Transcript ABLLS-R Guide, pg2 - This area is password protected

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ABLLS-R
The 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
Materials
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
Example of an Update
Example of an Update
Example of an Update
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
Early Learner or Advanced Learner?
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 ***
Early Learner Profile
Early Learner Profile
See notes
Early Learner Profile
Advanced Learner Profile
Advanced 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 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
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
Template from Netzaberg
(located on the website)
• 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
How many of
you were able
to find this
book in your
school?
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 welldefined 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
Assignment
• Read the VB-MAPP Guide & Protocol
• Complete the Self-Study Guide
• Email 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
Webpage
• http://assessmentsandautism.eportalnow.net
• Password: autism