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Examining the psychometric propertie...

Noh, Jina.

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Examining the psychometric properties of the second edition of the Assessment, Evaluation, and Programming System for Three to Six Years: AEPS Test 2nd Edition (3-6).

Record Type:	Electronic resources : Monograph/item
Title/Author:	Examining the psychometric properties of the second edition of the Assessment, Evaluation, and Programming System for Three to Six Years: AEPS Test 2nd Edition (3-6)./
Author:	Noh, Jina.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2005,
Description:	156 p.
Notes:	Source: Dissertations Abstracts International, Volume: 67-12, Section: A.
Contained By:	Dissertations Abstracts International67-12A.
Subject:	Special education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3201696
ISBN:	9780542494802

Examining the psychometric properties of the second edition of the Assessment, Evaluation, and Programming System for Three to Six Years: AEPS Test 2nd Edition (3-6).
Noh, Jina.

Examining the psychometric properties of the second edition of the Assessment, Evaluation, and Programming System for Three to Six Years: AEPS Test 2nd Edition (3-6). - Ann Arbor : ProQuest Dissertations & Theses, 2005 - 156 p.

Source: Dissertations Abstracts International, Volume: 67-12, Section: A.

Thesis (Ph.D.)--University of Oregon, 2005.

This item must not be sold to any third party vendors.

The Assessment, Evaluation, and Programming System for Three to Six Years: AEPS Test 2nd Edition (3-6) was designed to link assessment, intervention, and evaluation of young children at risk and who have disability by examining functional skills in six developmental domains. This study investigated the psychometric properties of the cognitive and social domains of the second edition of the AEPS Test for Three to Six Years. The majority of revisions made in the second edition were in these two domains. Previous psychometric studies have focused on the first edition, and few have been conducted on the second edition. A total of 65 children between the age of 3 and 5 years participated in the study. Of these children 34 were typically developing, and 31 were atypically developing. Children's performance was assessed in their natural environment by coders using the AEPS Test 2nd Edition (3-6). Children's scores on the AEPS Test 2nd Edition (3-6) were used to examine (a) the relationship between each area score and the degree of interdependence within each domain, (b) inter-rater agreement between two raters independently using the AEPS Test, (c) the extent to which the AEPS Test scores were influenced by children's age, and (d) the extent to which the AEPS Test scores were influenced by children's disability status. Internal consistency was examined through Pearson product-moment coefficients and item total correlations. Inter-rater reliability was obtained through Pearson product-moment coefficients and Cohen's Kappa. Two-way and three-way analysis of variance was used to investigate the construct validity of the AEPS Test 2nd Edition (3-6). Findings indicated that there is a strong relationship among domain scores and items in the domains. Findings also indicated that the AEPS Test 2 nd Edition (3-6) has satisfactory inter-rater reliability agreement in the cognitive and social domains. Furthermore, the test was sensitive to performance differences between three years olds and five years olds. The analysis of the relationship between the AEPS Test 2nd Edition (3-6) and children's disability status showed that the test is sensitive to performance differences between typically developing children and children with moderate/severe disabilities in the study.

ISBN: 9780542494802Subjects--Topical Terms:

516693
Special education.

Examining the psychometric properties of the second edition of the Assessment, Evaluation, and Programming System for Three to Six Years: AEPS Test 2nd Edition (3-6).
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520 $a The Assessment, Evaluation, and Programming System for Three to Six Years: AEPS Test 2nd Edition (3-6) was designed to link assessment, intervention, and evaluation of young children at risk and who have disability by examining functional skills in six developmental domains. This study investigated the psychometric properties of the cognitive and social domains of the second edition of the AEPS Test for Three to Six Years. The majority of revisions made in the second edition were in these two domains. Previous psychometric studies have focused on the first edition, and few have been conducted on the second edition. A total of 65 children between the age of 3 and 5 years participated in the study. Of these children 34 were typically developing, and 31 were atypically developing. Children's performance was assessed in their natural environment by coders using the AEPS Test 2nd Edition (3-6). Children's scores on the AEPS Test 2nd Edition (3-6) were used to examine (a) the relationship between each area score and the degree of interdependence within each domain, (b) inter-rater agreement between two raters independently using the AEPS Test, (c) the extent to which the AEPS Test scores were influenced by children's age, and (d) the extent to which the AEPS Test scores were influenced by children's disability status. Internal consistency was examined through Pearson product-moment coefficients and item total correlations. Inter-rater reliability was obtained through Pearson product-moment coefficients and Cohen's Kappa. Two-way and three-way analysis of variance was used to investigate the construct validity of the AEPS Test 2nd Edition (3-6). Findings indicated that there is a strong relationship among domain scores and items in the domains. Findings also indicated that the AEPS Test 2 nd Edition (3-6) has satisfactory inter-rater reliability agreement in the cognitive and social domains. Furthermore, the test was sensitive to performance differences between three years olds and five years olds. The analysis of the relationship between the AEPS Test 2nd Edition (3-6) and children's disability status showed that the test is sensitive to performance differences between typically developing children and children with moderate/severe disabilities in the study.
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