Transcript The Assessment of Basic Language and Learning Skills (ABLLS)

The Assessment of Basic
Language and Learning Skills
(ABLLS)
Written and Produced by
James W. Partington, PhD. & Mark L. Sundberg, PhD.
presented by
Tracy Jo Livingston, MSEd, BCABA
Brooke Young, MSEd
Midwest Symposium for Leadership in Behavior Disorders, 2004
The Goal
Teaching should result in the
acquisition of generalized skills that
allow the learner to learn from his
everyday experiences.
~Dr. James Partington~
10/09/03
Verbal Behavior
Based on B.F. Skinner’s book Verbal Behavior
(1957) which proposes that:
language is a behavior
language is influenced primarily through
reinforcement
and that establishing and maintaining the
motivation to learn is critical for the acquisition
of verbal behavior
The Mariposa School, 2003
The ABLLS
1. Assessment & Curriculum Guide
2. Scoring Instructions and IEP
Development Guide
3. Teaching Language to Children
with Autism or Other
Developmental Disabilities
ABLLS Protocol
Basic Learner Skills
(Sections A-P)
Academic Skills
(Sections Q-T)
Self-Help Skills
(Sections U-X)
Motor Skills
(Sections Y-Z)
Why Should I Use the ABLLS?
To help identify language and other critical skills
in need of intervention necessary for a child to
become more capable of learning from his
everyday experiences
To provide a method for identifying a child’s
specific skills in a variety of learning domains
To provide a curriculum guide
To provide a method for visually displaying the
acquisition of new skills
Limitations of the ABLLS
Not designed to provide age norms
Not designed to compare student to his/her
peers
Not all of the domains are based on scope
and sequence progression
Who Can Complete the ABLLS?
Parent
Educator
Behavior analyst
Psychologist
Speech & language pathologist
Occupational therapist
Other professionals responsible for developing
& monitoring the student’s educational
program
Domains on the ABLLS
A.
B.
C.
D.
E.
F.
G.
H.
I.
Cooperation & Reinforcer Effectiveness
Visual Performance
Receptive Language
Imitation
Vocal Imitation
Requests (mands)
Labeling (tacts)
Intraverbals
Spontaneous Vocalizations
Domains (continued)
J.
K.
L.
M.
N.
P.
Q.
R.
Syntax & Grammar
Play & Leisure
Social Interaction
Group Instruction
Classroom Routines
Generalized Responding
Reading
Math
Domains (continued)
S.
T.
U.
V.
W.
X.
Y.
Z.
Writing
Spelling
Dressing
Eating
Grooming
Toileting
Gross Motor
Fine Motor
Behavioral Language Assessment
(Brief Assessment)
Designed to reflect the average performance
of a typical 2-3 year old child
Assists with determining weaknesses in a
child’s verbal repertoire and where to begin
with a language intervention program
Quick & easy tool which can be used to
‘jump start’ programming
Scoring & Tracking
Under score vs. over score; be conservative
No basal or ceiling
Don’t assume; if you don’t know exact level,
observe or assess particular skill
Do it before any major change in programming
(typically 1.5 months prior to IEP)
Update when student is making quick progress
(early learner)
Scoring & Tracking
(continued)
Each row of columns includes
 Task (i.e.; A3,H7, L2)
 Scores ( 0-2, 0-4)
 Task name (i.e.; Look at non-reinforcing item)
 Task objective (i.e. student will look at a nonreinforcing item presented by an instructor)
 Question: (i.e. If you hold up a non-reinforcing item,
will the student look at it?)
 Examples: (i.e. when you hold up a shoe, student will
look at it)
 Criteria: (i.e. 2= readily finds in any position, 1=
requires some prompts to respond)
IEP Development
Usually 20-30 objectives
Want to leave time for incidental learning
and generalized instruction
Add new tasks/objectives when others are
mastered
Most objectives will be devoted to basic
learner skills (A-P)