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Welcome to the ABLLS-R/VBMAPP Overview Class!!!. If you can see this message you are logged in correctly. We will begin at 3:30 Please remember to mute your microphone when you are not speaking to cut back on the background noise
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Welcome to the ABLLS-R/VBMAPP Overview Class!!! • If you can see this message you are logged in correctly. • We will begin at 3:30 • Please remember to mute your microphone when you are not speaking to cut back on the background noise • Please type a note in the chat box letting us know who from your group is present today
ABLLS-RThe Assessment of Basic Language and Learning Skills-Revised by Dr. James W. Partington
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
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)
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
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)
What does it measure? (cont.) • Other basics • Cooperation • Visual performance • Play and leisure skills • Social interaction • Reading • Math • And more…
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.
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
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
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
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
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
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
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.”
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
“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)
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
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 ***
See notes Early Learner Profile
See notes Advanced Learner Profile
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.
Template from Jennifer BaldwinShell that provides Goal, Modifier, Mastery sectionTemplate 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
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
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
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)
Tips & Tricks to Share • 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 Commentsfrom 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