9 Facts About the AEPS-3 Materials in Spanish

To support professionals working with Spanish-speaking families, the developers have provided a Spanish translation of the AEPS-3 Test items, criteria, examples, Family Report, and FACS into Spanish (these are available on the AEPS®‐3 Forms USB).

• Bilingual professional translators who have extensive experience working with children and families completed the Spanish translation of AEPS-3 materials.
• Facilitating the translation was a bilingual expert who develops Spanish language and early literacy assessments and delivers training to improve assessment and intervention practices with dual language learners.
• To ensure the Spanish translation’s accuracy, both translators reviewed all translations, as did a speech-language pathologist who works with Spanish-speaking families in early intervention and who has spent time administering AEPS with children in Guatemala.

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• The translators met with an AEPS author to review the intent of goals and objectives that needed clarification to ensure that their intent remained intact after translation. Discrepancies in the translation were then reconciled, with agree­ment from the translators.
• Items in the Social-Communication area of AEPS-3 were reviewed carefully to ensure that they were appropriate for the Spanish language and that the items captured the syntactical features of Spanish.
• A focus group of six mothers and one father whose children received ECSE services provided feedback. Participants were from Mexico, Guatemala, and Puerto Rico. Families reviewed the Spanish translations of the AEPS-3 Test, Family Report, and FACS content for clarity and cultural appropriateness. In general, families reported that items were easy to understand and said they could answer all items.
• Families were also asked to read the forms and write notes on any items they felt needed revision. The translators then discussed the items with the group, and the facilita­tor took notes and documented all concerns and recommendations. The translators systematically reviewed and revised any items identified as problematic, with recommendations from the author and facilitator.
• During the translation process, the translators used their extensive experience working with Spanish-speaking families of young children to focus on developing a translation that a broad range of Spanish speakers could understand, deliberately choosing vocabulary that was not overly specific to a particular region or country.
• To ensure that the translation is as widely accessible as possible for families, native Spanish speakers of Chilean, Costa Rican, Mexican, Puerto Rican, and Uruguayan backgrounds also reviewed the Spanish translations of the AEPS-3 Test, Family Report, and FACS for accuracy.

These carefully developed translations help make AEPS-3 the perfect choice for today’s increasingly diverse early childhood programs. For more information, see the About the Spanish Translation document on the AEPS-3 Forms USB.