CurriculumBased Measure: The Silent Partner

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Curriculum-Based Measure The Silent Partner
Kristie Pretti-Frontczak, Ph.D. J.J. Johnson,
Ph.D. Elizabeth Straka, Ph.D.
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Collaboration ... an interactive process
whereby professionals with diverse expertise and
common goal combine efforts to develop and
deliver efficient and comprehensive services.

(Straka and Bricker, 1996)
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historical barriers to collaborative service
delivery is getting all team members on the same
page. (Straka Bricker 1996)
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Collaboration means team members

• Develop partnerships
• Between disciplines
• With families
• Identify and complete comprehensive assessments
  together

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AEPS is a Curriculum-Based Measure that
promotes

• Full collaboration
• On-going collective decision making
• Emphasis on childs strengths emerging skills
• Services natural environment(s)

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Curriculum-Based Measures

• Criterion-referenced
• Link assessment with intervention
• Often contain meaningful skills
• Generate comprehensive information
• Allow for monitoring over time

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Norm-Based v. Curriculum-Based

• Norm-Based
• Not functional
• Specialized materials, procedures and training
• Limited
• Child compared to normative sample
• Weak assessment- intervention link

• Curriculum-Based
• Functional
• No specialized materials or training
• Comprehensive
• Child compared to self
• Strong assessment- intervention link

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Advantages for Teams Using a Curriculum-Based
Measure (CBM)

• Eliminate redundancy inconsistency
• Reduce confusion
• Obtain coordinated and comprehensive information
• Single reference point
• Cross-disciplinary discussions
• Team collaboration

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What in the World is the AEPS?

• Assessment
• Programmatic
• Criterion-referenced
• Curriculum-based
• Part of a linked system
• Assessment Goals Intervention Evaluation
• For use by individuals or teams
• Determining childrens level of functioning
• Writing IFSPs and IEPs
• Planning Intervention
• Monitoring Performance

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AEPS Fosters Team Collaboration

• Multiple domains encourage input from team
  members
• AEPS Test supports various team compositions and
  approaches

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Benefits of the AEPS

• Measures functional skills
• Comprehensive
• Uses observations
• Family involvement
• Team Interactions
• Monitors performance
• Allows for adaptations and modifications

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Assessment Evaluation and Programming System
(AEPS) for Infants and Children (Second Edition)
VOLUME 1 AEPS Administration Guide
VOLUME 2 AEPS Test Level I and II
VOLUME 3 AEPS Curriculum for Birth to Three
VOLUME 4 AEPS Curriculum for Three to Six
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AEPS VOLUME 1
AEPS VOLUME 2

• ADMINISTRATION GUIDE
• Introduction to the AEPS
• The AEPS An Overview
• Linking
• Content Organization
• Using AEPS Test
• Family Participation
• A Team Approach
• Psychometric Properties
• IFSP/IEP Examples
• Data Recording Form
• Family Report
• Child Progress Record

• AEPS TEST
• How to Use Volume 2
• Purpose and Value of
• Assessment Evaluation
• Using the AEPS Test
• Data Collection
• AEPS Test Items
• Assessment Activities
• Child Observation Data Recording Form with
  Criteria

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AEPS VOLUME 3
AEPS VOLUME 4

• AEPS CURRICULUM
• FOR BIRTH TO THREE
• Introduction
• Understanding the Curriculum
• Using the AEPS Curriculum
• Designing and Implementing
• AEPS Curriculum
• Routine Activity Format I An
• Activity Targeting Goals from
• Multiple Areas
• Routine Activity Format II
• Multiple Activities Targeting
• Goals from One Area
• Planned Intervention Activities

• AEPS CURRICULUM
• FOR THREE TO SIX
• Understanding the
• Curriculum
• Using the AEPS Curriculum
• Designing and Implementing
• AEPS Curriculum
• Ideas for Planned
• Intervention Activities
• Completed Examples of
• Planned Intervention Activity
• Forms

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Using the AEPS as a Team
STEP 1 Pre-Assessment Planning
STEP 2 Team Responsibilities
STEP 4 Post-Assessment Meeting
STEP 3 Assessment Observations
IFSP/IEP MEETING
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• Caregiver concerns priorities?
• Caregiver participation?
• Assessment roles?
• What skills observed?
• Skills seen in natural setting?
• How naturally elicit skills?
• Need planned activities?

STEP 1 Pre-Assessment Planning
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STEP 2 Team Responsibilities

• Team responsibilities?
• Environment ready?
• How naturally elicit skills?
• Observe across
• developmental areas

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• AEPS Family Report
• Record child behaviors
• Support encourage
• family
• Support and communicate
• with team members

STEP 3 Assessment Observations
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• Cross-disciplinary discussion
• of observations
• Compile and organize
• AEPS data
• Discuss post-assessment
• responsibilities

STEP 4 Post-Assessment Meeting
IFSP/IEP MEETING
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Selecting a Curriculum-Based Measure

• 1. Determine purpose or need
• 2. Explore measures and obtain copy
• 3. Compare tool to philosophy, goals, resources,
• population served, and needs
• 4. Consult the LINKing text
• 5. Compare tool to recommended practices and 8
  critical qualities
• 6. Adopt assessment tool and ensure
  training/support

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Eight Critical Qualities
Utility Acceptable Authentic Collaborative Converg
ent Equitable Sensitive Congruent
Taken from Neisworth Bagnato 2000 Recommended
Practices in Assessment
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Using a CBM with Team Members
TO
FROM

• Norm-Based Measure
• Assess in Isolation
• Profile deficits
• Discipline-specific
• Discipline-specific IFSP/IEP goals
• Maintains multidisciplinary approach to
  intervention

• Curriculum-Based Measure
• Collaborative Assessment
• Profile strengths needs
• Cross-disciplinary
• Collaborate with IFSP/IEP goals
• Supports collaborative approach to intervention

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LINKED SYSTEM APPROACH
2. IEP Goals/ Objectives
1. Assessment ltCBMgt
Program Philosophy
4. Progress Evaluation
3. Intervention
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For understanding to advance, we must all
think alike and we must all think differently,
but above all, we must all think together.
Charles Anderson