Getting to Know the ABLLS-R

Deb Rauner Author

06/19/2017 Added

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An overview of the ABLLS-R

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[00:00:22.385]Hi, I'm your presenter Teresa Schultz.
[00:00:26.862]Formerly, I was a speech-language pathologist
[00:00:30.148]and an early childhood special education teacher.
[00:00:34.377]I am currently a private speech-language pathologist
[00:00:38.358]and a verbal behavior trainer
[00:00:40.287]for the state of Nebraska.
[00:00:45.869]In today's webinar, the learner will be introduced
[00:00:48.973]to a thorough description of the contents
[00:00:51.225]within the Assessment of Basic Language
[00:00:53.984]and Learning Skills-Revised protocol.
[00:00:57.411]The learner will become familiar with Dr. Partington's
[00:01:00.642]normative data regarding the ABLLS-R.
[00:01:04.015]And the learner will become familiar
[00:01:05.791]with scoring the ABLLS-R,
[00:01:08.171]given steps and ideas to alleviate time.
[00:01:14.825]In the presentation today,
[00:01:16.314]we will be looking at the ABLLS-R protocol,
[00:01:19.935]why we use it, and review the normative data
[00:01:22.844]that is associated with the ABLLS-R.
[00:01:25.997]Information how to utilize it,
[00:01:28.483]as in assessment for specific students,
[00:01:31.224]will be given.
[00:01:32.679]We will review the verbal operants found in the protocol.
[00:01:36.752]Finally, we will examine how to score the protocol.
[00:01:42.249]Let's do this.
[00:01:43.767]Let's begin learning about the ABLLS-R.
[00:01:46.984]All forms discussed will be available to you electronically.
[00:01:54.576]Why should we use the ABLLS-R?
[00:01:57.655]To help identify language and other critical skills
[00:02:00.536]in need of intervention necessary for a child
[00:02:03.655]to become more capable of learning
[00:02:05.873]from his everyday experiences.
[00:02:08.944]To provide a method for identifying
[00:02:11.732]a child's specific skills
[00:02:13.292]in a variety of learning domains.
[00:02:16.526]To provide a curriculum guide.
[00:02:19.472]To provide a method for visually displaying
[00:02:21.848]the acquisition of new skills.
[00:02:25.076]It is important to know what a child can
[00:02:27.154]and cannot do in order to know which skills
[00:02:30.202]should be the focus of current instruction.
[00:02:35.177]So, today, we are specifically discussing the ABLLS-R.
[00:02:40.329]As the title states, Assessment and Curriculum,
[00:02:44.653]the Assessment of Basic Language
[00:02:46.929]and Learning Skills-Revised.
[00:02:52.150]In 1996, Dr. Partington developed the Assessment
[00:02:56.292]of Basic Language and Learning Skills
[00:02:58.930]based on Dr. Skinner's work
[00:03:01.100]done in the 1950s.
[00:03:03.600]Dr. Partington then revised it in 2006.
[00:03:07.891]It is a system that is an assessment tool,
[00:03:10.308]curriculum guide, and skills tracking system.
[00:03:14.237]It helps guide the instruction of language
[00:03:16.468]and learned skills for children with autism
[00:03:18.729]or other developmental disabilities.
[00:03:21.652]The ABLLS-R is a practical and parent friendly tool.
[00:03:25.738]It facilitates the identification of skills
[00:03:28.667]by a child to to effectively communicate
[00:03:31.019]and learn from everyday experiences.
[00:03:36.679]Now, for our first polling question.
[00:03:40.097]The Assessment of Basic Language
[00:03:41.825]and Learning Skills-Revised, ABLLS-R, is,
[00:03:46.093]A, a scope and sequence tool,
[00:03:49.021]B, a standardized tool that one can use
[00:03:52.233]to verify a child with ASD,
[00:03:55.373]C, an assessment tool, curriculum guide,
[00:03:58.668]and skills tracking system.
[00:04:02.600]The answer is C, an assessment tool,
[00:04:06.003]curriculum guide, and skills tracking system.
[00:04:09.923]The ABLLS-R is a comprehensive tool
[00:04:12.187]that can be utilized to give an assessment,
[00:04:15.316]a guide to curriculum ideas,
[00:04:18.013]and skills tracking system for 25 domains.
[00:04:24.313]Dr. Partington conducted research
[00:04:26.362]to quantify the nature of skill acquisition
[00:04:29.370]by typically developing children across the 25 repertoires.
[00:04:34.150]The data showed typically developing children
[00:04:36.609]acquired most of the basic language and learning skills
[00:04:40.309]measured by the ABLLS-R
[00:04:41.775]by the time they are three to four years of age.
[00:04:45.814]These data make it possible
[00:04:47.725]to use the criterion-based measures
[00:04:50.042]of this tool to identify specific differences
[00:04:53.050]in the acquisition of basic skills
[00:04:56.177]between children with ASD as well as other disabilities
[00:05:00.542]and typically developing children at specific ages.
[00:05:06.029]This slide shows the normative data
[00:05:08.016]found on the three year old typically developing population.
[00:05:12.655]This is the first page of the skills tracking sheet
[00:05:15.881]in the protocol that has verbal operants known
[00:05:18.644]as the learning to learn skills.
[00:05:23.642]This is the normative data
[00:05:25.352]for typically developing five year olds.
[00:05:28.453]As you can see, most skills have been met.
[00:05:34.571]Polling question two.
[00:05:36.999]What does the Assessment
[00:05:38.057]of Basic and Language Skills-Revised, ABLLS-R, facilitate?
[00:05:44.509]A, how the child is doing in the classroom,
[00:05:47.907]B, the identification of skills needed
[00:05:51.263]by the child to effective communicate
[00:05:53.447]and learn from everyday experiences,
[00:05:56.631]C, a comprehensive protocol that gives age ranges,
[00:06:01.624]D, benchmarks of behaviors
[00:06:04.043]that gives you state guidelines.
[00:06:09.005]The answer is B, the identification of skills
[00:06:12.604]needed by the child to effectively communicate
[00:06:15.370]and learn from everyday experiences.
[00:06:18.823]The ABLLS-R is a comprehensive protocol
[00:06:21.414]that identifies skills with a strong emphasis
[00:06:24.675]on communication and learning to learn skills
[00:06:28.030]from the child's everyday experiences.
[00:06:32.546]The ABLLS-R protocol is divided into four areas.
[00:06:37.266]Basic learner skills, found in sections A through P,
[00:06:41.825]academic skills, sections Q through T,
[00:06:45.900]self-help skills, sections U through X,
[00:06:50.124]and motor skills, sections Y and Z.
[00:06:53.874]Within the basic learner skills
[00:06:55.435]are the verbal operants, mands,
[00:06:58.234]which are requests, visual performance,
[00:07:01.906]receptive, motor imitation, echoics,
[00:07:05.854]which are vocal imitation,
[00:07:07.996]tacts, which are labeling,
[00:07:09.894]and intraverbals.
[00:07:12.124]The academic section includes reading, math,
[00:07:16.331]writing, and spelling.
[00:07:18.413]The self-help section includes dressing,
[00:07:21.829]eating, grooming, and toileting.
[00:07:25.206]The motor skills section includes gross and fine motor.
[00:07:31.599]In the front of the protocol,
[00:07:32.970]you will find three pages of skills tracking sheets.
[00:07:37.100]This first page has columns for cooperation
[00:07:40.675]and reinforcer effectiveness,
[00:07:43.101]visual performance, receptive language,
[00:07:46.417]motor imitation, vocal imitation,
[00:07:49.755]requests, labeling, intraverbals,
[00:07:53.433]and spontaneous vocalizations.
[00:07:56.348]You'll notice in the top left hand corner
[00:07:58.865]is a small box where you will write the student's name,
[00:08:02.435]a place to put initials for the assessors,
[00:08:05.147]dates, and color code used
[00:08:08.422]for each specific assessment period,
[00:08:11.131]such as red for May 2017,
[00:08:14.641]next assessment period will be blue,
[00:08:17.386]then black for the following assessment period,
[00:08:20.229]and so forth.
[00:08:24.461]This page includes syntax and grammar,
[00:08:28.360]play and leisure, social interaction,
[00:08:31.843]group interaction, classroom routines,
[00:08:35.754]generalized responding, reading, and math.
[00:08:42.364]Page three of the skills tracking grid
[00:08:44.623]includes writing, spelling, dressing,
[00:08:49.570]eating, grooming, toileting, gross motor,
[00:08:54.145]and fine motor.
[00:08:58.066]Let's take a look at a chart
[00:08:59.536]that will help explain the verbal operants
[00:09:01.655]that we saw on the first page
[00:09:03.557]of the skills tracking grids.
[00:09:06.334]The first operant is the mand.
[00:09:08.882]It's found in section F.
[00:09:11.217]It's requesting for an item,
[00:09:13.305]for an action, or for information,
[00:09:15.657]and there is motivation by the student to get this,
[00:09:19.191]so their behavior is to ask for it.
[00:09:22.129]The consequence is that they are directly reinforced
[00:09:25.039]by getting the item requested.
[00:09:28.002]The second operant is the tact,
[00:09:30.807]which is a label, and it is found in Section G.
[00:09:35.222]The behavior of labeling something
[00:09:36.861]is controlled by sensory stimuli,
[00:09:39.409]such as seeing, hearing, or smelling something.
[00:09:43.195]The consequence or reinforcer
[00:09:44.930]is a non-specific one,
[00:09:47.276]something that the student likes.
[00:09:50.079]The intraverbal is answering questions,
[00:09:52.709]a fill-in, or conversation with no visuals,
[00:09:57.059]and it is found in Section H.
[00:10:00.649]The echoic is vocal imitation and is found in Section E.
[00:10:07.321]The other operants are receptive discrimination,
[00:10:11.466]which is choosing a picture or item from an array,
[00:10:15.246]receptive listener responding to directions,
[00:10:18.801]or following a direction,
[00:10:20.403]and these two are found in Section C.
[00:10:24.065]There is imitation, which is copying a motor action,
[00:10:27.929]and that is found in Section D.
[00:10:30.888]And match to sample, which is matching a picture
[00:10:35.241]or object to the sample,
[00:10:37.798]and that is found in Section B of the protocol.
[00:10:43.189]The following three slides are brief descriptions
[00:10:45.808]of the verbal operant skills for learners
[00:10:49.071]who are early, intermediate, or advanced
[00:10:51.983]in their skills for each domain area.
[00:10:55.001]It is possible that a learner may have skills
[00:10:58.094]that place them in various learner sections.
[00:11:01.758]As you see, this gives you details of what is in
[00:11:05.382]each verbal operant domain.
[00:11:07.949]Looking at the early learner in the mand column,
[00:11:11.291]the student is asking for what he wants
[00:11:13.439]with the prompt and a reinforcer present
[00:11:16.331]through the student asking for at least 10 items
[00:11:19.767]that he wants using a specific response.
[00:11:23.648]Early learner in the tacts, Section G,
[00:11:27.151]the student will start acquiring 10 mands.
[00:11:30.679]He works on labeling reinforcing items,
[00:11:34.037]common objects, people, common pictures
[00:11:37.437]to labeling an ongoing action.
[00:11:41.075]In the intraverbals, Section H,
[00:11:44.158]the student only begins working on this operant
[00:11:46.640]when they have some tacts
[00:11:48.558]and receptive ID is getting acquired,
[00:11:51.525]you begin to work on fun fill-ins,
[00:11:54.027]songs that the student enjoys them,
[00:11:56.754]then while others are singing a song,
[00:11:59.347]the student will be able to fill-in some words
[00:12:01.962]and phrases of songs,
[00:12:03.931]fill in blanks regarding fun activities,
[00:12:07.268]sign words if applicable, then animal sounds.
[00:12:12.945]Now we're looking at the intermediate learner skills
[00:12:15.680]for each operant.
[00:12:17.784]Take a look at the mand column skills.
[00:12:20.763]Ask others to perform specified actions,
[00:12:23.890]request attention, student will ask others
[00:12:27.161]to attend to their actions,
[00:12:29.210]request missing items needed for a task,
[00:12:33.023]request using yes, no,
[00:12:35.683]request using sentences, request help.
[00:12:40.280]Then the student will be able to ask others
[00:12:42.254]to remove an activity or stop an activity.
[00:12:46.838]In the tact column, the intermediate skills
[00:12:49.424]are label pictures of common actions,
[00:12:53.082]acquires novel labels without intensive training,
[00:12:56.558]label item using phrases,
[00:12:59.003]label body parts, labels parts of objects,
[00:13:03.748]labels adjectives, labels item given function,
[00:13:08.239]feature, class, labels function class of an item,
[00:13:12.881]labels the class of a set of items,
[00:13:16.102]labels using yes or no.
[00:13:18.744]In the intraverbal column,
[00:13:20.511]keeping in mind there are no visuals,
[00:13:23.348]the intermediate skills are fill in the remaining word
[00:13:27.289]naming the item in a phrase
[00:13:30.406]related to the function of an item,
[00:13:32.811]intraverbal feature and class,
[00:13:35.291]intraverbal feature, function, and class reversals,
[00:13:39.484]intraverbal categories, intraverbal category reversals,
[00:13:44.687]and give the opposite given a comparative stimulus.
[00:13:50.268]Now we're looking at skills for the advanced learner.
[00:13:53.868]We'll keep following the mand column.
[00:13:56.442]The student will mand for information
[00:13:58.097]asking what, where, who, whose,
[00:14:01.882]which, when, and how questions,
[00:14:05.383]mands for information using can, do, does, and will,
[00:14:10.558]mands using why, mands using adjectives,
[00:14:14.774]prepositions, adverbs, and pronouns,
[00:14:18.222]acquires novel requests without intensive training,
[00:14:22.393]and spontaneous request.
[00:14:25.237]In the tact column, labels features of items
[00:14:28.160]which are missing or incorrect,
[00:14:31.202]labels exclusion from a category,
[00:14:33.700]identifies obvious problems,
[00:14:36.394]labels two component with objects' pictures,
[00:14:39.765]labels community helpers,
[00:14:41.988]labels common environmental sounds,
[00:14:45.230]labels preposition, pronouns,
[00:14:48.483]labels three component items,
[00:14:51.714]labels and describes events,
[00:14:54.385]labels adverbs, labels internal events such as emotions,
[00:15:00.114]labels social interactions,
[00:15:02.370]and finally, spontaneous labeling.
[00:15:06.324]Looking at the intraverbal advanced skills,
[00:15:08.791]answer W-H questions, makes related statements
[00:15:12.652]without visual display,
[00:15:15.249]describes steps in a sequence,
[00:15:18.042]states an activity when told a sequence,
[00:15:21.194]intraverbal yes, no,
[00:15:24.169]answers questions containing three critical stimuli,
[00:15:28.278]answers questions concerning past and upcoming events,
[00:15:32.568]answer questions in their immediate community,
[00:15:36.426]answers questions concerning current events,
[00:15:39.761]answers questions regarding academic material,
[00:15:43.537]maintain conversation with an adult or peer,
[00:15:47.231]spontaneous conversation, and tells stories.
[00:15:53.440]We are now going to take another look
[00:15:55.161]at the ABLLS-R grid.
[00:15:57.441]As it states on this slide,
[00:15:59.466]each vertical column represents one skill domain,
[00:16:03.615]such as A, cooperation and reinforcement effectiveness,
[00:16:08.065]B, the visual performance column,
[00:16:10.901]C, receptive, which has the most skills,
[00:16:14.551]D, imitation, E, vocal imitation or echoics,
[00:16:20.510]F, requests or mands,
[00:16:23.695]G, labeling or tacts,
[00:16:26.449]H, intraverbals,
[00:16:28.594]and I, the spontaneous vocalizations column.
[00:16:33.522]The rows within a column
[00:16:35.306]represent individual skills in that skill domain
[00:16:39.203]such as in the G labeling column.
[00:16:43.208]Notice the circles on each column to the left hand side.
[00:16:48.277]They have them colored in red right now.
[00:16:52.837]They are next to the letter, number of each skill.
[00:16:57.668]You fill them in if the skill is a score of zero.
[00:17:04.665]So as this slide explains,
[00:17:07.151]the skill domain G is broken down
[00:17:10.102]into 47 individual skills.
[00:17:13.656]The skills are identified by both the domain letter
[00:17:16.729]and the skill number.
[00:17:18.681]For example, G1, labeling reinforcers,
[00:17:22.144]G2, labels common objects,
[00:17:25.366]G3, labels common people,
[00:17:28.237]G4, labels pictures of common objects,
[00:17:32.245]and so forth.
[00:17:33.406]As you remember from the previous slide,
[00:17:36.110]the skills get more advanced,
[00:17:38.120]such as G46, which is labeling social interaction behavior.
[00:17:44.953]This is an example of a page
[00:17:46.901]from the visual performance, Section B, area
[00:17:50.749]in the protocol.
[00:17:52.240]I will go through each column to explain it further.
[00:17:58.368]We'll now take a look at an example
[00:18:00.426]of the protocol from Section B, visual performance section.
[00:18:05.684]The protocol has been normed on children with ASD,
[00:18:09.664]and is therefore sequenced with this population in mind.
[00:18:13.922]The protocol has eight columns
[00:18:16.118]giving the task letter, number, score,
[00:18:20.328]task name, a question, possible examples,
[00:18:24.985]criteria, and a notes section.
[00:18:29.522]You'll notice in the score section
[00:18:31.166]that the numbers repeat.
[00:18:33.461]This is for each assessment period.
[00:18:36.348]I usually did it once a year
[00:18:38.093]before the child's IEP.
[00:18:40.760]This protocol can be used for many years,
[00:18:43.871]following the child through their educational journey.
[00:18:47.355]More columns of years could easily be added.
[00:18:52.265]The next columns describe the task objective,
[00:18:55.702]a question about the skill,
[00:18:58.268]and possibly an example.
[00:19:02.695]Let's talk about scoring,
[00:19:04.760]which is found in the second column
[00:19:07.481]and based on the criteria column for a skill.
[00:19:11.387]Each skill has a maximum score that varies
[00:19:14.166]from one skill to the next.
[00:19:16.751]The maximum score is always either a two or four.
[00:19:21.489]For skills with a maximum score of two,
[00:19:24.139]the child may score a zero, one, or two.
[00:19:28.496]For skills with a maximum score of four,
[00:19:31.288]the child may score a zero, one, two, three, or four.
[00:19:36.791]The score does not tell you how important the skill is.
[00:19:40.471]For example, a skill with a maximum score of four
[00:19:43.842]is not better than a skill with a maximum score of two.
[00:19:50.276]Now, let's do polling question number three.
[00:19:53.594]When scoring the ABLLS-R,
[00:19:56.677]A, the child can score a half point on a skill,
[00:20:01.153]B, can score six for a maximum on each skill,
[00:20:06.331]C, each skill has a maximum score
[00:20:09.709]that varies from one skill to the next.
[00:20:12.544]The maximum score is always either a two or four.
[00:20:16.659]Or D, each skill is a zero or a one.
[00:20:23.229]The answer is C.
[00:20:25.169]Each skill has a maximum score that varies
[00:20:28.092]from one skill to the next.
[00:20:30.387]The maximum score is always either a two or a four.
[00:20:35.324]Having a score of two or four
[00:20:37.069]does not make a skill more or less important.
[00:20:42.034]This guide has a comprehensive nature
[00:20:44.082]with a number of skill areas
[00:20:46.386]and a number of skills within each area.
[00:20:50.188]In decision making, you'll decide
[00:20:52.347]if you should complete all sections of the ABLLS-R.
[00:20:55.756]It isn't necessary to complete every section.
[00:20:58.836]Most importantly, you need to make sure
[00:21:01.492]you start with the verbal operants
[00:21:03.593]found on the first page of the skills tracking guide.
[00:21:07.644]You'll need to prepare and make decisions
[00:21:09.729]for what materials you'll need to complete the assessment
[00:21:12.990]on individual skills,
[00:21:15.198]pictures, objects, and so forth.
[00:21:18.452]The different skill areas
[00:21:19.770]are going to require varied materials.
[00:21:23.269]Who can help me complete the assessment?
[00:21:26.053]Paraeducators, OTs and PTs,
[00:21:29.722]speech-language pathologists, parents.
[00:21:32.889]Each one can contribute to the completion
[00:21:35.432]of the assessment.
[00:21:39.895]Here are some hints for completing the assessment.
[00:21:43.526]I was, at first, overwhelmed by all of the skills
[00:21:46.693]in the protocol.
[00:21:48.447]My suggestion is to first observe the child
[00:21:51.300]in the environment in which you are involved
[00:21:53.742]for a couple weeks.
[00:21:55.440]In the meantime, start marking the skills
[00:21:58.088]you know the child has and those you know
[00:22:01.195]he or she doesn't have.
[00:22:04.033]Now you can assess what is left
[00:22:06.190]after you've completed the above two tasks.
[00:22:09.497]Thinking of your team, including caregivers and parents,
[00:22:13.984]decide who will assess what skills
[00:22:16.327]and have materials ready to go.
[00:22:19.469]After you've circled the score in each section,
[00:22:22.581]you will then mark in the ABLLS-R skills tracking sheets
[00:22:26.424]all skills assessed through your direct assessment
[00:22:30.081]or through knowledge of what the student
[00:22:31.908]can or cannot do.
[00:22:36.389]Now for our final polling question.
[00:22:39.441]Which one is not a hint when scoring the protocol?
[00:22:44.141]A, start at the beginning
[00:22:46.037]and go through all the protocol.
[00:22:48.525]B, go through section that you have prioritized
[00:22:52.650]for assessment and mark all of the items
[00:22:55.518]that you know the student can do.
[00:22:58.667]C, go through each section that you have prioritized
[00:23:02.604]for assessment and mark all of the items
[00:23:04.989]that you know the student can't do.
[00:23:08.118]D, decide who will assess what skills
[00:23:10.718]and have the necessary materials ready to go.
[00:23:17.766]The answer is A.
[00:23:19.484]Start at the beginning and go all through the protocol.
[00:23:23.580]It is very helpful to first go through the document
[00:23:26.863]with all staff and caregivers involved
[00:23:29.911]and mark which skills they do know
[00:23:32.251]and which ones they don't know.
[00:23:36.780]In conclusion, the ABLLS-R system
[00:23:40.014]is an assessment tool, curriculum guide
[00:23:42.922]and skills tracking system.
[00:23:45.319]It is practical and parent-friendly.
[00:23:48.386]It is easy to score with specific criteria
[00:23:51.629]given for each skill.
[00:23:54.366]The skills tracking systems is a useful tool
[00:23:57.816]that visually demonstrates growth
[00:24:00.151]from one assessment period to the next.
[00:24:05.921]There are the following electronic forms
[00:24:08.053]available to you that were discussed in the presentation.
[00:24:12.548]ABLLS-R blank grids,
[00:24:14.949]verbal operant definitions,
[00:24:18.442]brief description on the verbal operants
[00:24:21.659]within the ABLLS-R.
[00:24:24.431]Please feel free to contact me with questions.
[00:24:27.764]Thank you for your time,
[00:24:29.188]and good luck with your assessments.

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Getting to Know the ABLLS-R

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