Week 13 Assessments PDF

Week 13 Assessments BEV GRAHAM, PHD, MPA, BCBA-D, LBA The Assessment of Basic Language and Learning Skills, Revised The Assessment of Basic Language and Learning Skills-Revised (ABLLS-R) is a comprehensive tool designed to evaluate a child's language and learning proficiency. Cr...

Week 13 Assessments BEV GRAHAM, PHD, MPA, BCBA-D, LBA The Assessment of Basic Language and Learning Skills, Revised The Assessment of Basic Language and Learning Skills-Revised (ABLLS-R) is a comprehensive tool designed to evaluate a child's language and learning proficiency. Criterion Referenced assessment based on observation of child’s skills Ages: Birth – 12 Years Purpose of ABBLS-R The primary purpose of the ABLLS-R is to identify a child's strengths and weaknesses in various areas of communication and learning. By assessing these skills, practitioners can develop targeted interventions that promote effective learning and enhance overall language proficiency.  Section 1 Basic Learner Skills Assessment A. Cooperation & Reinforcement Effectiveness B. Visual Performance C. Receptive Language D. Imitation E. Vocal Imitation F. Requests G. Labeling H. Intraverbals I. Spontaneous Vocalizations J. Syntax and Grammer K. Play and Leisure L. Social Interaction M. Group Instruction N. Follow Classroom Routines O. Generalized Responding Section 2 Academic Skills Assessment Q. Reading Skills R. Math Skills S. Writing Skills T. Spelling Section 3 Self-Help Skills U. Dressing Skills V. Eating Skills W. Grooming X. Toileting Skills Section 4 Motor Skills Assessment Y. Gross Motor Skills Z. Fine Motor Skills Benefits of Using ABBLS-R Utilizing the ABLLS-R provides numerous benefits, such as establishing clear baseline data, tracking progress over time, and facilitating individualized education plans (IEPs). This tool empowers educators to create tailored strategies that meet the unique needs of each child. Challenges While the ABLLS-R is a valuable tool, challenges may arise in its implementation. These can include time constraints, the need for training, and potential biases in assessment. Addressing these challenges is essential for maximizing the tool's effectiveness in various educational settings. Purpose of VB-Mapp The Verbal Behavior Milestones Assessment and Placement Program (VB-MAPP) is a tool that helps evaluate the language, learning, and social skills of children with autism and other developmental disabilities: Assess skills The VB-MAPP evaluates a child's current language and learning skills and identifies any barriers that might be hindering their progress. Identify needs The VB-MAPP can help analyze a child's needs and guide curriculum. Track growth The VB-MAPP provides a baseline assessment before intervention, and opportunities for follow-up assessments to track a child's progress over time. Inform IEP development The VB-MAPP can help guide the development of an individualized educational program (IEP). VB-MAPP Milestones Assessment Criterion Referenced Assessment Ages 0-4 but can be used with other ages with language delays Designed to provide a representative sample of a child’s existing verbal and related skills. The assessment contains 170 measurable learning and language milestones that are sequenced and balanced across 3 developmental levels (0-18 months, 18-30 months, and 30-48 months). The skills assessed include mand, tact, echoic, intraverbal, listener, motor imitation, independent play, social and social play, visual perceptual and matching-to-sample, linguistic structure, group and classroom skills, and early academics. Included in the Milestones Assessment is the Early Echoic Skills Assessment (EESA) subtest developed by Barbara E. Esch, Ph.D., CCC-SLP, BCBA-D. https://marksundberg.com/vb-mapp/ VB-MAPP Barriers Assessment Provides an assessment of 24 common learning and language acquisition barriers faced by children with autism or other developmental disabilities. The barriers include behavior problems, instructional control, defective mands, defective tacts, defective echoic, defective imitation, defective visual perception and matching-to-sample, defective listener skills, defective intraverbal, defective social skills, prompt dependency, scrolling, defective scanning, defective conditional discriminations, failure to generalize, weak motivators, response requirement weakens the motivators, reinforcer dependency, self-stimulation, defective articulation, obsessive-compulsive behavior, hyperactive behavior, failure to make eye contact, and sensory defensiveness. By identifying these barriers, the clinician can develop specific intervention strategies to help overcome these problems, which can lead to more effective learning. https://marksundberg.com/vb-mapp/  VB-MAPP Transition Assessment Contains 18 assessment areas and can help to identify whether a child is making meaningful progress and has acquired the skills necessary for learning in a less restrictive educational environment. This assessment tool can provide a measurable way for a child’s IEP team to make decisions and set priorities in order to meet the child’s educational needs. The assessment is comprised of several summary measures from other parts of the VB-MAPP, as well as a variety of other skills that can affect transition. The assessment includes measures of the overall score on the VB-MAPP Milestones Assessment, the overall score on the VB-MAPP Barriers Assessment, negative behaviors, classroom routines and group skills, social skills, academic independence, generalization, variation of reinforcers, rate of skill acquisition, retention, natural environment learning, transfer skills, adaptability to change, spontaneity, independent play, general self-help, toileting skills, and eating skills. https://marksundberg.com/vb-mapp/ Milestones Level 1 For children 0–18 months old, this level assesses skills like requesting, labeling, visual perception, matching, and independent play. Level 2 For children 18–30 months old, this level adds skills like prompted and unprompted conversation, classroom routines, and linguistic structure. Level 3 For children 30–48 months old, this level adds reading, writing, and mathematics Barriers A score of 3 or 4 indicates a persistent or severe problem, while a score of 2 or 1 indicates a moderate or occasional problem. Transitions A score of 5 indicates the learner is consistently demonstrating the skill. Challenges of VB-Mapp Time to Administer Skill level of the assessor The VB-MAPP may not validate autistic ways of communicating, playing, and being. It may compare autistic students to neurotypical norms, which can lead to forcing autistic children to mask their true selves.  Assessment of Functional Living Skills (AFLS) Skill ratings completed by parents, educators, or therapists, using information from observation, interview, and task performance—plus a progress-tracking grid and teaching guidance based on task analyses Ages 2 years and up Purpose of AFLS The Assessment of Functional Living Skills (AFLS) is a comprehensive tool designed to assess and teach essential skills necessary for individuals, particularly those with developmental disabilities, to live independently and function effectively in daily life. It focuses on practical, real-world skills that are crucial for independence, covering a wide range of activities across different settings. Key Domains of AFLS: 1. Basic Living Skills: These include personal care, hygiene, safety, and maintaining a clean living environment (e.g., brushing teeth, making the bed, washing hands). 2. Home Skills: This domain covers tasks related to household management, such as cooking, cleaning, laundry, and organizing. 3. Community Participation Skills: Skills for participating in and navigating the community are assessed here, such as using public transportation, shopping, interacting with others in public, and managing money. 4. School Skills: It evaluates skills needed for successful participation in educational settings, like completing schoolwork, listening, following directions, and engaging in social activities. 5. Vocational Skills: This includes assessing readiness for employment and includes tasks like following directions at work, handling tasks on time, and interacting appropriately with coworkers. 6. Independent Living Skills: This focuses on the ability to live independently, such as meal preparation, managing finances, handling emergencies, and knowing how to stay safe in various situations. 7. Social Skills: Although many assessments focus on communication, the AFLS also evaluates social interaction skills such as engaging in conversations, following social rules, and forming relationships with peers. Features of the AFLS: Individualized Assessment: The AFLS is designed to be comprehensive yet flexible, allowing professionals to focus on specific skill areas that are most relevant to the individual. Scoring System: Skills are typically scored on a level system that may indicate whether the individual can perform the task independently, with minimal assistance, or if they cannot perform the task at all. Progress Monitoring: It allows for tracking an individual’s progress over time and adjusting interventions accordingly. The skills assessed are closely linked to daily living and can have an immediate impact on quality of life. Practical Approach: The AFLS is especially useful for transition planning, as it emphasizes preparing individuals for adulthood, community participation, and independent living. Essentials for Living Assessment (EFL) Essential for Living (McGreevy, Fry, & Cornwall, 2012, 2014) is a curriculum-based assessment instrument, that is, a criterion-referenced assessment instrument that is also a curriculum. The Essential for Living (EFL) assessment can be used for children and adults of all ages. It's designed for people with moderate to severe disabilities, including autism, and who may have limited skills or problem behaviors. These instruments have an extensive history in special education, early intervention, and transition services for children and young adults with learning or developmental disabilities (Gickling & Thompson, 1985; Tucker, 1985; Deno, 1989; Shinn, 1989; Bagnato, 1997). These instruments are referenced against specific curricula and are used to inform and implement IEPs, ISPs, program plans, intervention plans, and behavior improvement plans. Essential for Living (EFL) is a functional, life skills curriculum-based assessment instrument designed for children and adults with moderate-to-severe disabilities, including but not limited to autism, who exhibit limited skill repertoires and problem behavior. https://essentialforliving.com/efl/ Skills Focus Areas Essential for Living includes over three thousand skills sorted into domains on communication, language, daily living, social, functional academic, and tolerating skills, along with a domain on severe problem behavior, which encompass the core components of autism and many other developmental disabilities. Skills within these domains are sequenced from must-have, to should-have, to good-to-have, to nice-to have, ‘referenced against’ safe, effective, and high-quality participation in family, school, and community living. The must-have skills are also called the Essential Eight: Making requests for access to highly preferred items and activities and for the removal or reduction in intensity of specific situations, Waiting after making requests, Accepting removals — the removal of preferred items and activities, making transitions, sharing, & taking turns, Completing brief, previously acquired tasks, Accepting ‘No’, Following directions related to health and safety, Completing daily living skills related to health and safety, and Tolerating situations related to health and safety. https://essentialforliving.com/efl/  Functional Independence Skills Handbook (FISH) The Functional Independence Skills Handbook, or FISH, is a material used for determining a person's ability to perform certain functional activities from daily life. It was developed for special education teachers, paraeducators, and parents working with individuals with severe developmental disabilities. The outcome of the program, when successful, is a direct increase in personal independence in those with autism, intellectual disabilities, and related disorders. FISH contains (a) an assessment instrument that can assist the professional in determining goals for future educational or developmental training programs for a person with developmental disabilities and (b) sample lesson plans with teaching technique examples for each item evaluated. Although targeted toward people with developmental disabilities, this program would also be beneficial for children in the early grade levels or anyone with cognitive deficits, school age through adult. It is a criterion-referenced series of 421 tasks. The assessment instrument and lessons are organized according to seven domains: Adaptive Behavior Skills, Affective (or Emotional) Skills, Cognitive Skills, Sensorimotor Skills, Social Skills, Speech and Language Skills, and Vocational Skills. FISH has a structured curriculum which is sometimes lacking in programs for developmentally disabled persons. Completion of this instrument should result in a list of skills that the person can perform independently. Family members and caregivers will appreciate their roles becoming easier. https://www.proedinc.com/Products/10900/fish-functional-independence-skills-handbook-assessment-and-curriculum-for-individuals-with-developmental- disabilities.aspx https://autismoutreach.ca/learningportal-functional-lifeskills-fish/  Resources for Purchasing Assessment ABBLS-R https://partingtonbehavioranalysts.com/products/ablls-r-the-assessment-of-basic-language-and-learning-skills-revised $44.99 VB-MAPP (Online Administration & Scoring) https://vbmappapp.com/ $18.99 VB-MAPP (Paper Protocol) https://difflearn.com/collections/vb-mapp?msclkid=88810dae5cc0116210276a9b0259eb7c $39.95 AFLS https://www.wpspublish.com/afls-assessment-of-functional-living-skills $44.99 per protocol EFL App https://eflapp.com/pricing $49 per seat