Developing a Verbal Behavior Program with the ABLLS-R

Teresa Schultz Author

06/19/2017 Added

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Developing a program with the ABLLS-R.

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[00:00:21.059]Hi, I'm your presenter Deb Rauner.
[00:00:23.697]I'm a former special education teacher
[00:00:26.358]and behavior specialist.
[00:00:27.996]Currently I'm in autism consultant
[00:00:30.577]and verbal behavior trainer in Nebraska.
[00:00:35.478]In today's webinar, I want you to become familiar
[00:00:39.076]with the different tools available
[00:00:41.170]to create a verbal behavior program
[00:00:43.264]using the assessment of basic language
[00:00:46.029]and learning skills revised
[00:00:48.626]or referred to as the ABLLS-R.
[00:00:52.187]We will be looking at the behavior language assessment
[00:00:55.330]and then walk through the steps necessary
[00:00:57.890]to make a verbal behavior program for your student.
[00:01:02.770]In today's presentation,
[00:01:04.930]we will look at the ABLLS-R
[00:01:06.701]as an assessment and curricular tool.
[00:01:09.387]We will then examine the different skill tracts
[00:01:12.309]in the ABLLS-R to choose from
[00:01:13.832]while planning a verbal behavior program.
[00:01:16.749]Finally we will follow the sequence of steps necessary
[00:01:20.727]to plan a verbal behavior program
[00:01:23.368]using the ABLLS-R.
[00:01:26.887]Are you ready?
[00:01:29.709]Let's get started on learning how to make
[00:01:32.029]a verbal behavior program using the ABLLS-R.
[00:01:35.987]We will be looking at some forms during this training.
[00:01:39.928]These forms will be available to you electronically.
[00:01:45.549]There are several assessment and curricula available
[00:01:49.121]when teaching students verbal behavior skills.
[00:01:52.619]We are going to examine the ABLLS-R
[00:01:55.217]assessment and curriculum guide
[00:01:57.611]authored by Dr. James Partington
[00:02:00.781]from behavior analyst Inc.
[00:02:06.102]The ABLLS-R protocol is broken into four sections.
[00:02:10.857]Basic learner skills,
[00:02:12.699]beginning academic skills,
[00:02:14.578]self-help skills and fine and gross motor skills.
[00:02:21.298]The ABLLS-R is a very comprehensive assessment guide.
[00:02:25.419]There are 25 skill tracts within the assessment.
[00:02:29.337]Within each skill track there are up to 57 separate skills.
[00:02:34.537]The size of the ABLLS-R can be overwhelming
[00:02:36.881]when you first look at it as an assessment tool.
[00:02:40.095]It's best to make a few decisions before beginning.
[00:02:43.441]You can complete the entire ABLLS-R assessment
[00:02:46.893]or you can prioritize some areas
[00:02:49.215]of instructional concentration
[00:02:51.515]and focus on assessment in those areas.
[00:02:54.355]You should also identify
[00:02:55.697]who can help you with the assessment.
[00:02:58.051]Don't forget to include peer educators,
[00:03:00.769]OT's PTs, speech language pathologists and parents.
[00:03:05.635]If everyone pitches in,
[00:03:07.473]the assessment piece becomes more manageable.
[00:03:13.435]Many instructors decide to focus
[00:03:16.296]on instructional concentration for their assessment.
[00:03:20.454]The basic learner skills section
[00:03:22.933]is a good choice for instruction.
[00:03:25.078]It includes sections A through J
[00:03:28.794]which cover language skills in the verbal operands.
[00:03:32.516]Sections K through F cover social, play and leisure skills
[00:03:39.398]and sections Q through T cover beginning academic skills.
[00:03:46.779]Once you've decided on an area of concentration,
[00:03:51.195]you can begin assessment.
[00:03:53.614]There are some hints that are helpful
[00:03:55.499]in making the process more efficient.
[00:03:58.718]First of all, go through the sections you want to assess
[00:04:02.769]and mark off the items that you know the student can do
[00:04:06.772]then do the same with the items
[00:04:08.822]that you know the student can't do.
[00:04:11.414]Then you just need to assess the skills left over.
[00:04:14.854]Decide who will complete
[00:04:15.955]the assessment of individual skills,
[00:04:18.715]make sure you have the necessary materials ready to go
[00:04:22.979]and don't forget to reinforce during assessment.
[00:04:26.557]After you've completed assessing items
[00:04:29.830]then mark those individual skills in the ABLLS-R protocol
[00:04:34.213]and on the skill tracking grids.
[00:04:38.453]Conducting an assessment
[00:04:40.213]of even a concentrated area in the ABLLS-R
[00:04:43.429]can be time-consuming.
[00:04:44.869]You will want to get
[00:04:45.881]a program of verbal behavior skills going
[00:04:48.763]before finishing the full assessment
[00:04:51.323]so that the student is engaged in meaningful instruction
[00:04:54.681]as soon as possible.
[00:04:56.320]There is a process
[00:04:57.680]for getting an initial instructional plan started
[00:05:01.437]and we are going to examine each step in detail now.
[00:05:07.438]The first step is to use a tool
[00:05:10.064]called the behavior and language assessment.
[00:05:13.682]The behavior language assessment
[00:05:15.276]is a short three-page assessment
[00:05:17.901]that will guide your choice of skills for your student.
[00:05:23.735]The behavior language assessment
[00:05:26.132]corresponds to the basic learner skills in the ABLLS-R.
[00:05:30.908]When filling out behavior language assessment,
[00:05:33.735]try to do it as a team
[00:05:35.676]so that there is consensus on the score chosen.
[00:05:39.495]When scoring individual items,
[00:05:41.572]if the team is uncertain about a score,
[00:05:44.420]it is better to score it down.
[00:05:46.738]For example don't score an item is a three,
[00:05:49.895]score it as a two.
[00:05:52.519]Color in the appropriate box based on the score
[00:05:55.639]on the behavior language assessment grid.
[00:05:59.137]It is not unusual for an individual student
[00:06:01.698]to have varied scores on different skills.
[00:06:04.796]For example, a student might score a one on one skill
[00:06:08.914]and score a three on a different skill
[00:06:11.196]and score a five on another skill.
[00:06:14.135]The behavior language assessment becomes a visual way
[00:06:17.843]to share where the student is currently performing
[00:06:21.020]on ABLLS-R skills and then it's a good way
[00:06:24.503]to show general progress after intervention.
[00:06:30.442]It's time for our first polling question.
[00:06:33.642]What is the first thing your team should do
[00:06:36.020]when planning a verbal behavior program using the ABLLS-R?
[00:06:41.079]A, right IEP objectives.
[00:06:44.062]B, fill out the behavior language assessment?
[00:06:47.780]C, go through the ABLLS-R page by page
[00:06:52.244]until you find a skill you want to work on
[00:06:54.884]or D, pick only one operand to work on.
[00:06:58.980]Take a minute and click on the best answer.
[00:07:03.583]The correct answer is B,
[00:07:05.738]fill out the behavior language assessment.
[00:07:08.623]The behavior language assessment lets you know
[00:07:11.216]where the student is currently functioning
[00:07:13.498]and allows you to choose
[00:07:14.980]appropriate verbal behavior skills for instruction.
[00:07:20.660]Let's move on to the next step
[00:07:22.601]in getting the verbal behavior program
[00:07:24.900]started for your student.
[00:07:26.724]Step two is to identify the students performance on a skill
[00:07:31.240]as an early intermediate or advanced status.
[00:07:35.140]Let's define the different skill areas
[00:07:37.620]and look at the skill tracking grid for each area.
[00:07:41.402]Let's start with the early learners.
[00:07:43.480]They typically have lower cognition,
[00:07:46.143]limited language and functional skills,
[00:07:48.783]lack of focus and are slower
[00:07:51.342]to process information and respond.
[00:07:53.860]They need frequent prompts and reinforcement.
[00:07:59.260]Here is an example of what a skills tracking grid looks like
[00:08:04.122]for an early learner.
[00:08:05.642]You can see that there are few grids colored in
[00:08:08.442]and some skill areas have no grids colored in.
[00:08:13.903]The next level of learners are intermediate learners.
[00:08:17.663]They typically are beginning
[00:08:19.124]to expand their language and functional skills.
[00:08:22.106]They are beginning to increase
[00:08:23.764]their acquisition of new skills
[00:08:25.823]and they need only intermittent prompting and reinforcement.
[00:08:31.479]Here's an example of what a skills tracking grid looks like
[00:08:35.021]for an intermediate learner.
[00:08:36.863]You can see more grids are colored in,
[00:08:39.442]in all the areas.
[00:08:44.244]Finally let's talk about advanced learners.
[00:08:47.946]They typically are learning language and functional skills
[00:08:50.644]at a faster pace.
[00:08:52.218]They need few prompts and only need
[00:08:54.664]intermittent reinforcement.
[00:08:56.564]They are capable of attending during extended work sessions.
[00:09:02.905]This is an example of what a skills tracking grid looks like
[00:09:06.263]for an advanced learner.
[00:09:08.026]Most grids are colored in.
[00:09:11.146]Now we need to put this information about
[00:09:13.562]early, intermediate and advanced learners to use
[00:09:17.663]to help us plan a verbal behavior program.
[00:09:21.159]At the base of the behavior language assessment grid,
[00:09:24.682]there is a code.
[00:09:26.181]If a student scores a one or two on a skill area,
[00:09:31.260]you would classify them as an early learner.
[00:09:34.612]If they score three, they are an intermediate learner.
[00:09:39.663]Some skill areas are large
[00:09:41.559]like tacting, receptive and intra-verbals.
[00:09:45.642]If a student scores a four and one of those skill areas,
[00:09:49.388]they might be considered an intermediate learner.
[00:09:53.881]Finally, if a learner scores a four in most areas
[00:09:58.026]or a five, they are considered an advanced learner.
[00:10:03.167]You will refer to this code
[00:10:05.146]when using the cheat sheets
[00:10:07.503]to choose appropriate instructional skills for your student.
[00:10:14.063]Now we get to the cheat sheets.
[00:10:16.666]You will look at the score on an individual item
[00:10:19.865]on the behavior language assessment.
[00:10:21.764]Depending on the score one, two three, four five,
[00:10:26.122]you will assign a learner status
[00:10:28.783]then you go to the cheat sheets
[00:10:31.402]and you look at the verbal operant.
[00:10:33.645]Receptor for example, and look at the early intermediate
[00:10:38.250]or advanced section.
[00:10:40.404]The cheat sheets will direct you
[00:10:42.506]to the appropriate section of the ABLLS-R protocol
[00:10:46.223]for the verbal operant areas
[00:10:48.266]of visual performance, receptive, tacts,
[00:10:52.589]imitation, manding, intraverbals
[00:10:55.786]for you to choose skills for your student.
[00:10:59.471]It is not used for a echoics, social,
[00:11:02.822]leisure or academic skills
[00:11:05.383]which are so individualized in nature.
[00:11:10.309]Let's look at the cheat sheets up close.
[00:11:12.943]You can see the learner level at the top,
[00:11:15.823]middle piece of each section,
[00:11:18.442]then you look under each operant.
[00:11:21.020]The column will direct you to a particular skill area
[00:11:24.623]in the ABLLS-R protocol.
[00:11:26.668]This slide shows you the early
[00:11:28.988]and intermediate sections of the cheat sheets.
[00:11:32.601]You will also have electronic access
[00:11:35.346]to the entire cheat sheet document
[00:11:38.143]that has early, intermediate and advanced learner sections.
[00:11:45.247]Specifically when using the cheat sheets,
[00:11:48.143]you will follow this process.
[00:11:51.065]Refer to the cheat sheets
[00:11:52.591]for each verbal operant skill listed
[00:11:55.080]and by the students learner score.
[00:11:57.802]An example is if the student scored a two
[00:12:00.942]in the receptive skill area,
[00:12:03.187]on the behavior language assessment,
[00:12:05.421]you would use the early learner cheat sheet
[00:12:09.183]since the score of two is an early learner
[00:12:11.903]and look under the receptive call.
[00:12:14.607]If the student scored a five
[00:12:17.423]in the visual performance skill area
[00:12:19.921]on the behavior language assessment,
[00:12:22.004]then you would use the cheat sheet
[00:12:24.282]to look under visual performance
[00:12:26.468]in the advanced learner section
[00:12:29.146]since a score of five indicates an advanced learner.
[00:12:33.226]The cheat sheets will guide you
[00:12:35.420]to the appropriate section of each operant in the ABLLS-R
[00:12:40.223]to begin choosing skills for instruction.
[00:12:48.298]Once you get to the specific area in the ABLLS-R protocol,
[00:12:52.356]always look at skills near the prescribed area
[00:12:55.956]outlined on the cheat sheets,
[00:12:58.196]to make sure the student possesses the skills
[00:13:00.714]before moving on.
[00:13:02.298]For example if the cheat sheets direct you to the skill area
[00:13:07.093]of G 27, then take a look at G 24, 25 and 26
[00:13:12.836]to make sure the student has mastered those skills
[00:13:15.876]before choosing G 27.
[00:13:18.196]You may choose skills that are appropriate for your student
[00:13:21.476]that are not in chronological order.
[00:13:23.898]For example if you are working with
[00:13:26.858]a middle school age student,
[00:13:29.300]then it is okay to skip B2
[00:13:32.559]which is the skill of using a shape sorter
[00:13:35.876]which is not age-appropriate for middle school age student.
[00:13:42.194]While choosing instructional skills within an area,
[00:13:45.553]stay in the general skill area.
[00:13:48.618]In other words if your student
[00:13:50.647]is an early learner in tacts,
[00:13:53.359]don't choose G 30 to work on
[00:13:55.936]because it is an advanced learner skill.
[00:13:59.376]Since there are not categories
[00:14:01.456]on the cheat sheets for Echoics, social, leisure
[00:14:05.330]and academic skills,
[00:14:07.172]you will just look through those skill sections
[00:14:10.384]to choose objectives that are appropriate for your student.
[00:14:17.826]Time for question two.
[00:14:19.834]Cheat sheets help you A, get the right answer.
[00:14:24.772]B, fill out the ABLLS-R faster.
[00:14:29.252]C, look at the appropriate section of the ABLLS-R protocol
[00:14:34.612]to choose instructional skills
[00:14:36.810]or D, choose echoics skills for the student.
[00:14:41.711]Click on the correct response.
[00:14:43.329]Correct answer is C,
[00:14:47.172]look at the appropriate section of the ABLLS-R protocol,
[00:14:50.868]to choose instructional skills.
[00:14:53.588]The cheats sheets will help you quickly get
[00:14:55.775]to the appropriate section of each operant from the ABLLS-R
[00:15:00.191]in order to choose instructional skills.
[00:15:06.332]Next, we move on to the next program planning step
[00:15:10.390]which is to fill out the program planning sheet.
[00:15:14.005]The program planning sheet is a good tool to use
[00:15:17.449]to organize your students verbal behavior program.
[00:15:21.845]As you find the appropriate skill area
[00:15:24.990]within each basic learner skill section of the ABLLS-R,
[00:15:29.675]choose a color specific objectives for instruction.
[00:15:34.057]Jot down those skill objectives within the appropriate area
[00:15:38.715]on the program planning sheet.
[00:15:41.072]Your vocabulary and skills
[00:15:42.593]should be pertinent to your student.
[00:15:45.035]Try and use the same vocabulary
[00:15:47.534]for different skills if possible.
[00:15:49.577]For example if you're going to teach the tact for dog,
[00:15:53.266]also teach the receptive discrimination skill of dog.
[00:16:00.446]Here is an example
[00:16:01.809]of a verbal behavior program planning sheet
[00:16:04.464]with the verbal operant areas listed.
[00:16:07.425]You could put the other basic learner skills
[00:16:09.629]like social and academic skills on the back if you want.
[00:16:16.269]Now we get to step five,
[00:16:18.367]which is making skills tracking sheets
[00:16:21.096]for skills you have chosen to teach your student.
[00:16:24.584]For each skill that you have chosen for your instruction,
[00:16:28.210]you will fill out a skills tracking sheet.
[00:16:31.586]List the specific skill
[00:16:33.860]on top of each skills tracking sheet.
[00:16:36.529]For example you can write visual performance B3
[00:16:41.325]matches object to object at the top of the sheet.
[00:16:45.706]You could also list the criteria 100 words
[00:16:49.460]or 20 imitation tasks for example.
[00:16:52.205]On the individual lines, choose vocabulary or tasks
[00:16:56.798]that will be targeted for the student.
[00:17:02.670]An option that I have found helpful I
[00:17:04.824]in making my skills tracking sheets,
[00:17:07.240]is to color code the sheet to match the operant.
[00:17:10.799]For example, since the color green is associated with tacts,
[00:17:15.399]the skills tracking sheet for tact skills can be green.
[00:17:19.384]As you begin working on a specific vocabulary item
[00:17:23.181]or skill for the student,
[00:17:24.803]note the date that you began instruction.
[00:17:28.165]When the student has mastered the item,
[00:17:31.021]three consecutive days of a correct first trial response,
[00:17:35.741]list that date on the sheet as well.
[00:17:41.810]Here is an example of a skills tracking sheet
[00:17:45.464]where you would list the skill, date introduced
[00:17:49.299]and date mastered.
[00:17:50.962]You will use a separate skills tracking sheet
[00:17:54.422]for each skill that you target.
[00:17:58.840]Now that you've chosen target skills for your student,
[00:18:02.264]which are skills that your student has mastered yet,
[00:18:05.501]and put those on your skills tracking sheets,
[00:18:08.200]you are ready to take the next step.
[00:18:10.799]You will find appropriate pictures for tacts
[00:18:14.559]or receptive discrimination tasks.
[00:18:17.836]For pictures that are to be used as target tacts,
[00:18:20.879]you will place a green dot on the picture.
[00:18:23.939]For pictures that are to be used
[00:18:25.736]in target receptive discrimination tasks,
[00:18:28.922]you will place a red dot on the picture.
[00:18:32.452]The dots indicate to staff
[00:18:34.318]what type of question to ask the student.
[00:18:37.241]For the other operant you will make a three by five card,
[00:18:41.838]with the task on it and the direction
[00:18:44.537]staff will give to the student.
[00:18:47.769]In addition to choosing pictures
[00:18:50.697]and making cards for your target skills,
[00:18:53.517]you will also after some assessment
[00:18:56.510]identify pictures that the student knows as tacts
[00:19:01.150]and knows through receptive discrimination.
[00:19:04.620]Those pictures will be put in the mastered tacts box
[00:19:08.926]and used during instruction.
[00:19:10.926]After that you will make three by five cards
[00:19:14.169]for visual performance, intra-verbal,
[00:19:16.788]imitation, echoics, receptive following directions skills
[00:19:21.541]that the student already knows.
[00:19:23.623]Those cards will also be placed in the master task box
[00:19:27.600]and used during instruction.
[00:19:31.384]This slide has pertinent information
[00:19:34.741]on what the verbal behavior skill cards should look like.
[00:19:38.674]It defines each operant and tells you what color card
[00:19:42.857]each operant should be on.
[00:19:46.535]We are on to question number three.
[00:19:49.770]The red and green dots on pictures indicate what?
[00:19:54.138]A, target skill pictures for receptive intact areas.
[00:19:58.978]B, known skill pictures for receptive intact areas.
[00:20:03.757]C, red dots mean they don't know the answer.
[00:20:08.058]D, they are matching pictures.
[00:20:11.637]Make your choice.
[00:20:15.350]The answer is A.
[00:20:18.332]Target skill pictures for receptive intact areas.
[00:20:23.077]The dots are a visual cue to the instructor
[00:20:25.912]as to which pictures are target skills.
[00:20:29.274]Red dots are on receptive pictures
[00:20:32.237]used in discrimination tasks
[00:20:34.597]and green dots indicate tact or labeling skills.
[00:20:41.136]We are on to step seven in our planning process.
[00:20:44.874]Filling out the cold probe sheet.
[00:20:47.914]The cold probe is the way you keep data
[00:20:50.896]in a verbal behavior program.
[00:20:53.034]You list the target skills on the cold probe sheet.
[00:20:57.136]Data is kept once a day in what is referred to
[00:21:00.174]as a cold probe or first trial data.
[00:21:05.200]You assess the student right away in the day.
[00:21:08.240]This is a fair representation
[00:21:10.800]of whether the student really knows the tasks
[00:21:13.904]without the practice effect
[00:21:16.101]which is because of
[00:21:17.339]multiple practice times throughout the day,
[00:21:19.807]the student gets the answer correct.
[00:21:23.807]On the cold probe sheet,
[00:21:25.706]the target skills are listed
[00:21:27.866]as well as their operant, number of days in a row correct
[00:21:31.922]as well is whether the student answered the question
[00:21:34.847]correctly or not.
[00:21:36.485]A typical verbal behavior program
[00:21:39.066]will have 8 to 15 target skills.
[00:21:43.306]You will choose one to two items
[00:21:46.426]from each of your skills tracking sheets as target skills
[00:21:50.783]and place them on the cold probe sheet.
[00:21:53.614]When a student meets criteria, three days in a row correct
[00:21:57.858]a new skill of the same operant will be chosen
[00:22:01.602]from the skills tracking sheet
[00:22:04.242]and added as a target skill on the cold probe sheet.
[00:22:10.637]When you get set to do a cold probe,
[00:22:13.533]organize your target piles.
[00:22:15.739]Present the direction or the SD without a prompt.
[00:22:20.941]Score each response after presentation
[00:22:23.858]or sort those responses and score later.
[00:22:27.477]You do not need to do a full error correction procedure
[00:22:31.157]if the student misses the item.
[00:22:33.239]Instead just give the correct answer,
[00:22:35.396]and move on to the next skill.
[00:22:37.753]For some students,
[00:22:39.559]you will want to mix in some easy known tasks.
[00:22:43.197]Remember if the item is correct,
[00:22:46.157]on three days in a row on the first trial,
[00:22:48.479]it is considered mastered.
[00:22:52.413]This is an example of a cold probe sheet.
[00:22:55.496]Remember you will have electronic versions available
[00:22:59.240]for all of these forms.
[00:23:04.543]Graphing is an important part of data collection
[00:23:07.422]and a verbal behavior program.
[00:23:09.696]After conducting a cold probe procedure,
[00:23:12.405]you will mark the graph that corresponds
[00:23:15.058]with each skills tracking sheet.
[00:23:18.163]You will mark the graph
[00:23:19.483]even if the student hasn't met criteria
[00:23:23.444]or scored and no on it.
[00:23:26.224]If the graph indicates one skill mastered,
[00:23:29.125]you will continue to mark one on the graph daily
[00:23:33.606]until a new skill is mastered.
[00:23:36.566]Mastery criteria is three consecutive days of yes
[00:23:41.605]on the cold probe sheet.
[00:23:43.382]When that criteria is met,
[00:23:45.723]you will mark up one more number on the graph.
[00:23:50.385]As with skills tracking sheets,
[00:23:52.283]you may want to color code graphs
[00:23:55.286]to match up with the skills tracking sheets.
[00:23:58.326]Remember, update every graph every day.
[00:24:02.182]Here is an example of a monthly graph.
[00:24:06.545]You will need a monthly graph to go with each target skill.
[00:24:11.286]In other words for each skills tracking sheet,
[00:24:15.046]you'll have a graph.
[00:24:19.341]We are on the last step
[00:24:20.841]of planning a verbal behavior program
[00:24:23.206]which is filling out the natural environment training sheet
[00:24:27.190]if necessary.
[00:24:28.849]Some tasks that you may have chosen to work on
[00:24:32.251]from the ABLLS-R, are not the type
[00:24:34.811]that are conducive to a one-on-one
[00:24:37.611]intensive teaching session.
[00:24:40.208]Examples include items from the social, play/leisure
[00:24:44.948]and generalized responding categories.
[00:24:48.129]These tasks are worked on throughout the day
[00:24:51.146]in the natural environment.
[00:24:52.849]We keep data on these tasks
[00:24:55.129]on the natural environment training
[00:24:57.889]or NET sheet.
[00:24:59.627]As opportunities occur throughout the day,
[00:25:03.313]staff will market the student performed the skill
[00:25:06.948]with a simple yes or no.
[00:25:08.891]There are multiple spots to mark performance of the skill
[00:25:12.710]for multiple opportunities throughout the day.
[00:25:18.171]Here is an example of a natural environment training sheet.
[00:25:22.150]You can see the type of skills that are placed
[00:25:25.430]in a natural environment training datasheet.
[00:25:30.251]Now that your program is planned using the ABLLS-R,
[00:25:33.990]you will want to organize your materials and datasheet.
[00:25:37.649]A program book is a necessity
[00:25:40.103]and makes accessing your students information
[00:25:43.305]quick and easy.
[00:25:44.585]The purpose of the program book
[00:25:46.786]is to effectively and efficiently organize
[00:25:49.371]learners educational documents.
[00:25:52.027]Some documents in a program book
[00:25:54.115]are used on a daily basis to guide instructional decisions
[00:25:57.893]such as skills tracking sheets,
[00:26:00.035]graphs, data collection forms, cold probes etc.
[00:26:04.148]and some documents are used for reference
[00:26:06.573]towards meeting goals such as the IP,
[00:26:09.395]FPA preference assessment ABLL-R grids etc.
[00:26:14.595]All of these documents provide valuable information
[00:26:17.691]in meeting the education goals
[00:26:19.828]and promoting successful outcomes for each student.
[00:26:23.454]Keeping these documents organized
[00:26:25.294]and assembled in one location in the program book
[00:26:28.552]increases productivity for the teacher and staff.
[00:26:33.459]There are some guidelines in making a program book.
[00:26:36.739]Things you will need are a two to three inch binder.
[00:26:40.899]One binder per student with each student's name on it.
[00:26:44.002]Tabbed separators that will be labeled
[00:26:47.523]with each operant skill area,
[00:26:49.219]following the ABLLS-R domains
[00:26:51.582]as well as other relevant sections
[00:26:54.019]so it might look like visual performance,
[00:26:56.259]receptive, imitation, echoic,
[00:26:59.118]manding, tacting intra-verbals.
[00:27:02.240]Other sections can be labeled like FFC,
[00:27:06.139]IEP goals, behavior, ABLLS-R assessment grids,
[00:27:11.696]cold probe reading math
[00:27:13.958]as per what is being kept in the binder.
[00:27:16.336]Each school district has its own policy
[00:27:19.078]as to what documents may be available
[00:27:21.398]for staff to review.
[00:27:22.758]Make sure you check with your district's policy
[00:27:24.961]if you're not sure.
[00:27:28.438]We are finally to our last polling question.
[00:27:31.520]Which one of the following is not part
[00:27:34.515]of planning a verbal behavior program
[00:27:37.416]using the ABLLS-R?
[00:27:39.555]A, fill out the behavior language assessment.
[00:27:43.459]B, choose skills using cheat sheets.
[00:27:47.936]C, use orange four by six cards
[00:27:52.274]for all tasks
[00:27:53.635]or D, use natural environment training datasheet
[00:27:58.536]for social skills.
[00:27:59.875]Mark your answers
[00:28:03.976]and the correct response to this question is C.
[00:28:07.817]Use orange four by six cards for all tasks.
[00:28:12.358]Orange cards are not used in verbal behavior planning
[00:28:15.458]using the ABLLS-R.
[00:28:17.827]The color cards are very useful
[00:28:20.415]in planning instruction and to provide ease of instruction
[00:28:25.038]when working with students.
[00:28:27.859]Well, we are finished with the major planning points
[00:28:31.736]in getting a verbal behavior program
[00:28:34.184]up and going for your student.
[00:28:36.446]The first time through may seem like a lot of work
[00:28:39.544]but it gets easier and quicker each time.
[00:28:43.523]It's all worth it because using verbal behavior strategies
[00:28:47.923]to teach skills from the ABLLS-R
[00:28:50.563]will make learning more fun for the child
[00:28:52.883]as well as enable the child to learn more efficiently
[00:28:56.184]while reduce or naturally eliminate
[00:28:59.224]most problem behaviors in most kids
[00:29:01.659]in a variety of environments
[00:29:03.965]and it will also teach the skills necessary
[00:29:07.163]to be successful in the general education classroom
[00:29:11.326]and real-life settings.
[00:29:13.246]The outcome is so worth the effort you put in
[00:29:16.284]to getting a verbal behavior program plan for your student.
[00:29:19.783]Good luck.
[00:29:23.784]Remember that you have electronic access
[00:29:26.925]to all the forms we discussed in this training.
[00:29:30.380]That includes the behavior language assessment,
[00:29:33.804]the correlating ABLLS goals,
[00:29:36.702]or the cheat sheets,
[00:29:38.938]verbal behavior program planning sheet,
[00:29:41.806]a skills tracking sheet,
[00:29:44.179]cold probe datasheet,
[00:29:46.203]a monthly graph and the natural environment datasheet.

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Developing a Verbal Behavior Program with the ABLLS-R

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