Introduction to The Assessment of Basic Language and

Learning Skills - Revised

(The ABLLS-R®)

A Presentation by

James W. Partington, Ph.D., BCBA-D Behavior Analysts, Inc.

Walnut Creek, CA 925-210-9370

PartingtonBehaviorAnalysts.com

Amsterdam

November 8, 2014

Copyright*©*Behavior*Analysts,*Inc.*2014

James W. Partington, Ph.D., BCBA-D*Behavior Analysts, Inc.

Walnut Creek, CA

Introduc>on*to The*Assessment*of*Basic*Language*

and*Learning*SkillsE*Revised:The*ABLLSER

Copyright*©*Behavior*Analysts,*Inc.*2014

!

!

★ Language*!

★ Social*interac>ons*!

★ Restricted/”highly*focused”*range*of*interest/ac>vi>es

Qualita>ve*Differences*in*3*areas:

Au>sm

Copyright*©*Behavior*Analysts,*Inc.*2011

★ Happy*children*

!

★ Acquisi>on*of*as*many*skills*as*possible

Main*Issue

Teaching*should*result*in*the*acquisi>on*of*generalized*skills*that*allow*the*learner*to*learn*from*his*everyday*experiences

The*Goal

★ Lovaas,*O.I.,*(1987).**Behavioral*treatment*and*normal*educa>onal*and*intellectual*func>oning*in*young*au>s>c*children.**Journal*of*Consul>ng*and*Clinical*Psychology*!

★ CostEBenefit*Es>mates*for*Early*Intensive*Behavioral*Interven>on*…*(Jacobson,*Mulick,*&*Green)**Published*in*Behavioral*Interven>ons*(1998)

Research

★ A*Comparison*of*Intensive*ABA*Treatment*&*Eclec>c...*(Howard,*et*al.)*Research*in*Developmental*Disabili>es*(2005)**!

★ Intensive*Behavioral*Treatment*for*Children*With*Au>sm:*FourEYear*Outcome*and*Predictors*(Sallows*&*Graupner)*American*Journal*on*Mental*Retarda>on*(2005)*

Research*Cont.

★ *How*to*teach*!

★ *How*to*capture*mo>va>on*!

★ *What*to*teach*(including*language!)*

Contribu>ons*from*Behavior*Analysis*

Research

★ Insufficient*analysis*of*variables*!

★ Blends*useful*dis>nc>ons*!

★ “Expressive”*describes*several*different*

types*of*language*behavior

Recep>ve*&*Expressive

★ Skinner*used*the*tools*of*Behavior*Analysis*to*analyze*language*

★ Language*is*behavior*

★ Can*observe*&*empirically*study*the*func>on*of*a*response*by*looking*at*the*environmental*factors

Verbal*Behavior

A B C

Behavior*Analysis*E*ABC

Antecedent Behavior Consequence

A B

Want*Book*!

See*Book*!

Hear*“Book”*!

“Can*Read”

C

“book”*!

“book”*!

“book”*!

“book”

Receive*Book*!

Praise*(tact)*!

Praise*(echoic)*!

Praise*(intraverbal)

“Expressive”*Responses

★ Echoics**(Vocal*Imita>on)*★ Mands*(Requests)*★ Tacts*(Labeling)*★ Intraverbals*(conversa>on*E/+)*

!

★ Also:*★ Spontaneous*Verbal*Behavior*★ Syntax*&*Grammar

Verbal*Behavior

A B

Want*Book*!

See*Book*!

Hear*“Book”*!

“Can*Read”

C

“book”*!

“book”*!

“book”*!

“book”

Receive*Book*!

Praise*(tact)*!

Praise*(echoic)*!

Praise*(intraverbal)

“Expressive”*Responses

Basic*Learner*Skills★ Coopera>on*&*Reinforcer*Effec>veness*★ Visual*Performance*★ Recep>ve*Skills*★ Imita>on*★ Verbal*Behavior*★ Play*&*Leisure*Skills*★ Social*Interac>on*★ Group*Instruc>on*★ Follow*Classroom*Rou>nes*★ Generalized*Responding

★ Echoics**(Vocal*Imita>on)*★ Mands*(Requests)*★ Tacts*(Labeling)*★ Intraverbals*(conversa>on*E/+)*

!

★ Also:*★ Spontaneous*Verbal*Behavior*★ Syntax*&*Grammar

Verbal*Behavior

Academic,*SelfEHelp,*&*Motor*Skills

Gross*Motor!

Fine*Motor

Reading*!

Math

!

Wri>ng

!

Spelling

Dressing

!

Ea>ng*!

Grooming

!

Toile>ng

Curriculum*Issues

★ Must*Emphasize*the*development*of*skills*the*student*currently*needs*to*learn*!

★ Must*allow*for*changes*in*instruc>on*as*the*learner’s*needs*change

Teach*a*child*to*mand*for*reinforcers**&*you*get:*!

★*Alending*★*Coopera>on*★*Imita>on*★*Social*interac>on*★*Language

Mul>ple*PayEoffs

Cri>cal*Factors

★ Language*★ Mo>va>on*★ Fluency*★ Generaliza>on*★ Spontaneity*★ Joint*Alen>on*★ Complex*S>muli**★ Skills*Tracking*(including*emerging*skills)

★***Criterion*Referenced*Assessment*!

★***Basis*for*a*Curriculum*!

★***Skills*Tracking*System*!

★***List*of*specific*skills*in*Appendices

The*ABLLSER®

Limita>ons★ Not*an*exhaus>ve*list*of*skills**

★*(544*from*25*areas)**

★ Arranged*in*a*“somewhat”*developmental*sequence*

★ Doesn’t*provide*exact*age*norms*

★ Doesn’t*assess*disrup>ve*behaviors

Skills*Tracking*Grids

★ Visual*display*of*skill*levels*!

★ Tracks*skill*acquisi>on*!

★ Provides*feedback*to*parents*and*staff*regarding*the*results*of*interven>on*efforts

C57C56C55C54C53C52C51C50C49 H49C48 H48C47 G47 H47C46 G46 H46C45 G45 H45C44 G44 H44C43 G43 H43C42 G42 H42C41 G41 H41C40 G40 H40C39 G39 H39C38 G38 H38C37 G37 H37C36 G36 H36C35 G35 H35C34 G34 H34C33 G33 H33C32 G32 H32C31 G31 H31C30 G30 H30C29 F29 G29 H29C28 F28 G28 H28

B27 C27 D27 F27 G27 H27B26 C26 D26 F26 G26 H26B25 C25 D25 F25 G25 H25B24 C24 D24 F24 G24 H24B23 C23 D23 F23 G23 H23B22 C22 D22 F22 G22 H22B21 C21 D21 F21 G21 H21B20 C20 D20 E20 F20 G20 H20

A19 B19 C19 D19 E19 F19 G19 H19A18 B18 C18 D18 E18 F18 G18 H18A17 B17 C17 D17 E17 F17 G17 H17A16 B16 C16 D16 E16 F16 G16 H16A15 B15 C15 D15 E15 F15 G15 H15A14 B14 C14 D14 E14 F14 G14 H14A13 B13 C13 D13 E13 F13 G13 H13A12 B12 C12 D12 E12 F12 G12 H12A11 B11 C11 D11 E11 F11 G11 H11A10 B10 C10 D10 E10 F10 G10 H10A9 B9 C9 D9 E9 F9 G9 H9 I9A8 B8 C8 D8 E8 F8 G8 H8 I8A7 B7 C7 D7 E7 F7 G7 H7 I7A6 B6 C6 D6 E6 F6 G6 H6 I6A5 B5 C5 D5 E5 F5 G5 H5 I5A4 B4 C4 D4 E4 F4 G4 H4 I4A3 B3 C3 D3 E3 F3 G3 H3 I3A2 B2 C2 D2 E2 F2 G2 H2 I2A1 B1 C1 D1 E1 F1 G1 H1 I1

Cooperation & Visual Receptive Imitation Vocal Requests Labeling Intraverbals SpontaneousReinforcer Performance Language Imitation VocalizationsEffectiveness

Assessment of Basic Language and Learning Skills - Revised Skill Tracking System

Assessor Date Color Code

Student:

7/05

BD

CA 3-5

L34L33L32L31L30L29 R29L28 R28L27 R27L26 R26L25 R25L24 R24L23 R23L22 R22L21 R21

J20 L20 R20J19 L19 R19J18 L18 R18J17 L17 Q17 R17J16 L16 Q16 R16J15 K15 L15 Q15 R15J14 K14 L14 Q14 R14J13 K13 L13 Q13 R13J12 K12 L12 M12 Q12 R12J11 K11 L11 M11 Q11 R11J10 K10 L10 M10 N10 Q10 R10

J9 K9 L9 M9 N9 Q9 R9J8 K8 L8 M8 N8 Q8 R8J7 K7 L7 M7 N7 Q7 R7J6 K6 L6 M6 N6 P6 Q6 R6J5 K5 L5 M5 N5 P5 Q5 R5J4 K4 L4 M4 N4 P4 Q4 R4J3 K3 L3 M3 N3 P3 Q3 R3J2 K2 L2 M2 N2 P2 Q2 R2J1 K1 L1 M1 N1 P1 Q1 R1

Syntax and Play and Social Group Classroom Generalized Reading Math Grammar Leisure Interaction Instruction Routines Responding

Assessment of Basic Language and Learning Skills - Revised Skill Tracking System

Assessor Date Color Code

Student:

7/05

BD

CA 3-5

Y30Y29Y28 Z28Y27 Z27Y26 Z26Y25 Z25Y24 Z24Y23 Z23Y22 Z22Y21 Z21Y20 Z20Y19 Z19Y18 Z18Y17 Z17Y16 Z16

U15 Y15 Z15U14 Y14 Z14U13 Y13 Z13U12 Y12 Z12U11 Y11 Z11

S10 U10 V10 X10 Y10 Z10S9 U9 V9 X9 Y9 Z9S8 U8 V8 X8 Y8 Z8S7 T7 U7 V7 W7 X7 Y7 Z7S6 T6 U6 V6 W6 X6 Y6 Z6S5 T5 U5 V5 W5 X5 Y5 Z5S4 T4 U4 V4 W4 X4 Y4 Z4S3 T3 U3 V3 W3 X3 Y3 Z3S2 T2 U2 V2 W2 X2 Y2 Z2S1 T1 U1 V1 W1 X1 Y1 Z1

Writing Spelling Dressing Eating Grooming Toileting Gross Motor Fine Motor

Assessment of Basic Language and Learning Skills - Revised Skill Tracking System

Assessor Date Color Code

Student:

7/05

BD

CA 3-5

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4*years*0*mo.*Male*E*page*1

4*years*0*mo.*Male*E*page*2

4*years*0*mo.*Male*E*page*3

27 Months old

27 Months old

27 Months old

Sample*ItemTask Score Task*

NameQues>on Criteria

G*2 0*1*2*3*4*0*1*2*3*4*0*1*2*3*4*0*1*2*3*4

Labels*common*objects

If*you*ask*"What*is*that?"*with*a*common*item*present,*will*the*student*iden>fy*the*item?

4=*100*or*more*labels*of*items*and*can*iden>fy*several*different*examples*(including*novel*examples)*of*most*of*those*items,***3=*50*labels*of*at*least*one*example*of*the*item,**2=*10*labels,**1=*5*labels

Special Features

Labeling*Sequence

Scoring★ Observe*the*child*

★ Interview*the*parent*

★ Interview*the*teacher,*Speech*therapist,*etc*

★ Score*all*“known*can*do*skills”*

★ Score*all*“known*can’t*do”*

★ Assess*the*remaining*skills

Developing*an*IEP

Skill*Discrepancies

Skills

Age1 2 3 4 5 6

Typical

Delayed

Problems*with*Typical*IEP’s

★ Lack*of*emphasis*on*Language*&*Basic*Learner*Skills*

★ Failure*to*priori>ze*objec>ves*★ NonEmeasurable*objec>ves*★ Failure*to*write*objec>ves*prior*to*the*IEP*mee>ng

Goal*of*the*IEP

★ Emphasis*on*skills*that*allow*student*to*learn*without*us*

★ Extend*exis>ng*skills*★ Develop*new*skills*★ Develop*skills*to*allow*student*to*move*to*a*less*structured*learning*environment

Number*of*Objec>ves

★ Usually*20*to*30*

★ Too*few*E*can’t*address*enough*skills*

★ Too*many*E*reduces*>me*to*work*on*cri>cal*skills*

★ Want*to*leave*>me*for*incidental*teaching*&*generaliza>on*

★ Add*new*ones*when*others*are*mastered

Guidelines*for*Content*of*IEP

★ Each*child*is*unique*&*requires*a*unique*set*of*objec>ves*!

★ Most*of*the*objec>ves*&*teaching*>me*should*be*devoted*to*Basic*Learner*Skills

Coopera>on*&*Reinforcers

★ Usually*don’t*need*a*specific*objec>ve*EE*need*good*teaching*

★ May*include*an*objec>ve*to*thin*the*schedule*of*reinforcement*

★ May*include*learner*readiness

Visual*Performance

★ Usually*1*to*3*objec>ves*★ Ouen*an*area*of*strength*★ Can*facilitate:*

– Coopera>on*– Task*comple>on*– Alen>on*to*complex*s>muli*– Unprompted*responses*– Fine*motor*development

Recep>ve*Language

★ Usually*1*or*more*objec>ves*★ Follow*simple*direc>ons*★ Discrimina>ons*- simple*- complex*- RFFC*

★ Specify*total*number*rather*than*** increase*by*a*number***

Motor*Imita>on

★ Includes*an*objec>ve*unless*has*wellEdeveloped*&*wellEgeneralized*skills*– gross*motor*– fine*motor*– speed,*sequence*– head*&*mouth*

★ May*put*imita>on*of*peers*in*social*or*play*skills*sec>on

Vocal*Imita>on

★ Usually*appropriate*if*child*doesn’t*have*clear*speech*!

– simple*sounds*or*words*– phrases*– volume,*speed,*tone

Requests*(Mands)

★ Usually*1*or*more*objec>ves*E*very*cri>cal*

– number*of*items*can*request*– frequency*of*requests*– requests*for*informa>on*

★ May*put*requests*made*to*peers*in*social*skills*sec>on

Labeling

★ Usually*1*or*more*objec>ves*!

★ Label*

– objects*or*pictures*– complex*s>muli*!

★ Specify*total*number*rather*than*** increase*by*a*number***

Intraverbals

★ Usually*1*or*more*objec>ves*if*child*can*request*a*few*items,*and*has*some*labeling*and*recep>ve*skills*!

★ Cri>cal*for*conversa>onal*speech*&*social*interac>on*– describe*sequences*– func>ons,*features,*class*– answer*a*variety*of*ques>ons

Spontaneous*Vocals

★ Usually*don’t*need*a*specific*objec>ve*EE*need*good*teaching*!

★ May*include*an*objec>ve*to*ensure*people*focus*on*the*development*of*spontaneous*language

Syntax*&*Grammar

★ May*be*appropriate*when*the*child*has*developed*reques>ng,*labeling,*&*intraverbal*skills*!

★ Emphasize*FUNCTION*before*FORM*!

★ Formal*aspects*are*ouen*acquired*via*modeling*as*acquiring*func>onal*language

Play*&*Leisure*Skills

★ Usually*1*or*more*objec>ves*!

★ Increase*variety*of*play*ac>vi>es*!

★ Increase*amount*of*>me*engaged*in*play*!

★ Develop*play*with*peers

Social*Interac>on

★ At*least*1*or*more*objec>ves*– return/ini>ate*gree>ngs*– turnEtaking*– request*from*peers*– offers*to*share*– converse*with*others*– peers*likes/dislikes*

★ May*include*with*play*skills

Group*Instruc>on

★ Usually*at*least*1*objec>ve*unless*the*child*isn’t*under*instruc>onal*control*or*he*hurts*others*!

★ Minimally*use*known*skills*in*a*1:2*group*!

★ More*advanced*E*acquire*new*skills*in*group*!

★ Specify*size*of*group*&*types*of*responses

SPED

Inclusion

4*YearsE*9*Months

6 months

3.5 months

SPED

Inclusion

6 months

3.5 months

SPED3.5 months

Classroom*Rou>nes

★ Ouen*include*at*least*1*objec>ve*!

★ Can*help*develop*basic*recep>ve*skills*!

★ Can*help*reduce*disrup>ve*behaviors*and*teach*expecta>ons/compliance*!

★ Ouen*necessary*for*movement*to*less*restric>ve*classroom

Generalized*Responding

★ Usually*don’t*need*a*specific*objec>ve*EE*need*good*teaching*!

★ May*include*an*objec>ve*to*ensure*people*focus*on*the*generaliza>on*skills

Academic*Skills

★ Not*as*cri>cal*as*the*BASIC*LEARNER*SKILLS*!

★ For*a*child*who*has*most*of*the*Basic*Learner*Skills*may*want*to*include*1*or*2*from*appropriate*area*(math,*reading,*etc.)*!

★ May*be*appropriate*if*has*some*skills*and*special*interest*in*an*area

SelfEHelp*Skills

★ Ouen*appropriate*to*include*1*or*2*objec>ves*!

★ Ouen*best*to*teach*these*skills*in*context*of*daily*ac>vi>es*rather*than*devo>ng*much*instruc>onal*>me*to*teaching*these*skills

Gross*Motor*Skills

★ If*has*motor*skills*deficits*include*1*or*2*objec>ves*!

★ Can*facilitate*coopera>on*and*recep>ve*language*skills*!

★ Can*be*incorporated*into*social*interac>on*skill*development

Fine*Motor*Skills

★ May*include*1*or*2*objec>ves*!

★ Many*of*these*skills*can*be*acquired*in*the*visual*performance*tasks*!

★ Some*advanced*skills*can*be*acquired*with*academics*(wri>ng*lelers*or*numbers)

Behavioral*Issues

★ Although*not*an*ABLLS*area,*can*be*extremely*important*!

★ Can*help*to*ensure*that*desired*behaviors*are*reinforced*!

★ If*disrup>ve*behavior*has*been*reduced,*can*serve*as*a*reminder*to*use*effec>ve*strategies

Input*From*Others

★ Parents*★ Educators*★ Speech*&*Language*Pathologists*

★ Behavior*Analysts*★ Psychologists*★ Developmental*Pediatricians*★ Occupa>onal*Therapists

Regarding*“Criteria”

★ All*involved*must*agree*what*the*student*must*be*able*to*do*(80%*vs*8/10)*!

★ When*people*agree*what*cons>tutes*acceptable*performance*E*“Teacher*observa>on”*can*be*OK*!

★ Let*effec>ve*specialists*set*their*own*measures

Sample*Criteria#*Objec>ve Criteria

Visual*Performance

1* Jim*will*be*able*to*match*** blocks*to*a*design*card**** for*up*to*8*blocks*with*extras.***

Fine*Motor20*Jim*will*be*able*to**finish*zipping*and*unzip* zippers*on*his*coat.******

As*measured*by:_____Teacher*Observa>on_____Work*Samples__X__*Data*Collec>on_80%_Accuracy*CriterionNEW_____MET______CONTINUE___X_____DELETE_____

As*measured*by:__X__Teacher*Observa>on_____Work*Samples____Data*Collec>on____Accuracy*CriterionNEW__X___MET______CONTINUE________DELETE_____

Early*Learner

Early*Learner*Profile*Objec>ves

Early*Learner*Profile*Objec>ves

Early*Learner*Profile*Objec>ves

Early*Learner*Profile*Objec>ves

Advanced*Learner*Priori>es

WebABLLS®

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