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Psychoeducational Profile – Third Edition (PEP-3)

The Psychoeducational Profile – Third Edition (PEP-3; Schopler, Lansing, Reichler, & Marcus, 2005) is a norm-referenced assessment tool designed to evaluate the uneven learning strengths and weaknesses that often characterize individuals on the autism spectrum.

Overview

The Psychoeducational Profile provides information on developmental skill levels and can assist in determining the severity of symptoms related to autism for children from 6 months to 7 years of age. Although it is not a direct measurement of intelligence or general cognitive abilities, the PEP-3 provides helpful descriptive information concerning a child’s characteristic cognitive pattern, including solving problems, relating to environmental stimuli, and coping with transition between tasks.

Six of the 10 subtests are related to broad performance across a variety of tasks, while the remaining four are concerned with adaptive behaviors demonstrated during the testing session. PEP-3 information is particularly valuable when a child is unable to respond to traditional formal cognitive measures.

Summary

Author (yr) Age Range (yrs) Method of Administration/Format Approx. Time to Administer Subscales
Psychoeducational Profile – Third Edition (PEP-3) Schopler, Lansing, Reichler, & Marcus (2005) 6 mos. – 7 years

Individually administered norm- referenced, clinician- administered measure; two scales: (a) performance- structured play with child, and (b) parent/caregiver scale

Performance subtests yield subtest scores, developmental age scores, percentile ranks, develop- mental/adaptive levels (mild, moderate, severe) for six developmental areas and four areas of maladaptive behavior

Caregiver report yields ratings of skills in four areas: percentiles, developmental ages, developmental/ adaptive levels

45–90 min.

Composite scores, percentiles, adaptive levels and developmental ages for Communication, Motor, and Maladaptive Behavior; same scores for each of 10 Performance Subtests (Cognitive Verbal/ Preverbal, Expressive Language, Receptive Language, Fine-Motor, Gross-Motor, Visual-Motor Imitation, Affective Expression, Social Reciprocity, Characteristic Motor Behaviors, and Characteristic Verbal Behaviors); Developmental Age, percentile level for caregiver report areas (Problem Behaviors, Personal Self-Care, Adaptive Behavior)

Availability: Pro-Ed, https://www.proedinc.com/Products/11985/pep3-psych...

Research

Author (yr) Sample Size Topic(s) Addressed Outcome
Fulton & D’Entremont (2013) 136 - Age Range: 1;6–6.;4 (years;months) Validity

“The Psychoeducational Profile-3's (PEP-3) ability to estimate cognitive and language skills of 136 children (20–75 months) with autism spectrum disorders (ASDs) across a range of functioning, and the association between the PEP-3 and ASD symptomatology was examined using retrospective data. PEP-3 cognitive and language measures were positively correlated with similar measures on the Child Development Inventory, the Merrill-Palmer Revised, and the Vineland Adaptive Behavior Scale-2. The PEP-3 sometimes provided higher or lower estimates than other measures. Significant differences were found between diagnostic groups on PEP-3 cognitive and language measures. PEP-3 cognitive scores correlated positively with scores on the Autism Diagnostic Observation Schedule. Findings support the use of the PEP-3 to measure cognition and language in children with ASDs.”

Author (yr) Sample Size Topic(s) Addressed Outcome
Fu, Chen, Tseng, Chiang, & Hsieh (2012). 66 (internal consistency) 46 (inter- respondent reliability) 64 (convergent and divergent validity) - Age Range: 2-7;6 (years;months) Reliability Validity

Purpose was to examine, internal consistency, inter-respondent reliability, and convergent and divergent validity of the PEP3 – Caregiver Report in children with ASD.

Internal consistency: Cronbach alpha was satisfactory for the three subtests of the caregiver report (Problem Behaviors = .84;Personal Self-Care = .85; and Adaptive Behavior = .83).

Inter-respondent reliability: Data showed no significant differences when rated by both parents (ICCs ranged from 0.66 to 0.68).

Convergent and divergent validity: Data showed correlations between the three subtests of the caregiver report and subtests from the PEP3 Performance test (Problem Behavior correlations ranged from .25-.45; Personal Self-Care ranged from .46-.75; Adaptive Behavior ranged from .19-.42). Subtest interrelations ranged from .37-.64.

The correlation between the Vineland and the Problem Behaviors ranged from .04-.34 Data showed a correlation with the Vineland: Personal Self-Care subtest (ranging from .57-.82) and Adaptive Behavior subtest (ranging from .19-.49). Correlations between the CARS and PEP3-CR were negative.

Authors concluded that the caregiver report was reliable and valid for individuals with ASD.

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