Assessment, Evaluation, and Programming
System For Infants and Young Children

babys The AEPS® is a comprehensive system that permits the linking of assessment, goal development, intervention, and evaluation processes.   Moreover, the AEPS® assessment, evaluation and intervention content focuses on the acquisition of functional skills, and information that will enhance the lives of young children.  The AEPS® spans the developmental range from birth to age six years and covers all essential areas of development (i.e., gross motor, fine motor, adaptive, cognitive, social-communication, and social) including items that address pre-literacy and pre-math.

girl on beach The AEPS® can be used with all children but was specifically developed for infants, toddlers and preschool-age children with mild to severe disabilities or who are at risk for disabilities.  The system was created to assist young children to acquire critical skills and concepts (e.g., walking, talking, problem solving, peer interactions) that will enhance their lives as well as improve the lives of those around them.  The AEPS® can be used in all community-based programs (i.e., educational, social, medical) that provide services to young children.

child in school The AEPS® is designed to be used by individuals or by teams of professionals that might include teachers, interventionists, psychologists, therapists, home visitors, mental health providers, and nurses.  To address the many different staffing patterns of community-based programs, the AEPS® provides an array of options for collecting information and formulating goals and intervention content.  In addition, the AEPS® has components especially developed for use by family members or other caregivers.  Elements such as the Family Report ensure a continuum of options for family input and participation.

Advantages of the AEPS® include:

  • a comprehensive system that addresses assessment, goal development, intervention, and evaluation activities
  • an assessment measure that targets functional skills thought to be essential for infants and young children to become independent and to cope with environmental demands
  • an assessment measure that produces information that can be used directly to formulate quality goals and objectives
  • comprehensive assessment and curricular content that addresses the developmental areas of gross motor, fine motor, adaptive, cognitive, social-communication, and social
  • an authentic method of collecting information through observation of children while they engage in daily activities and play
  • assessment items and curricular goals that are written as conceptual classes rather than as specific responses
  • parallel family forms that permit the systematic inclusion of caregivers in assessment, intervention, and evaluation activities
  • empirically based cutoff scores that can be used to determine eligibility for services
  • strategies and benchmarks to monitor child progress toward state and federal accountability outcomes
  • an on-line version that facilitates data entry, progress tracking and report writing

For more detailed information on the AEPS click on www.brookesppublishing/