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 Professional Development Center on Autism Spectrum Disorder Frank Porter Graham Child Development Institute University of North Carolina at Chapel Hill Chapel Hill, North Carolina

About the Downloads
About the Authors
Preface
Acknowledgments
Chapter 1: Introduction to the Autism Program Environment Rating Scale

The APERS and Program Quality
APERS-PE at a Glance
Context for the APERS: Assessment of Quality in Education
APERS Development
APERS 2023
Summary

Chapter 2: Getting Started: APERS Training and Administration



Step 1: Complete APERS Training
Step 2: Make Initial Arrangements for the APERS
Step 3a: Review IEPS and Other Relevant Student Records
Step 3b: Conduct Observations
Step 3c: Complete Interviews
Additional Considerations for Self-Contained Special Education Classes and Inclusive Programs
Summary
Appendix 2.1 APERS-PE Record Review Guide
Appendix 2.2 APERS-PE Observer Guide
Appendix 2.3 APERS-PE Tip Sheet
Appendix 2.4 Sample Letter to Administrator
Appendix 2.5 APERS-PE Planning Guide (Preliminary Interview)
Appendix 2.6 Sample Letter to Parent

Chapter 3: Scoring the APERS



Data Used to Score the APERS-PE
Reviewing Data
Making Judgments About APERS-PE Items
Using the Scoring Tool
Item Format and Scoring
Scoring Description by Domains
Automatic Generation of Scores
APERS-PE Scoring Calculator
Summary

Chapter 4: Using APERS Information



National, State, and Local Leaders’ Use of APERS Information
Research Uses of APERS Results
Summary
Appendix Sample Report to Building-Level Leaders

Chapter 5: APERS Self-Assessment



Format for Items
Description of Program Quality Domains
Procedures for Completing the APERS-PE Self-Assessment Tool
Using the APERS-PE Self-Assessment Program Ratings
Summary

Chapter 6: Understanding the Empirical Foundations and Research Uses of APERS



Psychometric Features of the APERS
NPDC and the First Use of APERS in Research and Evaluation
Evaluating the NPDC Model When Implemented in Elementary Schools
Evaluating Changes in Program Quality in the Efficacy Study of the Center on Secondary Education for Students with Autism Spectrum Disorder (CSESA)
Using APERS to Promote Program Quality in Sweden
Summary

Frequently Asked Questions


Glossary
References