## Your Guide to AEPS®-3

---

## AEPS®-3 helps early childhood programs <em>reimagine their practices</em> and <em>do better.</em>

## 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

| Name: |  |  |  |  |  |  |  |  |
| --- | --- | --- | --- | --- | --- | --- | --- | --- |
| Score Key |  | Note Key |  |  |  |  |  |  |
| Mastery performance 2 | Emerging performance 1A = Assistance 1I = Incomplete 1AI = Assistance/Incomplete | No performance 0 | C = Conduct M = Modification Q = Quality R = Report | Guaranteed |  |  |  |  |
| A. Awareness of Print Concepts |  |  |  | Target | Score | Notes | Score | Notes |
| 1. Participates in shared group reading |  |  |  |  | C M Q R |  | C M Q R |  |
| 1.1 Participates in shared one-on-one reading |  |  |  |  | C M Q R |  | C M Q R |  |
| 2. Demonstrates understanding that text is read in one direction and from top to bottom of page |  |  |  |  | C M Q R |  | C M Q R |  |
| 2.1 Turns pages of book from beginning toward end |  |  |  |  | C M Q R |  | C M Q R |  |
| 2.2 Holds book or other printed material with pictures correctly oriented |  |  |  |  | C M Q R |  | C M Q R |  |
| 3. Recognizes print words for common or familiar people, objects, or pictures |  |  |  |  | C M Q R |  | C M Q R |  |
| 3.1 Recognizes own first name in print |  |  |  |  | C M Q R |  | C M Q R |  |
| 3.2 Recognizes common signs and logos |  |  |  |  | C M Q R |  | C M Q R |  |
| B. Phonological Awareness |  |  |  |  |  |  |  |  |
| 1. Produces rhyming words given oral prompt |  |  |  |  | C M Q R |  | C M Q R |  |
| 1.1 Identifies rhyming words |  |  |  |  | C M Q R |  | C M Q R |  |
| 1.2 Participates in repetitive verbal play |  |  |  |  | C M Q R |  | C M Q R |  |
| 2. Segments compound words into component words |  |  |  |  | C M Q R |  | C M Q R |  |
| 2.1 Blends two simple words into compound words |  |  |  |  | C M Q R |  | C M Q R |  |
| 2.2 Claps for words in sentences |  |  |  |  | C M Q R |  | C M Q R |  |
| 3. Segments syllables of two- and three-syllable words |  |  |  |  | C M Q R |  | C M Q R |  |
| 3.1 Blends syllables into two- and three-syllable words |  |  |  |  | C M Q R |  | C M Q R |  |
| 3.2 Claps for each syllable in two- and three-syllable words |  |  |  |  | C M Q R |  | C M Q R |  |
| 4. Segments CVC words into individual sounds |  |  |  |  | C M Q R |  | C M Q R |  |
| 4.1 Blends separate CVC sounds into simple words |  |  |  |  | C M Q R |  | C M Q R |  |
| 4.2 Identifies middle sounds in CVC words |  |  |  |  | C M Q R |  | C M Q R |  |

---

# New Math Area

## Math

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

| Name: |  |  |  |  |  |  |  |  |
| --- | --- | --- | --- | --- | --- | --- | --- | --- |
| A. Counting | Score Key |  | Note Key |  |  |  |  |  |
|  | Emerging performance 1A + Assistance 11 + Incomplete 1A1 = Assistance/Incomplete | No performance 0 | C = Conduct M = Modification Q = Quality R = Report | S 1000000 |  |  |  |  |
|  | Emerging performance 1A + Assistance 11 + Incomplete 1A1 = Assistance/Incomplete | No performance 0 | C = Conduct M = Modification Q = Quality R = Report | S 1000000 |  |  |  |  |
|  | Emerging performance 1A + Assistance 11 + Incomplete 1A1 = Assistance/Incomplete | No performance 0 | C = Conduct M = Modification Q = Quality R = Report | S 1000000 |  |  |  |  |
|  | Emerging performance 1A + Assistance 11 + Incomplete 1A1 = Assistance/Incomplete | No performance 0 | C = Conduct M = Modification Q = Quality R = Report | S 1000000 |  |  |  |  |
| 1. Counts out 3 items |  |  |  |  |  |  |  |  |
|  |  |  |  |  |  |  |  |  |
|  | 1.1 Counts 3 items to determine "How many?" |  |  |  |  |  |  |  |
|  |  |  |  |  |  |  |  |  |
|  | 1.2 Recites numbers 1-3 |  |  |  |  |  |  |  |
|  |  |  |  |  |  |  |  |  |
|  | 2. Counts out 10 items |  |  |  |  |  |  |  |
|  |  |  |  |  |  |  |  |  |
|  | 2.1 Counts 10 items to determine "How many?" |  |  |  |  |  |  |  |
|  |  |  |  |  |  |  |  |  |
|  | 2.2 Recites numbers 1-10 |  |  |  |  |  |  |  |
|  |  |  |  |  |  |  |  |  |
|  | 3. Counts out 20 items |  |  |  |  |  |  |  |
|  |  |  |  |  |  |  |  |  |
|  | 3.1 Counts 20 items to determine "How many?" |  |  |  |  |  |  |  |
|  |  |  |  |  |  |  |  |  |
|  | 3.2 Recites numbers 1-20 |  |  |  |  |  |  |  |
|  |  |  |  |  |  |  |  |  |
|  | 4. Skip counts by tens to 100 |  |  |  |  |  |  |  |
|  |  |  |  |  |  |  |  |  |
|  | 4.1 Recites numbers 31-100 |  |  |  |  |  |  |  |
|  |  |  |  |  |  |  |  |  |
|  | 4.2 Recites numbers 1-30 |  |  |  |  |  |  |  |
|  |  |  |  |  |  |  |  |  |
|  | B. Quantitative Relations |  |  |  |  |  |  |  |
|  | 1. Compares items in sets to 5 by counting |  |  |  |  |  |  |  |
|  |  |  |  |  |  |  |  |  |
|  | 1.1 Compares items in sets to 5 by matching |  |  |  |  |  |  |  |
|  |  |  |  |  |  |  |  |  |
|  | 1.2 Creates equivalent sets of 5 items |  |  |  |  |  |  |  |
|  |  |  |  |  |  |  |  |  |
|  | 1.3 Uses quantity comparison words |  |  |  |  |  |  |  |
|  |  |  |  |  |  |  |  |  |
|  | 2. Compares items in sets of 6 to 10 by counting |  |  |  |  |  |  |  |
|  |  |  |  |  |  |  |  |  |
|  | 2.1 Compares items in sets of 6 to 10 by matching |  |  |  |  |  |  |  |
|  |  |  |  |  |  |  |  |  |
|  | 2.2 Creates equivalent sets of 10 items |  |  |  |  |  |  |  |
|  |  |  |  |  |  |  |  |  |
|  |  |  |  |  |  |  |  |  |

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

| Name: |  |  |  |  |  |  |  |  |
| --- | --- | --- | --- | --- | --- | --- | --- | --- |
| Test date: |  |  |  |  |  |  |  |  |
| Score Key |  | Note Key |  |  |  |  |  |  |
| Mastery performance 2 | Emerging performance 1A = Assistance 11 = Incomplete 1A = Assistance/complete | No performance 0 | C = Conduct M = Modification Q = Quality R = Report | Examiner: |  |  |  |  |
| A. Reach, Grasp, and Release |  |  | Target | Score | Notes | Score | Notes | Notes |
| 1. Makes directed betting or swiping movements with each hand |  |  |  |  | CM QR |  | CM QR |  |
| 1.1 Brings hands together near midline |  |  |  |  | CM QR |  | CM QR |  |
| 1.2 Makes directed movements with arms |  |  |  |  | CM QR |  | CM QR |  |
| 2. Grasps pee-size object |  |  |  |  | CM QR |  | CM QR |  |
| 2.1 Grasps hand-size object |  |  |  |  | CM QR |  | CM QR |  |
| 2.2 Grasps small cylindrical object |  |  |  |  | CM QR |  | CM QR |  |
| 2.3 Grasps pee-size object using fingers in raking or scratching movement |  |  |  |  | CM QR |  | CM QR |  |
| 2.4 Grasps hand-size object using whole hand |  |  |  |  | CM QR |  | CM QR |  |
| 3. Stecks objects |  |  |  |  | CM QR |  | CM QR |  |
| 3.1 Releases object into targeted space |  |  |  |  | CM QR |  | CM QR |  |
| 3.2 Releases object into nondefined space |  |  |  |  | CM QR |  | CM QR |  |
| B. Functional Skill Use |  |  |  |  |  |  |  |  |
| 1. Activates object with finger |  |  |  |  | CM QR |  | CM QR |  |
| 1.1 Uses finger to point or touch |  |  |  |  | CM QR |  | CM QR |  |
| 1.2 Uses hand to activate object |  |  |  |  | CM QR |  | CM QR |  |
| 1.3 Uses fingers to explore object |  |  |  |  | CM QR |  | CM QR |  |
| 2. Rotates wrist to manipulate object |  |  |  |  | CM QR |  | CM QR |  |
| 2.1 Turns object using either hand |  |  |  |  | CM QR |  | CM QR |  |
| 3. Manipulates object with two hands, each performing different action |  |  |  |  | CM QR |  | CM QR |  |
| 3.1 Assembles toy |  |  |  |  | CM QR |  | CM QR |  |
| 3.2 Aligns objects |  |  |  |  | CM QR |  | CM QR |  |

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

| Name- |  |  | Test date: |  |  |  |  |  |
| --- | --- | --- | --- | --- | --- | --- | --- | --- |
| Score Key |  | Note Key | Test date: |  |  |  |  |  |
| Matery performance 2 | Emerging performance 1A = Assistance 11 = Incomplete 1A = Assistance/complete | No performance 0 | C = Conduct M = Modification Q = Quality R = Report | Examiner: |  |  |  |  |
|  |  |  | Target | Score | Notes | Score | Notes | Score |
| 1. Manipulates object with two hands, each performing different action |  | FM.B3 |  | C M Q R |  | C M Q R |  | C M Q R |
| 2. Holds writing tool using three-finger grasp to write or draw |  | FM.C1 |  | C M Q R |  | C M Q R |  | C M Q R |
| 3. Jumps forward |  | GM.B6 |  | C M Q R |  | C M Q R |  | C M Q R |
| 4. Skips |  | GM.B7 |  | C M Q R |  | C M Q R |  | C M Q R |
| 5. Uses hands to hang on play equipment with bars |  | GM.C2 |  | C M Q R |  | C M Q R |  | C M Q R |
| 6. Uses culturally appropriate social dining skills |  | AD.A5 |  | C M Q R |  | C M Q R |  | C M Q R |
| 7. Recognizes and reports information regarding safety |  | AD.D4 |  | C M Q R |  | C M Q R |  | C M Q R |
| 8. Maintains cooperative activity |  | SE.C3 |  | C M Q R |  | C M Q R |  | C M Q R |
| 9. Interacts appropriately with others during small-group activities |  | SE.D1 |  | C M Q R |  | C M Q R |  | C M Q R |
| 10. Interacts appropriately with others during large-group activities |  | SE.D2 |  | C M Q R |  | C M Q R |  | C M Q R |
| 11. Initiates and completes independent activities |  | SE.D3 |  | C M Q R |  | C M Q R |  | C M Q R |
| 12. Resolves conflicts using negotiation |  | SE.D4 |  | C M Q R |  | C M Q R |  | C M Q R |
| 13. Meets observable physical needs in socially appropriate ways |  | SE.E1 |  | C M Q R |  | C M Q R |  | C M Q R |
| 14. Follows context-specific rules |  | SE.E3 |  | C M Q R |  | C M Q R |  | C M Q R |
| 15. Relates identifying information about self |  | SE.E4 |  | C M Q R |  | C M Q R |  | C M Q R |
| 16. Uses language to initiate and sustain social interaction |  | SC.D1 |  | C M Q R |  | C M Q R |  | C M Q R |
| 17. Provides and seeks information while conversing with others using words, phrases, or sentences |  | SC.D2 |  | C M Q R |  | C M Q R |  | C M Q R |
| 18. Uses conversational rules when communicating with others |  | SC.D3 |  | C M Q R |  | C M Q R |  | C M Q R |
| 19. Solves problems using multiple strategies |  | CO.D3 |  | C M Q R |  | C M Q R |  | C M Q R |
| 20. Draws plausible conclusions about events beyond personal experience |  | CO.D4 |  | C M Q R |  | C M Q R |  | C M Q R |

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

6. Uses culturally appropriate social dining 
skills

8. Maintains cooperative activity

12. Resolves conflicts using negotiation

16. Uses language to initiate and sustain social 
interaction

29. Names all uppercase and lowercase letters 
of alphabet

36. 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
3. 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

| Ready-Set CENTER-BASED ASSESSMENT ACTIVITY Outdoor Play aeps3 |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |
| --- | --- | --- | --- | --- | --- | --- | --- | --- | --- | --- | --- | --- | --- | --- | --- | --- |
| Score Key |  |  | Note Key |  |  | Name: |  | Name: |  |  | Name: |  |  | Name: |  |  |
| Mastery performance 1A: = Assistance 1A1 = Incomplete 1A1 = Assistance/ Incomplete | Emerging performance performance 0 | No. | C = Conduct 1A = Modification Q = Quality R = Report | DOB: |  | DOB: |  | DOB: |  | DOB: |  | DOB: |  | DOB: |  | DOB: |
| Gross Motor |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |
| B. Movement and Coordination |  |  |  | Target | Score | Notes | Target | Score | Score | Notes | Target | Score | Score | Notes |  |  |
| 6. Jumps forward |  |  |  |  |  | C M Q R |  | C M Q R |  | C M Q R |  | C M Q R |  | C M Q R |  |  |
| 7. Skips |  |  |  |  |  | C M Q R |  | C M Q R |  | C M Q R |  | C M Q R |  | C M Q 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 d |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |
| E. Meeting Social Expectations |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |
| 1. Meets observable physical needs in | Ready-Set CENTER-BASED ASSESSMENT ACTIVITY |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |
| 3. Follows context-specific rules | Outdoor Play |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |
| Cognitive |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |
| E. Scientific Discovery |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |
| 1. Expands simple observations and ex | Date(s) completed: ________________ GROSS MOTOR Strand B, 6.7 Strand C, 2 SOCIAL EMOTIONAL Strand D, 2 Strand E, 1.3 |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |
| 2. Anticipates outcome of investigation | Date(s) completed: ________________ GROSS MOTOR Strand B, 6.7 Strand C, 2 SOCIAL EMOTIONAL Strand D, 2 Strand E, 1.3 |  | Person completing form: ________________ |  |  |  |  |  |  |  |  |  |  |  |  |  |
| 3. Investigates to test hypotheses | Date(s) completed: ________________ GROSS MOTOR Strand B, 6.7 Strand C, 2 SOCIAL EMOTIONAL Strand D, 2 Strand E, 1.3 |  | Program: ________________ |  |  |  |  |  |  |  |  |  |  |  |  |  |
| 4. Transfers knowledge | Date(s) completed: ________________ GROSS MOTOR Strand B, 6.7 Strand C, 2 SOCIAL EMOTIONAL Strand D, 2 Strand E, 1.3 |  | Child(ren) observed: ________________ |  |  |  |  |  |  |  |  |  |  |  |  |  |
| Assessment, Evaluation, and Programming System by Bricker, Dianne, Orisham, Johnson, Meey, Slen: ________________ |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |
|  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |
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---

## 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.

| Name: | DATE 1 | DATE 2 | DATE 3 |
| --- | --- | --- | --- |
| DIRECTIONS: Mark Y for yes, S for sometimes, and N for not yet. |  |  |  |
| 1. Does your child take food off a spoon without choking or gagging? For example, your child eats mashed fruit from a spoon. (AD.A1) | Y S N | Y S N | Y S N |
| 2. Does your child eat a variety of foods and textures? For example, your child eats some fruits, some vegetables, and some meats. (AD.A2) | Y S N | Y S N | Y S N |
| 3. Does your child eat foods using a spoon, fork, or other utensil without much spilling? For example, your child eats rice with a spoon or chopsticks without dropping food. (AD.A3) | Y S N | Y S N | Y S N |
| 4. Does your child drink from a cup or glass without a lid with minimal spilling? For example, your child drinks water from a cup without spilling. (AD.A4) | Y S N | Y S N | Y S N |
| 5. Does your child eat in socially appropriate ways? For example, your child chews with their mouth closed, uses a napkin, or asks for help to cut food. (AD.A5) | Y S N | Y S N | Y S N |
| 6. Does your child get food ready for eating by removing inedible parts and by using a utensil such as a spoon or knife? For example, your child removes a banana skin, spreads jam on bread with a knife, or transfers food from a bowl. (AD.A6) | Y S N | Y S N | Y S N |
| 7. Does your child use the toilet independently? You can help with clothing if needed. For example, your child asks to use the bathroom while in a restaurant and completes the process successfully. (AD.B1) | Y S N | Y S N | Y S N |
| 8. Does your child bathe and dry off with minimal assistance? For example, your child climbs into the tub or shower, uses soap and rinses, and dries off with a towel. (AD.B2) | Y S N | Y S N | Y S N |
| 9. Does your child brush their teeth, comb their hair, and wipe their nose with acceptable outcomes? For example, your child puts toothpaste on the toothbrush, brushes their teeth, and rinses their mouth. (AD.B3) | Y S N | Y S N | Y S N |
| 10. Does your child undress without help? For example, at bedtime, your child removes pants, shirt, socks, and underwear. (AD.C1) | Y S N | Y S N | Y S N |
| 11. Does your child choose appropriate clothing for the weather, temperature, and social setting and get dressed? For example, your child puts on a coat and boots to walk in the snow. (AD.C2) | Y S N | Y S N | Y S N |
| 12. Does your child act to relieve their own distress or pain? For example, your child tells you they don't feel well when sick or looks for a caregiver when hit by another child. (AD.D1) | Y S N | Y S N | Y S N |
| Assessment, Evaluation, and Programming System for Infants and Children, Third Edition (AEPS*, 3) by Bricker, Dianne, Grisham, Johnson, Macy, Stents, &amp; Waddell. © 2022 Brookes Publishing Co. All rights reserved. |  |  |  |

## FAMILY ASSESSMENT OF CHILD SKILLS Social-Communication

| Name: | DATE 1: | DATE 2: | DATE 3: |
| --- | --- | --- | --- |
| DIRECTIONS: Mark Y for yes, S for sometimes, and N for not yet. |  |  |  |
| 1. Does your child turn to look at someone who is talking nearby? For example, when playing near you, your child looks at you when you talk. (SC.A1) | Y S N | Y S N | Y S N |
| 2. Does your child babble the same sound combinations and different sound combinations? For example, your child says, “ba-ba” and “ba-da.” (SC.A2) | Y S N | Y S N | Y S N |
| 3. Does your child babble or use words in response to a caregiver’s words? For example, you say, “Hi, baby,” your child says, “Ba-ba,” you then ask, “What?” and your child says, “Ba-ba-ba.” Or the caregiver says, “Let’s go,” and your child says, “Bye-bye.” (SC.A3) | Y S N | Y S N | Y S N |
| 4. Does your child get attention and then point to an object, a person or animal, or something that is happening? For example, your child pulls on your arm and then points to a ball, looks at you and then looks at a cat, or makes a sound and points to a car passing by. (SC.A4) | Y S N | Y S N | Y S N |
| 5. Does your child look in the same direction that another person is looking? For example, a caregiver turns and looks out the window, and your child also turns and looks out the window. (SC.B1) | Y S N | Y S N | Y S N |
| 6. Does your child point out at least 10 familiar objects or people after you name them? The people or objects should be familiar and easy to find but not close by. For example, you say, “Where’s Spot?” and your child goes to the window and points to the doghouse. (SC.B2) | Y S N | Y S N | Y S N |
| 7. Does your child carry out two linked directions with objects that are out of sight? For example, a caregiver says, “Get your sweater and put it on,” when the child’s sweater is in another room. Your child gets the sweater and puts it on. (SC.B3) | Y S N | Y S N | Y S N |
| 8. Does your child respond to questions related to why, how, and when? For example, your child says, “I hurt myself,” when you ask why they are crying, or your child responds, “Six,” when asked how old they are. (SC.B4) | Y S N | Y S N | Y S N |
| 9. Does your child use sentences of three words or more? For example, your child says, “Where is Daddy tonight?” or “I don’t like broccoli.” (SC.C1) | Y S N | Y S N | Y S N |

# 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 Test Item | AEPS-3 Curriculum Routine/Activity |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |
| --- | --- | --- | --- | --- | --- | --- | --- | --- | --- | --- | --- | --- | --- | --- | --- | --- | --- | --- |
| AEPS-3 Test Item | Active &amp; Outdoor Play | Arrival &amp; Departure | Art | Bath Time | Block Play | Circle Time | Diapering, Toileting, &amp; Handwashing | Dramatic Play | Dressing | Field Trips | Math | Meals &amp; Snacks | Music &amp; Movement | Nap &amp; Sleep | Science | Sensory | Technology | Writing |
| 3. Walks avoiding people, furniture, or objects | G | G | G |  | G | G | G | G | G | G |  | G | G | G | G |  |  | G |
| 3.1 Walks without support FS 3.1a Child walks unsupported for short distance and changes direction without falling. FS 3.1b Child walks unsupported for short distance without falling. | B | B | B |  | B | B | B | B | B | B |  | B | B | B |  |  | B | B |
| 3.2 Walks with one-hand support | B | B | B |  | B | B | B | B | B | B |  | B | B | B |  |  | B | B |
| 3.3 Walks with two-hand support | B | B | B |  | B | B | B | B | B | B |  | B | B | B |  |  | B | B |
| 3.4 Cruises FS 3.4a Child rises from sitting to standing position with support. | B | B | B |  | B |  |  |  |  | B |  | B |  |  |  |  |  |  |
| 4. Alternates feet going up and down stairs FS 4a Child walks up and down stairs without support. Child does not alternate feet. | G | G |  |  |  |  |  |  |  | G | G |  |  |  | G | G |  | G |
| 4.1 Walks up and down stairs using support FS 4.1a Child walks up stairs holding rail or wall with one hand. FS 4.1b Child walks up stairs using two-hand support. | G | G |  |  |  |  |  |  |  | G | G |  |  |  | G | G |  | G |
| 4.2 Moves up and down stairs FS 4.2a Child moves up stairs. FS 4.2b Child climbs onto adult-size furniture (e.g., chair, couch, bed) or low play structure. | G | G |  |  |  |  | G |  |  | G | G |  |  |  | G | G |  | G |
| 4.3 Gets up and down from low structure FS 4.3a Child moves over obstacles. FS 4.3b Child climbs onto low, stable structure (e.g., low step, raised platform). FS 4.3c Child climbs down from adult-size furniture (e.g., chair, couch, bed) or low play structure. | G | G | G |  | G | G | G |  |  | G |  | G | G |  | G | G |  | G |
| 5. Runs while avoiding people, furniture, or other objects FS 5a Child turns corner while running. FS 5b Child stops and starts again while running. | G | G |  |  |  |  |  |  |  | G |  |  |  |  | G |  |  |  |

---

## 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**

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## Volumes 1 & 2

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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

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VOLUME
Assessment

EDITED BY
Diane Bricker
JoAnn (JJ) Johnson

**Stock #: 55200      $100.00**

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## Volumes 3,4,&5

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VOLUME
Curriculum
Beginning

EDITED BY
Jennifer Grisham
Kristine Slentz

**Stock #: 55217     $50.00**

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VOLUME
Curriculum
Growing

EDITED BY
Jennifer Grisham
Kristine Slentz

**Stock #: 55224     $50.00**

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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

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## AEPS-3 Forms USB

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**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)

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## 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**

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## 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**

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## AEPSi is better than ever, too!

• Completely redesigned, mobilefriendly system

• Time-saving features for 
streamlined test administration

• Automated scoring

• Robust reporting

aepsi

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

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## 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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## Stay up-to-date about AEPS-3 with the AEPS newsletter

## bpub.fyi/newsletter

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## Questions?
## Contact your sales rep

## aepsinteractive.com/contact-us/

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