1. Welcome to the ABLLS-R/VBMAPP Overview Class!!!
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We will begin at 3:30
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Please type a note in the chat box letting us know who from your group is present today

2. ABLLS-R The Assessment of Basic Language and Learning Skills-Revised by Dr. James W. Partington
Credit to Jennifer Baldwin for this powerpoint slideshow
Using the Guide & the DVD to gather information

3. What is it??? 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

4. 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)
Allows us to see what skills the child needs to learn so that they can learn from their every day actions with others – in a typical classroom where the teacher is teaching skills to all learners (from video)
Basic Learner Skills – skills that help them learn to learn

5. For whom is this appropriate?
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
“Looks at the skills that are necessary to communicate successfully and to learn from everyday experiences”

6. What does it measure? Multiple facets of language Receptive language
Vocal imitation (echoics)
Labeling (tacts)
Syntax and grammar
Requests (mands)
Spontaneous vocalizations
Intraverbals (conversational components)

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

8. What is it good for? 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.

9. Limitations 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

10. Who can give this test?
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

11. How do I give this test? 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
Things you can ask the parents – self-help skills, toileting, dressing, eating, socialization, reinforcers, cooperation
Things you can look for during an observation – social interaction, language, comprehension,
Skills you can assess during classroom activities – circle, play, snack,

12. Materials
We have assessment kits in the district, but you can also find a lot of the materials in your room.
Materials linking guide (website)
Materials powerpoint (website)

13. Scoring Information Use the top row of numbers for the 1st 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

14. Scoring Practice Session
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

21. Example of an Update

22. Example of an Update

23. Example of an Update

24. Interpreting Results
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

25. Early Learner or Advanced Learner?

31. Developing the IEP
“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.”

32. 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
Failure to put an emphasis on basic language and learning skills (they will just learn them, no we need to specify which skills they will learn)
Failure to prioritize objectives – emphasize the ones that will allow them to fully participate in social interactions - which is more important – learning to request items or brush their hair?
Non-measurable objectives – specify the number of items to label, the amount of time to play with peers, etc
Failure to write objectives prior to the IEP meeting (parents can be included all along the way, don’t have to wait until the meeting to involve them – have/present them with a list of proposed objectives to review before the meeting.
Write Learning Objectives – not just Participation Objectives
See notes

33. “An effective IEP will most often contain 20 to 30 instructional objectives”
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)
He recommends objectives
Too few – can’t address enough skills
Too many reduces time to work on critical skills
Want to leave time for incidental teaching and generalization
Add new ones when others are mastered
Unique to the child – prioritize & state mastery criteria
Exceptions - PSCD – fewer hours in a day, we don’t have the luxury of doing 1:1 therapy for 3 hours a day, but we can make a plan to aim for inside our abilities
Be thinking about – incorporate into your classroom
Some of us have said we could write broader IEP goals/Objectives and know that these are incorporated into the IEP – but isn’t it still good to specify which ones we want to be working – even if it is just for our own general knowledge

34. 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
Go over notes from the DVD

35. PLOPS & IEP Objectives
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 ***

36. Early Learner Profile
Notice that the skills chosen do not go directly in order – but target skills they want to reach within the next year. Some work to expand the skill, others look to introducing a new skill.

37. Early Learner Profile

38. Early Learner Profile See notes
What does Dr. Partington feel should be the emphasis of Sarah’s educational program? Develop her willingness and ability to engage in a variety of instructor-controlled activities and in her ability to use language skills.
Dr. Partington did not feel that the following areas were not appropriate for Sarah at this time: interverbal, syntax & grammar, group participation, generalized responding
Can you see that with the objectives he chose?

39. Advanced Learner Profile
Look at the skills chosen to address within the next year – some fill in the gaps, other extend the skills, others introduce new skills

40. Advanced Learner Profile

41. Advanced Learner Profile
See notes
Advanced Learner Profile
Where do you see Jason’s strengths and weaknesses?
Were academic objectives recommended? Yes
What self-help skill needs to be addressed? Toileting!
Several of the tasks have been combined into 1 objective. Working on several skills in 1 objective

42. Sample Objectives
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.
Use the protocol to help write the objective, use mastery criteria from the Criteria section, include how often it should be mastered to meet DODEA IEP requirements, include any modifiers you plan to use

43. 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
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

44. Template from Netzaberg (located on the website)

45. 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
also organized by goals using wording form the ABLLS section “The student will increase their cooperation and response to reinforcement across instructors.” “The student will increase her ability to perform visual tasks” “The student will increase her play and social skills.”

46. Behavior Objectives
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

47. 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)

48. Tips & Tricks to Share
Tracking Sheets website 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

49. How many of you were able to find this book in your school?
Isles Lending Library – Lakenheath
Kaiserslautern Lending Library – Ramstein

50. Negatives/Challenges
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 well-defined 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

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

52. Webpage
Password: autism