1. VB-MAPP Verbal Behavior Milestones Assessment and Placement Program

2. What is it??? A criterion-referenced assessment
Based on the B.F. Skinner’s functional analysis of language/verbal behavior
Developed by Dr. Mark Sundberg
Designed to provide a representative sample of a child’s existing verbal and related skills
170 Milestones from 16 skill areas over 3 Developmental levels
Also includes:
Barriers Assessment
Transition Assessment

3. For whom is this appropriate?
Students with language delays that significantly impact their learning
Young children
Students with moderate to severe learning impairments
Individuals with developmental language abilities at or below 48 months. (4 years)

4. Who can give this test?
The assessment uses verbal behavior terms so it is important for the tester to have a functional understanding of behavioral principles, VB, basic linguistic structure, etc.
But it doesn’t have to be an SLP…
And it doesn’t have to be just one person.

5. How do I give this test? Formal administration of test items
Direct observation of child
Interviews with parents and others who know the child well (p17)
A list of suggested materials is presented on pages 21 & 22 of the guide.

6. What is it good for?
Ascertaining developmental language abilities and needs
Documentation of student progress over time
Identifying factors that may hinder a child’s progress
Highlighting factors for consideration in determining least restrictive environment

7. What does it measure? 16 Milestones Mands Tacts Intraverbals Echoics
Motor Imitation
Reading (Textual Behavior)
Spelling (Transcription)
Listener Responding
Listener Responding by Function, Feature, and Class (LRFFC)
Visual Perceptual/Match to Sample (VP-MTS)
Independent Play
Social Behavior & Social play
Spontaneous Vocal Behavior
Classroom Routines & Group Skills
Linguistic Structure
Math

8. BARRIERS ASSESSMENT
Identifies factors which may be impeding a child’s progress towards learning and language acquisition.
24 factors, described with scoring instructions beginning on page 99 of your manual
Uses 0-4 pt scale
Identified factors can be directly addressed through learning objectives, etc.

9. TRANSITION ASSESSMENT
There are 18 measurable areas identified on that can help educators and parents make decisions and set priorities.
Looks at 3 main categories of performance
VB-MAPP scores and academic independence
Learning patterns
Self-help, spontaneity, and self-directions
Uses 0-5 pt scale
Does not attempt to determine placement for a child, repeatedly states that this is the responsibility of the IEP team
In general, higher scores indicate a greater potential for success and independence in a less restrictive environment

10. Milestones Assessment Scoring
Assign a score of 0, ½, 1 based on criteria given in the guide
Scores are recorded for each item and for the whole section in the protocol and transferred onto the Master Scoring Form

11. Barriers Assessment Scoring
Assign a score from 0 to 4 based on criteria identified for each barrier.
Transfer scores from each barrier to the Barriers Assessment Scoring Form

12. Transition Assessment Scoring
Assign a score from 0-5 based on criteria identified for each item
Some scores come from the Milestones or Barriers assessment
Transfer scores from each item to the Transition Scoring Form

13. Interpreting the Results
Chapters 8, 9 & 10 provide information on how to interpret the results and use them to:
Determine the general level of the child
Show strengths and weakness
Look for balance across skill areas
Determine appropriate teaching style
Write IEP goals

14. How are they Similar & How are they Different???
ABLLS-R vs VB-MAPP
How are they Similar &
How are they Different???

15. A BRIEF HISTORY
Teaching Verbal Behavior to the Developmentally Disabled
(1990)
Dr. Mark Sundberg
Assessment of Basic
Language and Learning Skills (ABLLS)
(1998)
Dr. Mark Sundberg & Dr. James Partington
Assessment of Basic
Language and Learning Skills-Revised
(ABLLS-R)
(2006)
Dr. James Partington
Verbal Behavior Milestones
Assessment and Placement Program
(VB-MAPP)
(2008)
Dr. Mark Sundberg

16. SIMILARITIES Authors who have partnered closely together
Both focus strongly on assessment of verbal operant skills, with other skills assessed on an almost secondary basis
Both measure multiple facets of language
Both are criterion-referenced assessments
Both are assessed through observation, interview and direct administration of test items.
Both have partial mastery options for specific skills

17. SIMILARITIES (cont.)
Both include graph formats for charting a child’s progress
Both are designed to be administered periodically (often annually but does not have to be) to a single child and change over time noted on the original graph
Both contain one protocol and one guide.
Both are copyrighted.

18. DIFFERENCES VB-MAPP has 170 milestones across 16 skill areas
ABLLS-R has close to 500 individual skills assessed over 25 areas
VB-MAPP addresses developmental milestones
ABLLS-R addresses discrete skills
VB-MAPP presents milestones in a hierarchical manner
ABLLS-R presents some skills in a developmental hierarchy but not all
VB-MAPP allows you to stop administering items is student is not able to complete 3 sequential skills
ABLLS-R all test items should be administered or considered

19. DIFFERENCES (cont.)
VB-MAPP scoring criteria must be referenced in the manual
ABLLS-R scoring criteria is right on the form
VB-MAPP includes the barriers and transition assessments
ABLLS-R does not, though does look at some of the equivalent components of these assessments
VB-MAPP includes specific echoics to test, but does not list out other specific items
ABLLS-R has assessment items lists in the appendices
VB-MAPP presents IEP development guidelines
ABLLS-R presents criteria in a way that can be fairly easily translated to measureable instructional objectives for IEPs