{"title":"Assessment","description":"","products":[{"product_id":"9781598570281","title":"Ages \u0026 Stages Questionnaires (R) (ASQ (R)-3): Materials Kit Tote Bag","description":"\u003cp\u003eDr. Squires is Professor of Special Education, focusing on the field of early intervention\/early childhood special education. She oversees research and outreach projects in the areas of developmental screening, implementation of screening systems, early identification of developmental delays, and the involvement of parents in monitoring their young children’s development. She is lead author of the Ages \u0026amp; Stages Questionnaires®, Third Edition (ASQ®-3; with D. Bricker; Paul H. Brookes Publishing Co., 2009), Ages \u0026amp; Stages Questionnaires®: Social-Emotional, Second Edition (ASQ®:SE-2; with D. Bricker and E. Twombly; Paul H. Brookes Publishing Co., 2015), and the Social-Emotional Assessment\/Evaluation Measure (SEAM™), Research Edition (with D. Bricker, M. Waddell, K. Funk, J. Clifford, \u0026amp; R. Hoselton; Paul H. Brookes Publishing Co., 2014). She has authored or coauthored more than 90 books, chapters, assessments, videotapes, and articles on developmental screening and early childhood disabilities. In 2013, she coauthored the book Developmental Screening in Your Community: An Integrated Approach for Connecting Children with Services (Paul H. Brookes Publishing Co., 2013). Dr. Squires currently teaches doctoral-level courses in early intervention\/special education and conducts research on comprehensive early identification and referral systems for preschool children.\u003c\/p\u003e","brand":"BROOKES PUBLISHING CO","offers":[{"title":"Default Title","offer_id":43414773366829,"sku":"9781598570281","price":58.99,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0616\/1298\/2317\/files\/9781598570281.jpg?v=1782625642"},{"product_id":"9781598570373","title":"Alternate Assessments Based on Alternate Achievement Standards","description":"\u003cp\u003eWhat really works in alternate assessment based on alternate achievement standards? Every state is working to know the answer - both to comply with federal requirements for evaluating students with severe cognitive disabilities, and to ensure that all students reach their full potential. This comprehensive book is the first to gather today's best knowledge about alternate assessments so professionals can act quickly to shape the future of this rapidly developing field. An urgently needed resource for assessment developers, researchers, policy makers, special education directors, and students in graduate-level courses in both special education and assessment, this book is a rigorous investigation of the challenges, recent successes, and key components of assessing alternate achievement standards. Top assessment experts show readers the following: what we know about alternate assessments. Readers will start with the foundational knowledge they need for effective development and implementation. They'll learn how to determine which students should take alternate achievement standards assessments, what these assessments should measure, how to align assessments with state standards, and how to set standards for and evaluate the success of these unique assessments. What's working today in states across the country. Diverse examples of programs from seven states - complete with insightful commentary from the experts behind the programs - give readers an inside look at approaches such as skills checklists, portfolios, and performance tasks. It includes in-depth information on program development and technical data. With this big-picture examination of one of the most critical new topics in education, researchers and practitioners will work together toward alternate assessments that accurately pinpoint the strengths and needs of students with severe cognitive disabilities - so their teachers can help improve academic outcomes for all students.\u003c\/p\u003e","brand":"BROOKES PUBLISHING CO","offers":[{"title":"Default Title","offer_id":43414773497901,"sku":"9781598570373","price":97.99,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0616\/1298\/2317\/files\/9781598570373.jpg?v=1782625648"},{"product_id":"9781598570762","title":"Alternate Assessments for Students with Significant Cognitive Disabilities","description":"\u003cp\u003eDevelop effective alternate assessment based on alternate achievement standards (AA-AAS). With this practical guidebook, K-12 educators will modify assessments and ensure high-quality instruction that leads to better outcomes.|Develop effective alternate assessment based on alternate achievement standards (AA-AAS). With this practical guidebook, K-12 educators will modify assessments and ensure high-quality instruction that leads to better outcomes.\u003c\/p\u003e","brand":"BROOKES PUBLISHING CO","offers":[{"title":"Default Title","offer_id":43414774120493,"sku":"9781598570762","price":85.99,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0616\/1298\/2317\/files\/9781598570762.jpg?v=1782625677"},{"product_id":"9781598570960","title":"Next STEPS in Literacy Instruction","description":"\u003cp\u003eWhat happens after a formative literacy assessment like DIBELS, TPRI, FAIR, or AIMSweb? How can educators translate the results into targeted interventions and improved reading outcomes? This reader-friendly teaching guide makes the next steps of literacy instruction clear and easy for K-6 educators. Developed by highly respected experts Smartt and Glaser, this book gives readers a specific breakdown of the indicators on today's most popular reading assessments and matches those items with interventions that make a real difference. \"\"Next STEPS\"\" is everything educators want. It is extensively field tested during the nationwide trainings the authors have conducted. It is organized by the 'big five' ideas identified by the National Reading Panel: phonemic awareness, alphabetic principle, vocabulary, fluency, and comprehension. It is packed with practice activities directly linked to each big idea, so instruction is well-rounded and comprehensive. It is based on the latest, most reliable research and best practices. It shows educators both how to teach and what to teach to make students better readers. All of the suggested interventions are quick and creative, get real results with minimal planning, use materials most teachers already have, and effectively target the specific 'trouble spots' that literacy assessments have identified. And with the classroom vignettes and sample teacher-student dialogues, educators will have adaptable models for their own classroom interactions. A must for every education professional who wants to do more with the valuable information they get from literacy assessments, this guidebook takes the guesswork out of intervention and helps transform struggling students into skillful readers.\u003c\/p\u003e","brand":"BROOKES PUBLISHING CO","offers":[{"title":"Default Title","offer_id":43414774513709,"sku":"9781598570960","price":85.99,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0616\/1298\/2317\/files\/9781598570960.jpg?v=1782625692"},{"product_id":"9781598571103","title":"Pediatric Test of Brain Injury (TM) (PTBI (TM))","description":"\u003cp\u003eThis user-friendly Stimulus Book gives clinicians all the visual stimuli needed to conduct PTBI (TM) effectively. With this book clinicians will develop the best possible supports for children with brain injury and prepare them for successful return to the classroom.  This book is part of PTBI (TM), a criterion-referenced, standardized test designed for use with children ages 6-16 recovering from brain injury. An effective and innovative tool that takes just 30 minutes to complete, PTBI assesses the skills children need to return to school and function in the general education curriculum.\u003c\/p\u003e","brand":"BROOKES PUBLISHING CO","offers":[{"title":"Default Title","offer_id":43414774906925,"sku":"9781598571103","price":353.0,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0616\/1298\/2317\/files\/9781598571103.jpg?v=1782625707"},{"product_id":"9781598571110","title":"Pediatric Test of Brain Injury (TM) (PTBI (TM))","description":"\u003cp\u003eThis user-friendly Examiner's Manual gives clinicians the background information they need to implement PTBI (TM) effectively, including  an overview of the test's development, framework, and rationale general guidance on optimizing the testing environment and conducting the test detailed information on administering and scoring each of the 10 individual PTBI (TM) subtests complete technical data, including evidence for construct-identification validity, score validity, reliability, and minimization of bias a case example demonstrating successful use of the tool  This manual is part of PTBI (TM), a criterion-referenced, standardized test designed for use with children ages 6-16 recovering from brain injury. An effective and innovative tool that takes just 30 minutes to complete, PTBI assesses the skills children need to return to school and function in the general education curriculum.\u003c\/p\u003e","brand":"BROOKES PUBLISHING CO","offers":[{"title":"Default Title","offer_id":43414774939693,"sku":"9781598571110","price":353.0,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0616\/1298\/2317\/files\/9781598571110.jpg?v=1782625708"},{"product_id":"9781598571172","title":"Teaching and Assessing Low-Achieving Students with Disabilities","description":"\u003cp\u003eFor lower-achieving students with disabilities, effective and appropriate alternate assessment based on modified achievement standards (AA-MAS) can open the door to greater expectations and opportunities. State policymakers have the option of providing certain students who have disabilities with AA-MAS aligned with grade-level content-and now there's a comprehensive, research-based guide that shows the way.  The most in-depth exploration of AA-MAS available, this book will help policymakers and administrators make the best decisions about the implementation of alternate assessments and provide guidance for teachers as they align instruction with state-determined content standards. Blending analysis of cutting-edge research with today's best assessment practices, a diverse panel of experts give readers complete guidance on the technical and practical aspects of AA-MAS, including:  setting and evaluating criteria for participation in AA-MAS ensuring access to the general curriculum, with special focus on reading and math standards understanding cognitive development barriers to learning grade-level material establishing clear links between assessment and content standards designing and assembling test forms for AA-MAS defining proficiency for the target population setting appropriate cut scores on tests incorporating modifications to items on tests reviewing test items for accuracy, fairness, universal design, and psychometric concerns accurately evaluating comparability between AA-MAS and general assessments conducting a thorough validity evaluation for the AA-MAS determining the impact of the AA-MAS on the state accountability system    To support readers as they meet the challenges of assessing what lower-achieving students know, this essential volume also gives them helpful content such as a glossary of assessment terms, examples of test modifications, and goals associated with content standards in math and reading.  Ideal for use as a textbook or by policymakers seeking clear guidance on alternate assessment, this book will help schools make progress toward better instructing and assessing students with disabilities-and bringing about better academic outcomes.\u003c\/p\u003e","brand":"BROOKES PUBLISHING CO","offers":[{"title":"Default Title","offer_id":43414775037997,"sku":"9781598571172","price":89.99,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0616\/1298\/2317\/files\/9781598571172.jpg?v=1782625713"},{"product_id":"9781598571974","title":"Ages \u0026 Stages Questionnaires (R) (ASQ (R)-3): Quick Start Guide (Spanish 3\/e","description":"\u003cp\u003eThe ASQ-3 Quick Start Guide is just what Spanish-speaking users have been asking for: a concise, at-a-glance guide that keeps ASQ-3 scoring and administration basics right at the fingertips.  Perfect for busy professionals on the go, the Quick Start Guide is laminated, lightweight, and so cost-effective that every professional in a program can have one. Spanish-speaking ASQ-3 users will turn to the Quick Start Guide for clear, simple directions on selecting the correct questionnaire, scoring ASQ-3, and communicating results to parents.  They'll get the quick facts they need to implement the #1 developmental screener accurately-and help their program improve screening results.  This product is sold in a package of 5.\u003c\/p\u003e","brand":"BROOKES PUBLISHING CO","offers":[{"title":"Default Title","offer_id":43414776184877,"sku":"9781598571974","price":59.99,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0616\/1298\/2317\/files\/9781598571974.jpg?v=1782625765"},{"product_id":"9781598576047","title":"Classroom Assessment Scoring System (CLASS)","description":"\u003cp\u003eWith the infant version of the trusted, widely used CLASS(TM) tool, early childhood programs have an accurate and reliable way to assess teacher-infant interactions, a primary component of positive early experiences. Developed for use with children from birth to 18 months, the CLASS(TM) Infant tool specifically focuses on how teachers engage with infants and support their learning and development during everyday routines and activities.  With clear guidance and background information, this manual gives you a comprehensive introduction to the CLASS(TM) Infant tool and how to use it effectively. You'll see how this standardized tool* Assesses 4 dimensions of teacher-child interactions: relational climate, teacher sensitivity, facilitated exploration, and early language support* Establishes an accurate picture of interactions through repeated observation and scoring cycles* Highlights areas of strength and areas for growth useful for guiding professional development effortsComprehensive and reader-friendly, this manual provides helpful information on infant development, the theoretical and empirical foundations of the CLASS(TM) Infant tool, an overview of procedures for using the tool, and detailed descriptions and examples for each dimension the tool assesses.\u003c\/p\u003e","brand":"BROOKES PUBLISHING CO","offers":[{"title":"Default Title","offer_id":43414778544173,"sku":"9781598576047","price":119.0,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0616\/1298\/2317\/files\/9781598576047.jpg?v=1782625875"},{"product_id":"9781598576412","title":"MEISR (TM) Manual 2\/e","description":"\u003cp\u003eYoung children grow and learn when they participate fully in everyday routines and activities. Assess this critical dimension of child development with the MEISR (TM), an easy-to-use tool for creating a profile of the functional behaviors of children from birth to 3 years of age.  A rich learning opportunity for both families and professionals-and an ideal starting point for talking to parents about their child's functioning-the MEISR helps build an understanding of a child's engagement, independence, and social relationships within the context of 14 common family routines. Completed by caregivers and easy to use with them during home visits, the MEISR helps paint a picture of the child's functional abilities and highlights future learning opportunities.  In this comprehensive MEISR manual, you'll discover how to:  * introduce the MEISR to families  * implement and score the MEISR  * interpret results accurately * review the MEISR with families and develop individualized intervention priorities * integrate the Routines-Based Interview (RBI) with the MEISR * use results of the MEISR to inform federal child outcome reporting  * monitor your program's effectiveness with the help of data from the MEISR  Make the MEISR a part of your early intervention program, and you'll have a powerful tool that helps families enhance natural learning opportunities and support their child's engagement.\u003c\/p\u003e","brand":"BROOKES PUBLISHING CO","offers":[{"title":"Default Title","offer_id":43414778576941,"sku":"9781598576412","price":86.99,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0616\/1298\/2317\/files\/9781598576412.jpg?v=1782625875"},{"product_id":"9781598576429","title":"MEISR (TM) Forms","description":"\u003cp\u003eAvailable in packs of 5, these are the 24-page forms needed to conduct the Measure of Engagement, Independence, and Social Relationships (MEISR (TM)) assessment.  Young children grow and learn when they participate fully in everyday routines and activities. Assess this critical dimension of child development with the MEISR (TM), an easy-to-use tool for creating a snapshot of the functional behaviors of children from birth to 3 years of age.  A rich learning opportunity for both families and professionals-and an ideal starting point for talking to parents about their child's functioning-the MEISR helps build an understanding of a child's engagement, independence, and social relationships within the context of common family routines. Completed by caregivers and easy to use with them during home visits, the MEISR helps paint a picture of the child's functional abilities and highlights future learning opportunities.  With the results of the MEISR, you can  Start important conversations with families about their child's participation in everyday activities Support child engagement-an important prerequisite to learning Empower families to enhance natural learning opportunities Help families choose functional skills to address within the IFSP Help your team determine Child Outcome Summary (COS) ratings Develop individualized intervention priorities\u003c\/p\u003e","brand":"BROOKES PUBLISHING CO","offers":[{"title":"Default Title","offer_id":43414778609709,"sku":"9781598576429","price":64.99,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0616\/1298\/2317\/files\/9781598576429.jpg?v=1782625877"},{"product_id":"9781598579574","title":"Ages \u0026 Stages Questionnaires: Social-Emotional (ASQ:SE-2) Questionnaires 2\/e","description":"\u003cp\u003eThe ASQ:SE (TM) trade; questionnaires are the most cost-effective, reliable way to screen young children for social-emotional issues in the first 6 years of life. Now in a NEW second edition, the 9 age-appropriate questionnaires (2, 6, 12, 18, 24, 30, 36, 48, and 60 months) effectively screen 7 key social-emotional areas: self-regulation, compliance, adaptive functioning, autonomy, affect, social-communication, and interaction with people.  What's New in ASQ:SE-2:  The Spanish ASQ:SE-2 questionnaires are better than ever, with helpful new features like:   Updated Spanish translation that went through a rigorous vetting process by Spanish language experts, so the questionnaires are appropriate across dialects spoken in the US. New 2 month questionnaire:  Reliably screen and start monitoring children as young as 1 month, so critical interventions can start earlier.  Screen through kindergarten:  Now you can screen children from 1 - 72 months with no gaps, so you can use ASQ:SE-2 through kindergarten and the transition to school.  New behavior and communication items designed to elicit parent concerns that may point to autism and early communication issues.  New data and cutoffs:  ASQ:SE-2 is based on updated research and a large sample size of more than 14,000 diverse children.  New monitoring zone that clearly identifies children who are close to the cutoff and should be monitored and rescreened.  Questionnaire items revised and refined based on user feedback, to help parents provide the best responses.  Sturdy, convenient new box with a handle for easy portability.   How to Use ASQ:SE-2 Questionnaires: Fast and easy to use, ASQ:SE-2 questionnaires take just 10 - 15 minutes for parents to complete. First, parents fill out the questionnaire, checking the response that best describes their child's behavior: often or always, sometimes, or rarely or never. Clear questions help parents complete the questionnaires quickly and accurately, and open-ended questions ask about any related parental concerns. Professionals score the questionnaire in just 2 - 3 minutes, and then transfer a total score to a simple summary sheet along with any concerns the parent has noted. The summary sheet, a visual indicator of social emotional development and parent concerns, indicates whether any followup should be considered.  Total scores that fall in the graph's range of Risk (dark shaded zone) indicate the child may need further evaluation.  NEW!  A total score in the new monitoring zone (light shaded area) helps identify children that may require followup actions based on items of concern. Professionals can work with parents to address behaviors of concern and provide social-emotional development information sheets and activities to help their child make progress before the next screening.  Scores outside the shaded zones  mean the child's social-emotional development appears to be developing on schedule.  Parents can monitor their child's development by rescreening at the next ASQ:SE-2 interval.    When you purchase a box of ASQ:SE-2 questionnaires, you'll get photocopiable master copies on paper and printablePDF master copies on CD-ROM so you and your staff will always have the format you want, right at your fingertips.\u003c\/p\u003e","brand":"BROOKES PUBLISHING CO","offers":[{"title":"Default Title","offer_id":43414779920429,"sku":"9781598579574","price":400.0,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0616\/1298\/2317\/files\/9781598579574.jpg?v=1782625941"},{"product_id":"9781598579628","title":"Ages \u0026 Stages Questionnaires (Spanish Ed):Social-Emotional (ASQ:SE-2)Starter Kit","description":"\u003cp\u003eEverything you need to start screening children from Spanish-speaking families with ASQ:SE (TM)trade, this Spanish Starter Kit includes a box of 9 photocopiable print masters of the Spanish questionnaires and scoring sheets, a CD-ROM with printable PDF Spanish questionnaires, the  Ages Stages Questionnaires Social Emotional ASQSE 2 Users Guide Second Edition ASQ:SE-2 User's Guide in English with all key letters, forms, handouts, and forms in Spanish.  What's New in ASQ:SE-2: ASQ:SE-2 questionnaires are better than ever, with helpful new features like:   New 2 month questionnaire:  Reliably screen and start monitoring children as young as 1 month, so critical interventions can start earlier.  Screen through kindergarten:  Now you can screen children from 1 - 72 months with no gaps, so you can use ASQ:SE-2 through kindergarten and the transition to school.  New behavior and communication items designed to elicit parent concerns that may point to autism and early communication issues.  New data and cutoffs:  ASQ:SE-2 is based on updated research and a large sample size of more than 14,000 diverse children.  New monitoring zone that clearly identifies children who are close to the cutoff and should be monitored and rescreened.  Updated Spanish translation vetted by Spanish language experts Sturdy, convenient new box with a handle for easy portability.   The Spanish Starter Kit part of the ASQ:SE-2 screening system. ASQ:SE-2 is the NEW edition of the bestselling screener trusted to uncover possible social-emotional issues as early as possible during the crucial first 6 years of life. The 9 age-appropriate ASQ:SE-2 questionnaires effectively screen 7 key developmental areas: self-regulation, compliance, adaptive functioning, autonomy, affect, social-communication, and interaction with people.\u003c\/p\u003e","brand":"BROOKES PUBLISHING CO","offers":[{"title":"Default Title","offer_id":43414780084269,"sku":"9781598579628","price":492.0,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0616\/1298\/2317\/files\/9781598579628.jpg?v=1782625949"},{"product_id":"9781606230305","title":"Preschool Assessment","description":"\u003cp\u003eComprehensive and user friendly, this ideal professional reference and graduate text provides a developmentally informed framework for assessing 3- to 6-year-olds in accordance with current best practices and IDEA 2004 guidelines. The authors are leading clinician-researchers who take the reader step by step through selecting appropriate measures, integrating data from a variety of sources, and using the results to plan and evaluate effective interventions and learning experiences. Coverage encompasses screening and assessment of cognitive, linguistic, emotional, and behavioral difficulties, including mental retardation and autism. Case studies illustrate key facets of assessing diverse children and families; appendices offer concise reviews of over 100 instruments.\u003c\/p\u003e","brand":"GUILFORD PUBLICATIONS","offers":[{"title":"Default Title","offer_id":43414780477485,"sku":"9781606230305","price":155.0,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0616\/1298\/2317\/files\/9781606230305.jpg?v=1782625967"},{"product_id":"9781626165762","title":"A Guide to Useful Evaluation of Language Programs","description":"\u003cp\u003eDepartments and language programs often are asked to evaluate the efficacy of their own programs and make curricular decisions on the basis of evidence. This guide, designed to help language educators meet the needs of program evaluation and assessment often requested by their institutions, provides step-by-step advice to help language educators conduct evaluation and assessment and to show how it can lead to meaningful programmatic decisions and change. With discussions about evaluation planning, advice for selecting data-collection tools, explanations for data analysis, examples based on actual evaluations, and more, this book provides everything you need to complete a successful language program evaluation that will give educators useful data on which to base curricular decisions. This short book is practical and timely and will find an audience in instructors of all languages and all levels.\u003c\/p\u003e","brand":"GEORGETOWN UNIVERSITY PRESS","offers":[{"title":"Default Title","offer_id":43414784704557,"sku":"9781626165762","price":116.0,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0616\/1298\/2317\/files\/9781626165762.jpg?v=1782626133"},{"product_id":"9781626165779","title":"A Guide to Useful Evaluation of Language Programs","description":"\u003cp\u003eDepartments and language programs often are asked to evaluate the efficacy of their own programs and make curricular decisions on the basis of evidence. This guide, designed to help language educators meet the needs of program evaluation and assessment often requested by their institutions, provides step-by-step advice to help language educators conduct evaluation and assessment and to show how it can lead to meaningful programmatic decisions and change. With discussions about evaluation planning, advice for selecting data-collection tools, explanations for data analysis, examples based on actual evaluations, and more, this book provides everything you need to complete a successful language program evaluation that will give educators useful data on which to base curricular decisions. This short book is practical and timely and will find an audience in instructors of all languages and all levels.\u003c\/p\u003e","brand":"GEORGETOWN UNIVERSITY PRESS","offers":[{"title":"Default Title","offer_id":43414784737325,"sku":"9781626165779","price":38.99,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0616\/1298\/2317\/files\/9781626165779.jpg?v=1782626136"},{"product_id":"9781681252810","title":"Bilingual English-Spanish Assessment (TM) (BESA (TM)): Stimulus Book","description":"\u003cp\u003eThe Bilingual English-Spanish Assessment (BESA) was developed in response to the need for valid, reliable instruments for assessment of speech and language ability, along a continuum, in English-Spanish bilingual children ages 4 through 6 years.  The BESA is a comprehensive assessment of a child's speech and language abilities in English and Spanish. Two ancillary questionnaires (BIOS and ITALK) can be used to document language exposure and use, allowing the examiner to develop a profile of any parent and teacher concerns. BESA subtests address the domains of phonology, morphosyntax, and semantics separately for both Spanish and English. There are three standardized and norm-referenced subtests addressing language ability, and one criterion-referenced activity allowing observation of pragmatic language. Administration time varies depending on whether or not both languages are tested and which subtests are included. Administration takes between one hour (for one language) and two hours (for both languages).  The BIOS is typically completed as part of an interview by the examiner. In this survey, parents are asked about the language exposure history of the child. This information helps the examiner know when and in what context each of the child's two languages were used on a year-to-year basis. In addition, parents and teachers are asked what language the child hears and uses during a typical school day, and during a typical weekend day on an hour-by-hour basis. This information provides clinicians with information about relative use and exposure to each language and can help guide whether to test children in Spanish, English, or both. The parent survey (BIOS-Home) takes 10 to 15 minutes to complete; the teacher survey (BIOS-School) can be completed in 5 to 10 minutes.  The ITALK is completed by the examiner as a parent and teacher interview. The ITALK items address relative use of a child's two languages and five areas of speech and language development in Spanish and English (vocabulary, grammar, sentence production, comprehension, and phonology). Parents and teachers are asked to identify the perceived level of the child's performance in each language. This inventory provides a brief indicator of relative language use. It also provides a description of parent and teacher concern and can be used to guide development of the assessment strategy. Results of the inventory can be used to interpret diagnostic results from BESA or other language tests. The ITALK can be completed in 10 minutes or less.  The Pragmatics activity is based on Fey's (1986) model of assertiveness and responsiveness. In an interactive format, children are asked to \"help wrap a present\" with the examiner. Through this realistic situation, obligatory contexts are set up to elicit different assertive and responsive acts. The Pragmatics activity utilizes English, Spanish, or both languages together (via code-switching) depending on the child's preferred language of interaction. The activity should be used to identify children who may encounter difficulties in situations that require the children to be active participants (e.g., classroom).  If administered at the beginning of a battery of tests, the Pragmatics activity provides an excellent opportunity to establish rapport with the child and will also provide clinicians with an indication of how collaborative and interactive the child will be during the rest of the assessment.  This activity takes 5-10 minutes to complete.  The Phonology subtest is a single-word phonological assessment designed primarily to differentially diagnose typical from atypical phonological skills in Spanish-English bilingual children. Analyses are also included that allow the examiner to profile the phonological skills in these children. The assessment includes two measures. The Spanish measure assesses phonological production using 28 Spanish words. The English measure assesses phonological production using 31 English words. The Phonology subtest takes 10 to 15 minutes to administer in each language, depending on the individual child (20 to 30 minutes total).  The Morphosyntax subtest employs cloze and sentence repetition tasks to target grammatical morphemes and sentence structures that were predicted to be difficult for children with language impairment in English or Spanish. Forms tested in English include plural -s, possessive -s, past and present tense, third-person singular, progressives, copulas, auxiliary do   negatives, and passives, as well as complex verb forms, conjunctions, and embedded prepositions and noun phrases. The English Morphosyntax Subtest has 24 cloze items and 9 sentence repetitions items.  Forms tested in Spanish include articles, progressives, clitics, subjunctives, preterite, complex verb forms, and conjunctions. The Spanish Morphosyntax Subtest has 15 cloze items and 10 sentence repetitions items.  For each language, a grammatical cloze subscore, a sentence repetition subscore, and a total score that is a composite of those two are derived. The morphosyntax test takes approximately 15 minutes to administer in each language (30 minutes total).  The Semantics subtest targets six tasks: analogies, characteristic properties, categorization, functions, linguistic concepts, and similarities and differences. These six item types were based on the literature describing acquisition of semantic breadth and depth in order to tap into how children organize and access their lexical system (Pena, Bedore, \u0026amp; Rappazzo, 2003). The English Semantics subtest has a total of 25 items: 10 receptive and 15 expressive. The Spanish Semantics subtest also has 25 items, 12 receptive and 13 expressive. Scoring allows for code-mixing-giving children credit for a correct response in either language. Subscores are provided for semantics receptive and semantics expressive, as well as a total semantics score for each language. The Semantics subtest takes about 15 minutes to administer in each language (30 minutes total).  The BESA is designed to be used with children who speak English, Spanish, or both languages. The BESA subtests are psychometrically sound and yield scaled and standard scores for each of the domain tests (phonology, morphosyntax, and semantics). The questionnaires provide criterion-based guidelines to determine language(s) of testing and to develop an assessment strategy. The tests can be used together for a complete speech and language battery or the examiner may select tests specific to the diagnostic question. Presently, the test is appropriate for children between the ages of 4;0 and 6;11. The BESA can be used (a) to identify language impairment in bilingual and monolingual Latino children, (b) to document progress in speech and language related to intervention, (c) to document the dominant language in each domain including morphosyntax, semantics, and phonology, and (d) in research studies of bilingual children with and without language impairment.  The BESA is specifically designed to assess the speech and language of English-Spanish bilingual children's two languages. The primary use of the BESA is to identify phonological and\/or language impairment in bilingual and EL children via a standardized protocol. The objective scores obtained on the BESA across three domains can be used in combination with clinical observations, language samples, as well as with other standardized measures to identify children with speech and\/or language impairment. Through use of a combination of BESA subtests, clinicians can document children's speech and language strengths and needs.  A second use of the BESA is to monitor children's progress in speech and language. After initiation of a speech and language intervention program, children's progress should be regularly documented. It is recommended that daily probes be used to monitor children's session-to-session progress. This information should be used to make decisions about the direction of the intervention. The BESA is sensitive to year-to-year changes in children's speech and language growth and the particular language in which progress is being made. Thus, in addition to the more sensitive measures of daily progress, the BESA can be administered at broader intervals (e.g., annually or semi-annually) to gauge progress in a specific program of intervention, to document continued need for intervention, and to document achievement of treatment goals for exiting services.  Documentation of a bilingual's dominant language is a challenge in school settings. Many children who have exposure to more than one language demonstrate mixed dominance, whereby they perform higher in one language in one domain, but higher in the other language in a different domain. It is therefore important to know what a child's relative dominance is across different domains of speech and language. This information can be useful for planning intervention, as well as for planning educational programming for bilingual children. Together, the BIOS-Home and BIOS-School provide an objective measure of children's input and output of Spanish and English. This information helps speech-language pathologists, parents, teachers, and administrators know how much the child hears and uses each language and in what contexts. This information is independent of performance, which can be affected by child characteristics such as language ability. In addition to the BIOS, the Spanish and English standardized test scores can be compared directly for phonology, morphosyntax, and semantics to determine a child's best language for a particular domain. If children's standard scores across domains are within 5 points of each other, we consider them to be balanced.  There are a number of ways that the BESA subtests can be used in research. ITALK can be used to gain parent and teacher observations about the child's performance across five domains of speech and language in Spanish and English as part of qualifying data for a study. BIOS can be used to document weekly input and output in Spanish and English as a way of grouping children by language experience and\/or by year of first exposure. For bilingual children with language impairment, BIOS provides a measure that is independent of their test performance on speech and language tasks.  The three domain subtests can be used together or independently to assess children's speech and language. These can be used to qualify children for a study or to group children by ability. As of this writing, the authors have conducted and published several studies with the longer, experimental versions of BESA subtests. In addition, researchers across the country have used the experimental versions of BESA in studies of bilingual Spanish-English speakers. Researchers in Spanish-speaking countries are in the process of using the Spanish version of these measures in research studies.\u003c\/p\u003e","brand":"BROOKES PUBLISHING CO","offers":[{"title":"Default Title","offer_id":43414787457069,"sku":"9781681252810","price":433.0,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0616\/1298\/2317\/files\/9781681252810.jpg?v=1782626278"},{"product_id":"9781681252827","title":"Bilingual English-Spanish Assessment (TM) (BESA (TM)): English Protocol","description":"\u003cp\u003eThe Bilingual English-Spanish Assessment (BESA) was developed in response to the need for valid, reliable instruments for assessment of speech and language ability, along a continuum, in English-Spanish bilingual children ages 4 through 6 years.  The BESA is a comprehensive assessment of a child's speech and language abilities in English and Spanish. Two ancillary questionnaires (BIOS and ITALK) can be used to document language exposure and use, allowing the examiner to develop a profile of any parent and teacher concerns. BESA subtests address the domains of phonology, morphosyntax, and semantics separately for both Spanish and English. There are three standardized and norm-referenced subtests addressing language ability, and one criterion-referenced activity allowing observation of pragmatic language. Administration time varies depending on whether or not both languages are tested and which subtests are included. Administration takes between one hour (for one language) and two hours (for both languages).  The BIOS is typically completed as part of an interview by the examiner. In this survey, parents are asked about the language exposure history of the child. This information helps the examiner know when and in what context each of the child's two languages were used on a year-to-year basis. In addition, parents and teachers are asked what language the child hears and uses during a typical school day, and during a typical weekend day on an hour-by-hour basis. This information provides clinicians with information about relative use and exposure to each language and can help guide whether to test children in Spanish, English, or both. The parent survey (BIOS-Home) takes 10 to 15 minutes to complete; the teacher survey (BIOS-School) can be completed in 5 to 10 minutes.  The ITALK is completed by the examiner as a parent and teacher interview. The ITALK items address relative use of a child's two languages and five areas of speech and language development in Spanish and English (vocabulary, grammar, sentence production, comprehension, and phonology). Parents and teachers are asked to identify the perceived level of the child's performance in each language. This inventory provides a brief indicator of relative language use. It also provides a description of parent and teacher concern and can be used to guide development of the assessment strategy. Results of the inventory can be used to interpret diagnostic results from BESA or other language tests. The ITALK can be completed in 10 minutes or less.  The Pragmatics activity is based on Fey's (1986) model of assertiveness and responsiveness. In an interactive format, children are asked to \"help wrap a present\" with the examiner. Through this realistic situation, obligatory contexts are set up to elicit different assertive and responsive acts. The Pragmatics activity utilizes English, Spanish, or both languages together (via code-switching) depending on the child's preferred language of interaction. The activity should be used to identify children who may encounter difficulties in situations that require the children to be active participants (e.g., classroom).  If administered at the beginning of a battery of tests, the Pragmatics activity provides an excellent opportunity to establish rapport with the child and will also provide clinicians with an indication of how collaborative and interactive the child will be during the rest of the assessment.  This activity takes 5-10 minutes to complete.  The Phonology subtest is a single-word phonological assessment designed primarily to differentially diagnose typical from atypical phonological skills in Spanish-English bilingual children. Analyses are also included that allow the examiner to profile the phonological skills in these children. The assessment includes two measures. The Spanish measure assesses phonological production using 28 Spanish words. The English measure assesses phonological production using 31 English words. The Phonology subtest takes 10 to 15 minutes to administer in each language, depending on the individual child (20 to 30 minutes total).  The Morphosyntax subtest employs cloze and sentence repetition tasks to target grammatical morphemes and sentence structures that were predicted to be difficult for children with language impairment in English or Spanish. Forms tested in English include plural -s, possessive -s, past and present tense, third-person singular, progressives, copulas, auxiliary do   negatives, and passives, as well as complex verb forms, conjunctions, and embedded prepositions and noun phrases. The English Morphosyntax Subtest has 24 cloze items and 9 sentence repetitions items.  Forms tested in Spanish include articles, progressives, clitics, subjunctives, preterite, complex verb forms, and conjunctions. The Spanish Morphosyntax Subtest has 15 cloze items and 10 sentence repetitions items.  For each language, a grammatical cloze subscore, a sentence repetition subscore, and a total score that is a composite of those two are derived. The morphosyntax test takes approximately 15 minutes to administer in each language (30 minutes total).  The Semantics subtest targets six tasks: analogies, characteristic properties, categorization, functions, linguistic concepts, and similarities and differences. These six item types were based on the literature describing acquisition of semantic breadth and depth in order to tap into how children organize and access their lexical system (Pena, Bedore, \u0026amp; Rappazzo, 2003). The English Semantics subtest has a total of 25 items: 10 receptive and 15 expressive. The Spanish Semantics subtest also has 25 items, 12 receptive and 13 expressive. Scoring allows for code-mixing-giving children credit for a correct response in either language. Subscores are provided for semantics receptive and semantics expressive, as well as a total semantics score for each language. The Semantics subtest takes about 15 minutes to administer in each language (30 minutes total).  The BESA is designed to be used with children who speak English, Spanish, or both languages. The BESA subtests are psychometrically sound and yield scaled and standard scores for each of the domain tests (phonology, morphosyntax, and semantics). The questionnaires provide criterion-based guidelines to determine language(s) of testing and to develop an assessment strategy. The tests can be used together for a complete speech and language battery or the examiner may select tests specific to the diagnostic question. Presently, the test is appropriate for children between the ages of 4;0 and 6;11. The BESA can be used (a) to identify language impairment in bilingual and monolingual Latino children, (b) to document progress in speech and language related to intervention, (c) to document the dominant language in each domain including morphosyntax, semantics, and phonology, and (d) in research studies of bilingual children with and without language impairment.  The BESA is specifically designed to assess the speech and language of English-Spanish bilingual children's two languages. The primary use of the BESA is to identify phonological and\/or language impairment in bilingual and EL children via a standardized protocol. The objective scores obtained on the BESA across three domains can be used in combination with clinical observations, language samples, as well as with other standardized measures to identify children with speech and\/or language impairment. Through use of a combination of BESA subtests, clinicians can document children's speech and language strengths and needs.  A second use of the BESA is to monitor children's progress in speech and language. After initiation of a speech and language intervention program, children's progress should be regularly documented. It is recommended that daily probes be used to monitor children's session-to-session progress. This information should be used to make decisions about the direction of the intervention. The BESA is sensitive to year-to-year changes in children's speech and language growth and the particular language in which progress is being made. Thus, in addition to the more sensitive measures of daily progress, the BESA can be administered at broader intervals (e.g., annually or semi-annually) to gauge progress in a specific program of intervention, to document continued need for intervention, and to document achievement of treatment goals for exiting services.  Documentation of a bilingual's dominant language is a challenge in school settings. Many children who have exposure to more than one language demonstrate mixed dominance, whereby they perform higher in one language in one domain, but higher in the other language in a different domain. It is therefore important to know what a child's relative dominance is across different domains of speech and language. This information can be useful for planning intervention, as well as for planning educational programming for bilingual children. Together, the BIOS-Home and BIOS-School provide an objective measure of children's input and output of Spanish and English. This information helps speech-language pathologists, parents, teachers, and administrators know how much the child hears and uses each language and in what contexts. This information is independent of performance, which can be affected by child characteristics such as language ability. In addition to the BIOS, the Spanish and English standardized test scores can be compared directly for phonology, morphosyntax, and semantics to determine a child's best language for a particular domain. If children's standard scores across domains are within 5 points of each other, we consider them to be balanced.  There are a number of ways that the BESA subtests can be used in research. ITALK can be used to gain parent and teacher observations about the child's performance across five domains of speech and language in Spanish and English as part of qualifying data for a study. BIOS can be used to document weekly input and output in Spanish and English as a way of grouping children by language experience and\/or by year of first exposure. For bilingual children with language impairment, BIOS provides a measure that is independent of their test performance on speech and language tasks.  The three domain subtests can be used together or independently to assess children's speech and language. These can be used to qualify children for a study or to group children by ability. As of this writing, the authors have conducted and published several studies with the longer, experimental versions of BESA subtests. In addition, researchers across the country have used the experimental versions of BESA in studies of bilingual Spanish-English speakers. Researchers in Spanish-speaking countries are in the process of using the Spanish version of these measures in research studies.\u003c\/p\u003e","brand":"BROOKES PUBLISHING CO","offers":[{"title":"Default Title","offer_id":43414787489837,"sku":"9781681252827","price":174.0,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0616\/1298\/2317\/files\/9781681252827.jpg?v=1782626281"},{"product_id":"9781681252834","title":"Bilingual English-Spanish Assessment (TM) (BESA (TM)): Spanish Protocol 2\/e","description":"\u003cp\u003eThe Bilingual English-Spanish Assessment (BESA) was developed in response to the need for valid, reliable instruments for assessment of speech and language ability, along a continuum, in English-Spanish bilingual children ages 4 through 6 years.  The BESA is a comprehensive assessment of a child's speech and language abilities in English and Spanish. Two ancillary questionnaires (BIOS and ITALK) can be used to document language exposure and use, allowing the examiner to develop a profile of any parent and teacher concerns. BESA subtests address the domains of phonology, morphosyntax, and semantics separately for both Spanish and English. There are three standardized and norm-referenced subtests addressing language ability, and one criterion-referenced activity allowing observation of pragmatic language. Administration time varies depending on whether or not both languages are tested and which subtests are included. Administration takes between one hour (for one language) and two hours (for both languages).  The BIOS is typically completed as part of an interview by the examiner. In this survey, parents are asked about the language exposure history of the child. This information helps the examiner know when and in what context each of the child's two languages were used on a year-to-year basis. In addition, parents and teachers are asked what language the child hears and uses during a typical school day, and during a typical weekend day on an hour-by-hour basis. This information provides clinicians with information about relative use and exposure to each language and can help guide whether to test children in Spanish, English, or both. The parent survey (BIOS-Home) takes 10 to 15 minutes to complete; the teacher survey (BIOS-School) can be completed in 5 to 10 minutes.  The ITALK is completed by the examiner as a parent and teacher interview. The ITALK items address relative use of a child's two languages and five areas of speech and language development in Spanish and English (vocabulary, grammar, sentence production, comprehension, and phonology). Parents and teachers are asked to identify the perceived level of the child's performance in each language. This inventory provides a brief indicator of relative language use. It also provides a description of parent and teacher concern and can be used to guide development of the assessment strategy. Results of the inventory can be used to interpret diagnostic results from BESA or other language tests. The ITALK can be completed in 10 minutes or less.  The Pragmatics activity is based on Fey's (1986) model of assertiveness and responsiveness. In an interactive format, children are asked to \"help wrap a present\" with the examiner. Through this realistic situation, obligatory contexts are set up to elicit different assertive and responsive acts. The Pragmatics activity utilizes English, Spanish, or both languages together (via code-switching) depending on the child's preferred language of interaction. The activity should be used to identify children who may encounter difficulties in situations that require the children to be active participants (e.g., classroom).  If administered at the beginning of a battery of tests, the Pragmatics activity provides an excellent opportunity to establish rapport with the child and will also provide clinicians with an indication of how collaborative and interactive the child will be during the rest of the assessment.  This activity takes 5-10 minutes to complete.  The Phonology subtest is a single-word phonological assessment designed primarily to differentially diagnose typical from atypical phonological skills in Spanish-English bilingual children. Analyses are also included that allow the examiner to profile the phonological skills in these children. The assessment includes two measures. The Spanish measure assesses phonological production using 28 Spanish words. The English measure assesses phonological production using 31 English words. The Phonology subtest takes 10 to 15 minutes to administer in each language, depending on the individual child (20 to 30 minutes total).  The Morphosyntax subtest employs cloze and sentence repetition tasks to target grammatical morphemes and sentence structures that were predicted to be difficult for children with language impairment in English or Spanish. Forms tested in English include plural -s, possessive -s, past and present tense, third-person singular, progressives, copulas, auxiliary do   negatives, and passives, as well as complex verb forms, conjunctions, and embedded prepositions and noun phrases. The English Morphosyntax Subtest has 24 cloze items and 9 sentence repetitions items.  Forms tested in Spanish include articles, progressives, clitics, subjunctives, preterite, complex verb forms, and conjunctions. The Spanish Morphosyntax Subtest has 15 cloze items and 10 sentence repetitions items.  For each language, a grammatical cloze subscore, a sentence repetition subscore, and a total score that is a composite of those two are derived. The morphosyntax test takes approximately 15 minutes to administer in each language (30 minutes total).  The Semantics subtest targets six tasks: analogies, characteristic properties, categorization, functions, linguistic concepts, and similarities and differences. These six item types were based on the literature describing acquisition of semantic breadth and depth in order to tap into how children organize and access their lexical system (Pena, Bedore, \u0026amp; Rappazzo, 2003). The English Semantics subtest has a total of 25 items: 10 receptive and 15 expressive. The Spanish Semantics subtest also has 25 items, 12 receptive and 13 expressive. Scoring allows for code-mixing-giving children credit for a correct response in either language. Subscores are provided for semantics receptive and semantics expressive, as well as a total semantics score for each language. The Semantics subtest takes about 15 minutes to administer in each language (30 minutes total).  The BESA is designed to be used with children who speak English, Spanish, or both languages. The BESA subtests are psychometrically sound and yield scaled and standard scores for each of the domain tests (phonology, morphosyntax, and semantics). The questionnaires provide criterion-based guidelines to determine language(s) of testing and to develop an assessment strategy. The tests can be used together for a complete speech and language battery or the examiner may select tests specific to the diagnostic question. Presently, the test is appropriate for children between the ages of 4;0 and 6;11. The BESA can be used (a) to identify language impairment in bilingual and monolingual Latino children, (b) to document progress in speech and language related to intervention, (c) to document the dominant language in each domain including morphosyntax, semantics, and phonology, and (d) in research studies of bilingual children with and without language impairment.  The BESA is specifically designed to assess the speech and language of English-Spanish bilingual children's two languages. The primary use of the BESA is to identify phonological and\/or language impairment in bilingual and EL children via a standardized protocol. The objective scores obtained on the BESA across three domains can be used in combination with clinical observations, language samples, as well as with other standardized measures to identify children with speech and\/or language impairment. Through use of a combination of BESA subtests, clinicians can document children's speech and language strengths and needs.  A second use of the BESA is to monitor children's progress in speech and language. After initiation of a speech and language intervention program, children's progress should be regularly documented. It is recommended that daily probes be used to monitor children's session-to-session progress. This information should be used to make decisions about the direction of the intervention. The BESA is sensitive to year-to-year changes in children's speech and language growth and the particular language in which progress is being made. Thus, in addition to the more sensitive measures of daily progress, the BESA can be administered at broader intervals (e.g., annually or semi-annually) to gauge progress in a specific program of intervention, to document continued need for intervention, and to document achievement of treatment goals for exiting services.  Documentation of a bilingual's dominant language is a challenge in school settings. Many children who have exposure to more than one language demonstrate mixed dominance, whereby they perform higher in one language in one domain, but higher in the other language in a different domain. It is therefore important to know what a child's relative dominance is across different domains of speech and language. This information can be useful for planning intervention, as well as for planning educational programming for bilingual children. Together, the BIOS-Home and BIOS-School provide an objective measure of children's input and output of Spanish and English. This information helps speech-language pathologists, parents, teachers, and administrators know how much the child hears and uses each language and in what contexts. This information is independent of performance, which can be affected by child characteristics such as language ability. In addition to the BIOS, the Spanish and English standardized test scores can be compared directly for phonology, morphosyntax, and semantics to determine a child's best language for a particular domain. If children's standard scores across domains are within 5 points of each other, we consider them to be balanced.  There are a number of ways that the BESA subtests can be used in research. ITALK can be used to gain parent and teacher observations about the child's performance across five domains of speech and language in Spanish and English as part of qualifying data for a study. BIOS can be used to document weekly input and output in Spanish and English as a way of grouping children by language experience and\/or by year of first exposure. For bilingual children with language impairment, BIOS provides a measure that is independent of their test performance on speech and language tasks.  The three domain subtests can be used together or independently to assess children's speech and language. These can be used to qualify children for a study or to group children by ability. As of this writing, the authors have conducted and published several studies with the longer, experimental versions of BESA subtests. In addition, researchers across the country have used the experimental versions of BESA in studies of bilingual Spanish-English speakers. Researchers in Spanish-speaking countries are in the process of using the Spanish version of these measures in research studies.\u003c\/p\u003e","brand":"BROOKES PUBLISHING CO","offers":[{"title":"Default Title","offer_id":43414787522605,"sku":"9781681252834","price":174.0,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0616\/1298\/2317\/files\/9781681252834.jpg?v=1782626282"},{"product_id":"9781681252841","title":"Bilingual English-Spanish Assessment (TM) (BESA (TM)): Bilingual Input-O","description":"\u003cp\u003eThe Bilingual English-Spanish Assessment (BESA) was developed in response to the need for valid, reliable instruments for assessment of speech and language ability, along a continuum, in English-Spanish bilingual children ages 4 through 6 years.  The BESA is a comprehensive assessment of a child's speech and language abilities in English and Spanish. Two ancillary questionnaires (BIOS and ITALK) can be used to document language exposure and use, allowing the examiner to develop a profile of any parent and teacher concerns. BESA subtests address the domains of phonology, morphosyntax, and semantics separately for both Spanish and English. There are three standardized and norm-referenced subtests addressing language ability, and one criterion-referenced activity allowing observation of pragmatic language. Administration time varies depending on whether or not both languages are tested and which subtests are included. Administration takes between one hour (for one language) and two hours (for both languages).  The BIOS is typically completed as part of an interview by the examiner. In this survey, parents are asked about the language exposure history of the child. This information helps the examiner know when and in what context each of the child's two languages were used on a year-to-year basis. In addition, parents and teachers are asked what language the child hears and uses during a typical school day, and during a typical weekend day on an hour-by-hour basis. This information provides clinicians with information about relative use and exposure to each language and can help guide whether to test children in Spanish, English, or both. The parent survey (BIOS-Home) takes 10 to 15 minutes to complete; the teacher survey (BIOS-School) can be completed in 5 to 10 minutes.  The ITALK is completed by the examiner as a parent and teacher interview. The ITALK items address relative use of a child's two languages and five areas of speech and language development in Spanish and English (vocabulary, grammar, sentence production, comprehension, and phonology). Parents and teachers are asked to identify the perceived level of the child's performance in each language. This inventory provides a brief indicator of relative language use. It also provides a description of parent and teacher concern and can be used to guide development of the assessment strategy. Results of the inventory can be used to interpret diagnostic results from BESA or other language tests. The ITALK can be completed in 10 minutes or less.  The Pragmatics activity is based on Fey's (1986) model of assertiveness and responsiveness. In an interactive format, children are asked to \"help wrap a present\" with the examiner. Through this realistic situation, obligatory contexts are set up to elicit different assertive and responsive acts. The Pragmatics activity utilizes English, Spanish, or both languages together (via code-switching) depending on the child's preferred language of interaction. The activity should be used to identify children who may encounter difficulties in situations that require the children to be active participants (e.g., classroom).  If administered at the beginning of a battery of tests, the Pragmatics activity provides an excellent opportunity to establish rapport with the child and will also provide clinicians with an indication of how collaborative and interactive the child will be during the rest of the assessment.  This activity takes 5-10 minutes to complete.  The Phonology subtest is a single-word phonological assessment designed primarily to differentially diagnose typical from atypical phonological skills in Spanish-English bilingual children. Analyses are also included that allow the examiner to profile the phonological skills in these children. The assessment includes two measures. The Spanish measure assesses phonological production using 28 Spanish words. The English measure assesses phonological production using 31 English words. The Phonology subtest takes 10 to 15 minutes to administer in each language, depending on the individual child (20 to 30 minutes total).  The Morphosyntax subtest employs cloze and sentence repetition tasks to target grammatical morphemes and sentence structures that were predicted to be difficult for children with language impairment in English or Spanish. Forms tested in English include plural -s, possessive -s, past and present tense, third-person singular, progressives, copulas, auxiliary do   negatives, and passives, as well as complex verb forms, conjunctions, and embedded prepositions and noun phrases. The English Morphosyntax Subtest has 24 cloze items and 9 sentence repetitions items.  Forms tested in Spanish include articles, progressives, clitics, subjunctives, preterite, complex verb forms, and conjunctions. The Spanish Morphosyntax Subtest has 15 cloze items and 10 sentence repetitions items.  For each language, a grammatical cloze subscore, a sentence repetition subscore, and a total score that is a composite of those two are derived. The morphosyntax test takes approximately 15 minutes to administer in each language (30 minutes total).  The Semantics subtest targets six tasks: analogies, characteristic properties, categorization, functions, linguistic concepts, and similarities and differences. These six item types were based on the literature describing acquisition of semantic breadth and depth in order to tap into how children organize and access their lexical system (Pena, Bedore, \u0026amp; Rappazzo, 2003). The English Semantics subtest has a total of 25 items: 10 receptive and 15 expressive. The Spanish Semantics subtest also has 25 items, 12 receptive and 13 expressive. Scoring allows for code-mixing-giving children credit for a correct response in either language. Subscores are provided for semantics receptive and semantics expressive, as well as a total semantics score for each language. The Semantics subtest takes about 15 minutes to administer in each language (30 minutes total).  The BESA is designed to be used with children who speak English, Spanish, or both languages. The BESA subtests are psychometrically sound and yield scaled and standard scores for each of the domain tests (phonology, morphosyntax, and semantics). The questionnaires provide criterion-based guidelines to determine language(s) of testing and to develop an assessment strategy. The tests can be used together for a complete speech and language battery or the examiner may select tests specific to the diagnostic question. Presently, the test is appropriate for children between the ages of 4;0 and 6;11. The BESA can be used (a) to identify language impairment in bilingual and monolingual Latino children, (b) to document progress in speech and language related to intervention, (c) to document the dominant language in each domain including morphosyntax, semantics, and phonology, and (d) in research studies of bilingual children with and without language impairment.  The BESA is specifically designed to assess the speech and language of English-Spanish bilingual children's two languages. The primary use of the BESA is to identify phonological and\/or language impairment in bilingual and EL children via a standardized protocol. The objective scores obtained on the BESA across three domains can be used in combination with clinical observations, language samples, as well as with other standardized measures to identify children with speech and\/or language impairment. Through use of a combination of BESA subtests, clinicians can document children's speech and language strengths and needs.  A second use of the BESA is to monitor children's progress in speech and language. After initiation of a speech and language intervention program, children's progress should be regularly documented. It is recommended that daily probes be used to monitor children's session-to-session progress. This information should be used to make decisions about the direction of the intervention. The BESA is sensitive to year-to-year changes in children's speech and language growth and the particular language in which progress is being made. Thus, in addition to the more sensitive measures of daily progress, the BESA can be administered at broader intervals (e.g., annually or semi-annually) to gauge progress in a specific program of intervention, to document continued need for intervention, and to document achievement of treatment goals for exiting services.  Documentation of a bilingual's dominant language is a challenge in school settings. Many children who have exposure to more than one language demonstrate mixed dominance, whereby they perform higher in one language in one domain, but higher in the other language in a different domain. It is therefore important to know what a child's relative dominance is across different domains of speech and language. This information can be useful for planning intervention, as well as for planning educational programming for bilingual children. Together, the BIOS-Home and BIOS-School provide an objective measure of children's input and output of Spanish and English. This information helps speech-language pathologists, parents, teachers, and administrators know how much the child hears and uses each language and in what contexts. This information is independent of performance, which can be affected by child characteristics such as language ability. In addition to the BIOS, the Spanish and English standardized test scores can be compared directly for phonology, morphosyntax, and semantics to determine a child's best language for a particular domain. If children's standard scores across domains are within 5 points of each other, we consider them to be balanced.  There are a number of ways that the BESA subtests can be used in research. ITALK can be used to gain parent and teacher observations about the child's performance across five domains of speech and language in Spanish and English as part of qualifying data for a study. BIOS can be used to document weekly input and output in Spanish and English as a way of grouping children by language experience and\/or by year of first exposure. For bilingual children with language impairment, BIOS provides a measure that is independent of their test performance on speech and language tasks.  The three domain subtests can be used together or independently to assess children's speech and language. These can be used to qualify children for a study or to group children by ability. As of this writing, the authors have conducted and published several studies with the longer, experimental versions of BESA subtests. In addition, researchers across the country have used the experimental versions of BESA in studies of bilingual Spanish-English speakers. Researchers in Spanish-speaking countries are in the process of using the Spanish version of these measures in research studies.\u003c\/p\u003e","brand":"BROOKES PUBLISHING CO","offers":[{"title":"Default Title","offer_id":43414787555373,"sku":"9781681252841","price":75.99,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0616\/1298\/2317\/files\/9781681252841.jpg?v=1782626283"},{"product_id":"9781681251608","title":"Ages \u0026 Stages Questionnaires (R): Social-Emotional (ASQ (R):SE-2): In Practice DVD 2\/e","description":"\u003cp\u003eA helpful, informative companion to the Ages \u0026amp; Stages Questionnaires: Social-Emotional, the Second Edition (ASQ:SE-2) screening system, this DVD gives an overview of emotional and social development and provides a thorough introduction to ASQ:SE-2. Viewers get an inside look at the screening system in practice as they watch a home visitor using ASQ:SE-2 with the family of a 4-year-old boy. They'll:  see how parents complete the questionnaires, with close ups of sample questions learn about key success factors in working with families, such as establishing trust and ensuring confidentiality  explore factors that may affect the results of ASQ:SE-2, such as the child's health, environment, and developmental delays  get easy-to-follow instructions on scoring the questionnaires, supported by examples  learn how to make professional judgments about referrals and communicate them to the family     With this instructive DVD, early interventionists, home visitors, pediatricians, teachers, and other professionals will be fully prepared to administer and score ASQ:SE-2.\u003c\/p\u003e","brand":"BROOKES PUBLISHING CO","offers":[{"title":"Default Title","offer_id":43414787719213,"sku":"9781681251608","price":83.99,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0616\/1298\/2317\/files\/9781681251608.jpg?v=1782626291"},{"product_id":"9781681252438","title":"Teaching Pyramid Infant-Toddler Observation Scale (TPITOS (TM)) for Infant-Toddler Classrooms: Set","description":"\u003cp\u003eA child's early teachers and caregivers play a vital role in supporting social-emotional development-and that's why more and more center-based infant and toddler programs are adopting the evidence-based Pyramid Model for Promoting Social Emotional Competence in Infants and Young Children. If your program is one of them, TPITOS (TM) is the essential tool you need to ensure that infant-toddler teachers are using the Pyramid Model practices with fidelity.  Modeled after the Teaching Pyramid Observation Tool (TPOT (TM)) for Preschool Classrooms, TPITOS is for early childhood settings caring for infants and toddlers from birth to 3 years of age. Focusing on teacher practices and classroom environment variables, TPITOS measures how well your program's staff is fostering responsive, nurturing relationships with children and promoting strong social-emotional development in their earliest years.  How It Works :  A trained TPITOS administrator conducts a 2-hour classroom observation, followed by an interview with the teacher being observed. The observer completes three types of items:  1) Observational Items (practices and environmental factors noted during the observation),  2) Interview Items (practices scored based on the teacher's responses during the interview), and  3) Red Flags (practices that are not consistent with the Pyramid Model). Results of TPITOS show your program which Pyramid Model practices are being implemented effectively-and what teachers need to focus on to ensure positive social-emotional outcomes for infants and toddlers.\u003c\/p\u003e","brand":"BROOKES PUBLISHING CO","offers":[{"title":"Default Title","offer_id":43414788309037,"sku":"9781681252438","price":195.0,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0616\/1298\/2317\/files\/9781681252438.jpg?v=1782626317"},{"product_id":"9781681252414","title":"Teaching Pyramid Infant-Toddler Observation Scale (TPITOS (TM)) for Infant-Toddler Classrooms: Tool","description":"\u003cp\u003eAvailable in packs of 5, these are the 28-page forms needed to conduct the Teaching Pyramid Infant-Toddler Observation Scale (TPITOS (TM)) for Infant-Toddler Classrooms, observational assessment. A child's early teachers and caregivers play a vital role in supporting social-emotional development-and that's why more and more center-based infant and toddler programs are adopting the evidence-based Pyramid Model for Promoting Social Emotional Competence in Infants and Young Children. If your program is one of them, TPITOS (TM) is the essential tool you need to ensure that infant-toddler teachers are using the Pyramid Model practices with fidelity.  Modeled after the Teaching Pyramid Observation Tool (TPOT (TM)) for Preschool Classrooms, TPITOS is for early childhood settings caring for infants and toddlers from birth to 3 years of age. Focusing on teacher practices and classroom environment variables, TPITOS measures how well your program's staff is fostering responsive, nurturing relationships with children and promoting strong social-emotional development in their earliest years.  How It Works :  A trained TPITOS administrator conducts a 2-hour classroom observation, followed by an interview with the teacher being observed. The observer completes three types of items:  1) Observational Items (practices and environmental factors noted during the observation),  2) Interview Items (practices scored based on the teacher's responses during the interview), and  3) Red Flags (practices that are not consistent with the Pyramid Model). Results of TPITOS show your program which Pyramid Model practices are being implemented effectively-and what teachers need to focus on to ensure positive social-emotional outcomes for infants and toddlers.\u003c\/p\u003e","brand":"BROOKES PUBLISHING CO","offers":[{"title":"Default Title","offer_id":43414788341805,"sku":"9781681252414","price":75.99,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0616\/1298\/2317\/files\/9781681252414.jpg?v=1782626321"},{"product_id":"9781681252421","title":"Teaching Pyramid Infant-Toddler Observation Scale (TPITOS (TM)) for Infant-Toddler Classrooms","description":"\u003cp\u003eA child's early teachers and caregivers play a vital role in supporting social-emotional development-and that's why more and more center-based infant and toddler programs are adopting the evidence-based Pyramid Model for Promoting Social Emotional Competence in Infants and Young Children. If your program is one of them, TPITOS (TM) is the essential tool you need to ensure that infant-toddler teachers are using the Pyramid Model practices with fidelity.  Modeled after the Teaching Pyramid Observation Tool (TPOT (TM)) for Preschool Classrooms, TPITOS is for early childhood settings caring for infants and toddlers from birth to 3 years of age. Focusing on teacher practices and classroom environment variables, TPITOS measures how well your program's staff is fostering responsive, nurturing relationships with children and promoting strong social-emotional development in their earliest years.  How It Works :  A trained TPITOS administrator conducts a 2-hour classroom observation, followed by an interview with the teacher being observed. The observer completes three types of items:  1) Observational Items (practices and environmental factors noted during the observation),  2) Interview Items (practices scored based on the teacher's responses during the interview), and  3) Red Flags (practices that are not consistent with the Pyramid Model). Results of TPITOS show your program which Pyramid Model practices are being implemented effectively-and what teachers need to focus on to ensure positive social-emotional outcomes for infants and toddlers.\u003c\/p\u003e","brand":"BROOKES PUBLISHING CO","offers":[{"title":"Default Title","offer_id":43414788440109,"sku":"9781681252421","price":120.0,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0616\/1298\/2317\/files\/9781681252421.jpg?v=1782626321"},{"product_id":"9781681252544","title":"Student Language Scale (SLS) User's Manual","description":"\u003cp\u003eFor use on its own or with the Test of Integrated Language and Literacy Skills (TM) (TILLS (TM)), the Student Language Scale reliably screens students from ages 6-18 years for language and literacy disorders, including dyslexia. Filled out by parents, teachers, and students in just three minutes or less, the 12-question screener is a quick, cost-effective way to see how students are performing on academic tasks as compared to their same-age peers.   This concise User's Manual shows you how to effectively use the SLS to:  * Screen for language\/literacy disorders by gathering teachers' and parents' ratings of students. When teachers or parents rate more than two areas on items 1-8 less than 5, SLS results indicate the student is at risk and needs further assessment. * Gather input about a struggling student's strengths and needs from multiple sources-a key requirement of IDEA  * Enhance home-school communication by gaining new insight into the student's performance and the parent's perspective, whether or not there are concerns You'll get reader-friendly guidance on how to administer the SLS with teachers, parents, and students; a complete guide to the technical data supporting the SLS; and three examples that show how the SLS can help you make sound decisions about followup for students who need it.   Whether used with an entire classroom or with individual students, the SLS is the tool you need to quickly gather valuable information about strengths and needs-and plan next steps for students at risk for disorders.\u003c\/p\u003e","brand":"BROOKES PUBLISHING CO","offers":[{"title":"Default Title","offer_id":43414789685293,"sku":"9781681252544","price":109.0,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0616\/1298\/2317\/files\/9781681252544.jpg?v=1782626323"},{"product_id":"9781681252551","title":"Essential Skills for Struggling Learners","description":"\u003cp\u003eTo provide the right supports for struggling students in grades pre-K to 12, your school team needs a thorough understanding of the skills that contribute to learning-and a systematic way to help students with a wide range of learning difficulties. This innovative planning guide is your key to identifying and prioritizing the essential skills that students with and without learning difficulties need to succeed.  This book presents 11 key domains of learning-divided into neurological, developmental, and educational domains-and gives your team a complete, collaborative plan for pinpointing where students need help and adapting your supports to meet those needs. For each of the 11 domains, the authors offer a logical framework that consists of critical skill sets and skills your students need for learning success. Every domain gets a dedicated chapter that helps you:     Understand why the domain is essential to learning in both special and general education Learn about the research and resources used to develop the framework for that domain Take a deep dive and master key terms and definitions Discover how the skills associated with each domain develop in typical learners Find students who are struggling by making good observations, and by identifying missing or underdeveloped skills Identify your studentsaEURO (TM) strengths so you can help them build and expand on their skills Clearly communicate your observations to all team members Build better intervention plans and IEPs using the specific educational objectives, teaching strategies, and accommodations suggested in each chapter  PRACTICAL MATERIALS: Each chapter offers an in-depth Case Study example, a Skills Observation Sheet for notetaking during student observations, and a Skills Framework for use as a quick reference on skills when making observations and developing IEPs. Two practical appendices walk school professionals and team leaders through the collaborative process of putting the frameworks in the book into practice.   Support students in 11 domains of learning:  Vision Skills  Hearing Skills  Motor Skills Formal Language Skills  Pragmatic Language Skills  Social Skills  Executive Skills  Affect and Self-Regulation Skills  Reading Skills  Writing Skills  Math Skills\u003c\/p\u003e","brand":"BROOKES PUBLISHING CO","offers":[{"title":"Default Title","offer_id":43414789849133,"sku":"9781681252551","price":97.99,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0616\/1298\/2317\/files\/9781681252551.jpg?v=1782626328"},{"product_id":"9781681252797","title":"Bilingual English-Spanish Assessment (TM) (BESA (TM)): Set","description":"\u003cp\u003eWhen a young bilingual child experiences language difficulties, it can be hard to tell if those challenges are due to a disorder or just limited exposure to the English language. That's a critical distinction-because while limited language exposure will fix itself over time, a language impairment is a clinical issue that will cause the child difficulties in school without timely and effective intervention.  Now there's a valid reliable assessment that specifically responds to the needs of young Spanish-English bilingual children. For use with children ages 4 through 6 years who have varying degrees of bilingualism, the Bilingual English-Spanish Assessment (BESA) was developed to:  identify phonological and\/or language impairment in bilingual children and English language learners using a standardized protocol differentiate between a delay in English language acquisition and a true language disorder document children's speech and language strengths and needs monitor children's progress in both languages and use the information to make decisions about intervention   Through a combination of subtests for students and surveys for teachers and parents, BESA reveals the big picture of a young bilingual child's language development. Comprehensive assessment with BESA includes:  3 subtests (in both English and Spanish). These three standardized, norm-referenced subtests address the key domains of morphosyntax, semantics, and phonology. The subtests are administered with children one-on-one in a quiet, well-lit, well-ventilated room free of distractions. 2 questionnaires. The SLP gathers more information by interviewing both parents and teachers.     Bilingual Input-Output Survey (BIOS): determines Spanish and English use at home and school and pinpoints which language(s) need testing Inventory to Assess Language Knowledge (ITALK): identifies the parent's and teacher's perception of the child's performance in each language and highlights areas of possible concern   Pragmatic activity: This 5- to 10-minute warmup activity, in which children are asked to \"help wrap a present\" with the examiner, is used to establish rapport with the child and give clinicians an  idea of how collaborative and interactive the child will be during the rest of the assessment.   BESA Benefits:   Valid and reliable. There are very few assessment tools for bilingual children, and even fewer that are valid and reliable. BESA answers the call for a bilingual assessment backed up with solid evidence of validity and reliability.  Culturally and linguistically appropriate. BESA subtests are different for each language; the Spanish subtest isn't just a translation of the English one. Dialects were taken into consideration-the norming sample included 17 Spanish dialects and 7 regional dialects for English-and items were developed for each language based on the markers, structure, and culture of that language.  Uncovers the full picture of a child's language development.Not only does BESA identify language impairments, it also helps you gauge progress in both languages and document a child's dominant language across different domains of speech and language. This critical information will help you plan interventions and educational programming for bilingual children.  Flexible and convenient. You can use each BESA component independently or combine them as part of an assessment battery. Choose which component you want to give-you're not required to administer both the English and Spanish subtests. BESA can also be given over multiple sessions, so you can easily fit it into your schedule.    What's in the kit?  1 BESA Test Manual  1 BESA Stimulus Book   20 BESA Protocol English Forms  20 BESA Protocol Spanish Forms  20 BIOS Forms   20 ITALK forms\u003c\/p\u003e","brand":"BROOKES PUBLISHING CO","offers":[{"title":"Default Title","offer_id":43414790144045,"sku":"9781681252797","price":1191.0,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0616\/1298\/2317\/files\/9781681252797.jpg?v=1782626335"},{"product_id":"9781681252803","title":"Bilingual English-Spanish Assessment (TM) (BESA (TM)): Manual","description":"\u003cp\u003eWhen a young bilingual child experiences language difficulties, it can be hard to tell if those challenges are due to a disorder or just limited exposure to the English language. That's a critical distinction--because while limited language exposure will fix itself over time, a language impairment is a clinical issue that will cause the child difficulties in school without timely and effective intervention. Now there's a valid, reliable assessment that specifically responds to the needs of young Spanish-English bilingual children. For use with children ages 4 through 6 years who have varying degrees of bilingualism, the Bilingual English-Spanish Assessment (BESA) was developed to: - identify phonological and\/or language impairment in bilingual children and English language learners using a standardized protocol - differentiate between a delay in English language acquisition and a true language disorder - document children's speech and language strengths and needs - monitor children's progress in both languages and use the information to make decisions about intervention.   What's in the kit? - 1 BESA Test Manual - 1 BESA Stimulus Book - 20 BESA Protocol English Forms - 20 BESA Protocol Spanish Forms - 20 BIOS Forms - 20 ITALK forms.\u003c\/p\u003e","brand":"BROOKES PUBLISHING CO","offers":[{"title":"Default Title","offer_id":43414790176813,"sku":"9781681252803","price":260.0,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0616\/1298\/2317\/files\/9781681252803.jpg?v=1782626336"},{"product_id":"9781681253268","title":"Ages \u0026 Stages Questionnaires: Social-Emotional (ASQ:SE-2) Questionnaires","description":"\u003cp\u003eThe ASQ (R):SE-2 questionnaires are the most cost-effective, reliable way to screen young children for social-emotional issues in the first 6 years of life. These 9 age-appropriate questionnaires in French (2, 6, 12, 18, 24, 30, 36, 48, and 60 months) effectively screen 7 key social-emotional areas: self-regulation, compliance, adaptive functioning, autonomy, affect, social-communication, and interaction with people.  Fast and easy to use, ASQ (R):SE-2 questionnaires take just 10-15 minutes for parents to complete.   ASQ (R):SE-2 French Questionnaires are provided as printable PDF master copies on CD-ROM. The CD-ROM also includes French translations of the What is ASQ (R):SE-2? parent handout, parent conference sheet, and child monitoring sheet.  Please note: each physical site must own an original ASQ (R):SE-2 User's Guide (in English), in addition to this questionnaires CD.\u003c\/p\u003e","brand":"BROOKES PUBLISHING CO","offers":[{"title":"Default Title","offer_id":43414790340653,"sku":"9781681253268","price":292.0,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0616\/1298\/2317\/files\/9781681253268.jpg?v=1782626346"},{"product_id":"9781681253282","title":"Ages \u0026 Stages Questionnaires: Social-Emotional (ASQ:SE-2) Quick Start Gu 2\/e","description":"\u003cp\u003eThe ASQ (R):SE-2 Quick Start Guide is a convenient, at-a-glance guide that keeps ASQ (R):SE-2 scoring and administration basics right at the fingertips. Perfect for busy French-speaking professionals on the go, this Quick Start Guide is laminated, lightweight, and so cost-effective that every professional in a program can have one (it's sold in a package of 5). ASQ (R):SE-2 users will turn to the Quick Start Guide for clear, simple directions on selecting the correct questionnaire, scoring ASQ (R):SE-2, and communicating results to parents. This product is sold in a package of 5.\u003c\/p\u003e","brand":"BROOKES PUBLISHING CO","offers":[{"title":"Default Title","offer_id":43414790373421,"sku":"9781681253282","price":59.99,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0616\/1298\/2317\/files\/9781681253282.jpg?v=1782626349"},{"product_id":"9781681253367","title":"Ages \u0026 Stages Questionnaires (ASQ3) Questionnaires (Chinese)","description":"\u003cp\u003eASQ-3 (TM) Questionnaires are the most cost-effective, reliable way to screen young children for developmental delays in the first 51\/2 years of life. These 21 age-appropriate questionnaires in Chinese (2, 4, 6, 8, 9, 10, 12, 14, 16, 18, 20, 22, 24, 27, 30, 33, 36, 42, 48, 54, and 60 months) effectively screen five key developmental areas: communication, gross motor, fine motor, problem solving, and personal-social.  Fast and easy to use, ASQ-3 Questionnaires take just 10-15 minutes for parents to complete and 2-3 minutes for professionals to score.  The ASQ-3 Chinese CD-ROM includes two sets of questionnaires-one with simplified characters and one with traditional characters. ASQ-3 Chinese Questionnaires are provided as printable PDF master copies on CD-ROM.  Please note: each physical site must own an original ASQ-3 User's Guide (in English), in addition to this CD.\u003c\/p\u003e","brand":"BROOKES PUBLISHING CO","offers":[{"title":"Default Title","offer_id":43414790406189,"sku":"9781681253367","price":292.0,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0616\/1298\/2317\/files\/9781681253367.jpg?v=1782626349"},{"product_id":"9781681253459","title":"MEISR (TM) Set 2\/e","description":"\u003cp\u003eYoung children grow and learn when they participate fully in everyday routines and activities. Assess this critical dimension of child development with the MEISR (TM), an easy-to-use tool for creating a snapshot of the functional behaviors of children from birth to 3 years of age.  A rich learning opportunity for both families and professionals-and an ideal starting point for talking to parents about their child's functioning-the MEISR helps build an understanding of a child's engagement, independence, and social relationships within the context of common family routines. Completed by caregivers and easy to use with them during home visits, the MEISR helps paint a picture of the child's functional abilities and highlights future learning opportunities.  With the results of the MEISR, you can  Start important conversations with families about their child's participation in everyday activities Support child engagement-an important prerequisite to learning Empower families to enhance natural learning opportunities Help families choose functional skills to address within the IFSP Help your team determine Child Outcome Summary (COS) ratings Develop individualized intervention priorities\u003c\/p\u003e","brand":"BROOKES PUBLISHING CO","offers":[{"title":"Default Title","offer_id":43414790537261,"sku":"9781681253459","price":152.0,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0616\/1298\/2317\/files\/9781681253459.jpg?v=1782626356"},{"product_id":"9781681253879","title":"A Teacher's Guide to Progress Monitoring","description":"\u003cp\u003eAs new federal mandates require that schools help every child make progress, it’s more important than ever for teachers to collect data regularly, make data-based instructional decisions, and monitor student progress toward goals. This is the practical, teacher-friendly guide you need to harness the power of progress monitoring (PM) and uncover what is and isn’t working in your classroom.\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cp\u003eYou’ll start with a complete introduction to the fundamentals of progress monitoring, including why it’s a critical component of response to intervention (RTI) and multi-tiered systems of support (MTSS); how to use it in academic, behavioral, and functional settings; and how to support your teaching and assessment through task analysis. Then you’ll get real-world guidance on how to implement every key step in the PM process, from collecting data efficiently to making informed decisions about your instruction. To bring PM principles to life, chapter-long case studies take you inside five classrooms and show you how real teachers used progress monitoring to support their students’ academic and behavioral goals.\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cp\u003eIdeal for educators in K-12 classrooms—but also applicable to preschool and transition programs—this urgently needed guide is your key to using PM to comply with federal mandates, refine your teaching, and help every learner achieve success.\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cp\u003e \u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cp\u003e\u003cstrong\u003eLEARN HOW TO:\u003c\/strong\u003e\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cul\u003e\n\u003cbr\u003e\t\u003cli\u003eMonitor student progress toward academic, behavioral\/social, and functional goals\u003c\/li\u003e\n\u003cbr\u003e\t\u003cli\u003eCreate clear, easy-to-read graphs of your data\u003c\/li\u003e\n\u003cbr\u003e\t\u003cli\u003eAnalyze data to make the best, most informed instructional decisions\u003c\/li\u003e\n\u003cbr\u003e\t\u003cli\u003eSelect evidence-based practices to accelerate your students’ progress\u003c\/li\u003e\n\u003cbr\u003e\t\u003cli\u003eInvolve students with and without disabilities in monitoring their own progress\u003c\/li\u003e\n\u003cbr\u003e\t\u003cli\u003eTailor PM to individual students’ strengths and needs\u003c\/li\u003e\n\u003cbr\u003e\t\u003cli\u003eUse PM to monitor progress toward IEP and 504 goals\u003c\/li\u003e\n\u003cbr\u003e\t\u003cli\u003eManage your time and materials efficiently\u003c\/li\u003e\n\u003cbr\u003e\t\u003cli\u003eSee the principles in action with five case studies written by special educators\u003c\/li\u003e\n\u003cbr\u003e\n\u003c\/ul\u003e\u003cbr\u003e","brand":"BROOKES PUBLISHING CO","offers":[{"title":"Default Title","offer_id":43414790766637,"sku":"9781681253879","price":86.99,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0616\/1298\/2317\/files\/9781681253879.jpg?v=1782626366"},{"product_id":"9781681255095","title":"Ages \u0026 Stages Questionnaires (R): Social-Emotional in Vietnamese (ASQ (R):SE-2 Vietnamese) 2\/e","description":"\u003cp\u003eThe ASQ (R):SE-2 questionnaires are the most cost-effective, reliable way to screen young children for social-emotional issues in the first 6 years of life. These 9 age-appropriate questionnaires in Vietnamese (2, 6, 12, 18, 24, 30, 36, 48, and 60 months) effectively screen 7 key social-emotional areas: self-regulation, compliance, adaptive functioning, autonomy, affect, social-communication, and interaction with people.\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cp\u003e\u003cstrong\u003eHow to Use ASQ:SE-2 Questionnaires\u003c\/strong\u003e\u003cbr\u003e\u003cbr\u003eFast and easy to use, ASQ:SE-2 questionnaires take just 10-15 minutes for parents to complete. First, parents fill out the questionnaire, checking the response that best describes their childs behavior: \u003cem\u003eoften or always, sometimes, \u003c\/em\u003eor\u003cem\u003e rarely or never\u003c\/em\u003e. Clear questions help parents complete the questionnaires quickly and accurately, and open-ended questions ask about any related parental concerns. Professionals score the questionnaire in just 2-3 minutes, and then transfer a total score to a simple summary sheet along with any concerns the parent has noted. The summary sheet indicates whether any followup should be considered.\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cul\u003e\n\u003cbr\u003e\t\u003cli\u003eTotal scores that fall in the graphs range of risk \u003cstrong\u003e(dark shaded zone)\u003c\/strong\u003e indicate the child may need further evaluation.\u003c\/li\u003e\n\u003cbr\u003e\t\u003cli\u003eA total score in the \u003cstrong\u003e\"monitoring\" zone (light shaded area) \u003c\/strong\u003ehelps identify children that may require followup actions based on items of concern. Professionals can work with parents to address behaviors of concern and provide social-emotional development information sheets and activities to help their child make progress before the next screening.\u003c\/li\u003e\n\u003cbr\u003e\t\u003cli\u003eScores\u003cstrong\u003e outside the shaded zones\u003c\/strong\u003e mean the childs social-emotional development appears to be developing on schedule. Parents can monitor their childs development by rescreening at the next ASQ:SE-2 interval.\u003c\/li\u003e\n\u003cbr\u003e\n\u003c\/ul\u003e\u003cbr\u003e\u003cbr\u003e\u003cp\u003eASQ:SE-2 Vietnamese Questionnaires are provided as printable PDF master copies on CD-ROM. The CD-ROM also includes Vietnamese translations of the What is ASQ:SE-2? parent handout, parent conference sheet, and child monitoring sheet.\u003cbr\u003e\u003cbr\u003e\u003cbr\u003e\u003cbr\u003eConvenient, easy online completion and management for ASQ:SE-2 questionnaires are available with the purchase of ASQ (R) Online.\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cp\u003eLearn more about ASQ:SE-2 and its companion developmental screener, ASQ (R)-3-the valid, reliable, and trusted tool for screening children during the crucial first 6 years of life.\u003c\/p\u003e\u003cbr\u003e","brand":"BROOKES PUBLISHING CO","offers":[{"title":"Default Title","offer_id":43414791684141,"sku":"9781681255095","price":297.0,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0616\/1298\/2317\/files\/9781681255095.jpg?v=1782626414"},{"product_id":"9781681255187","title":"Assessment, Evaluation, and Programming System for Infants and Children (AEPS (R)-3) (English and Spanish Edition) 3\/e","description":"\u003cp\u003eStreamlined and enhanced with user‐requested updates, the new AEPS®‐3 gives your early childhood program the most accurate, useful child data and a proven way to turn data into action across everything you do, from goal setting to teaching to progress monitoring. Use this highly effective and efficient linked system to assess, develop goals, implement instruction, and monitor progress of every child you work with, from the first months of life through kindergarten.\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cp\u003e\u003cstrong\u003eAEPS‐3 HELPS YOU:\u003c\/strong\u003e\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cul\u003e\n\u003cbr\u003e\t\u003cli\u003e\n\u003cstrong\u003eCollect essential assessment data and use it across your key tasks:\u003c\/strong\u003e OSEP reporting, determining eligibility, building IFSPs and IEPs, planning teaching and intervention, monitoring progress, and sharing results with families\u003c\/li\u003e\n\u003cbr\u003e\t\u003cli\u003e\n\u003cstrong\u003eTrack and support emerging skills,\u003c\/strong\u003e where real growth and development happens\u003c\/li\u003e\n\u003cbr\u003e\t\u003cli\u003e\n\u003cstrong\u003eLink assessment data to a tiered curriculum\u003c\/strong\u003e for designing teaching and intervention strategies that get results\u003c\/li\u003e\n\u003cbr\u003e\t\u003cli\u003e\n\u003cstrong\u003ePick up small increments of progress\u003c\/strong\u003e—important when demonstrating growth for children with disabilities\u003c\/li\u003e\n\u003cbr\u003e\t\u003cli\u003e\n\u003cstrong\u003eActively involve families,\u003c\/strong\u003e with handouts to support communication and family engagement, forms to collect information about child skills, and reports to share results and progress\u003c\/li\u003e\n\u003cbr\u003e\t\u003cli\u003e\n\u003cstrong\u003eStrengthen school readiness\u003c\/strong\u003e for every young child by checking and supporting core skills across all areas of child development, including pre‐academic and social‐emotional skills\u003c\/li\u003e\n\u003cbr\u003e\n\u003c\/ul\u003e\u003cbr\u003e\u003cbr\u003e\u003cp\u003eThe \u003cstrong\u003eAEPS®‐3 Complete Kit\u003c\/strong\u003e includes:\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cul\u003e\n\u003cbr\u003e\t\u003cli\u003e\u003ca href=\"https:\/\/products.brookespublishing.com\/AEPS-3-Users-Guide-Volume-1-P1296.aspx\"\u003eAEPS®‐3 User’s Guide\u003c\/a\u003e\u003c\/li\u003e\n\u003cbr\u003e\t\u003cli\u003e\u003ca href=\"https:\/\/products.brookespublishing.com\/AEPS-3-Assessment-Volume-2-P1297.aspx\"\u003eAEPS®‐3 Assessment\u003c\/a\u003e\u003c\/li\u003e\n\u003cbr\u003e\t\u003cli\u003e\u003ca href=\"https:\/\/products.brookespublishing.com\/AEPS-3-CurriculumBeginning-Volume-3-P1298.aspx\"\u003eAEPS®‐3 Beginning Curriculum\u003c\/a\u003e\u003c\/li\u003e\n\u003cbr\u003e\t\u003cli\u003e\u003ca href=\"https:\/\/products.brookespublishing.com\/AEPS-3-CurriculumGrowing-Volume-4-P1299.aspx\"\u003eAEPS®‐3 Growing Curriculum\u003c\/a\u003e\u003c\/li\u003e\n\u003cbr\u003e\t\u003cli\u003e\u003ca href=\"https:\/\/products.brookespublishing.com\/AEPS-3-CurriculumReady-Volume-5-P1300.aspx\"\u003eAEPS®‐3 Ready Curriculum\u003c\/a\u003e\u003c\/li\u003e\n\u003cbr\u003e\t\u003cli\u003e\u003ca href=\"https:\/\/products.brookespublishing.com\/AEPS-3-Child-Observation-Data-Form-P1290.aspx\"\u003e2 5-packs of AEPS®‐3 Child Observation Data Form (CODF)\u003c\/a\u003e\u003c\/li\u003e\n\u003cbr\u003e\t\u003cli\u003e\u003ca href=\"https:\/\/products.brookespublishing.com\/AEPS-3-Family-Report-P1292.aspx\"\u003e1 10-pack of AEPS®‐3 Family Report\u003c\/a\u003e\u003c\/li\u003e\n\u003cbr\u003e\t\u003cli\u003e\u003ca href=\"https:\/\/products.brookespublishing.com\/AEPS-3-Ready-Set-P1295.aspx\"\u003e1 10-pack of AEPS®‐3 Ready-Set\u003c\/a\u003e\u003c\/li\u003e\n\u003cbr\u003e\t\u003cli\u003e\u003ca href=\"https:\/\/products.brookespublishing.com\/AEPS-3-Quick-Reference-Guides-P1294.aspx\"\u003eAEPS®‐3 Quick Reference Guides\u003c\/a\u003e\u003c\/li\u003e\n\u003cbr\u003e\t\u003cli\u003e\u003ca href=\"https:\/\/products.brookespublishing.com\/AEPS-3-Forms-P1293.aspx\"\u003eAEPS®‐3 Forms USB\u003c\/a\u003e\u003c\/li\u003e\n\u003cbr\u003e\n\u003c\/ul\u003e\u003cbr\u003e\u003cbr\u003e\u003cp\u003eTheres never been a more effective or efficient system for assessing, tracking, and nurturing the development of every child you work with, from the first months of life through kindergarten.\u003c\/p\u003e\u003cbr\u003e","brand":"BROOKES PUBLISHING CO","offers":[{"title":"Default Title","offer_id":43414791749677,"sku":"9781681255187","price":1080.0,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0616\/1298\/2317\/files\/9781681255187.jpg?v=1782626418"},{"product_id":"9781681255194","title":"Assessment, Evaluation, and Programming System for Infants and Children (AEPS (R)-3): Curriculum, Volume 1 3\/e","description":"\u003cp\u003eComprehensive and reader‐friendly, this Users Guide gives early childhood professionals the practical knowledge they need to use the Assessment, Evaluation, and Programming System for Infants and Children, Third Edition (AEPS®‐3) accurately and effectively.\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cp\u003eIn this volume, professionals will find\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cul\u003e\n\u003cbr\u003e\t\u003cli\u003ea complete overview of the AEPS‐3 linked system approach\u003c\/li\u003e\n\u003cbr\u003e\t\u003cli\u003ean introduction to each AEPS‐3 component and how they work together\u003c\/li\u003e\n\u003cbr\u003e\t\u003cli\u003eclear and detailed guidelines on using AEPS‐3 for assessment, goal\/outcome development, teaching\/intervention, and progress monitoring\u003c\/li\u003e\n\u003cbr\u003e\t\u003cli\u003estrategies for encouraging family engagement and fostering team collaboration\u003c\/li\u003e\n\u003cbr\u003e\t\u003cli\u003eguidance on using AEPS‐3 to work with children and families who have diverse needs\u003c\/li\u003e\n\u003cbr\u003e\t\u003cli\u003ea summary of the research behind AEPS-3, including data on the utility, validity, and reliability of the AEPS‐3 Test\u003c\/li\u003e\n\u003cbr\u003e\n\u003c\/ul\u003e\u003cbr\u003e\u003cbr\u003e\u003cp\u003e\u003cstrong\u003eABOUT AEPS‐3\u003c\/strong\u003e\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cp\u003eStreamlined and enhanced with user‐requested updates, the new AEPS‐3 gives your early childhood program the most accurate, useful child data and a proven way to turn data into action across everything you do, from goal setting to teaching to progress monitoring. Use this highly effective and efficient linked system to assess, develop goals, implement instruction\/intervention, and monitor progress of every child you work with, from the first months of life through kindergarten.\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cp\u003e\u003cstrong\u003eAEPS‐3 HELPS YOU:\u003c\/strong\u003e\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cul\u003e\n\u003cbr\u003e\t\u003cli\u003e\n\u003cstrong\u003eCollect essential assessment data and use it across your key tasks:\u003c\/strong\u003e OSEP reporting, determining eligibility, building IFSPs and IEPs, planning teaching and intervention, monitoring progress, and sharing results with families\u003c\/li\u003e\n\u003cbr\u003e\t\u003cli\u003e\n\u003cstrong\u003eTrack and support emerging skills,\u003c\/strong\u003e where real growth and development happens\u003c\/li\u003e\n\u003cbr\u003e\t\u003cli\u003e\n\u003cstrong\u003eLink assessment data to a tiered curriculum\u003c\/strong\u003e for designing teaching and intervention strategies that get results\u003c\/li\u003e\n\u003cbr\u003e\t\u003cli\u003e\n\u003cstrong\u003ePick up small increments of progress\u003c\/strong\u003e—important when demonstrating growth for children with disabilities\u003c\/li\u003e\n\u003cbr\u003e\t\u003cli\u003e\n\u003cstrong\u003eActively involve families,\u003c\/strong\u003e with handouts to support communication and family engagement, forms to collect information about child skills, and reports to share results and progress\u003c\/li\u003e\n\u003cbr\u003e\t\u003cli\u003e\n\u003cstrong\u003eStrengthen school readiness\u003c\/strong\u003e for every young child by checking and supporting core skills across all areas of child development, including pre‐academic and social‐emotional skills\u003c\/li\u003e\n\u003cbr\u003e\n\u003c\/ul\u003e\u003cbr\u003e\u003cbr\u003e\u003cp\u003eTheres never been a more effective or efficient system for assessing, tracking, and nurturing the development of every child you work with, from the first months of life through kindergarten.\u003c\/p\u003e\u003cbr\u003e","brand":"BROOKES PUBLISHING CO","offers":[{"title":"Default Title","offer_id":43414791815213,"sku":"9781681255194","price":109.0,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0616\/1298\/2317\/files\/9781681255194.jpg?v=1782626417"},{"product_id":"9781681255200","title":"Assessment, Evaluation, and Programming System for Infants and Children (AEPS (R)-3): Curriculum, Volume 2 3\/e","description":"\u003cp\u003eA criterion‐referenced, curriculum‐based measure, the AEPS®‐3 Test evaluates the developmental and early academic skills that children need to function independently and succeed in kindergarten. Spanning birth to 6 years in one continuous, seamless test, this assessment volume covers eight curricular areas—fine motor, gross motor, adaptive, social‐emotional, social‐communication, cognitive, literacy, and math. Fully linked with the tiered AEPS‐3 Curriculum, AEPS‐3 Test results can be used to determine a childs level of performance, develop meaningful learning goals and outcomes, plan effective instruction\/intervention, and monitor progress over time.\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cp\u003eIn this volume, professionals will find:\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cul\u003e\n\u003cbr\u003e\t\u003cli\u003eadministration and scoring guidelines for the test\u003c\/li\u003e\n\u003cbr\u003e\t\u003cli\u003etest items and criteria for 407 goals and objectives\u003c\/li\u003e\n\u003cbr\u003e\t\u003cli\u003etips on how to use the AEPS‐3 assessment activities with individual children or groups of children\u003c\/li\u003e\n\u003cbr\u003e\t\u003cli\u003etips on how to score all test items efficiently\u003c\/li\u003e\n\u003cbr\u003e\t\u003cli\u003einstructions on using the Family Support Forms and Ready‐Set assessment\u003c\/li\u003e\n\u003cbr\u003e\t\u003cli\u003eguidance on using test results to write IEP\/IFSPs and determine eligibility for services\u003c\/li\u003e\n\u003cbr\u003e\n\u003c\/ul\u003e\u003cbr\u003e\u003cbr\u003e\u003cp\u003e\u003cstrong\u003eABOUT AEPS‐3\u003c\/strong\u003e\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cp\u003eStreamlined and enhanced with user‐requested updates, the new AEPS‐3 gives your early childhood program the most accurate, useful child data and a proven way to turn data into action across everything you do, from goal setting to teaching to progress monitoring. Use this highly effective and efficient linked system to assess, develop goals, implement instruction\/intervention, and monitor progress of every child you work with, from the first months of life through kindergarten.\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cp\u003e\u003cstrong\u003eAEPS‐3 HELPS YOU:\u003c\/strong\u003e\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cul\u003e\n\u003cbr\u003e\t\u003cli\u003e\n\u003cstrong\u003eCollect essential assessment data and use it across your key tasks:\u003c\/strong\u003e OSEP reporting, determining eligibility, building IFSPs and IEPs, planning teaching and intervention, monitoring progress, and sharing results with families\u003c\/li\u003e\n\u003cbr\u003e\t\u003cli\u003e\n\u003cstrong\u003eTrack and support emerging skills,\u003c\/strong\u003e where real growth and development happens\u003c\/li\u003e\n\u003cbr\u003e\t\u003cli\u003e\n\u003cstrong\u003eLink assessment data to a tiered curriculum\u003c\/strong\u003e for designing teaching and intervention strategies that get results\u003c\/li\u003e\n\u003cbr\u003e\t\u003cli\u003e\n\u003cstrong\u003ePick up small increments of progress\u003c\/strong\u003e—important when demonstrating growth for children with disabilities\u003c\/li\u003e\n\u003cbr\u003e\t\u003cli\u003e\n\u003cstrong\u003eActively involve families,\u003c\/strong\u003e with handouts to support communication and family engagement, forms to collect information about child skills, and reports to share results and progress\u003c\/li\u003e\n\u003cbr\u003e\t\u003cli\u003e\n\u003cstrong\u003eStrengthen school readiness\u003c\/strong\u003e for every young child by checking and supporting core skills across all areas of child development, including pre‐academic and social‐emotional skills\u003c\/li\u003e\n\u003cbr\u003e\n\u003c\/ul\u003e\u003cbr\u003e\u003cbr\u003e\u003cp\u003eTheres never been a more effective or efficient system for assessing, tracking, and nurturing the development of every child you work with, from the first months of life through kindergarten.\u003c\/p\u003e\u003cbr\u003e","brand":"BROOKES PUBLISHING CO","offers":[{"title":"Default Title","offer_id":43414791847981,"sku":"9781681255200","price":217.0,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0616\/1298\/2317\/files\/9781681255200.jpg?v=1782626417"},{"product_id":"9781681255217","title":"Assessment, Evaluation, and Programming System for Infants and Children (AEPS (R)-3): Curriculum, Volume 3 3\/e","description":"\u003cp\u003eFor use after the AEPS®‐3 Test, the AEPS®‐3 Curriculum is an activity‐based, multitiered curriculum that helps professionals support every childs development with differentiated instruction in eight developmental areas: fine motor, gross motor, adaptive, social‐emotional, social‐communication, cognitive, literacy, and math. This \u003cstrong\u003eBeginning curriculum volume\u003c\/strong\u003e includes foundational skills that typically developing children acquire in the first year to 18 months of life. Two additional levels, \u003ca href=\"https:\/\/products.brookespublishing.com\/AEPS-3-CurriculumGrowing-Volume-4-P1299.aspx\"\u003e\u003cstrong\u003eGrowing\u003c\/strong\u003e\u003c\/a\u003e (for the toddler years) and \u003ca href=\"https:\/\/products.brookespublishing.com\/AEPS-3-CurriculumReady-Volume-5-P1300.aspx\"\u003e\u003cstrong\u003eReady\u003c\/strong\u003e\u003c\/a\u003e (covering more complex developmental and early academic skills), are also available.\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cp\u003eIn this volume, professionals will find\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cul\u003e\n\u003cbr\u003e\t\u003cli\u003ea complete introduction to the curriculums foundations, content, and organization\u003c\/li\u003e\n\u003cbr\u003e\t\u003cli\u003ehelpful guidelines for selecting goals and outcomes\u003c\/li\u003e\n\u003cbr\u003e\t\u003cli\u003estrategies for matching tiered teaching\/intervention strategies—universal, focused, and specialized supports—with young childrens individual needs\u003c\/li\u003e\n\u003cbr\u003e\t\u003cli\u003einstructions on collecting progress monitoring data at each teaching\/intervention tier\u003c\/li\u003e\n\u003cbr\u003e\t\u003cli\u003eevidence‐based strategies for teaching specific developmental skills within 18 typical routines and activities, such as mealtime, naps, dressing, bathtime, sensory, and outdoor play\u003c\/li\u003e\n\u003cbr\u003e\n\u003c\/ul\u003e\u003cbr\u003e\u003cbr\u003e\u003cp\u003e\u003cstrong\u003eABOUT AEPS‐3\u003c\/strong\u003e\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cp\u003eStreamlined and enhanced with user‐requested updates, the new AEPS‐3 gives your early childhood program the most accurate, useful child data and a proven way to turn data into action across everything you do, from goal setting to teaching to progress monitoring. Use this highly effective and efficient linked system to assess, develop goals, implement instruction\/intervention, and monitor progress of every child you work with, from the first months of life through kindergarten.\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cp\u003e\u003cstrong\u003eAEPS‐3 HELPS YOU:\u003c\/strong\u003e\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cul\u003e\n\u003cbr\u003e\t\u003cli\u003e\n\u003cstrong\u003eCollect essential assessment data and use it across your key tasks:\u003c\/strong\u003e OSEP reporting, determining eligibility, building IFSPs and IEPs, planning teaching and intervention, monitoring progress, and sharing results with families\u003c\/li\u003e\n\u003cbr\u003e\t\u003cli\u003e\n\u003cstrong\u003eTrack and support emerging skills,\u003c\/strong\u003e where real growth and development happen\u003c\/li\u003e\n\u003cbr\u003e\t\u003cli\u003e\n\u003cstrong\u003eLink assessment data to a tiered curriculum\u003c\/strong\u003e for designing teaching and intervention strategies that get results\u003c\/li\u003e\n\u003cbr\u003e\t\u003cli\u003e\n\u003cstrong\u003ePick up small increments of progress\u003c\/strong\u003e—important when demonstrating growth for children with disabilities\u003c\/li\u003e\n\u003cbr\u003e\t\u003cli\u003e\n\u003cstrong\u003eActively involve families,\u003c\/strong\u003e with handouts to support engagement, forms to gather input, and reports to share results\u003c\/li\u003e\n\u003cbr\u003e\t\u003cli\u003e\n\u003cstrong\u003eStrengthen school readiness\u003c\/strong\u003e for every young child by checking and supporting core skills across all areas of child development, including pre‐academic and social‐emotional skills\u003c\/li\u003e\n\u003cbr\u003e\t\u003cli\u003e\n\u003cstrong\u003eStreamline reporting and data management with AEPS®i,\u003c\/strong\u003e the user‐friendly web‐based system\u003c\/li\u003e\n\u003cbr\u003e\n\u003c\/ul\u003e\u003cbr\u003e\u003cbr\u003e\u003cp\u003eTheres never been a more effective or efficient system for assessing, tracking, and nurturing the development of every child you work with, from the first months of life through kindergarten.\u003c\/p\u003e\u003cbr\u003e","brand":"BROOKES PUBLISHING CO","offers":[{"title":"Default Title","offer_id":43414791880749,"sku":"9781681255217","price":109.0,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0616\/1298\/2317\/files\/9781681255217.jpg?v=1782626421"},{"product_id":"9781681255224","title":"Assessment, Evaluation, and Programming System for Infants and Children (AEPS (R)-3): Curriculum, Volume 4 3\/e","description":"\u003cp\u003eFor use after the AEPS®‐3 Test, the AEPS®‐3 Curriculum is an activity‐based, multitiered curriculum that helps professionals support every childs development with differentiated instruction in eight developmental areas: fine motor, gross motor, adaptive, social‐emotional, social‐communication, cognitive, literacy, and math. This \u003cstrong\u003eGrowing curriculum volume\u003c\/strong\u003e covers skills that typically appear during the toddler years (from 18 months to 3 years of age). Two additional levels, \u003ca href=\"https:\/\/products.brookespublishing.com\/AEPS-3-CurriculumBeginning-Volume-3-P1298.aspx\"\u003e\u003cstrong\u003eBeginning\u003c\/strong\u003e\u003c\/a\u003e (for skills typically developing in the first year to 18 months of life) and \u003ca href=\"https:\/\/products.brookespublishing.com\/AEPS-3-CurriculumReady-Volume-5-P1300.aspx\"\u003e\u003cstrong\u003eReady\u003c\/strong\u003e\u003c\/a\u003e (covering more complex developmental and early academic skills), are also available.\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cp\u003eIn this volume, professionals will find\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cul\u003e\n\u003cbr\u003e\t\u003cli\u003ea complete introduction to the curriculums foundations, content, and organization\u003c\/li\u003e\n\u003cbr\u003e\t\u003cli\u003ehelpful guidelines for selecting goals and outcomes\u003c\/li\u003e\n\u003cbr\u003e\t\u003cli\u003estrategies for matching tiered teaching\/intervention strategies—universal, focused, and specialized supports—with young childrens individual needs\u003c\/li\u003e\n\u003cbr\u003e\t\u003cli\u003einstructions on collecting progress monitoring data at each teaching\/intervention tier\u003c\/li\u003e\n\u003cbr\u003e\t\u003cli\u003eevidence‐based strategies for teaching specific developmental skills within 18 typical routines and activities, such as mealtime, naps, toileting, blocks, and art\u003c\/li\u003e\n\u003cbr\u003e\n\u003c\/ul\u003e\u003cbr\u003e\u003cbr\u003e\u003cp\u003e\u003cstrong\u003eABOUT AEPS‐3\u003c\/strong\u003e\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cp\u003eStreamlined and enhanced with user‐requested updates, the new AEPS‐3 gives your early childhood program the most accurate, useful child data and a proven way to turn data into action across everything you do, from goal setting to teaching to progress monitoring. Use this highly effective and efficient linked system to assess, develop goals, implement instruction\/intervention, and monitor progress of every child you work with, from the first months of life through kindergarten.\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cp\u003e\u003cstrong\u003eAEPS‐3 HELPS YOU:\u003c\/strong\u003e\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cul\u003e\n\u003cbr\u003e\t\u003cli\u003e\n\u003cstrong\u003eCollect essential assessment data and use it across your key tasks:\u003c\/strong\u003e OSEP reporting, determining eligibility, building IFSPs and IEPs, planning teaching and intervention, monitoring progress, and sharing results with families\u003c\/li\u003e\n\u003cbr\u003e\t\u003cli\u003e\n\u003cstrong\u003eTrack and support emerging skills,\u003c\/strong\u003e where real growth and development happen\u003c\/li\u003e\n\u003cbr\u003e\t\u003cli\u003e\n\u003cstrong\u003eLink assessment data to a tiered curriculum\u003c\/strong\u003e for designing teaching and intervention strategies that get results\u003c\/li\u003e\n\u003cbr\u003e\t\u003cli\u003e\n\u003cstrong\u003ePick up small increments of progress\u003c\/strong\u003e—important when demonstrating growth for children with disabilities\u003c\/li\u003e\n\u003cbr\u003e\t\u003cli\u003e\n\u003cstrong\u003eActively involve families,\u003c\/strong\u003ewith handouts to support engagement, forms to gather input, and reports to share results\u003c\/li\u003e\n\u003cbr\u003e\t\u003cli\u003e\n\u003cstrong\u003eStrengthen school readiness\u003c\/strong\u003e for every young child by checking and supporting core skills across all areas of child development, including pre‐academic and social‐emotional skills\u003c\/li\u003e\n\u003cbr\u003e\t\u003cli\u003e\n\u003cstrong\u003eStreamline reporting and data management with AEPS®i,\u003c\/strong\u003e the user‐friendly web‐based system\u003c\/li\u003e\n\u003cbr\u003e\n\u003c\/ul\u003e\u003cbr\u003e\u003cbr\u003e\u003cp\u003eTheres never been a more effective or efficient system for assessing, tracking, and nurturing the development of every child you work with, from the first months of life through kindergarten.\u003c\/p\u003e\u003cbr\u003e","brand":"BROOKES PUBLISHING CO","offers":[{"title":"Default Title","offer_id":43414791913517,"sku":"9781681255224","price":109.0,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0616\/1298\/2317\/files\/9781681255224.jpg?v=1782626424"},{"product_id":"9781681255231","title":"Assessment, Evaluation, and Programming System for Infants and Children (AEPS (R)-3): Curriculum, Volume 5 3\/e","description":"\u003cp\u003eFor use after the AEPS®‐3 Test, the AEPS®‐3 Curriculum is an activity‐based, multitiered curriculum that helps professionals support every childs development with differentiated instruction in eight developmental areas: fine motor, gross motor, adaptive, social‐emotional, social‐communication, cognitive, literacy, and math. This \u003cstrong\u003eReady curriculum volume\u003c\/strong\u003e covers more complex developmental and early academic skills that are considered important for school success. Two additional levels, \u003ca href=\"https:\/\/products.brookespublishing.com\/AEPS-3-CurriculumBeginning-Volume-3-P1298.aspx\"\u003e\u003cstrong\u003eBeginning\u003c\/strong\u003e\u003c\/a\u003e (for skills typically developing in the first year to 18 months of life) and \u003ca href=\"https:\/\/products.brookespublishing.com\/AEPS-3-CurriculumGrowing-Volume-4-P1299.aspx\"\u003e\u003cstrong\u003eGrowing\u003c\/strong\u003e\u003c\/a\u003e (for the toddler years) are also available.\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cp\u003eIn this volume, professionals will find\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cul\u003e\n\u003cbr\u003e\t\u003cli\u003ea complete introduction to the curriculums foundations, content, and organization\u003c\/li\u003e\n\u003cbr\u003e\t\u003cli\u003ehelpful guidelines for selecting goals and outcomes\u003c\/li\u003e\n\u003cbr\u003e\t\u003cli\u003estrategies for matching tiered teaching\/intervention strategies—universal, focused, and specialized supports—with young childrens individual needs\u003c\/li\u003e\n\u003cbr\u003e\t\u003cli\u003einstructions on collecting progress monitoring data at each teaching\/intervention tier\u003c\/li\u003e\n\u003cbr\u003e\t\u003cli\u003eevidence‐based strategies for teaching specific developmental skills within 18 typical routines and activities, such as snack time, handwashing, dramatic play, circle time, and science\u003c\/li\u003e\n\u003cbr\u003e\n\u003c\/ul\u003e\u003cbr\u003e\u003cbr\u003e\u003cp\u003e\u003cstrong\u003eABOUT AEPS‐3\u003c\/strong\u003e\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cp\u003eStreamlined and enhanced with user‐requested updates, the new AEPS‐3 gives your early childhood program the most accurate, useful child data and a proven way to turn data into action across everything you do, from goal setting to teaching to progress monitoring. Use this highly effective and efficient linked system to assess, develop goals, implement instruction\/intervention, and monitor progress of every child you work with, from the first months of life through kindergarten.\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cp\u003e\u003cstrong\u003eAEPS‐3 HELPS YOU:\u003c\/strong\u003e\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cul\u003e\n\u003cbr\u003e\t\u003cli\u003e\n\u003cstrong\u003eCollect essential assessment data and use it across your key tasks:\u003c\/strong\u003e OSEP reporting, determining eligibility, building IFSPs and IEPs, planning teaching and intervention, monitoring progress, and sharing results with families\u003c\/li\u003e\n\u003cbr\u003e\t\u003cli\u003e\n\u003cstrong\u003eTrack and support emerging skills,\u003c\/strong\u003e where real growth and development happen\u003c\/li\u003e\n\u003cbr\u003e\t\u003cli\u003e\n\u003cstrong\u003eLink assessment data to a tiered curriculum\u003c\/strong\u003e for designing teaching and intervention strategies that get results\u003c\/li\u003e\n\u003cbr\u003e\t\u003cli\u003e\n\u003cstrong\u003ePick up small increments of progress\u003c\/strong\u003e—important when demonstrating growth for children with disabilities\u003c\/li\u003e\n\u003cbr\u003e\t\u003cli\u003e\n\u003cstrong\u003eActively involve families,\u003c\/strong\u003e with handouts to support engagement, forms to gather input, and reports to share results\u003c\/li\u003e\n\u003cbr\u003e\t\u003cli\u003e\n\u003cstrong\u003eStrengthen school readiness\u003c\/strong\u003e for every young child by checking and supporting core skills across all areas of child development, including pre‐academic and social‐emotional skills\u003c\/li\u003e\n\u003cbr\u003e\t\u003cli\u003e\n\u003cstrong\u003eStreamline reporting and data management with AEPS®i,\u003c\/strong\u003e the user‐friendly web‐based system\u003c\/li\u003e\n\u003cbr\u003e\n\u003c\/ul\u003e\u003cbr\u003e\u003cbr\u003e\u003cp\u003eTheres never been a more effective or efficient system for assessing, tracking, and nurturing the development of every child you work with, from the first months of life through kindergarten.\u003c\/p\u003e\u003cbr\u003e","brand":"BROOKES PUBLISHING CO","offers":[{"title":"Default Title","offer_id":43414791946285,"sku":"9781681255231","price":109.0,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0616\/1298\/2317\/files\/9781681255231.jpg?v=1782626424"},{"product_id":"9781681255279","title":"Assessment, Evaluation, and Programming System for Infants and Children (AEPS (R)-3)","description":"\u003cp\u003eThe AEPS®‐3 Child Observation Data Form (CODF) helps professionals gather child assessment data in all 8 AEPS-3 developmental areas across 3 time periods through observation, direct test, and\/or report. It is available in a pack of 5 36-page forms.\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cp\u003e\u003cstrong\u003eABOUT AEPS‐3\u003c\/strong\u003e\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cp\u003eStreamlined and enhanced with user‐requested updates, the new AEPS‐3 gives your early childhood program the most accurate, useful child data and a proven way to turn data into action across everything you do, from goal setting to teaching to progress monitoring. Use this highly effective and efficient linked system to assess, develop goals, implement instruction, and monitor progress of every child you work with, from the first months of life through kindergarten.\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cp\u003e\u003cstrong\u003eAEPS‐3 HELPS YOU:\u003c\/strong\u003e\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cul\u003e\n\u003cbr\u003e\t\u003cli\u003e\n\u003cstrong\u003eCollect essential assessment data and use it across your key tasks:\u003c\/strong\u003e OSEP reporting, determining eligibility, building IFSPs and IEPs, planning teaching and intervention, monitoring progress, and sharing results with families\u003c\/li\u003e\n\u003cbr\u003e\t\u003cli\u003e\n\u003cstrong\u003eTrack and support emerging skills,\u003c\/strong\u003e where real growth and development happens\u003c\/li\u003e\n\u003cbr\u003e\t\u003cli\u003e\n\u003cstrong\u003eLink assessment data to a tiered curriculum\u003c\/strong\u003e for designing teaching and intervention strategies that get results\u003c\/li\u003e\n\u003cbr\u003e\t\u003cli\u003e\n\u003cstrong\u003ePick up small increments of progress\u003c\/strong\u003e—important when demonstrating growth for children with disabilities\u003c\/li\u003e\n\u003cbr\u003e\t\u003cli\u003e\n\u003cstrong\u003eActively involve families,\u003c\/strong\u003e with handouts to support communication and family engagement, forms to collect information about child skills, and reports to share results and progress\u003c\/li\u003e\n\u003cbr\u003e\t\u003cli\u003e\n\u003cstrong\u003eStrengthen school readiness\u003c\/strong\u003e for every young child by checking and supporting core skills across all areas of child development, including pre‐academic and social‐emotional skills\u003c\/li\u003e\n\u003cbr\u003e\n\u003c\/ul\u003e\u003cbr\u003e\u003cbr\u003e\u003cp\u003eTheres never been a more effective or efficient system for assessing, tracking, and nurturing the development of every child you work with, from the first months of life through kindergarten.\u003c\/p\u003e\u003cbr\u003e","brand":"BROOKES PUBLISHING CO","offers":[{"title":"Default Title","offer_id":43414792011821,"sku":"9781681255279","price":72.99,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0616\/1298\/2317\/files\/9781681255279.jpg?v=1782626427"},{"product_id":"9781681255323","title":"Test of Integrated Language and Literacy Skills (TM) (TILLS (TM)): Examiner's Kit","description":"\u003cp\u003eTest of Integrated Language \u0026amp; Literacy Skills (TM) (TILLS (TM)) is the reliable, valid assessment professionals need to test oral and written language skills in students ages 6-18 years. TILLS is a comprehensive, norm-referenced test that has been standardized for three purposes:     To identify language\/literacy disorders  To document patterns of relative strengths and weaknesses  To track changes in language and literacy skills over time      To achieve these purposes, TILLS is constructed to allow you to derive scores for identifying, tracking, and profiling a student's strengths and weaknesses and interpreting the results to support decisions about what to do next.   15 Extensively Researched Subtests    The TILLS assessment is all professionals need to capture the complete picture of students' oral and written language skills. TILLS is composed of 15 subtests that allow examiners to assess and compare students' language-literacy skills at both the sound\/word level and the sentence\/discourse level across the four oral and written modalities-listening, speaking, reading, and writing.        Curriculum Relevant   TILLS measures integrated language-literacy abilities that reflect the complex language and literacy demands of the general education curriculum.       Backed By Unparalleled Data   Each TILLS subtest has been fine-tuned to meet strong psychometric standards using scientific evidence gathered in numerous pilot studies and field trials, a national beta trial, and a standardization study with more than 1200 children and adolescents across the United States.        Strong Specificity and Sensitivity   TILLS tested both sensitivity and specificity across the full age range covered by the test. In the manual, diagnostic accuracy data are broken down into nine different aEUROoeage bandsaEURO  meaningful to the development of language and literacy skills. Sensitivity ranges from 81% to 97%, and specificity ranges from 81% to 100%.        Streamlined Assessment   Professionals can administer the entire test, single subtests, or combinations of subtests in one or more sessions. Comprehensive assessment can typically be administered in 90 minutes or less.        Useful for a Wide Range of Students    TILLS is ideal for evaluating students:          suspected of having a primary language impairment, also called specific language impairment   suspected of having a learning disability, reading disability, or dyslexia   known to have an existing condition associated with difficulties in spoken and written language (such as deaf or hard of hearing, autism spectrum disorder, or intellectual disability)   struggling with language and literacy comprehension and social communication skills (such as social communication disorder)\u003c\/p\u003e","brand":"BROOKES PUBLISHING CO","offers":[{"title":"Default Title","offer_id":43414792175661,"sku":"9781681255323","price":1200.0,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0616\/1298\/2317\/files\/9781681255323.jpg?v=1782626433"},{"product_id":"9781681255996","title":"Assessing Young Children in Inclusive Settings 2\/e","description":"\u003cp\u003eMeaningful, authentic assessment practices are one key to the success of early childhood inclusion. Prepare current and future teachers with the second edition of this comprehensive textbook, an in-depth guide to the how and the why of high-quality assessment in the context of inclusive early childhood settings.Updated with new contributors and coverage of timely new topics, this book takes a blended approach to assessment, combining the latest recommended practices from early childhood education and early childhood special education. Well-known experts Kristie Pretti-Frontczak and Jennifer Grisham have developed this text to align with Division for Early Childhood Recommended Practices on assessment. Educators will learn how to select and use assessment instruments, conduct authentic assessment during daily activities and routines, collaborate with families and other team members, master the challenges of kindergarten assessment, conduct eligibility assessments, use assessment to inform program planning and monitor progress, and more.    Ideal for both undergraduate and graduate courses and personnel preparation programs, this comprehensive text gives teachers the knowledge and tools they need to implement high-quality assessment and reap its benefits: inclusive, family-centered programming that improves outcomes for all children.    WHATS NEW:        New section on considerations for special populations: dual language learners, children in kindergarten, and children who have severe and multiple disabilities  Increased focus on educational equity throughout the book  New and expanded coverage of important themes and topics, including authenticity, collaborative partnerships, and data-based decision making  New invited contributors who are experts in the field and advocates for early childhood inclusion  More practical materials, including new and extended case studies, a revised Curriculum-Based Assessment Rating Rubric and glossary, and a list of recommended practices  Overview of revised versions of commonly used curriculum-based assessments, including AEPS-3, COR Advantage, and Work Sampling System  Companion materials for faculty, including PowerPoints with links to activities and resources\u003c\/p\u003e","brand":"BROOKES PUBLISHING CO","offers":[{"title":"Default Title","offer_id":43414793453613,"sku":"9781681255996","price":97.99,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0616\/1298\/2317\/files\/9781681255996.jpg?v=1782626450"},{"product_id":"9781681256993","title":"MacArthur-Bates Communicative Development Inventories (CDI) Set 3\/e","description":"\u003cp\u003eThe MacArthur-Bates Communicative Development Inventories (CDIs) are some of the most widely used measures of language and communication for young children. The third edition has been renormed to ensure that it validly and reliably assesses today's children.\u003c\/p\u003e","brand":"BROOKES PUBLISHING CO","offers":[{"title":"Default Title","offer_id":43414793486381,"sku":"9781681256993","price":303.0,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0616\/1298\/2317\/files\/9781681256993.jpg?v=1782626450"},{"product_id":"9781681257013","title":"MacArthur-Bates Communicative Development Inventories (CDI) Words and Gestures Forms 3\/e","description":"\u003cp\u003eUsed in both research and clinical settings, these parent report instruments help SLPs and other professionals screen children, develop a prognosis for children with language delays, plan effective intervention, monitor progress, and meet mandates for including parent input in child evaluation.\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cp\u003e\u003cstrong\u003eWords and Gestures form\u003c\/strong\u003e (ages 8 to 18 months). With this comprehensive instrument, parents document the childs understanding of hundreds of early vocabulary items, and the form yields separate indexes of words understood and words produced. Then, parents record communicative and symbolic gestures the child has tried or completed. It is available in a pack of 25.\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cp\u003e\u003cstrong\u003eWHATS NEW\u003c\/strong\u003e\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cp\u003eThe third edition of the CDIs includes updated norms, additional tools, and more administration formats and helpful resources. Heres a look at whats new:\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cul\u003e\n\u003cbr\u003e\t\u003cli\u003e\n\u003cstrong\u003eExpanded and more representative norms-\u003c\/strong\u003emore than 4,000 new children have been added to the norming dataset for the CDI: Words and Gestures and CDI: Words and Sentences. Norming tables have been statistically adjusted to reflect key U.S. demographic indicators.\u003c\/li\u003e\n\u003cbr\u003e\t\u003cli\u003e\n\u003cstrong\u003eMore options for electronic administration of the CDIs,\u003c\/strong\u003e including fillable PDFs and a new web-based administration platform, Web-CDI\u003c\/li\u003e\n\u003cbr\u003e\t\u003cli\u003eNew\u003cstrong\u003e picture-based instructions \u003c\/strong\u003ewith easy-to-understand illustrations and examples\u003c\/li\u003e\n\u003cbr\u003e\t\u003cli\u003eMore extensive\u003cstrong\u003e administration and scoring guidelines\u003c\/strong\u003e\n\u003c\/li\u003e\n\u003cbr\u003e\t\u003cli\u003eMore on using the CDIs with\u003cstrong\u003e bilingual and \u003c\/strong\u003e\u003cstrong\u003emultilingual children\u003c\/strong\u003e\n\u003c\/li\u003e\n\u003cbr\u003e\t\u003cli\u003eAn expanded chapter on the\u003cstrong\u003e CDI-III\u003c\/strong\u003e\n\u003c\/li\u003e\n\u003cbr\u003e\t\u003cli\u003eDetailed guidelines about\u003cstrong\u003e choosing the most appropriate CDI forms \u003c\/strong\u003ewhen several are potentially useful\u003c\/li\u003e\n\u003cbr\u003e\t\u003cli\u003eExpanded guidelines on the\u003cstrong\u003e use of CDI short forms, \u003c\/strong\u003eincluding new statistically-adjusted norms and information on reliability and validity\u003c\/li\u003e\n\u003cbr\u003e\t\u003cli\u003e\n\u003cstrong\u003eMore CDI resources available online, \u003c\/strong\u003eincluding Wordbank, an open repository of CDI data in 38 languages representing more than 84,000 children\u003c\/li\u003e\n\u003cbr\u003e\t\u003cli\u003eA rapid, valid\u003cstrong\u003e Computerized Adaptive scale for expressive vocabulary, \u003c\/strong\u003enow available through Web-CDI\u003c\/li\u003e\n\u003cbr\u003e\t\u003cli\u003eA helpful list of\u003cstrong\u003e frequently asked questions\u003c\/strong\u003e\n\u003c\/li\u003e\n\u003cbr\u003e\n\u003c\/ul\u003e\u003cbr\u003e","brand":"BROOKES PUBLISHING CO","offers":[{"title":"Default Title","offer_id":43414793945133,"sku":"9781681257013","price":75.99,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0616\/1298\/2317\/files\/9781681257013.jpg?v=1782626472"},{"product_id":"9781681257051","title":"MacArthur-Bates Communicative Development Inventories (CDI) CDI-III Forms 3\/e","description":"\u003cp\u003eCDI-III, part of the third edition of the MacArthur-Bates Communicative Development Inventories (CDIs), is a short, 2-page tool that measures language and communication skills for children between the ages of 30 to 37 months. Parents complete this quick instrument to document a childs expressive vocabulary and grammar. It is available in a pack of 25 paper forms on a tablet.\u003cbr\u003e\u003cbr\u003e\u003cbr\u003e\u003cbr\u003eFor use with the MacArthur-Bates Communicative Development Inventories (CDIs), these CDI-III Forms, sold on a tablet of 25 paper forms, offer a quick measure of vocabulary and grammar skills for children between the ages of 30 to 37 months.\u003cbr\u003e\u003cbr\u003e\u003cbr\u003e\u003cbr\u003eWHATS NEW\u003cbr\u003e\u003cbr\u003e\u003cbr\u003e\u003cbr\u003eThe third edition of the CDIs includes updated norms, additional tools, and more administration formats and helpful resources. Heres a look at whats new:\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cul\u003e\n\u003cbr\u003e\t\u003cli\u003eExpanded and more representative norms-more than 4,000 new children have been added to the norming dataset for the CDI: Words and Gestures and CDI: Words and Sentences. Norming tables have been statistically adjusted to reflect key U.S. demographic indicators.\u003c\/li\u003e\n\u003cbr\u003e\t\u003cli\u003eMore options for electronic administration of the CDIs, including fillable PDFs and a new web-based administration platform, Web-CDI\u003c\/li\u003e\n\u003cbr\u003e\t\u003cli\u003eNew picture-based instructions with easy-to-understand illustrations and examples\u003c\/li\u003e\n\u003cbr\u003e\t\u003cli\u003eMore extensive administration and scoring guidelines\u003c\/li\u003e\n\u003cbr\u003e\t\u003cli\u003eMore on using the CDIs with bilingual and multilingual children\u003c\/li\u003e\n\u003cbr\u003e\t\u003cli\u003eAn expanded chapter on the CDI-III\u003c\/li\u003e\n\u003cbr\u003e\t\u003cli\u003eDetailed guidelines about choosing the most appropriate CDI forms when several are potentially useful\u003c\/li\u003e\n\u003cbr\u003e\t\u003cli\u003eExpanded guidelines on the use of CDI short forms, including new statistically-adjusted norms and information on reliability and validity\u003c\/li\u003e\n\u003cbr\u003e\t\u003cli\u003eMore CDI resources available online, including Wordbank, an open repository of CDI data in 38 languages representing more than 84,000 children\u003c\/li\u003e\n\u003cbr\u003e\t\u003cli\u003eA rapid, valid Computerized Adaptive scale for expressive vocabulary, now available through Web-CDI\u003c\/li\u003e\n\u003cbr\u003e\t\u003cli\u003eA helpful list of frequently asked questions\u003c\/li\u003e\n\u003cbr\u003e\n\u003c\/ul\u003e\u003cbr\u003e","brand":"BROOKES PUBLISHING CO","offers":[{"title":"Default Title","offer_id":43414794010669,"sku":"9781681257051","price":59.99,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0616\/1298\/2317\/files\/9781681257051.jpg?v=1782626476"},{"product_id":"9781681257075","title":"MacArthur-Bates Communicative Development Inventories User's Guide and Technical Manual 3\/e","description":"\u003cp\u003eThe MacArthur-Bates Communicative Development Inventories (CDIs) are one of the most widely used and recommended measures of language and communication for young children. This \u003cstrong\u003eUser’s Guide and Technical Manual \u003c\/strong\u003eprovides professionals with a thorough introduction to the standardized, parent-completed report forms designed by top language researchers. This easy-to-read manual offers complete instructions for administration and scoring, technical reports, norms, and guidance on interpreting scores for various subpopulations.\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cp\u003e\u003cstrong\u003eABOUT THE CDIs\u003c\/strong\u003e\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cp\u003eUsed in both research and clinical settings, these parent report instruments help SLPs and other professionals screen children, develop a prognosis for children with language delays, plan effective intervention, monitor progress, and meet mandates for including parent input in child evaluation. The CDIs include measures for three age ranges:\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cul\u003e\n\u003cbr\u003e\t\u003cli\u003e\n\u003cstrong\u003eWords and Gestures form\u003c\/strong\u003e (ages 8 to 18 months). With this comprehensive instrument, parents document the child’s understanding of hundreds of early vocabulary items, and the form yields separate indexes of words understood and words produced. Then, parents record communicative and symbolic gestures the child has tried or completed.\u003c\/li\u003e\n\u003cbr\u003e\t\u003cli\u003e\n\u003cstrong\u003eWords and Sentences form\u003c\/strong\u003e (ages 16 to 30 months). Parents use this comprehensive instrument to document the child’s production of hundreds of words, record the child’s use of early forms of grammar, and provide written examples of the child’s three longest utterances.\u003c\/li\u003e\n\u003cbr\u003e\t\u003cli\u003e\n\u003cstrong\u003eCDI-III\u003c\/strong\u003e(ages 30 to 37 months). This shorter, single-sheet tool measures expressive vocabulary and grammar.\u003c\/li\u003e\n\u003cbr\u003e\n\u003c\/ul\u003e\u003cbr\u003e\u003cbr\u003e\u003cp\u003e\u003cstrong\u003eWHAT’S NEW\u003c\/strong\u003e\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cp\u003eThe third edition of the CDIs includes updated norms, additional tools, and more administration formats and helpful resources. Here’s a look at what’s new:\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cul\u003e\n\u003cbr\u003e\t\u003cli\u003e\n\u003cstrong\u003eExpanded and more representative norms—\u003c\/strong\u003emore than 4,000 new children have been added to the norming dataset for the CDI: Words and Gestures and CDI: Words and Sentences. Norming tables have been statistically adjusted to reflect key U.S. demographic indicators.\u003c\/li\u003e\n\u003cbr\u003e\t\u003cli\u003e\n\u003cstrong\u003eMore options for electronic administration of the CDIs,\u003c\/strong\u003e including fillable PDFs and a new web-based administration platform, Web-CDI\u003c\/li\u003e\n\u003cbr\u003e\t\u003cli\u003eNew\u003cstrong\u003e picture-based instructions \u003c\/strong\u003ewith easy-to-understand illustrations and examples\u003c\/li\u003e\n\u003cbr\u003e\t\u003cli\u003eMore extensive\u003cstrong\u003e administration and scoring guidelines\u003c\/strong\u003e\n\u003c\/li\u003e\n\u003cbr\u003e\t\u003cli\u003eMore on using the CDIs with\u003cstrong\u003e bilingual and multilingual children\u003c\/strong\u003e\n\u003c\/li\u003e\n\u003cbr\u003e\t\u003cli\u003eAn expanded chapter on the\u003cstrong\u003e CDI-III\u003c\/strong\u003e\n\u003c\/li\u003e\n\u003cbr\u003e\t\u003cli\u003eDetailed guidelines about\u003cstrong\u003e choosing the most appropriate CDI forms \u003c\/strong\u003ewhen several are potentially useful\u003c\/li\u003e\n\u003cbr\u003e\t\u003cli\u003eExpanded guidelines on the\u003cstrong\u003e use of CDI short forms, \u003c\/strong\u003eincluding new statistically-adjusted norms and information on reliability and validity\u003c\/li\u003e\n\u003cbr\u003e\t\u003cli\u003e\n\u003cstrong\u003eMore CDI resources available online, \u003c\/strong\u003eincluding Wordbank, an open repository of CDI data in 38 languages representing more than 84,000 children\u003c\/li\u003e\n\u003cbr\u003e\t\u003cli\u003eA rapid, valid\u003cstrong\u003e Computerized Adaptive scale for expressive vocabulary, \u003c\/strong\u003enow available through Web-CDI\u003c\/li\u003e\n\u003cbr\u003e\t\u003cli\u003eA helpful list of\u003cstrong\u003e frequently asked questions\u003c\/strong\u003e\n\u003c\/li\u003e\n\u003cbr\u003e\n\u003c\/ul\u003e\u003cbr\u003e","brand":"BROOKES PUBLISHING CO","offers":[{"title":"Default Title","offer_id":43414794043437,"sku":"9781681257075","price":141.0,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0616\/1298\/2317\/files\/9781681257075.jpg?v=1782626476"},{"product_id":"9781681257235","title":"Autism Program Environment Rating Scale - Middle\/High School (APERS-MH)","description":"\u003cp\u003eHow well does your school support learning, development, and participation for students on the autism spectrum? Find out with the APERS-MH, an\u003cstrong\u003e in-depth assessment\u003c\/strong\u003e that evaluates the \u003cstrong\u003equality of educational programs for middle and high school students with autism.\u003c\/strong\u003e Filling the need for a reliable tool focused specifically on the unique learning needs of autistic students, the APERS-MH draws on observations, interviews, and reviews of student records to yield ratings of 11 key domains that make up overall program quality. School administrators and program supervisors will use this invaluable snapshot to \u003cstrong\u003edocument their program’s strengths\u003c\/strong\u003e and make a data-informed plan to \u003cstrong\u003eaddress areas for improvement.\u003c\/strong\u003e\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cp\u003e\u003cstrong\u003eWHY APERS-MH?\u003c\/strong\u003e\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cul\u003e\n\u003cbr\u003e\t\u003cli\u003e\n\u003cstrong\u003eA tool you can trust. \u003c\/strong\u003eValid and reliable, the APERS-MH was developed by top researchers in autism and autism program quality.\u003c\/li\u003e\n\u003cbr\u003e\t\u003cli\u003e\n\u003cstrong\u003eNo other tool like it.\u003c\/strong\u003e The APERS-MH is the only assessment of program quality for this student population.\u003c\/li\u003e\n\u003cbr\u003e\t\u003cli\u003e\n\u003cstrong\u003eMeasures what matters.\u003c\/strong\u003e The APERS-MH assesses program features that are most likely to influence the learning and behavior of autistic students.\u003c\/li\u003e\n\u003cbr\u003e\t\u003cli\u003e\n\u003cstrong\u003eClear and actionable results\u003c\/strong\u003e. Detailed scores and easy-to-read graphics of results help you pinpoint your program’s strengths and take action to resolve challenges.\u003c\/li\u003e\n\u003cbr\u003e\t\u003cli\u003e\n\u003cstrong\u003eInforms professional development.\u003c\/strong\u003e The assessment helps your school identify specific areas for professional growth and determine where teachers might need more training and support.\u003c\/li\u003e\n\u003cbr\u003e\t\u003cli\u003e\n\u003cstrong\u003eProvides proof of quality.\u003c\/strong\u003e APERS-MH data is a powerful way to demonstrate the quality of your program to decision makers and the families of your students.\u003c\/li\u003e\n\u003cbr\u003e\t\u003cli\u003e\n\u003cstrong\u003eGreat for all classroom types\u003c\/strong\u003e. The APERS-MH is equally useful for inclusive classrooms, self-contained classrooms for learners with autism, and programs that combine elements of both.\u003c\/li\u003e\n\u003cbr\u003e\n\u003c\/ul\u003e\u003cbr\u003e\u003cbr\u003e\u003cp\u003e\u003cstrong\u003eHOW IT WORKS\u003c\/strong\u003e\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cp\u003eThe APERS-MH contains 69 assessment items organized in 11 domains critical to program quality:\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cul\u003e\n\u003cbr\u003e\t\u003cli\u003eLearning Environments\u003c\/li\u003e\n\u003cbr\u003e\t\u003cli\u003ePositive Learning Climate\u003c\/li\u003e\n\u003cbr\u003e\t\u003cli\u003eAssessment and IEP Development\u003c\/li\u003e\n\u003cbr\u003e\t\u003cli\u003eCurriculum and Instruction\u003c\/li\u003e\n\u003cbr\u003e\t\u003cli\u003eCommunication\u003c\/li\u003e\n\u003cbr\u003e\t\u003cli\u003eSocial Competence\u003c\/li\u003e\n\u003cbr\u003e\t\u003cli\u003ePersonal Independence and Competence\u003c\/li\u003e\n\u003cbr\u003e\t\u003cli\u003ePost-Secondary Transition Planning\u003c\/li\u003e\n\u003cbr\u003e\t\u003cli\u003eInterfering Behavior\u003c\/li\u003e\n\u003cbr\u003e\t\u003cli\u003eFamily Involvement\u003c\/li\u003e\n\u003cbr\u003e\t\u003cli\u003eTeaming\u003c\/li\u003e\n\u003cbr\u003e\n\u003c\/ul\u003e\u003cbr\u003e\u003cbr\u003e\u003cp\u003eTo complete the assessment, a trained APERS rater—such as an autism specialist or a school psychologist—visits the program. The rater \u003cstrong\u003ereviews student records\u003c\/strong\u003e for two to three focal students with autism, \u003cstrong\u003einterviews school personnel and parents\u003c\/strong\u003e of the focal students, and \u003cstrong\u003eobserves the students during their school day,\u003c\/strong\u003e taking notes throughout the process. Then the rater completes an electronic scoring tool, which automatically generates item scores, overall program scores, scores for each domain (and dimensions within the domains), and graphs that provide a visual snapshot of the program. The rater writes up a report and shares results with school personnel for use in quality improvement.\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cp\u003eAlso included is the optional \u003cstrong\u003eAPERS-MH Self-Assessment,\u003c\/strong\u003e a shorter, faster assessment used by teachers and other service providers to guide them in program improvement plans. It can also be used as part of performance reviews and as a tool for communicating with families about program features.\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cp\u003e\u003cstrong\u003eTraining recommended: \u003c\/strong\u003eTraining is strongly recommended for all APERS-MH raters. APERS-MH training is provided through Frank Porter Graham Child Development Institute (FPG) at the University of North Carolina at Chapel Hill.\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cp\u003e \u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cp\u003eThis title has additional materials available on the BrookesDownload Hub:\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cul\u003e\n\u003cbr\u003e\t\u003cli\u003e6 Interview protocols, ranging from 4-8 pages each (provided as fillable PDF forms)\u003c\/li\u003e\n\u003cbr\u003e\t\u003cli\u003eAn excel electronic scoring tool (that has cost us some money to update)\u003c\/li\u003e\n\u003cbr\u003e\t\u003cli\u003eSelf-Assessment Protocol (8 pages, provided as a fillable PDF form)\u003c\/li\u003e\n\u003cbr\u003e\t\u003cli\u003eSelf-Assessment Calculator (excel spreadsheet)\u003c\/li\u003e\n\u003cbr\u003e\n\u003c\/ul\u003e\u003cbr\u003e","brand":"BROOKES PUBLISHING CO","offers":[{"title":"Default Title","offer_id":43414794174509,"sku":"9781681257235","price":354.0,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0616\/1298\/2317\/files\/9781681257235.jpg?v=1782626483"},{"product_id":"9781681257242","title":"Autism Program Environment Rating Scale - Preschool\/Elementary (APERS-PE)","description":"\u003cp\u003eHow well does your educational program support learning, development, and participation for children on the autism spectrum? Find out with the APERS-PE, \u003cstrong\u003ean in-depth assessment\u003c\/strong\u003e that evaluates the \u003cstrong\u003equality of educational programs for preschool and elementary students with autism.\u003c\/strong\u003e Filling the need for a reliable tool focused specifically on the unique learning needs of autistic children, the APERS-PE draws on observations, interviews, and reviews of student records to yield ratings of 10 key domains that make up overall program quality. Program leaders will use this invaluable snapshot to \u003cstrong\u003edocument their program’s strengths\u003c\/strong\u003e and make a data-informed plan to \u003cstrong\u003eaddress areas for improvement.\u003c\/strong\u003e\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cp\u003e\u003cstrong\u003eWHY APERS-PE?\u003c\/strong\u003e\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cul\u003e\n\u003cbr\u003e\t\u003cli\u003e\n\u003cstrong\u003eA tool you can trust. \u003c\/strong\u003eValid and reliable, the APERS-PE was developed by top researchers in autism and autism program quality.\u003c\/li\u003e\n\u003cbr\u003e\t\u003cli\u003e\n\u003cstrong\u003eNo other tool like it.\u003c\/strong\u003e The APERS-PE is the only assessment of program quality for this student population.\u003c\/li\u003e\n\u003cbr\u003e\t\u003cli\u003e\n\u003cstrong\u003eMeasures what matters.\u003c\/strong\u003e The APERS-PE assesses program features that are most likely to influence the learning and behavior of autistic students.\u003c\/li\u003e\n\u003cbr\u003e\t\u003cli\u003e\n\u003cstrong\u003eClear and actionable results\u003c\/strong\u003e. Detailed scores and easy-to-read graphics of results help you pinpoint your program’s strengths and take action to resolve challenges.\u003c\/li\u003e\n\u003cbr\u003e\t\u003cli\u003e\n\u003cstrong\u003eInforms professional development.\u003c\/strong\u003e The assessment helps your program identify specific areas for professional growth and determine where teachers might need more training and support.\u003c\/li\u003e\n\u003cbr\u003e\t\u003cli\u003e\n\u003cstrong\u003eProvides proof of quality.\u003c\/strong\u003e APERS-PE data is a powerful way to demonstrate the quality of your program to decision makers and the families of your students.\u003c\/li\u003e\n\u003cbr\u003e\t\u003cli\u003e\n\u003cstrong\u003eGreat for all classroom types\u003c\/strong\u003e. The APERS-PE is equally useful for inclusive classrooms, self-contained classrooms for children with autism, and programs that combine elements of both.\u003c\/li\u003e\n\u003cbr\u003e\n\u003c\/ul\u003e\u003cbr\u003e\u003cbr\u003e\u003cp\u003e\u003cstrong\u003eHOW IT WORKS\u003c\/strong\u003e\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cp\u003eThe APERS-PE contains 62 assessment items organized in 10 domains critical to program quality:\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cul\u003e\n\u003cbr\u003e\t\u003cli\u003eLearning Environments\u003c\/li\u003e\n\u003cbr\u003e\t\u003cli\u003ePositive Learning Climate\u003c\/li\u003e\n\u003cbr\u003e\t\u003cli\u003eAssessment and IEP Development\u003c\/li\u003e\n\u003cbr\u003e\t\u003cli\u003eCurriculum and Instruction\u003c\/li\u003e\n\u003cbr\u003e\t\u003cli\u003eCommunication\u003c\/li\u003e\n\u003cbr\u003e\t\u003cli\u003eSocial Competence\u003c\/li\u003e\n\u003cbr\u003e\t\u003cli\u003ePersonal Independence and Competence\u003c\/li\u003e\n\u003cbr\u003e\t\u003cli\u003eInterfering Behavior\u003c\/li\u003e\n\u003cbr\u003e\t\u003cli\u003eFamily Involvement\u003c\/li\u003e\n\u003cbr\u003e\t\u003cli\u003eTeaming\u003c\/li\u003e\n\u003cbr\u003e\n\u003c\/ul\u003e\u003cbr\u003e\u003cbr\u003e\u003cp\u003eTo complete the assessment, a trained APERS rater—such as an autism specialist or a school psychologist—visits the program. The rater \u003cstrong\u003ereviews student records\u003c\/strong\u003e for two to three focal students with autism, \u003cstrong\u003einterviews school personnel and parents\u003c\/strong\u003e of the focal students, and \u003cstrong\u003eobserves the students during their school day,\u003c\/strong\u003e taking notes throughout the process. Then the rater completes an electronic scoring tool, which automatically generates item scores, overall program scores, scores for each domain (and dimensions within the domains), and graphs that provide a visual snapshot of the program. The rater writes up a report and shares results with school personnel for use in quality improvement.\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cp\u003eAlso included is the optional \u003cstrong\u003eAPERS-PE Self-Assessment,\u003c\/strong\u003e a shorter, faster assessment used by teachers and other service providers to guide them in program improvement plans. It can also be used as part of performance reviews and as a tool for communicating with families about program features.\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cp\u003e\u003cstrong\u003eTraining recommended: \u003c\/strong\u003eTraining is strongly recommended for all APERS-PE raters. APERS-PE training is provided through Frank Porter Graham Child Development Institute (FPG) at the University of North Carolina at Chapel Hill.\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cp\u003e \u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cp\u003eThis title has additional materials available on the Brookes Download Hub:\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cul\u003e\n\u003cbr\u003e\t\u003cli\u003e6 Interview protocols, ranging from 4-8 pages each (provided as fillable PDF forms)\u003c\/li\u003e\n\u003cbr\u003e\t\u003cli\u003eAn excel electronic scoring tool (that has cost us some money to update)\u003c\/li\u003e\n\u003cbr\u003e\t\u003cli\u003eSelf-Assessment Protocol (8 pages, provided as a fillable PDF form)\u003c\/li\u003e\n\u003cbr\u003e\t\u003cli\u003eSelf-Assessment Calculator (excel spreadsheet)\u003c\/li\u003e\n\u003cbr\u003e\n\u003c\/ul\u003e\u003cbr\u003e","brand":"BROOKES PUBLISHING CO","offers":[{"title":"Default Title","offer_id":43414794207277,"sku":"9781681257242","price":354.0,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0616\/1298\/2317\/files\/9781681257242.jpg?v=1782626485"},{"product_id":"9781682537534","title":"Race and Culturally Responsive Inquiry in Education","description":"\u003cp\u003eRace and Culturally Responsive Inquiry in Education examines how assumptions about race and culture have shaped US education research and the interpretation and implementation of its results.  This ambitious volume sheds light on the detrimental effects of educational praxis and policies that have characterized communities of color and historically underserved communities as deficient. It reveals how such bias has affected many facets of educational inquiry, from research design and planning to education policy making and evaluation practices. The provocative essays in this work challenge traditional suppositions about whose evidence matters, highlighting approaches for reframing educational inquiry and arguing for the adoption of a culturally responsive stance that can correct inequities by accounting for students' diverse backgrounds and needs.  Edited by Stafford L. Hood, Henry T. Frierson, Rodney K. Hopson, and Keena N. Arbuthnot and featuring contributions from leading and emerging scholars, the collection is organized around three key areas-education research, educational assessment, and program evaluation. The contributors identify provocative problems that exist at the intersection of race and education in these areas, and they illuminate the many ways in which education reform can address intersectionality. Calling for effective action, they suggest compelling solutions for consideration by policy makers and practitioners as well as researchers.  Together, the essays in this volume make the case that culturally responsive methods that deepen our understanding of educational disparities, appropriately measure what students know and can do, and ensure that we have accurate information about the effectiveness of educational interventions can improve educational outcomes for diverse learners.\u003c\/p\u003e","brand":"HARVARD EDUCATION PRESS","offers":[{"title":"Default Title","offer_id":43414795550765,"sku":"9781682537534","price":80.99,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0616\/1298\/2317\/files\/9781682537534.jpg?v=1782626535"}],"url":"https:\/\/lioncrest.com.au\/collections\/examinations-and-assessments.oembed","provider":"Woodslane Education","version":"1.0","type":"link"}