Scale Evaluation and Eligibility Determination of a Field-Test Version of the Assessment, Evaluation, and Programming System–Third Edition

IF 2 4区教育学 Q1 EDUCATION, SPECIAL

Topics in Early Childhood Special Education Pub Date : 2021-03-30 DOI:10.1177/0271121420981712

Michael D. Toland, Jennifer Grisham, Misti Waddell, Rebecca V. Crawford, David M. Dueber

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引用次数: 2

Abstract

Rasch and classification analyses on a field-test version of the third edition of the Assessment, Evaluation, and Programming System (AEPS-3), a curriculum-based assessment used to assess young children birth to age 6 years, were conducted. First, an evaluation of the psychometric properties of data from each developmental area of an AEPS-3 field-test version was conducted. Next, cutoff scores at 6-month age intervals were created and then the validity of the cutoff scores was evaluated. Results using Rasch modeling indicated acceptable model fit statistics with reasonable reliability estimates within each developmental area. Classification results showed cutoff scores accurately classified a high percentage of eligible children. Findings suggest that scores from a field-test version of the AEPS-3 are reliable within developmental areas. To the extent allowed by state criteria, early childhood interventionists could possibly use a new field-test version of the AEPS-3 to determine or corroborate eligibility for special education services.

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评估，评估和编程系统的现场测试版本的规模评估和资格确定第三版

对第三版评估、评估和编程系统（AEPS-3）的现场测试版本进行了Rasch和分类分析，该系统是一种基于课程的评估，用于评估6岁以下的幼儿。首先，对AEPS-3现场测试版本的每个发展领域的数据的心理测量特性进行了评估。接下来，创建6个月年龄间隔的截止分数，然后评估截止分数的有效性。使用Rasch建模的结果表明，在每个开发区域内，模型拟合统计数据是可接受的，具有合理的可靠性估计。分类结果显示，截止分数准确地对高比例符合条件的儿童进行了分类。研究结果表明，AEPS-3的现场测试版本的分数在发展领域是可靠的。在国家标准允许的范围内，幼儿干预主义者可能会使用新的AEPS-3现场测试版本来确定或证实特殊教育服务的资格。

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来源期刊

Topics in Early Childhood Special Education EDUCATION, SPECIAL-

CiteScore

4.60

自引率

4.80%

发文量

期刊介绍： Topics in Early Childhood Special Education (TECSE) communicates information about early intervention, which is defined broadly and includes services provided to (a) infants, toddlers, and preschoolers who are at risk for or display developmental delays and disabilities and (b) the families of such youngsters. TECSE includes articles on personnel preparation, policy issues, and operation of intervention programs. The intent is to publish information that will improve the lives of young children and their families. Manuscripts from (a) diverse theoretical perspectives, (b) all disciplines related to early intervention, and (c) all authors with information of value to the early intervention community are welcome. There are two topical issues—which address an identified problem, trend, or subject of concern and importance to early intervention—and two non-topical issues.