands to hang on play equipment with bars C M C M C M C M C M

Social-Emotional D. Independent and Group Participation 2. Interacts appropriately with others of E. Meeting Social Expectations

1. Meets observable physical needs in
2. Follows context-specific rules

Cognitive E. Scientific Discovery

1. Expands simple observations and explanations
2. Anticipates outcome of investigation
3. Investigates to test hypotheses
4. Transfers knowledge

Ready-Set CENTER-BASED ASSESSMENT ACTIVITY Outdoor Play

Data(s) completed: Person completing form: Program: Child(ren) observed:

GROSS MOTOR Strand B, 6, 7 Strand C, 2

COGNITIVE Strand E, 1, 2, 3, 4

SOCIAL EMOTIONAL Strand D, 2 Strand E, 1, 3

Assessment, Evaluation

New Materials for Families

• Now 3 forms for families

• Family Report (formerly Part I of Family Report)

• Family Assessment of Child Skills

(formerly Part II of Family Report)

• Child Progress Record

• New handouts for working with families

• All available in English and Spanish on AEPS-3 Forms USB

Family Report

Family Report

Your input is essential to targeting developmental skills that are important for your child. Section 1 asks general questions that help program staff get known of your child and family. Section 2 asks specific questions about daily routines and activities.

We may provide our own information or contact our program staff. Thank you for providing this information, and please let us know if you have any questions.

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

Person completing form: Relationship to child: Phone/book number: E-mail address: Preferred method(s) of contact: Language(s) spoken at home:

Please enter a picture of your child (photos or drawing). If needed,

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, caregiver)?

What would you like to program staff to know about your family's traditions and values?

What other information you would like us to know about your family (strengths, concerns, needs)?

Tell us about service 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 receive? 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 System for Infants and Children, Third Edition (HAPP3), Boston, Boston, Massachusetts, USA, 809-475-6000, www.happ3.org

FAMILY REPORT

Date reviewed___ Noted changes:

Date reviewed___ Noted changes:

Section 2: Activities Please provide information about your child's participation in the following routines and activities:

Participating with Family

1. What family activities usually involve your child? Check all that apply:

   • Menu
   • Games
   • Views
   • Shopping

2. Would you like your child to participate in other family activities? If so, please explain.

3. What makes your child participation in family activities enjoyable?

4. Are there things that make your child's participation in family activities difficult? If yes, please explain.

5. Would you like help improving your child's participation in family activities? If yes, please explain.

Date reviewed___ Noted changes:

Date reviewed___ Noted changes:

Eating

1. Where, when, and with whom does your child usually eat?

2. What kinds of foods does your child eat?

Assessment Evaluation and Programming System for Infants and Children, Third Edition (HAPP3), Boston, Boston, Massachusetts, USA, 809-475-6000, www.happ3.org

Collects information about child and family and child’s participation in activities and routines

Family Assessment of Child Skills

Date(s) completed: _____ Child's name: _____ Child's date of birth: _____ Family's name and address: _____ Person completing form: ____ Relationship to child: ____ Phone/text number: ____ E-mail address: ____ Preferred method(s) of contact: ____

FINE MOTOR ..... 2 GROSS MOTOR ..... ADAPTIVE ..... SOCIAL-EMOTIONAL ..... SOCIAL-COMMUNICATION ..... COGNITIVE ..... LITERACY ..... MATH ....

Adaptive skills are those that involve being able to care for yourself. These skills include eating, drinking, preparing and serving food, using the toilet independently, dressing, and undressing.

FAMILY ASSESSMENT OF CHILD SKILLS Social-Communication

Collects information about child’s developmental skills

Child Progress Record

Child Progress Record

Date(s) completed:

Child's name:

Child's date of birth:

Child's ID:

Family's name and address:

Child's sibling(s) and age(s):

Person completing form:

Program:

The Child Progress Record is a visual summary of a child's accomplishments, current targets, and future goals and objectives, designed to help you see how your child is developing. When your child achieves a goal or objective, shading shows their progress.

AEPS-3 has eight areas in all—Fine Motor, Gross Motor, Adaptive, Social-Emotional, Cognitive, Literacy, and Math—each organized in strands of related skills, which are divided into a progression of goals and associated smaller objectives. Objectives are represented by arrows moving left to right, from easiest to most difficult, and culminating in a box representing the goal. Use the Child Progress Record to see your child's current abilities, next skills to learn, and progress over time.

DIRECTIONS: You may complete the Child Progress Record for any area across two time periods using AEPS1, or you may manually shade goals and objectives for which the child has met AEPS-3 criteria. Use an asterisk to indicate goals and objectives selected as IFSP, IEP, or other learning targets. As the child achieves new skills, shade and date each arrow and box following the direction of the arrows to display and track the child's progress.

Assessment, Parkation, and Programming System for Infants and Children, Third Edition (AEPS*3) by Broken, Glennie, Grisham, Johnson, Mack, Stemt, & Wheatle. © 2022 Brookes Publishing Co. All rights reserved.

CHILD PROGRESS RECORD Fine Motor

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

Strand A: Reach, Grasp, and Release

Objective 1.2 Makes directed movements with arms

Objective 1.1 Brings hands together near midline

GOAL 1 Makes directed batting or swiping movements with each hand

Objective 2.4 Grasps hand-size object using whole hand

Objective 2.3 Grasps pea-size object using fingers in raking or scratching movement

Objective 2.2 Grasps small cylindrical object

Objective 2.1 Grasps hand-size object

GOAL 2 Grasps pea-size object

Objective 3.2 Releases object into nondefined space

Objective 3.1 Releases object into targeted space

GOAL 3 Stacks objects

Strand B: Functional Skill Use

Objective 1.3 Uses fingers to explore object

Objective 1.2 Uses hand to activate object

Objective 1.1 Uses finger to point or touch

GOAL 1 Activates object with finger

Objective 2.1 Turns object using either hand

GOAL 2 Rotates wrist to manipulate object

Objective 3.5 Transfers object from hand to hand

Objective 3.4 Holds object with one hand and manipulates object or produces action with other hand

Objective 3.3 Fits variety of shapes into corresponding spaces

Objective 3.2 Aligns objects

Objective 3.1 Assembles toy

GOAL 3 Manipulates object with two hands, each performing different action

Assessment, Evaluation, and Programming System for Infants and Children, Third Edition (AAPE*3) by Bridker, Dionne, Griffin, Johnson, Mary, Shentie, & Wooldell © 2022 Brooks Publishing Co. All rights reserved.

1

CHILD PROGRESS RECORD Cognitive

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

Strand A: Sensory Exploration

Objective 1.1 Reacts to events or stimulation

GOAL 1 Orients to events or stimulation

Objective 2.1 Uses sensory means to explore people, animals, and objects

GOAL 1 Combines simple actions to examine people, animals, and objects

Strand B: Imitation and Memory

Objective 1.2 Imitates familiar simple motor action

Objective 1.1 Imitates novel simple motor action not already in repertoire

GOAL 1 Imitates novel coordinated motor actions

Objective 2.2 Imitates familiar vocalizations

Objective 2.1 Imitates novel vocalizations

GOAL 2 Imitates novel words

Objective 3.3 Relates events immediately after they occur

Objective 3.2 Relates recent events with contextual cues

Objective 3.1 Relates recent events without contextual cues

GOAL 3 Relates past events

Strand C: Conceptual Knowledge

Objective 1.2 Locates hidden object

Objective 1.1 Locates object in second of two hiding places

GOAL 1 Maintains search for object not in its usual location

Objective 2.1 Uses object to represent another object

GOAL 2 Recognizes symbols

Objective 3.3 Discriminates between objects or people using common attributes

Objective 3.2 Classifies according to physical attribute

Objective 3.1 Classifies according to function

GOAL 3 Classifies using multiple attributes

Assessment, Evaluation, and Programming System for Infants and Children, Third Edition (AEP5-X-B) by Bridget Donne, Gritham, Johnson, Mary, Slirce, & Wardell. © 2022 Brooks Publishing Co. All rights reserved.

1

Report for families to show skills and growth over time

New Family Handouts

AEPS-3 Test Area Skills Tested Examples

FINE MOTOR Fine motor skills involve moving and using your arms and hands. ■ Ability to use arms and hands ■ Reaching for toys ■ Grasping objects and releasing them ■ Using a spoon ■ Using crayons or pencils

GROSS MOTOR Gross motor skills involve moving and getting around in your surroundings. ■ Ability to balance, change position, and move around ■ Ability to use play skills needed on a playground ■ Rolling ■ Crawling ■ Walking and running ■ Jumping and skipping ■ Riding a bike and climbing

ADAPTIVE Adaptive skills involve being able to care for yourself. ■ Self care ■ Safety ■ Eating and drinking ■ Preparing and serving food ■ Dressing and undressing ■ Using the toilet, washing hands, bathing ■ Following safety rules

SOCIAL-EMOTIONAL Social-emotional skills involve interacting and participating with others. ■ Playing and talking with adults and peers ■ Expressing and regulating emotions ■ Ability to meet own needs ■ Showing affection ■ Playing cooperatively with others ■ Choosing activities to do ■ Sharing toys ■ Finding a jacket when cold

SOCIAL-COMMUNICATION Social-communication skills involve communicating with others. ■ Establishing joint attention ■ Understanding words and sentences ■ Using words and sentences to talk ■ Showing others something of interest ■ Ability to maintain conversation ■ Listening to others ■ Speaking to others Understanding directions Understanding conversation rules

COGNITIVE Cognitive skills involve mental processes and reasoning. ■ Using imitation skills ■ Solving problems ■ Using reasoning and scientific discovery ■ Knowing an object is there after someone hides it ■ Remembering or recalling events ■ Initiating actions Understanding cause and effect Making observations and predictions

LITERACY Literacy skills involve prereading and reading. ■ Pereading ■ Reading Holding a book right side up Matching sounds with letters Recognizing letters and words Understanding a story Writing letters and words

MATH Math skills involve numbers and number manipulation. ■ Using numbers Counting Comparing numbers of items Recognizing and writing numbers

As we begin using AEPS 3 together, we will meet to start getting acquainted. We will review information from the family forms you complete alongside information from professional assessments to create a plan that reflects what matters most to your family and your child's strengths and needs. As time goes on, we will look at your child's progress as a team, discuss changes that might be needed, and then continue using the plan to support your child.

Handouts to enhance communication with families

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)

A teacher is clapping with her hands. She is surrounded by five children who are also clapping. They are playing a xylophone on the table in front of them. The background shows shelves filled with colorful books and art supplies.

AEPS-3 Curriculum

Includes content for
18 routines & activities

▪ Active & Outdoor Play

▪ Arrival & Departure

▪ Art

▪ Bath Time

▪ Block Play

▪ Circle Time

▪ Diapering, Toileting, & Handwashing

▪ Dramatic Play

▪ Dressing

▪ Field Trips

▪ Math

▪ Meals & Snacks

▪ Music & Movement

▪ Nap & Sleep

▪ Science

▪ Sensory

▪ Technology

▪ Writing

AEPS-3 Curriculum

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

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, activities of family life and classrooms, including poor caregiver-child relationships and peer interactions

AEPS-3 Curriculum

• Included for each routine/activity:

• Description

• Concurrent skills by AEPS-3 area

• Universal strategies—best practices for all children

• Focused strategies—for teaching some children who are struggling

• Specialized strategies—for teaching individual children who need intensive support

Encourage and promote creativity (avoid requiring children to produce a specific outcome, such as making a picture with a blue sky). Ensure that all products available to children are nontoxic (for safety reasons) and washable (for easy cleanup). Check all ingredients in art materials before using them, especially if children who have allergies are present.

FOCUSED STRATEGIES

These strategies are for teaching SOME children who or whose development is stalled and who need extra gies include a variety of minor adaptations or modified environments to meet targeted outcomes at home and offer multiple opportunities to repeat the same type way children learn how to do one particular kind of use materials that are adaptable for children who (adapted chairs with trays; large-size paintbrushes; use songs to help children remember the steps for watercolors); Use the tune of a familiar song ("The Hokey Po to watercolor painting. Use a verbal prompt and visual timer to alert children from one activity to another. Use a visual schedule to make children aware of what Let children put a check mark next to AR on the home, child care, or classroom setting. Art is not limited to permanent product projects, tooling pages, step-by-step paintings) or activities that limit creativity, as it can include any aspect of art. In early childhood, art is more about the process than the product. This routine changes across the skill areas as young children's motor, cognitive, and social skills increase, and art can address a number of developmental skills depending on the theme. The AEPS-3 Growing level of Art uses items from eight developmental areas.

Plan art activities intentionally into daily routines and community locations. Let children make creations with modeling clay. Invite children to draw with washable markers. Provide a paint and water mix in a spray bottle. Allow extra time to complete projects for children longer to complete an activity. Use a tablet with children to create art if they have a Learn to recognize children's cues and preferences. Teach children to use simple signs during art activities MORE, ALL DONE) to communicate their preferences. Pair sign language with spoken words for children w impairments.

SPECIALIZED STRATEGIES

These strategies for teaching the FEW children who need specialized, individualized, precise evidence-based goals/outcomes.

Art

Art activities can vary by a number of elements, such as materials, medium, location, and participants, and they use children's creativity and imagination to create projects both indoors and outdoors in the home, child care, or classroom setting. Art is not limited to permanent product projects, tooling pages, step-by-step paintings) or activities that limit creativity, as it can include any aspect of art. In early childhood, art is more about the process than the product. This routine changes across the skill areas as young children's motor, cognitive, and social skills increase, and art can address a number of developmental skills depending on the theme. The AEPS-3 Growing level of Art uses items from eight developmental areas.

Concurrent Skills

The following concurrent skills are AEPS-3 skills that can be easily embedded and taught during regular occurrences of Art.

FINE MOTOR Growing Skills

B 2 Rotates write to manipulate object B 3 Manipulates object with two hands, each performing different actions C 1.1 Writes or draws using mixed strokes C 1.2 Writes or draws using curved lines C 1.3 Writes or draws using straight lines C 1.4 Scribbles

Embedded Learning Opportunities

Ratios used to teach caps on and off of an material (dot markers) Holds glue stick while pulling off lid Grasps art utensils to write or draw on paper

GROSS MOTOR Growing Skills

B 3 Walks avoiding people, furniture, or objects B 3.1 Walks without support B 4.3 Gets up and down from low structure

Embedded Learning Opportunities Walks with and without support to art table

AEPS-3 Curriculum

Includes skills matrix
to identify which routines & activities in
3 curriculum levels address specific skills

AEPS-3 Products

• AEPS-3 Complete Kit

• AEPS-3 volumes

Available • AEPS-3 form packs

• AEPS-3 form packs

• AEPS-3 Forms USB

• AEPS-3 Quick Reference Guides

Available Now!

AEPS-3 Complete Kit

Everything you need to implement AEPS-3!

aeps3 Family Report aeps3 Welcome to aeps3

VOLUME Assessmen 2 VOLUME Curriculum Beginning Jennifer Graham

VOLUME Curriculum Growing Jennifer Graham Kristine Danzig

Fine Motor

Social-Communication

aeps3 Complete Kit

WHAT'S IN THE KIT APPT 1: Introduction Guide APPT 2: Curriculum Beginning APPT 3: Curriculum Growing APPT 4: Social-Communication Ready APPT 5: Data Reference Guide APPT 6: Story Journal

Child Observation Data Form (CODF)

• 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

Volumes 1 & 2

aeps3

VOLUME User's Guide

EDITED BY Diane Bricker JoAnn (JJ) Johnson

Guidance for using the AEPS-3 system, supporting family engagement, and understanding AEPS-3 research

Stock #: 55194 $50.00

Overview of AEPS-3 Test and detailed guidance on how to administer and score it

aeps3

VOLUME Assessment

EDITED BY Diane Bricker JoAnn (JJ) Johnson

Stock #: 55200 $100.00

Volumes 3,4,&5

aeps3

VOLUME Curriculum Beginning

EDITED BY Jennifer Grisham Kristine Slentz

Stock #: 55217 $50.00

aeps3

VOLUME Curriculum Growing

EDITED BY Jennifer Grisham Kristine Slentz

Stock #: 55224 $50.00

aeps3

VOLUME Curriculum Ready

EDITED BY Jennifer Grisham Kristine Slentz

Stock #: 55231 $50.00

Universal, focused, and specialized strategies for 18 routines and activities Includes Skills Matrix to show where to find AEPS-3 Test items within volumes

AEPS-3 Forms USB

aeps3

Contains PDF masters of all AEPS-3 forms, handouts, and assessment activities

English

Stock #: 55248 $299.00

Assessment Activities–Center-Based (10) Assessment Activities–Home-Based (10) Child Observation Data Form (CODF) Child Progress Record (8) Embedding Schedule Family Assessment of Child Skills (FACS) Family Handouts (3) Family Report IFSP/IEP Planning Guide Intervention Plan Quick Reference Guides (9) Ready-Set Ready-Set Assessment Activities–Center-Based (4) Ready-Set Assessment Activities–Home-Based (3) Ready-Set FACS Skills Matrix (8) Social-Communication Observation and Summary (SCOS)

Social-Communication Observation and Summary $299.00

Spanish

Child Observation Data Form (CODF) Child Progress Record (8) Embedding Schedule Family Assessment of Child Skills (FACS) Family Handouts (3) Family Report IFSP/IEP Planning Guide Intervention Plan Quick Reference Guides (9) Ready-Set Ready-Set FACS Social-Communication Observation and Summary (SCOS)

Form packs

Child Observation Data Form (CODF)

Date(s) completed:

Child's name: Child's date of birth: Child's ID: Family's name and address: Person completing form: Program:

DIRECTIONS:

REVIEW the test administration information beginning on page x of AEPS-3 Volume 2, Chapter 2. Review item criteria, illustrations, examples, and notes beginning on page x of AEPS-3 Volume 2, Chapter 3. Make sure you understand the methods for collecting child performance data and scoring procedures before using this form.

RECORD the test administration date and examiner initials at the top of each AEPS-3 area (Fine Motor, Gross Motor, Adaptive, Social-Emotional, Social-Communication, Cognitive, Literacy, and Math).

OBSERVE the child and score AEPS-3 Test items by comparing the child's performance on each item with its stated criterion. Scoring items without using the stated criteria will invalidate the test results.

ENTER all item scores in the Score column and notes in the Notes column. Follow these rules for scoring the AEPS-3 Test to obtain valid assessment results:

• Score all goals. • Assign only scores of 2, 1, or 0. • If you assess and score a goal 2, score all objectives under that goal 2 without assessing each objective. • If you assess and score a goal 1 or 0, assess and score all associated objectives. • If you assess and score a goal or objective 1, you must assign an A, I, or both: o Use A if the child requires some form of assistance to perform the item. o Use I if the child's performance of the skill is incomplete (partial performance or inconsistent use of the skill). • Use Notes to assist in qualifying children's scores (optional but highly recommended). Notes are as follows: C = Conduct; M = Modification; Q = Quality; R = Report. • Target column refers to identified EP or IFSP goal. Check this box for every selected goal.

RECORD the child's results at the end of each area (Area Raw Score and Area Percent Score). Also record comments as needed.

Assessment, Evaluation, and Programming System for Infants and Children, Third Edition (AEPS-3) by Broker, Donna, Griffin, Johnson, Mady, Stenz, & Waddell © 2022 Brooker Publishing Co. All rights reserved.

5-pack of saddle-stitched forms (36 pages each) Stock #: 55279 $30.00

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 of AEPS-3 Volume 2, Chapter 6. Review item criteria, illustrations, examples, and notes beginning on page x of AEPS-3 Volume 2, Chapter 3. Make sure you understand the methods for collecting child performance data and scoring procedures before using Ready-Set.

RECORD the administration date and examiner's initials at the top.

OBSERVE the child and score items by comparing the child's performance on each item with its stated criterion. Scoring items without using the stated criteria will invalidate the results.

ENTER all item scores in the Score column and notes in the Notes column. Follow these rules for scoring to obtain valid assessment results:

• Assign only scores of 2, 1, or 0. • If you assess and score a goal 1, you must assign an A, I, or both: o Use A if the child requires some form of assistance to perform the item. o Use I if the child's performance of the skill is incomplete (partial performance or inconsistent use of the skill). • Use Notes to assist in qualifying children's scores (optional but highly recommended). Notes are as follows: C = Conduct; M = Modification; Q = Quality; R = Report. • Target column refers to identified IEP or IFSP goal. Check this box for every selected goal.

RECORD the child's results at the end (Raw Score and Percent Score). Also record comments as needed.

10-pack of folded forms
(4 pages each) Stock #: 55293 $30.00

Family Report

Your input is essential to targeting developmental skills that are important for your child. Section 1 asks general questions designed to help program staff get to know your child and family. Section 2 asks specific questions about daily routines and activities.

You may complete this form independently or with assistance from program staff. Thank you for sharing this information, and please let us know if you have any questions.

Date(s) completed:

Child's name:

Child's date of birth:

Family's name and address:

Person completing form:

Relationship to child:

Phone/text number:

E-mail address:

Preferred method(s) of contact:

Language(s) spoken at home:

Insert a picture (child or family photos or drawing), if desired.

Assessment, Evaluation, and Programming System for Infants and Children, Third Edition (AEPS*3). Bridger, Donne, Grisham, Johnson, Macy, Silent, and Waddell. ©2022 Paul H. Brooks Publishing Co., Inc. All rights reserved.

10-pack of saddle-stitched forms (8 pages each)

Stock #: 55286 $30.00

AEPS-3 Quick Reference Guides

QUICK REFERENCE GUIDE Fine Motor

QUICK REFERENCE GUIDE Gross Motor

QUICK REFERENCE GUIDE Adaptive

QUICK REFERENCE GUIDE Cognitive

QUICK REFERENCE GUIDE Literacy

QUICK REFERENCE GUIDE Math

QUICK REFERENCE GUIDE Social-Emotional

QUICK REFERENCE GUIDE Social-Communication

QUICK REFERENCE GUIDE Ready-Set

• On-the-go guides provide all AEPS-3 Test items and criteria in clear, convenient format

• Helpful reference as users observe children and administer the test

• Pack includes 9 separate laminated guides, one for each developmental area and one for Ready-Set

Stock #: 55309 $30.00

AEPSi is better than ever, too!

• Completely redesigned, mobilefriendly system

• Time-saving features for streamlined test administration

• Automated scoring

• Robust reporting

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Learn more and join a live demo! bpub.fyi/AEPSi

AEPS-3 Training

• Training Institutes • Live, virtual, two-day training

• Virtual seminars for your organization • AEPS-3 Seminar • AEPSi Seminar (coming soon)

• Online interrater reliability certification

Learn more: bpub.fyi/AEPS3-Training

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