Autism Program Environment Rating Scale - Preschool/Elementary (APERS-PE)

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

• About the DownloadsAbout the Authors Preface Acknowledgments Chapter 1: Introduction to the Autism Program Environment Rating Scale The APERS and Program QualityAPERS-PE at a GlanceContext for the APERS: Assessment of Quality in EducationAPERS DevelopmentAPERS 2023SummaryChapter 2: Getting Started: APERS Training and Administration Step 1: Complete APERS TrainingStep 2: Make Initial Arrangements for the APERSStep 3a: Review IEPS and Other Relevant Student RecordsStep 3b: Conduct ObservationsStep 3c: Complete InterviewsAdditional Considerations for Self-Contained Special Education Classes and Inclusive ProgramsSummaryAppendix 2.1 APERS-PE Record Review GuideAppendix 2.2 APERS-PE Observer GuideAppendix 2.3 APERS-PE Tip SheetAppendix 2.4 Sample Letter to AdministratorAppendix 2.5 APERS-PE Planning Guide (Preliminary Interview)Appendix 2.6 Sample Letter to ParentChapter 3: Scoring the APERS Data Used to Score the APERS-PEReviewing DataMaking Judgments About APERS-PE ItemsUsing the Scoring ToolItem Format and ScoringScoring Description by DomainsAutomatic Generation of ScoresAPERS-PE Scoring CalculatorSummaryChapter 4: Using APERS Information National, State, and Local Leaders’ Use of APERS InformationResearch Uses of APERS ResultsSummaryAppendix Sample Report to Building-Level LeadersChapter 5: APERS Self-Assessment Format for ItemsDescription of Program Quality DomainsProcedures for Completing the APERS-PE Self-Assessment ToolUsing the APERS-PE Self-Assessment Program RatingsSummaryChapter 6: Understanding the Empirical Foundations and Research Uses of APERS Psychometric Features of the APERSNPDC and the First Use of APERS in Research and EvaluationEvaluating the NPDC Model When Implemented in Elementary SchoolsEvaluating Changes in Program Quality in the Efficacy Study of the Center on Secondary Education for Students with Autism Spectrum Disorder (CSESA)Using APERS to Promote Program Quality in SwedenSummaryFrequently Asked Questions Glossary References