4 Guidelines for Collecting Data with the AEPS-3 Test

In the AEPS-3 Test, each of the eight developmental areas consists of a series of test items designated as goals with associated objectives. Though you don’t have to follow a specific sequence with the developmental areas when you administer the test, four general guidelines will help you successfully collect the developmental information you need. Today’s post gives you a quick overview of each of these four guidelines.

Guideline 1: Assess and score all goals. You don’t need to assess and score all areas of the AEPS-3 Test, but when you identify a deficit area, gather information and score all the associated goals. For example, if information about a child’s development is needed from the Fine Motor and Adaptive areas, then assess and score all the goals from those two areas.

Here’s a strategy for reducing the time it takes to administer the test. Review the items in the areas of interest and identify goals that are clearly below and above a child’s development level—thus eliminating the need to assess them. You can score these items without observing or directly testing them. For exam­ple, if you observe a child walking and running, then you don’t need to observe or directly test the child’s ability to perform earlier developmental items such as rolling over or pulling to a stand.

For an item below the child’s current developmental level (or an item for a skill the child mastered previously), you can assign a score of 2 (mastery performance) in the Score column of the CODF and indicate R (Report) in the Notes column. For items significantly above the child’s developmental level, you may assign a score of 0 with a note of R. Because the behavioral repertoires of children who have disabilities are often uneven, you may want to gather information on all goals that appear to be above the child’s present level of functioning—for example, by observing the child and having conversations with others.

Guideline 2: If you score a goal as 0 or 1, assess and score all associated objectives. If the child does not perform a goal (a score of 0) or if the child performs the goal as stated in the criterion inconsistently (a score of 1), then you’ll need to determine the level at which the child can consistently and independently perform the associated objectives. For example, if the child is not yet able to dress and undress (goals from the Adaptive area), then you need to determine where in the sequence of related skills the child is able to perform consistently (a score of 2). Failure to assess the objectives under a goal scored 0 or 1 does not give the child credit for mastering small increments of skills, nor does it provide a comprehensive picture of the child’s strengths. As with goals that are clearly below or above a child’s developmental level, you can score objectives as 2 or 0 by report as long as you mark an R while scoring.

Guideline 3: Use one of the three scoring options (2, 1, or 0) with all items scored. Score any AEPS-3 Test items assessed (with information collected through observation, direct testing, or report) using one of the three scoring options of 2, 1, or 0 points. Be sure to use the qualifying notes for assis­tance (A), an incomplete skill (I), or both (AI) for any score of 1. Using a consistent coding system makes it easier to interpret findings across providers and programs and enhances your team’s ability to interpret changes in a child’s development over time.

Guideline 4: When obtaining information through report (R), making a modification (M), or iden­tifying issues related to a child’s conduct (C) or performance quality (Q), mark the appropriate scoring note. Most items should be assessed through observation. To distinguish items assessed through observation or direct testing from those assessed through report, mark R in the CODF Notes as appropriate. At times, it may be appropriate to use two or more notes.

There is considerable flexibility in how to collect the information on a child’s developmental reper­toire. This flexibility is essential to accommodate variations in settings; staffing patterns; staff members’ levels of training, education, and experience; and the diversity among children and families. For children who have significant disabilities, the AEPS-3 Test allows your team to modify the materials, the child’s position, or administration procedures for items. For example, you can use adaptive equipment such as a built-up spoon, adaptive positions such as placing the child over a wedge, or special procedures such as providing photographs to support a child who has autism. (In order for future assessments to be valid, make sure you accurately record any type of modification you use.)

Keep the guidelines in today’s post in mind as you conduct and score the AEPS-3 Test—and be sure all team members review them carefully before administering the test.

Today’s post has been adapted from Bricker, D., & Johnson, J. J. (Eds.). (2022). AEPS®-3 Volume 2: Assessment, Brookes Publishing Co.