AEPS Research References

Bailey, E., & Bricker, D. (1986). A psychometric study of a criterion-referenced assessment instrument designed for infants and young children. Journal of the Division of Early Childhood, 10(2), 124-134.

Bricker, D., Bailey, E., & Slentz, K. (1990). Reliability, validity, and utility of the Evaluation and Programming System: For Infants and Young Children (EPS-I). Journal of Early Intervention, 14(2), 147-160.

Bricker, D., Clifford, J., Yovanoff, P., Pretti-Frontczak, K., Waddell, M., Allen, D., & Hoselton, R. (2008). Eligibility determination using a curriculum-based assessment: A further examination. Journal of Early Intervention, 31(1), 3-21.

Bricker, D., & Pretti-Frontczak, K. (1997). A study of psychometric properties of the Assessment, Evaluation, and Programming Test for Three to Six Years. Unpublished report, Center on Human Development, Early Intervention Program, University of Oregon, Eugene.

Bricker, D., Yovanoff, P., Capt, B., & Allen, D. (2003). Use of a curriculum-based measure to corroborate eligibility decisions. Journal of Early Intervention, 26 (1), 20–30.

Grisham-Brown, J., Hallam, R., & Pretti-Frontczak, K. (2008). Preparing Head Start personnel to use a curriculum based assessment: A model for implementation in the age of accountability. Journal of Early Intervention (Innovative Practices). Prepublished June, 12, 2008; DOI: 10.1177/0123456789123456

Hamilton, D.A. (1995). The utility of the Assessment, Evaluation, and Programming System in the development of quality IEP goals and objectives for young children, birth to three, with visual impairments. Dissertation Abstracts International, 56 (08), 2994A. (UMI No. AA195-41906)

Macy, M.G., Bricker, D.D., & Squires, J.K. (2005). Validity and reliability of a curriculum-based assessment approach to determine eligibility for part C services. Journal of Early Intervention, 28 (1), 1–16.

Notari, A., & Bricker, D. (1990). The utility of a curriculum-based assessment instrument in the development of individualized education plans for infants and young children. Journal of Early Intervention, 14 (2), 117–132.

Notari, A., & Drinkwater, S.G. (1991). Best practice for writing child outcomes: An evaluation of two methods. Topics in Early Childhood Special Education, 11 (3), 92–106.

Pretti-Frontczak, K., & Bricker, D. (2000). Enhancing the quality of Individualized Education Plan (IEP) goals and objectives. Journal of Early Intervention, 23 (2), 92–105.

Slentz, K. (1986). Evaluating the instructional needs of young children with handicaps: Psychometric adequacy of the Evaluation and Programming System–Assessment Level II. Dissertation Abstracts International, 47 (11), 4072A.

Straka, E. (1994). Assessment of young children for communication delays. Dissertation Abstracts International, 56 (02), 456A. (UMI No. AAT95-19689)