Welcome to the ABLLS-R/VBMAPP Overview Class!!!

1. 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

2. ABLLS-RThe Assessment of Basic Language and Learning Skills-Revised by Dr. James W. Partington

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)

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

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

12. Materials

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 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)

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

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

37. Early Learner Profile

38. See notes Early Learner Profile

39. Advanced Learner Profile

40. Advanced Learner Profile

41. See notes Advanced Learner Profile

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.

43. 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

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

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 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

49. How many of you were able to find this book in your school?

50. 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