by Eric Schopler, PhD, Margaret D. Lansing, et al.
Norms
Collected in 2002 and 2003 from large national samples of children on the autism spectrum as well as typical children, ranging from 2 to 7½ years of age
Benefit
Assesses skills and behaviors of children with autism and communication disabilities, identifying learning strengths, uneven development, emerging abilities, and other information useful in educational programming
Scores
10 subtest scores plus 3 composites–Communication, Motor, and Maladaptive Behaviors
Format
Behavioral observation of task performance, plus a caregiver report
Safety Warning CHOKING HAZARD - Small parts. Supervision is required for children under 3 years.
BY ERIC SCHOPLER, PHD, MARGARET D. LANSING, ROBERT J. REICHLER, MD, AND LEE M. MARCUS
This popular test allows you to assess the skills and behaviors of young children with autism and communication disabilities. Because it charts uneven and idiosyncratic development, emerging skills, and autistic behaviors, the PEP-3 is particularly useful in planning IEPs for school-age youngsters.
Domains measured by the PEP-3 reflect current research and clinical concerns, especially in the areas of social functioning and communication:
Visual–Motor Imitation
Affective Expression
Social Reciprocity
Characteristic Motor Behaviors
Characteristic Verbal Behaviors
Cognitive Verbal/Preverbal
Expressive Language
Receptive Language
Fine Motor
Gross Motor
In addition, a Caregiver Report asks the parent or caregiver to estimate the child’s developmental level compared with typical children. The report consists of three subtests: Problem Behaviors, Personal Self-Care, and Adaptive Behavior. This report alerts teachers to the student’s developmental inconsistencies, providing guidelines for instructional planning.
New PEP-3 software handles all scoring, statistical analyses, graphing, charting, and report generation—saving significant time. The narrative report explains results and offers recommendations in terms that parents can understand.
The PEP-3 is extremely helpful in identifying special learning strengths and teachable skills.
Safety Warning CHOKING HAZARD - Small parts. Supervision is required for children under 3 years.
BY ERIC SCHOPLER, PHD, MARGARET D. LANSING, ROBERT J. REICHLER, MD, AND LEE M. MARCUS
This popular test allows you to assess the skills and behaviors of young children with autism and communication disabilities. Because it charts uneven and idiosyncratic development, emerging skills, and autistic behaviors, the PEP-3 is particularly useful in planning IEPs for school-age youngsters.
Domains measured by the PEP-3 reflect current research and clinical concerns, especially in the areas of social functioning and communication:
Visual–Motor Imitation
Affective Expression
Social Reciprocity
Characteristic Motor Behaviors
Characteristic Verbal Behaviors
Cognitive Verbal/Preverbal
Expressive Language
Receptive Language
Fine Motor
Gross Motor
In addition, a Caregiver Report asks the parent or caregiver to estimate the child’s developmental level compared with typical children. The report consists of three subtests: Problem Behaviors, Personal Self-Care, and Adaptive Behavior. This report alerts teachers to the student’s developmental inconsistencies, providing guidelines for instructional planning.
New PEP-3 software handles all scoring, statistical analyses, graphing, charting, and report generation—saving significant time. The narrative report explains results and offers recommendations in terms that parents can understand.
The PEP-3 is extremely helpful in identifying special learning strengths and teachable skills.
CHOKING HAZARD - Small parts. Supervision is required for children under 3 years.
