Autism Program Environment Rating Scale - Middle/High School (APERS-MH): User's Guide

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Samuel L. Odom Ann Sam

Autism Program Environment Rating Scale - Middle/High School (APERS-MH)

User's Guide

Samuel L. Odom, Ann Sam, Ann Cox

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English

Brookes Publishing Co
15 November 2023

Examinations & assessment; Teaching of special educational needs; Teaching of autistic students

The Autism Program Environment Rating Scale – Middle/High School (APERS-MH) is an assessment used to evaluate the quality of educational programs for preschool/elementary students with autism. The APERS-MH contains 69 assessment items organized in 11 domains (e.g., Learning Environments, Curriculum and Instruction, Post-Secondary Transition Planning etc.). To complete the assessment, a trained APERS rater visits the school program. The rater 1) reviews student records for 2-3 focal students with autism, 2) interviews school personnel and parents of the focal students, and 3) observes these students throughout their school day, taking notes throughout the process, before completing an electronic scoring tool. The rater then shares the results with school personnel to use in improving program quality.

By: Samuel L. Odom, Ann Sam, Ann Cox
Imprint: Brookes Publishing Co
Country of Publication: United States
Dimensions: Height: 279mm, Width: 216mm,
Weight: 272g
ISBN: 9781681257235
ISBN 10: 1681257238
Pages: 120
Publication Date: 15 November 2023
Audience: Professional and scholarly , Undergraduate
Format: Paperback
Publisher's Status: Active

About the Downloads About the Authors Preface Acknowledgments Chapter 1: Introduction to the Autism Program Environment Rating Scale The APERS and Program Quality APERS-MH at a Glance Context for the APERS: Assessment of Quality in Education APERS Development APERS 2023 Summary Chapter 2: Getting Started: APERS Training and Administration Step 1: Complete APERS Training Step 2: Make Initial Arrangements for the APERS Step 3a: Review IEPS and Other Relevant Student Records Step 3b: Conduct Observations Step 3c: Complete Interviews Additional Considerations for Self-Contained Special Education Classes and Inclusive Programs Summary Appendix 2.1 APERS-MH Record Review Guide Appendix 2.2 APERS-MH Observer Guide Appendix 2.3 APERS-MH Tip Sheet Appendix 2.4 Sample Letter to Administrator Appendix 2.5 APERS-MH Planning Guide (Preliminary Interview) Appendix 2.6 Sample Letter to Parent Chapter 3: Scoring the APERS Data Used to Score the APERS-MH Reviewing Data Making Judgments About APERS-MH Items Using the Scoring Tool Item Format and Scoring Scoring Description by Domains Automatic Generation of Scores APERS-MH Scoring Calculator Summary Chapter 4: Using APERS Information National, State, and Local Leaders’ Use of APERS Information Research Uses of APERS Results Summary Chapter 5: APERS Self-Assessment Format for Items Description of Program Quality Domains Procedures for Completing the APERS-MH Self-Assessment Tool Using the APERS-MH Self-Assessment Program Ratings Summary Chapter 6: Understanding the Empirical Foundations and Research Uses of APERS Psychometric Features of the APERS NPDC and the First Use of APERS in Research and Evaluation Evaluating the NPDC Model When Implemented in Elementary Schools Evaluating Changes in Program Quality in the Efficacy Study of the Center on Secondary Education for Students with Autism Spectrum Disorder (CSESA) Using APERS to Promote Program Quality in Sweden Summary Frequently Asked Questions Glossary References Index

Dr. Odom is the former Director of the Frank Porter Graham Child Development Institute (FPG), University of North Carolina-Chapel Hill, where he remains as a Senior Research Scientist. He is the author or co-author of over 175 journal articles and book chapters and has edited 10 books on early childhood intervention and developmental disabilities. His current research is addressing treatment efficacy for children and youth with ASD in elementary and high school grades. In addition, he is the Co-Director of the National Clearinghouse on Autism Evidence and Practice at FPG. In 2013, he received the Arnold Lucius Gesell Prize awarded for career achievement in research on social inclusion and child development from the Theordor Hellbrugge Foundation in Munich, Germany. In 2016, he received an honorary doctoral degree from Stockholm University. He is currently a visiting professor at Stockholm University and San Diego State University. Ann W. Cox, Ph.D. Director, National Professional Development Center on Autism Spectrum Disorder Frank Porter Graham Child Development Institute University of North Carolina at Chapel Hill Chapel Hill, North Carolina