Welcome to the ABLLS-R/VBMAPP
Overview Class!!!
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• We will begin at 3:30
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The Assessment of Basic Language and Learning Skills-Revised by Dr. James W. Partington

• A criterion-reference assessment
• Based on the B.F. Skinner’s functional analysis of language/verbal behavior
• Focuses on pragmatic use of language
• Looks at typical Kindergarten Readiness
Skills
• Two components:
– The ABLLS-R Guide
– The ABLLS-R Protocol

Purpose
• “The purpose of the ABLLS-R is to identify those language and other critical skills that are in need of intervention in order for a child to become more capable of learning from his everyday experiences.” ( ABLLS-R Guide, pg2 )

• Students with language delays that significantly impact their learning
– Young children
– Students with moderate to severe learning impairments
– In general, for those with skills at the 7 year old developmental level or lower

• Multiple facets of language
– Receptive language
– Vocal imitation (echoics)
– Labeling (tacts)
– Syntax and grammar
– Requests (mands)
– Spontaneous vocalizations
– Intraverbals (conversational components)

What does it measure? (cont.)
• Other basics
• Cooperation
• Visual performance
• Play and leisure skills
• Social interaction
• Reading
• Math
• And more…

• CURRICULUM DEVELOPMENT
• Built in data-collection tool
• Documentation of student progress over time
• Objective criteria written in very discrete, measurable terms that translate well to IEP inclusion—and in fact ABLLS-R items
frequently appear on incoming IEPs and
IFSPs.

• Not an exhaustive list of skills
• Does not identify all of the steps in the teaching process that may be necessary to teach the skills
• Not an exact developmental sequence
• Doesn’t address behavior concerns

• Teacher, SLP, psychologist, parent, etc.—or a combination thereof
• It is recommended that a person with some responsibility for developing the educational programming for a particular child be involved with collecting the information

• Interview
• Observation of the child
• Formal administration of test items
• It does not need to be given all at once or in it’s entirety to be useful for program planning

• Use the top row of numbers for the 1 st assessment
• Circle the score that matches the criteria observed for each item
• Do Not Guess or Overestimate a score
• If the student is not able to demonstrate a skill or doesn’t have an opportunity to participate in that skill give a score of Zero (0)
• Use the circle to the left of the tracking boxes to record a score of zero
• Use a different color to fill in the tracking grid each time the assessment is given

• Use the Protocol sheets for G1-12 and the
Skills Tracking Guide
• Circle the correct score for each item description given
• Remember to look at the criteria to decide what the right score is

• Using the ABLLS-R to support student skill development does not stop with the assessment. After completing the assessment the results must be interpreted and educational priorities determined.
• Many results will fall into 2 profiles:
– Early Learner Profile
– Advanced Learner Profile

Early Learner or Advanced Learner?

“The overall goal for the development of an IEP for a child with language delays is to develop a list of measurable objectives that adequately address the child’s deficits in language and other basic learner skills.”

Problems with IEPs according to Dr.
Partington
• Failure to put an emphasis on basic language and learning skills
• Failure to prioritize objectives
• Non-measurable objectives
• Failure to write objectives prior to the IEP meeting
• Write Learning Objectives not just
Participation Objectives
See notes

• This may be a shift in thinking for many of us
• The majority of the instructional objectives should come from from the Basic Learner
Skills section (1/2 – 2/3)

How many objectives should we include from each area ??
• Use the note sheet you started/turned in
• Let’s take a look at each area
• I will share the information you found in the guide and that I learned from the DVD
• Make any additional notes on your sheet

• You can write PLOPs from the information you collect – see example on pg 43
• You can look at the grid and make decisions on which skills you want to address next
• You can turn those into IEP objectives by using the objective and mastery criteria on the protocol (see notes)
• Prioritize & Integrate ***

See notes

See notes

• The student will be able to follow simple known directions provided by another individual 75% of the time (L8)
• The student will imitate 10 different gross motor movements when prompted in 4 out of 5 trials. (D3 get to level 3)
• The student will be able to ask for items using adjectives
(big car), using at least two adjectives in contrived situations 80% of the time. (F16)
• When given coins, bills, and clocks depicting time to the hour, the student will match the value and numerical time for one item within 15 seconds 4 out of 5 trials. (B7) take to level 1 – integrated the academic tasks as well.

Template from Jennifer Baldwin
Shell that provides Goal, Modifier, Mastery section
Template is on our website
Requests
F3.4
Goal: When asked, “What do you want?” Student will request a visible item using picture exchange and vocal.
Modifier: Independent with item and picture present
Mastery criteria: 10 or more different items/activities per day over 3 consecutive school days
F4.4
Goal: When asked, “What do you want?” Student will ask for an out-of-sight item using picture exchange and vocal.
Modifier: Independent with picture present but not the item
Mastery criteria: 10 or more different items/activities per day over 3 consecutive school days
F5.4
Goal: Student will spontaneously ask for a visible item he wants using picture exchange and vocal.
Modifier: With the item and picture present but no verbal cue/question
Mastery criteria: 10 or more items per day over 3 consecutive school days

Template from Netzaberg
(located on the website)

• Organized the objectives into broad goals
– Improve Requests
– Improve Labeling
– Improve Intraverbal Communication
– Improve Syntax and Grammar
– Improve Social Interaction
• And then put specific objectives under each

• While the ABLLS assessment does not address behavior, there may be a need to include some behavior objectives on the IEP
• It can help ensure that desired behaviors are reinforced
• If disruptive behavior has been reduced, it can serve as a reminder to use effective strategies
• Record what is working – so that others will keep doing it

Activities to support skill development
• After completing the assessment and creating
Educational Priorities, it is time to teach the skill.
As you plan lessons try to link them to the corresponding ABLLS objective.
• There are a few examples of activities on our website.
– Listening Lotto (C45)
– 3 Item Sort (B8, G4, G17)
– Vocabulary Pictures & Activity List (multiple skills)
– Weather Match (B5)

• Tracking Sheets website www.trackingsheets.net
It has a variety of data grids and activities that go along with
ABLLS-R tasks
• Rethink Autism – ABLLS connection has been shared and posted to the website
• Big Disk of Programs

Reflection Comments from those who recently administered the assessment
• Positives
– Provides a “clear picture”, see picture of what the student can/can’t do, allows you to see the student as a whole, helps us see skills we may have overlooked, help with IEP development/planning next steps, see progress over time, looks at discrete skills, provides rich information, provides welldefined criteria for each skill, working with the team was a positive experience, links well with Rethink Autism program
• Negatives/Challenges
– Time consuming, finding materials, finding time to assess student, understanding some tasks, flow of the test items, doesn’t address use of PECS

• Read the VB-MAPP Guide & Protocol
• Complete the Self-Study Guide
• Email your assignment to LeAndra by May 28 th
• Next Meeting Wednesday May 29 th 3:30-5:00 we will review what you learned about the
VB-MAPP

• http://assessmentsandautism.eportalnow.net
• Password: autism