The Modern World

Published Date: 02 Nov 2017

ASSESSMENT, EVALUTION, AND PROGRAMMING SYSTEM FOR INFANTS AND CHILDREN (AEPS)

The purpose of this test is to provide indications on skill attainment, monitor progress in regard

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to outcome attainment over time, assess on goals and objectives competencies as well as test on development on the programmatic outcomes. This assessment test is carried to infants of between one month to six years of age.  The areas tested on the infants are inclusive of a number of items, which are grouped as follows:

• Fine motor, which assess the infant or the child on thing to do with functional use, grasping, realizing and the ability to reach

• Gross motor, which assess the infant’s or the child’s capabilities on movement, sitting balance, playing as well as on standing and the ability to walk

• Adaptive, in this the infant’s or the child’s competencies on feeding, undressing and hygiene are assessed

• Cognitive, in this the infant’s or the child’s abilities on problem-solving, sensory causality and objects pre-academic interaction are tested and assessed

• Social, in this the infant’s or the child’s interaction with the environment, peers as well as with adults is assessed or tested

• Communication, in regard to communication the infant’s or the child’s competencies on receptive, expressive as well as on paralinguistic are assessed or tested

The goals as well as the objectives of each of the assessed aspects listed above are assessed and listed in order of their hierarchy. The Assessment, Evaluation, and Programming System for Infants and Children is an activity-based field test that helps to link evaluation and intervention for children who are at a risk of developing developmental delays or disabilities to children from birth and up to six years.  This is through assessing on the infant’s or the child’s key developmental areas as discussed above. The Assessment, Evaluation, and Programming System for

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Infants and Children have helped to tailor educational programs depending the need of every group of children. Additionally, it can be deduced that it has assisted to formulate appropriate developmental goals, subsequently ensuring the evaluated interventions are workable, and finally involving the families in the entire process.

Benefits of Assessment, Evaluation, and Programming System for Infants and Children

Quite a number of early childhood programs to day have relied and continually rely on the Assessment, Evaluation, and Programming System for Infants and Children assessment to assess as well as provide invaluable assistance to children with disabilities and development delays as well as to children showing signs of developing mal-development or a risk. Assessment, Evaluation, and Programming System for Infants and Children assessment test is a complete package for a program that aims at meeting the needs of infants and young children in a eligible and accountable manner without the likelihood of sacrificing the quality of such a program.

One of the benefits of Assessment, Evaluation, and Programming System for Infants and Children assessment test is that it quite reliable and valid. Since its inventory back in the year 1974, this assessment test, evaluation on its reliability and validity has proved on its applicability. This test can be equally argued as one of the effective tool to monitor the mental as well as the physical child development. Another advantage of the Assessment, Evaluation, and Programming System for Infants and Children assessment test is that it effectively measure the progress of children with disability. Through the use of this assessment test, it is possible to determine any small increment of development, unlike other tests. This makes it more reliable that

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the rest of the tests. This is simply due to the fact that the resulting findings are an accurate representation of the of the real child’s development performance as well as progress. The accurate findings help to guide and to adapt to a workable program that will suit the needs of the children.

Through this infant and young children assessment test it is quite easy to come up with an effective program and subsequently better child outcome. Unlike other earlier childhood curriculum Assessment, Evaluation, and Programming System for Infants and Children assessment test was designed right from the begging to assist all the types of children to make progress. This is simply b-ecause the any small increment is notable with the use of this assessment test which subsequently leads or links to a better intervention on the most appropriate remedial approach to assist a child with a disability right from the beginning. Another of the advantage of this infants and young children assessment test is that it is a curriculum based test. Unlike the other test that provides indication drawing on the age-equivalent percentages and scores bases, the Assessment, Evaluation, and Programming System for Infants and Children assessment test provides results that are intended to be utilized to come up with an effective curriculum program and interventions to suit the intended needs of the children.

Additionally, the Assessment, Evaluation, and Programming System for Infants and Children assessment test is quite favorable for families. This is due to the fact families get the chance to participate in form of team members during the entire process of the test through completing or filling the family report, with information on

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the family priorities as well as concerns about the child’s development.    The family also is in the position to monitor the progress record of their child and additionally have the bigger picture on the progress made towards the achievement of their goal.  Another benefit of this assessment test is that it helps to significantly reduce the assessment time. The test takes considerably shorter time to complete the whole process of the assessment.  Additionally, the Assessment, Evaluation, and Programming System for Infants and Children makes it possible for the professional involved to focus more closely on the child and not on the paper work.