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Journal of Early Intervention
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What's this?

Eligibility Determination Using a Curriculum-Based Assessment

A Further Examination

Diane Bricker

University of Oregon, Eugene, dianebricker{at}gmail.com

Jantina Clifford

University of Oregon, Eugene

Paul Yovanoff

University of Oregon, Eugene

Kristie Pretti-Frontczak

Kent State University, OH

Misti Waddell

University of Oregon, Eugene

David Allen

Portland State University, OR

Rob Hoselton

University of Oregon, Eugene

This study examined the accuracy of a curriculum-based assessment for use during the eligibility process for Individuals with Disabilities Education Improvement Act (IDEA) services. The study extended a previous investigation in which performance scores of children without disabilities on the Assessment, Evaluation, and Programming System (AEPS) were used to set cutoff scores at 6-month age intervals. These cutoff scores were then tested for service eligibility classification accuracy. The present study specifies and examines cutoff scores at more specific age intervals and performance domains. Present study findings largely replicated results of the original study. The AEPS cutoff scores were found to accurately classify most eligible children but did overidentify some ineligible children. The data from these two studies suggest that, to the extent allowed by state criteria, early intervention/early childhood special education personnel may be able to use the AEPS test as a valid assessment tool while qualifying children for IDEA services.

Key Words: early childhood special education • assessment • eligibility

This version was published on December 1, 2008

Journal of Early Intervention, Vol. 31, No. 1, 3-21 (2008)
DOI: 10.1177/1053815108324422
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