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6
PEP-3 Training Module and Application
Friday, July 9, 2010
Landmark Circle (Hyatt Regency Dallas)
The purpose of this poster session is to disseminate information regarding the administration of the PEP-3. A training module was developed to use with those interested in using the PEP-3 as an assessment and also as a tool to develop IEP goals. Administration, scoring, and IEP goal development will be presented.
The Psycho-educational Profile-3 (PEP-3) is a play-based assessment used to help identify the developmental level of a child with autism across several domains. With increasing need for teacher training in autism and limited budgets, school districts are faced with the responsibility of training their own staff to maintain highly qualified teachers. This poster will present a portable training module, as part of a state-funded initiative to train teachers, in how to administer, score, interpret and create IEP goals using the PEP-3. In the PEP-3, the child is scored on each developmental subset as either passing, emerging or failing (with corresponding numerical values of 2, 1 and 0). Maladaptive behaviors are also scored in the same manner. In addition, information from a caregiver is also recorded. All of this information is then used to help determine a composite score, developmental/adaptive level and developmental age. The results from the assessment can also be used to help develop IEP goals for the child. Effectiveness of the module was evaluated through pre- and post-tests across teacher participants served through PBS&I. Data will be displayed documenting accuracy in administering, scoring and developing IEP goals after receiving the training module. Implications for school districts and dissemination of information via teacher training days will be discussed.
Amber Waterman, M.S., BCBA
Behavior Analyst/Doctoral Student
Tennessee Technological University
Amber Waterman is currently working as a full-time behavior analyst in Nashville, TN, and is also a doctoral student at Tennessee Tech. She completed her Bachelor's at University of Illinois-Springfield, her Master's at Southern Illinois University, and will be finished with her Ph.D. in summer 2011.
Julie Ton, M.A.
PBSI Project Coordinator/Doctoral Student
Tennessee Technological University
Julie Ton is currently the Project Coordinator of Positive Behavioral Support & Inclusion and a doctoral student at Tennessee Technological University. She received her Bachelor's in Psychology at UCLA and Master's in Special Education at CSULA. Julie's research interests include training educators who serve children with autism.
John J. Wheeler, Ph.D.
Principal Investigator, Positive Behavior Support and Inclusion, Associate Dean
Tennessee Technological University
Dr Wheeler is the principal investigator of PBS&I, funded by the Tennessee Department of Education. He has served as a professor for over 25 years and authored over 50 articles and book chapters in special education. His research interests include community outreach and service to families and children with autism.