{"product_id":"autism-program-environment-rating-scale-middle-high-school-apers-mh-users-guide-9781681257235","title":"Autism Program Environment Rating Scale -","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003eThe \u003cem\u003eAutism Program Environment Rating Scale – Middle\/High School (APERS-MH)\u003c\/em\u003e is an assessment used to evaluate the quality of educational programs for preschool\/elementary students with autism. The APERS-MH contains 69 assessment items organized in 11 domains (e.g., Learning Environments, Curriculum and Instruction, Post-Secondary Transition Planning etc.). To complete the assessment, a trained APERS rater visits the school program. The rater 1) reviews student records for 2-3 focal students with autism, 2) interviews school personnel and parents of the focal students, and 3) observes these students throughout their school day, taking notes throughout the process, before completing an electronic scoring tool. The rater then shares the results with school personnel to use in improving program quality.\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003e\u003cul\u003e\n\u003cli\u003e\u003cb\u003eAbout the Downloads \u003c\/b\u003e\u003c\/li\u003e\n\u003cli\u003e\u003cb\u003eAbout the Authors \u003c\/b\u003e\u003c\/li\u003e\n\u003cli\u003e\u003cb\u003ePreface \u003c\/b\u003e\u003c\/li\u003e\n\u003cli\u003e\u003cb\u003eAcknowledgments\u003c\/b\u003e\u003c\/li\u003e\n\u003cli\u003e\n\u003cb\u003eChapter 1: Introduction to the Autism Program Environment Rating Scale \u003c\/b\u003e\u003cul\u003e\n\u003cli\u003eThe APERS and Program Quality\u003c\/li\u003e\n\u003cli\u003eAPERS-MH at a Glance\u003c\/li\u003e\n\u003cli\u003eContext for the APERS: Assessment of Quality in Education\u003c\/li\u003e\n\u003cli\u003eAPERS Development\u003c\/li\u003e\n\u003cli\u003eAPERS 2023\u003c\/li\u003e\n\u003cli\u003eSummary\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cp\u003e\u003cb\u003eChapter 2: Getting Started: APERS Training and Administration \u003c\/b\u003e\u003c\/p\u003e\n\u003cul\u003e\n\u003cli\u003eStep 1: Complete APERS Training\u003c\/li\u003e\n\u003cli\u003eStep 2: Make Initial Arrangements for the APERS\u003c\/li\u003e\n\u003cli\u003eStep 3a: Review IEPS and Other Relevant Student Records\u003c\/li\u003e\n\u003cli\u003eStep 3b: Conduct Observations\u003c\/li\u003e\n\u003cli\u003eStep 3c: Complete Interviews\u003c\/li\u003e\n\u003cli\u003eAdditional Considerations for Self-Contained Special Education Classes and Inclusive Programs\u003c\/li\u003e\n\u003cli\u003eSummary\u003c\/li\u003e\n\u003cli\u003eAppendix 2.1 APERS-MH Record Review Guide\u003c\/li\u003e\n\u003cli\u003eAppendix 2.2 APERS-MH Observer Guide\u003c\/li\u003e\n\u003cli\u003eAppendix 2.3 APERS-MH Tip Sheet\u003c\/li\u003e\n\u003cli\u003eAppendix 2.4 Sample Letter to Administrator\u003c\/li\u003e\n\u003cli\u003eAppendix 2.5 APERS-MH Planning Guide (Preliminary Interview)\u003c\/li\u003e\n\u003cli\u003eAppendix 2.6 Sample Letter to Parent\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cp\u003e\u003cb\u003eChapter 3: Scoring the APERS \u003c\/b\u003e\u003c\/p\u003e\n\u003cul\u003e\n\u003cli\u003eData Used to Score the APERS-MH\u003c\/li\u003e\n\u003cli\u003eReviewing Data\u003c\/li\u003e\n\u003cli\u003eMaking Judgments About APERS-MH Items\u003c\/li\u003e\n\u003cli\u003eUsing the Scoring Tool\u003c\/li\u003e\n\u003cli\u003eItem Format and Scoring\u003c\/li\u003e\n\u003cli\u003eScoring Description by Domains\u003c\/li\u003e\n\u003cli\u003eAutomatic Generation of Scores\u003c\/li\u003e\n\u003cli\u003eAPERS-MH Scoring Calculator\u003c\/li\u003e\n\u003cli\u003eSummary\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cp\u003e\u003cb\u003eChapter 4: Using APERS Information \u003c\/b\u003e\u003c\/p\u003e\n\u003cul\u003e\n\u003cli\u003eNational, State, and Local Leaders’ Use of APERS Information\u003c\/li\u003e\n\u003cli\u003eResearch Uses of APERS Results\u003c\/li\u003e\n\u003cli\u003eSummary\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cp\u003e\u003cb\u003eChapter 5: APERS Self-Assessment \u003c\/b\u003e\u003c\/p\u003e\n\u003cul\u003e\n\u003cli\u003eFormat for Items\u003c\/li\u003e\n\u003cli\u003eDescription of Program Quality Domains\u003c\/li\u003e\n\u003cli\u003eProcedures for Completing the APERS-MH Self-Assessment Tool\u003c\/li\u003e\n\u003cli\u003eUsing the APERS-MH Self-Assessment Program Ratings\u003c\/li\u003e\n\u003cli\u003eSummary\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cp\u003e\u003cb\u003eChapter 6: Understanding the Empirical Foundations and Research Uses of APERS \u003c\/b\u003e\u003c\/p\u003e\n\u003cul\u003e\n\u003cli\u003ePsychometric Features of the APERS\u003c\/li\u003e\n\u003cli\u003eNPDC and the First Use of APERS in Research and Evaluation\u003c\/li\u003e\n\u003cli\u003eEvaluating the NPDC Model When Implemented in Elementary Schools\u003c\/li\u003e\n\u003cli\u003eEvaluating Changes in Program Quality in the Efficacy Study of the Center on Secondary Education for Students with Autism Spectrum Disorder (CSESA)\u003c\/li\u003e\n\u003cli\u003eUsing APERS to Promote Program Quality in Sweden\u003c\/li\u003e\n\u003cli\u003eSummary\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cp\u003e\u003cb\u003eFrequently Asked Questions \u003c\/b\u003e\u003c\/p\u003e\n\u003c\/li\u003e\n\u003cli\u003e\u003cb\u003eGlossary \u003c\/b\u003e\u003c\/li\u003e\n\u003cli\u003e\u003cb\u003eReferences \u003c\/b\u003e\u003c\/li\u003e\n\u003cli\u003e\u003cb\u003eIndex\u003c\/b\u003e\u003c\/li\u003e\n\u003c\/ul\u003e","brand":"Brookes Publishing Co","offers":[{"title":"Default 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