ELSB
Early Literacy Skills Builder
The first and only
scientifically based literacy
intervention program for children with
severe to moderate developmental
disabilities, including autism.
1-800-327-4269
Research Foundations
Early Literacy Skills Builder (ELSB) is based on exhaustive analyses
of published research on reading acquisition. The National Reading
Panel (NRP) Report provided strong evidence that phonemic awareness,
phonics, vocabulary development, and comprehension are among the
essential components of a successful reading program. In addition,
Dr. Diane Browder directed an analysis of 128 studies on teaching
reading to students with cognitive disabilities, which indicated the
effectiveness of using systematic instruction techniques to teach
sight words. ELSB accommodates the research from both analyses by
including the NRP components and systematic instruction techniques.
NRPs Critical Components
• P honemic awareness
• A lphabetic understanding
• V ocabulary
• C omprehension
• A ccuracy and fluency of connected text
Dr. Diane Browder
Coauthors
Susan Gibbs
Lynn Ahlgrim-Delzell
Ginevra Courtade
Angel Lee
Browder’s Research Analysis
• R eview of 128 studies on reading and disabilities
• Strongly supports systematic instruction
• A mple evidence of sight word success
• A dditional components required for actual reading
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ELSB Research
Five-year ongoing research project
ELSB research is conducted by Project RAISE* at the University of
North Carolina-Charlotte. Students with significant developmental
disabilities have received daily ELSB instruction in the CharlotteMecklenburg School System.
A published research study in Exceptional Children (Browder et
al., 2008) on the first year of the project compared ELSB to the
Edmark Reading Program, which uses a sight-word-only approach.
Here, students were randomly assigned to either the Edmark or
ELSB group. The ELSB students had significantly higher scores
on four measures.
1. ELSB pre- and post-test
. Nonverbal Literacy Assessment
(Phonics Skills and Conventions of Reading)
3. Peabody Picture Vocabulary Test–III
(Receptive Vocabulary)
4. Woodcock Language Proficiency Battery
(Memory for Sentences)
(Letter-Word Identification)
*More information about Project RAISE may be found at
http://education.uncc.edu/access/RAISEProject.htm
1-800-327-4269
The students and teachers pictured in this brochure and in the
Getting Started DVD are from the Charlotte-Mecklenburg Schools,
and are participants in the ongoing ELSB research project.
Comparing ELSB with Edmark
The data show that students using ELSB had higher gain scores
on all four dependent variables. ELSB integrates phonemic
awareness, sight words, reading comprehension, and storybased lessons. The Edmark Reading Program is a sight-wordonly approach.
endorses
Early
Literacy
Skills
Builder
After reviewing these results showing the ELSB group’s superior
performance results, the Institute of Education Sciences
(funding agency) approved the discontinuation of the Edmark
control group for the remaining two years of research.
Nonverbal Literacy
Assessment
40
Conventions
of Reading
10
Phonics
Skills
Peabody Picture
Vocabulary Test—III
40
20
36.36
30
30
22.36
20
5
6.45
5.31
15
29.91
20
10
11.11
17.04
10
10
ELSB
Edmark
ELSB
Edmark
5.69
5
ELSB
Edmark
ELSB
Edmark
Composite of Gain Score Means for ELSB and the Edmark* Across Three Years
The Council of Administrators
of Special Education
has announced a formal
endorsement of ELSB
based on the CASE Product
Review Committee’s rigorous
evaluation of the materials,
program objectives,
customer satisfaction,
and research base.
CASE is a division
of the Council for
Exceptional Children.
* After reviewing these results, the Institute of Education Sciences approved the
discontinuation of the Edmark control group for the remaining two years of research.
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Underlying Principles
What’s the Primary Goal of ELSB?
To develop the skills and behaviors needed for
students to succeed in a standard reading program.
How Does It Work?
● ELSB has seven distinct levels, each with five
Who’s It For?
ELSB is a multi-year program for students
ages 5–10 with:
● Autism
structured lessons.
● Recommended for 90 minutes of literacy instruction.
● Begin all students at Level One.
● Administer Level A if the student struggles with
Level One.
● Severe intellectual disabilities
● Set up small groups or teach one-on-one.
● Moderate intellectual disabilities
● Divide daily lessons in two 30-minute skill-building
● Multiple disabilities
sessions and one 30-minute story-based session. By
integrating the Building with Stories activities in your
last session, skills taught in the first two sessions are
ultimately reinforced.
● Modify your teaching to accommodate alternative
response modes such as AAC devices or eye gaze boards.
● Assess students upon completion of each level.
● Move to next level when mastery is demonstrated.
● Repeat lessons as needed.
● Promote student to your school’s standard reading
program upon successful completion of Level Seven.
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Attainment is the
sole source
vendor for ELSB
$695
ELSB Curriculum Components
Easel story book
97 pages
Implementation Guide & PDF CDs
174 pages
Moe puppet
Magnetic board
with star magnets
DVD
Sticky
flags
15 Flashcards
Levels One & A
Levels Two & Three
Level Four
Level Five
Level Six
Level Seven
120 pages
184 pages
96 pages
100 pages
100 pages
102 pages
118 pages
298 pages
168 pages
172 pages
198 pages
204 pages
174 pages
298 pages
174 pages
174 pages
198 pages
196 pages
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National Reading Panel Components
ELSB goes beyond sight words by integrating the key reading components recommended by the NRP.
ELSB TARGET SKILLS
NRP Component
Early-Sequence
Mid-Sequence
Late-Sequence
Phonemic Awareness
Identify the concept of word
Introduce initial consonant sounds
Identify initial and final consonant
sounds
Segment and blend phonemes
(phonemic awareness skills that will
be used in beginning reading program)
Alphabetic Principle
(Phonics)
Identify words using picture symbols
Identify letter-sound correspondences
Identify letter-sound correspondences
Use pictures to demonstrate
understanding when seeing letters
and hearing letter sounds
Comprehension
Select a picture symbol/word for
a repeated story line
Answer basic wh questions
Select a word for a repeated story line
Answer wh, prediction, and main
idea questions
Answer inferential questions and
questions relating to the sequence
of the story
Vocabulary
and Fluency
Read some high-frequency sight words
Read new vocabulary words using
picture symbols and/or text
Read more high-frequency sight words
Read new vocabulary words using
picture symbols and/or text
Read more high-frequency sight words
Read new vocabulary words using
picture symbols and/or text
1-800-327-4269
ELSB Instructional Concepts
ELSB is based on the principles of direct and systematic instruction.
Direct instruction is a proven technique for teaching reading to
students with learning disabilities. Systematic instruction, based
on applied behavior analysis, is the most widely used approach
for developing a wide range of skills in students with severe or
moderate developmental disabilities. Systematic instruction
uses task analysis and data collection procedures to develop
structured lesson plans.
Direct Instruction Features
● Teacher driven
● Small steps
● Guided practice
● Constant feedback
● Small groups
or one-on-one
Systematic Instruction Process
● Set goals
● Design procedure to attain goals
● Implement procedure
● Assess effectiveness
● Move on or modify
ELSB Incorporates
● Scripted lessons
● Least-prompt strategies
● Teachable objectives
● Built-in lesson repetition
● Ongoing assessments
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ELSB Scope and Sequence: Overview
Level
1. Read sight
words using timedelay instruction
Activity:
Flashcard Game
2. Point to sight
words to complete
sentences
One
Two
Three
Four
Five
Six
Seven
boy, girl, friend
me, is,
friend
want, he,
is, boy
my, are,
is, me, want
like, give,
are, friend, he
where, have,
give, my, girl
was, does,
have, where,
like
Formula for introducing frequently used vocabulary words in K–1 reading curricula:
• New words are introduced and maintained for a complete level.
• Words are added back in for 1–2 successive lessons in subsequent levels.
• Words are dropped again for 2–3 lessons.
Words are added back in for at least 1 additional lesson.
Correct answer/
1 distractor
Correct answer/
1 distractor
Correct answer/
2 distractors
Correct answer/
2 distractors
Correct answer/
3 distractors
Correct answer/
3 distractors
Correct answer/
3 distractors
1–2 lines of
text using leftto-right and
top-to-bottom
movement
2–3 lines of
text using leftto-right and
top-to-bottom
movement
3–4 lines of
text using leftto-right and
top-to-bottom
movement
1 line of wordby-word pointing
2 lines of wordby-word pointing
2 lines of wordby-word pointing
2 lines of wordby-word pointing
Correct answer/
1 distractor
Correct answer/
1 distractor
Correct answer/
2 distractors
with picture cue
Intermittent
(in 2 lessons
for review).
Correct answer/
2 distractors
without
picture cue
Intermittent
(in 1 lesson
for review).
Correct answer/
3 distractors
Intermittent
(in 1 lesson
for review).
Correct answer/
3 distractors
Intermittent
(in 1 lesson
for review).
Correct answer/
3 distractors
Activity:
Flashcard Game
3. Point to text
as it is read
Activity: Pointing
to Words
4. Say and/or
point to a word
to complete
a repeated
story line
Activity:
Hidden Words
10
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ELSB Scope and Sequence: Overview
(continued)
Level
5. Respond to
literal questions
about a story
Activity: Answering
Questions
One
Two
Three
Four
Five
Six
Seven
What, who,
and yes/no
questions
(answer
on page).
1 distractor
What, where,
yes/no, and
who questions
(answer
on page).
1 distractor
What, who,
where, yes/no,
and prediction
or main idea
question.
2 distractors
with picture cue
What, who,
where, when,
and prediction
or main idea
question.
2 distractors
without picture
cue
What, who,
where,
prediction
or main idea
question, and
sequence
question.
3 distractors
What, who,
prediction
or main idea
question, and
sequence
question.
3 distractors
Same types of
questions.
Add a why
question at the
end (not literal).
2–3 syllable
words (not
1 syllable)
1–4 syllable
words
1–5 syllable
words
2–5 syllable
words
1–3 syllable
words
1–5 syllable
words
Intermittent
(in 1 lesson
for review)
Intermittent
(in 1 lesson
for review)
Intermittent
(in 1 lesson
for review)
Intermittent
(in 1 lesson
for review)
4 CVC words
4 CVC words
4 CVC words
4 CVC words
New sounds:
/f/, /o/
New sounds:
/l/, /g/
New sounds:
/d/, /u/
New sounds:
/i/, /h/
6. Demonstrate
understanding
of syllable
segmentation
by clapping out
syllables in words
Activity:
Chunking Words
7. Demonstrate
understanding
of phoneme
segmentation by
tapping out sounds
in CVC words
Activity: Tapping
Out Sounds
8. Identify
letter-sound
correspondences
New sound:
/m/, one object
(nonletter)
New sounds:
/a/, /s/
New sounds:
/r/, /t/
Activity: Learning
Letter Sounds
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11
ELSB Scope and Sequence: Overview
(continued)
Level
One
9. Point to and/or
say the first/last
sounds in words
Activity: First/Last
Sound Game
10. Identify
pictures that
begin/end with
given sounds
Two
Three
Four
Five
Six
Seven
Point to/say
first sound in
words beginning
with continuous
sounds (e.g.,
/a/, /m/)
Point to/say
first sound
in words
Point to/say
first sound
in words
Point to/say
first sound
in words
Point to/say
first and last
sounds in words
Point to/say
first and last
sounds in words
Beginning
sounds (no text)
Beginning
sounds (no text)
Beginning
sounds (no text)
Beginning
sounds (no text)
Beginning and
ending sounds
(no text)
Beginning and
ending sounds
(no text)
4 CVC words
4 CVC words
4 CVC words
4 CVC words
Pictures of
4 CVC words
(no text)
Pictures of
4 CVC words
(no text)
Pictures of
4 CVC words
(no text)
Pictures of
4 CVC words
(no text)
Activity: Finding
Pictures with
Special Sounds
11. Point to
sounds in words
Activity:
Stretching Words
12. Blend sounds
to identify pictures
Activity:
Finding Pictures
12
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ELSB Scope and Sequence: Overview
(continued)
Level
13. Point to
pictures/words
representing new
vocabulary
One
Two
Three
Four
Five
Six
Seven
People: boy, girl, friend
Feelings: happy,
sad, mad,
excited, scared
Pets: dog, cat,
bird, rabbit,
snake
Actions: play,
read, swim,
shop
Places: pool,
zoo, park,
bowling alley
Birthday party:
birthday, cake,
sing, game
(match word to picture)
Items to give
to others:
presents,
clothes, toys,
books, CDs,
games (match
word to picture)
People: boy, girl, friend
Feelings: happy,
sad, mad,
excited, scared
Pets: dog, cat,
bird, rabbit,
snake
Actions: play,
read, swim,
shop
Places: pool,
zoo, park,
bowling alley
Birthday party:
birthday, cake,
sing, game
Items to give
to others:
presents,
clothes, toys,
books, CDs,
games
Activity: The New
Word Game
14. Use new
vocabulary words
and personal
information to
create a story
Activity: Fun with Writing
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13
ELSB Scope and Sequence: Level A
Objective
14
Activity
Lesson 1
Lesson 2
Lesson 3
Lesson 4
Lesson 5
1. Recognize a book
from a nonbook
Engagement
Touch or attend to a
book (no distractor).
Touch or eye gaze to a
book paired with 1 distractor.
2. Interact with
objects related to a book
Engagement
Interact with 1 object
representing the main
idea: apple.
Interact with 2 objects:
apple and chopped
apples.
3. Select own photo
or written name
Picture/Word
Recognition
Select own photo when
paired with 1 distractor.
Select own photo/
written name when
paired with 1 distractor.
Select written name when
paired with 1 distractor.
4. Select named
photo or word
Picture/Word
Recognition
Select apple when paired with a distractor.
Select picture of a
labeled apple when
paired with 1 distractor.
Select picture and word
apple when paired with 1 distractor.
5. Physically engage
with a book and/or
visually attend to a
story
Text Pointing
Oh My, Apple Pie!
Touch picture of
Grandma after line 2,
and apple after line 11.
Oh My, Apple Pie!
Touch picture of
Grandma after line 2,
and apple pie after
line 3.
Oh My, Apple Pie!
Point to words in story
(not specific or individual
words).
6. Point to an object,
a picture, or a word
that completes a
story line
Hidden Word
Hidden word: apple
Indicate hidden word
using real apple
and word.
Hidden word: apple
Indicate hidden word
using a labeled picture.
Hidden word: apple
Indicate hidden word using
a labeled picture.
7. Respond to literal questions
about a story
Comprehension
Oh My, Apple Pie!
After reading the entire
story: What kind of pie
was the story about?
Oh My, Apple Pie! After
reading the entire story:
What kind of pie was the
story about?
Oh My, Apple Pie!
Line 3: What kind of pie
does Lisa’s grandma
make?
Line 5: What part of
Lisa will smell the scent
of the apple pie?
Oh My, Apple Pie!
Line 3: What kind of pie
does Lisa’s grandma
make?
Line 19: What does
Lisa’s pie come with?
Oh My, Apple Pie! Line
3: What kind of pie does
Lisa’s grandma make?
Line 10: What must Lisa do
before she gets apple pie?
Line 19: What did Lisa’s
pie come with?
8. Point to named
objects or pictures
Vocabulary
Point to apple with 1 distractor.
Point to apple with 1 distractor.
Point to apple with 1
distractor and Grandma
with 1 distractor.
Point to apple with 1
distractor and apple pie
with 1 distractor.
Point to apple with 1
distractor and Grandma
with 1 distractor.
9. Use new
vocabulary and
personal information
to create a story
Fun with Writing
Select own photo.
My name is .
I think apple pie
is .
I love my .
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Oh My, Apple Pie!
Touch picture of apple
after line 6.
Touch or eye gaze to the
named book with 1 distractor book.
6
8
5
7
6
5
Objective 5
Objective 6
Objective 8
Objective 9
Objective 10
Objective 13
Total Possible
Classroom Summary Form: Level Six
67
Students’ Names
67
67
___________________________________________________
___________________________________________________
___________________________________________________
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5
4
4
11
14
14
5
5
15
Objective 5
Objective 6
Objective 7
Objective 8
Objective 9
Objective 10
Objective 11
Objective 12
Objective 13
100%
80%
100%
5
4
15
Percent Correct
100%
86%
4
100%
12
4
80%
82%
4
100%
100%
100%
1
9
2
67%
100%
100%
14
2
93%
93
1
Objective 4 (with pic)
93
2
Objective 4 (no pic)
5
Total Possible
3
Objective 3
5
86
5
Objective 2
Total Correct
5
Objective 1
51%
93
47
15
—
1
3
7
2
—
3
1
1
1
3
5
5
Emily
___________________________________________________
Erin
Velcro responses Jesse Possible #
correct per
objective
eye gaze Katrina 59%
93
55
14
3
4
10
5
6
1
1
2
1
1
1
4
2
Katrina
Students’ Names
7
2
2
5
1
2
3
4
4
2
2
9
15
12
75%
93
70
Jesse
100%
40%
40%
64%
86%
64%
50%
50%
100%
100%
100%
100%
80%
80%
93
___________________________________________________
pointing & verbal Emily Students’ Names Erin Mode of Response pointing & verbal Date 9/14/07 Examiner Mrs. Lee Percent Correct
67
5
Objective 4 (with pic)
Total Correct
3
10
Objective 4 (no pic)
8
Objective 2
Objective 3
4
Objective 1
67
___________________________________________________
67
___________________________________________________
Possible #
correct per
objective
___________________________________________________
Students’ Names ___________________________________________________ Mode of Response ___________________________________________________
Date ______________________________________________________________Examiner ___________________________________________________________
Classroom Summary Form: Level Three
Sample Assessment Forms
15
16
1-800-327-4269
3
6
5
8
4
6
3
3
Objective
Objective
Objective
Objective
Objective
Objective
Objective
Objective
Assessment Items
Total Correct
Total Possible
Percent Correct
Date
1
2
5
2
2
2
1
2
17
38
45
Test 1
10/15/07
3
6
5
5
4
5
1
3
32
38
84
Test 2
5/12/08
38
Test 3
38
Test 4
friend
girl
Item 2
Item 3
Total
1

3



green
boy
boy
friend
friend
girl
girl
Demonstration
Item 4
Item 5
Item 6
Item 7
Item 8
Item 9
Total
Date
2


Test 1
10/15/07
6






Test 2
5/12/08
Test 3
Test 4
Objective 2: Point to sight words to complete sentences. Place a check in the appropriate column for each word read correctly and
independently. Score one point for each check. The demonstration item is not scored. Add the points and record the total score. Transfer this score to the Assessment Summary.
boy
Item 1
Objective 1: Read sight words. Place a check in the appropriate column for each word read correctly and independently. Score one point for
each check. The demonstration item is not scored. Add the points and record the total score. Transfer this score to the Assessment Summary.
Test 1
Test 2
Test 3
Test 4
Date
10/15/07
5/12/083
Demonstration
Moe
1
2
3
4 (without picture representation)
4 (with picture representation)
5
8
13
# of items
Objectives
Assessment Summary
Student mode of response □ points  eye gazes □ other
Examiner Mrs. Lee School Sunset Elementary Student name Robert Student Assessment Recording Form: Level One
Sample Assessment Form
Level One Sample Pages
Teacher’s Manual
Student Materials
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17
Level One Sample Pages
Student Assessment
All About Moe
18
1-800-327-4269
Level Six Sample Pages
Teacher’s Manual
Student Materials
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19
Level Six Sample Pages
Student Assessment
All About Moe
20
1-800-327-4269
Early Literacy Skills Builder
Features
Benefits
Comprehensive,
multi-year program
●
Great long-term investment
A fun, ageappropriate activity
●
Motivates students to participate in reading activities, just like their friends without disabilities
Based on
scientific research
●
Demonstrated effectiveness with intended student population
Scripted lessons
●
Help both experienced and inexperienced teachers
Make it easier for paraprofessionals and classroom volunteers to use ELSB
●
Ongoing data collection
●
●
DVD training
●
●
Allows students to progress at their own pace
Great for writing measurable IEPs
A quick and effective method to learn how and why ELSB works
Helps new staff learn how to implement the program
Linked to general
education standards
●
For children
ages 5–10
●
Focuses on literacy with age-appropriate stories
For all children
with moderate to
severe disabilities
●
Gives all children an opportunity to learn literacy skills
Accommodates children who communicate
nonverbally or are on the autism spectrum
Ideal for individual or
small group instruction
●
●
●
Encourages inclusive activities
Provides access to general curriculum
Group size can be tailored to best fit the classroom
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21
Reproducible Resources
Story Building Lesson Quick Reference Guide
Component
All
All (If you have a large group, combine with
step 3 and give all students a chance to do
one or the other.)
3. Read author’s/illustrator’s names
and give the opportunity to point to/
say name.
All (See above.)
DOWN
Suggestions
Kids love props!
4. Model (if necessary) opening the book
and give student the opportunity to
do so.
One
Give student the opportunity first without
being told (e.g., “What do we need to do
to get the story started?”), then prompt
if necessary.
5. Ask a prediction question.
All
Show cover of book and pictures inside.
Use pictures for choices if needed.
6. Point to text while reading aloud.
FRIEND
How Many Students
1. Engage students with the
anticipatory set.
2. Read the title and give students the
opportunity to point to/say the title.
All
Choose a line for each student. Let them
attempt first before you help.
7. Read the repeated story line.
All
Let the students fill in the line verbally
or with an assistive device.
8. Teach new vocabulary words.
All
Choose one vocabulary word. Have students
try to find the word in the text.
9. Ask comprehension questions
during and after story reading.
All
Ask one question of each student (use
picture synonyms for responses if required).
SING
CROWN
PDF files are provided for all reproducible pages. The purchase of an
ELSB curriculum includes a classroom license for PDF printouts or
photocopying. The PDF files include Assessment Recording Forms,
flashcards, AAC overlays, My Book About Me templates, Student
Response pages, and Building with Stories Lesson Plans.
Reproduction
There’s no need to worry about damaged pages or the right to create
extra pages. Simply print out any reproducible page for replacements
or additional copies. All Assessment Recording Forms are included
so there’s no need to purchase scoring booklets.
Modification
Original ELSB art is provided in JPEG format for creating teachermade materials to supplement and adapt the ELSB curriculum.
Import the art into BoardMaker, Microsoft Word, or PowerPoint.
22
1-800-327-4269
Staff
Training
Training Options
● Attainment provides
extensive training for schoolor district-wide purchases
upon request.*
● A comprehensive DVD
covering the essentials of
ELSB is provided with each
curriculum purchase.
* Nominal training fees apply, based on quantity of purchase.
Here’s what you get with ELSB:
●
1 Implementation Guide
●
6 Teacher’s Manuals
●
6 Student Material Books
●
6 Student Assessment Books
●
Moe the Frog Puppet
●
All About Moe and Oh My, Apple Pie! Story Book
●
Getting Started DVD
●
2 CDs with Printable PDFs
●
Sight Word Flashcard Set
●
Magnetic White Board
with Stars
●
Sticky Flags
●
2 Storage Boxes
EL-S10BR
$695.00
For information or to order:
USA/Canada Phone 1-800-327-4269
Fax 1.800.942.3865
International Customers Phone 608-845-7880
See what ELSB is all about!
Our Federal ID#: 39-1365288
Attainment Company, Inc.
P.O. Box 930160 • Verona, Wisconsin 53593-0160
Buy online: www.AttainmentCompany.com
Email us: info@AttainmentCompany.com
Features three segments:
1. Getting Started—An 18-minute overview of ELSB includes author and
teacher interviews, classroom footage and material review.
2. Objectives—Watch all 14 objectives demonstrated in actual classrooms.
3. Special Features—The ELSB Getting Started DVD is Closed Captioned and includes SDH subtitles.
www.AttainmentCompany.com
23
Validated by ongoing
classroom research
“powerful ... motivating ... comprehensive ... proven success”
Everything you need
● Multi-year curriculum with 7 levels
● Implementation Guide
● Moe the frog puppet
● All About Moe story book
● Getting Started DVD
● 2 CDs with printable PDFs
● Sight word flashcard set
● Magnetic white board with stars
● Sticky flags
● 2 storage boxes
EL-S10BR
Early Literacy Skills Builder $695
Sample PDFs, video clips & research at
www.AttainmentCompany.com
1-800-327-4269
The first and only scientifically based literacy program for children
ages 5–10 with moderate-to-severe developmental disabilities,
including autism. Three years of ongoing research through the
University of North Carolina at Charlotte demonstrated that
ELSB is highly effective in teaching prereading skills. ELSB
students per form significantly better than those using the
Edmark Reading Program. The curriculum features NRP critical
components, phonics plus sight word instruction, scripted
lessons, accommodations for children who communicate
nonverbally, and connections to general education standards.
Attainment Company is proud to work with
endorses
Early
Literacy
Skills
Builder
the authors and researchers of ELSB: (left to
right) Lynn Ahlgrim-Delzell, PhD; Angel Lee, MEd
(standing); Susan Gibbs, PhD (seated); Ginevra
Courtade, PhD; and Principal Investigator,
Diane Browder, PhD.
www.AttainmentCompany.com
Attainment Company, Inc.
P.O. Box 930160 • Verona, Wisconsin 53593-0160
PRSRT STD U.S. Postage PAID
PERMIT #73
Columbus, WI ZIP +4 BARCODED