Autism Program Environment Rating Scale - Middle/High School (APERS-MH): User's Guide

How well does your school support learning, development, and participation for students on the autism spectrum? Find out with the APERS-MH, an in-depth assessment that evaluates the quality of educational programs for middle and high school students with autism. Filling the need for a reliable tool focused specifically on the unique learning needs of autistic students, the APERS-MH draws on observations, interviews, and reviews of student records to yield ratings of 11 key domains that make up overall program quality. School administrators and program supervisors will use this invaluable snapshot to document their program’s strengths and make a data-informed plan to address areas for improvement.

WHY APERS-MH?

• A tool you can trust. Valid and reliable, the APERS-MH was developed by top researchers in autism and autism program quality.
• No other tool like it. The APERS-MH is the only assessment of program quality for this student population.
• Measures what matters. The APERS-MH assesses program features that are most likely to influence the learning and behavior of autistic students.
• Clear and actionable results. Detailed scores and easy-to-read graphics of results help you pinpoint your program’s strengths and take action to resolve challenges.
• Informs professional development. The assessment helps your school identify specific areas for professional growth and determine where teachers might need more training and support.
• Provides proof of quality. APERS-MH data is a powerful way to demonstrate the quality of your program to decision makers and the families of your students.
• Great for all classroom types. The APERS-MH is equally useful for inclusive classrooms, self-contained classrooms for learners with autism, and programs that combine elements of both.

HOW IT WORKS

The APERS-MH contains 69 assessment items organized in 11 domains critical to program quality:

• Learning Environments
• Positive Learning Climate
• Assessment and IEP Development
• Curriculum and Instruction
• Communication
• Social Competence
• Personal Independence and Competence
• Post-Secondary Transition Planning
• Interfering Behavior
• Family Involvement
• Teaming

To complete the assessment, a trained APERS rater—such as an autism specialist or a school psychologist—visits the program. The rater reviews student records for two to three focal students with autism, interviews school personnel and parents of the focal students, and observes the students during their school day, taking notes throughout the process. Then the rater completes an electronic scoring tool, which automatically generates item scores, overall program scores, scores for each domain (and dimensions within the domains), and graphs that provide a visual snapshot of the program. The rater writes up a report and shares results with school personnel for use in quality improvement.

Also included is the optional APERS-MH Self-Assessment, a shorter, faster assessment used by teachers and other service providers to guide them in program improvement plans. It can also be used as part of performance reviews and as a tool for communicating with families about program features.

Training recommended: Training is strongly recommended for all APERS-MH raters. APERS-MH training is provided through Frank Porter Graham Child Development Institute (FPG) at the University of North Carolina at Chapel Hill.

Dr. Odom is the former Director of the Frank Porter Graham Child Development Institute (FPG), University of North Carolina-Chapel Hill, where he remains as a Senior Research Scientist. He is the author or co-author of over 175 journal articles and book chapters and has edited 10 books on early childhood intervention and developmental disabilities. His current research is addressing treatment efficacy for children and youth with ASD in elementary and high school grades. In addition, he is the Co‐Director of the National Clearinghouse on Autism Evidence and Practice at FPG. In 2013, he received the Arnold Lucius Gesell Prize awarded for career achievement in research on social inclusion and child development from the Theordor Hellbrugge Foundation in Munich, Germany. In 2016, he received an honorary doctoral degree from Stockholm University. He is currently a visiting professor at Stockholm University and San Diego State University.

Ann W. Cox, Ph.D.
Director, National Professional
Development Center on Autism Spectrum Disorder
Frank Porter Graham Child
Development Institute
University of North Carolina at Chapel Hill
Chapel Hill, North Carolina