Introduction to the VB-MAPP:(Verbal Behavior – Milestones Assessment and Placement Program)

Stacey Martin Author

08/16/2017 Added

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Description

The learner will be introduced to the areas assessed on the VB-MAPP including a brief overview of the verbal operants The learner will become familiar with the components of the VB-MAPP manual and test protocol The learner will become familiar with the scoring procedures used on the VB-MAPP

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[00:00:02.819]Hello and welcome
[00:00:04.258]to the Tri-State ASD Webinar Series,
[00:00:08.342]this series is sponsored
[00:00:10.307]by the Colorado Department of Education,
[00:00:15.318]The Nebraska Autism Spectrum Disorders Network.
[00:00:19.880]And the Kansas Autism and Tertiary
[00:00:23.415]Behavior Supports Network.
[00:00:26.291]We're glad you could join us.
[00:00:31.816]Polling questions will be embedded throughout the webinar.
[00:00:36.785]Please listen to their question and respond to the poll.
[00:00:45.634]This webinar, along with all of the Tri-State webinars
[00:00:49.779]will be archived and available for future viewing
[00:00:53.203]on each of the Tri-State websites.
[00:00:59.368]Hello, my name is Stacy Martin
[00:01:01.366]and I will be your presenter today
[00:01:03.476]as we learn about the VB-MAPP.
[00:01:05.636]In 2015, I retired after 30 years of working
[00:01:09.652]in special education, for more than 20 of those years
[00:01:13.158]I served as an autsim and behavior specialist.
[00:01:16.325]Currently I work at Summit Behavioral Services.
[00:01:19.220]My responsibilities there include supervising
[00:01:22.239]intensive ABA programs for children ages two through seven,
[00:01:25.926]providing professional development to educators
[00:01:28.671]in areas of ABA and verbal behavior programing,
[00:01:32.115]and providing consultation and program support
[00:01:34.720]to school districts in the Kansas City area.
[00:01:39.571]Today we'll be talking about the VB-MAPP which stands for
[00:01:43.236]verbal behavior milestones assessment and placement program.
[00:01:48.896]At the end of this webinar, you will have been
[00:01:51.473]introduced to the various areas on the VB-MAPP.
[00:01:55.375]The components of the VB-MAPP including the guide
[00:01:58.403]and test protocol, and you will become familiar
[00:02:01.191]with the scoring procedures used.
[00:02:05.748]We will also cover what assessment methods are used
[00:02:08.494]for various items on the VB-MAPP.
[00:02:10.897]I will provide you with some tips for getting ready
[00:02:13.439]to administer the VB-MAPP, and you'll be given
[00:02:16.084]information on how to use the results
[00:02:18.404]in developing verbal behavior programs for your students.
[00:02:25.021]The VB-MAPP serves as both an assessment and curriculum
[00:02:28.776]guide for designing programs.
[00:02:30.747]It also has sections to help you identify
[00:02:33.199]barriers to learning that may be impacting your students.
[00:02:37.205]As well as how to identify the educational setting
[00:02:40.073]in which your student will be the most successful
[00:02:43.033]at acquiring new skills.
[00:02:49.430]The VB-MAPP was developed by Dr. Mark Sundberg
[00:02:52.390]and first published in 2008.
[00:02:55.026]It is based on B.F. Skinner's analysis of verbal behavior.
[00:02:59.578]Skinner believed that language is learned
[00:03:01.701]in much the same way other behaviors are learned.
[00:03:04.594]That the principles of behavior, such as motivation
[00:03:08.193]and reinforcement apply to the acquisition
[00:03:10.989]of what he called verbal behavior.
[00:03:14.183]It is important to note here that verbal
[00:03:17.047]does not equate to vocal.
[00:03:18.931]He chose the term verbal behavior
[00:03:21.590]to refer to all forms of communication
[00:03:24.246]including the use of pictures, speaking,
[00:03:27.941]sign language, writing, and gestures.
[00:03:32.027]Skinner also felt it was important that we differentiate
[00:03:35.127]between how someone behaves as a speaker
[00:03:38.085]and how they respond as a listener.
[00:03:41.652]The VB-MAPP is a criterion referenced assessment
[00:03:45.077]that is linked to typical development.
[00:03:50.406]The VB-MAPP includes 170 learning and language milestones,
[00:03:54.806]to determine what milestones to include
[00:03:57.639]at each developmental level, Dr. Sundberg used information
[00:04:01.143]from more than 50 resources related to language acquisition.
[00:04:06.726]Early versions of the VB-MAPP were field tested
[00:04:09.270]by parents, educators, and other professionals
[00:04:12.869]who worked with children with language delays.
[00:04:19.145]The purpose of the VB-MAPP is to assist educators
[00:04:22.192]in identifying the way a child's current abilities are
[00:04:25.596]in the areas of language and learning.
[00:04:27.500]As well as identifying next skills to teach.
[00:04:31.201]The VB-MAPP is also useful at identifying appropriate
[00:04:34.160]teaching strategies in instructional settings
[00:04:37.168]for the learner.
[00:04:41.891]Next let's take a look at the ABC Analysis
[00:04:44.160]and the Verbal Operants.
[00:04:48.768]In understanding verbal behavior it is important
[00:04:51.183]to have a basic understanding of the ABC Analysis.
[00:04:56.545]The A stands for antecedents.
[00:04:58.847]These are the things that happen
[00:05:00.576]before a behavior or response.
[00:05:03.776]B is behavior and that is what the person does.
[00:05:07.713]We always want to talk about behavior
[00:05:09.900]in an observable and measurable terms.
[00:05:13.761]The C in the ABC Analysis stands for consequences.
[00:05:17.469]And these are the thing that happen
[00:05:19.106]after a behavior or response.
[00:05:22.368]Skinner applied this analysis to how we learn
[00:05:25.327]to behave as speakers and listeners.
[00:05:28.496]This is the basic framework upon which
[00:05:31.200]all other other principles of behavior are built.
[00:05:35.683]Next let's take a look at the verbal operants,
[00:05:37.729]and how the ABC Analysis applies to each of them.
[00:05:42.787]The mand, tact, intraverbal, and echoic
[00:05:47.678]all involve acting as a speaker.
[00:05:51.661]Listener responding and imitation
[00:05:53.065]involve behaving as listener.
[00:05:55.678]Skinner also identified other important operants,
[00:05:58.313]but we won't be discussing those today.
[00:06:01.657]You can find additional information about those operants
[00:06:04.443]in the VB-MAPP guide.
[00:06:09.294]The mand is considered to be the most important
[00:06:12.322]of the verbal operants.
[00:06:15.068]A common name for a mand is a request.
[00:06:18.144]And it is the only verbal operant that directly benefits
[00:06:21.140]the person speaking.
[00:06:23.250]The antecedent to a mand is always motivation.
[00:06:26.385]And the consequence is always specified by the mand.
[00:06:30.591]In other words, you want something, you ask for it,
[00:06:34.499]and you get it.
[00:06:41.574]The antecedent to a tact is some form of sensory input.
[00:06:46.218]In other words, for a person to tact,
[00:06:49.352]they must see, hear, taste, touch, or smell something.
[00:06:55.065]Another name for a tact is an expressive label.
[00:06:58.199]The consequence to a tact is nonspecific reinforcement.
[00:07:03.029]In other words the person is reinforced
[00:07:05.130]with verbal praise, high five, an edible
[00:07:10.181]or maybe access to a preferred activity.
[00:07:16.205]Echoics are often referred to as vocal imitation.
[00:07:20.339]It means repeating the words of another person.
[00:07:23.416]The antecedent to a echoic is verbal stimulus.
[00:07:27.015]The consequence again is nonspecific reinforcement.
[00:07:31.381]Vocal approximations, such as saying too-ee,
[00:07:36.024]after someone says, cookie, is also an echoic response.
[00:07:43.960]Intraverbals involve responding to a verbal stimulus
[00:07:46.741]with verbal behavior.
[00:07:48.327]If someone says shoes and.
[00:07:50.652]And you fill in the blank by saying, socks.
[00:07:53.817]That is an intraverbal.
[00:07:56.226]If someone asks you, what's your name?
[00:07:59.291]And you respond by telling them your name,
[00:08:00.974]that is also an intraverbal.
[00:08:07.871]Listener responding simply means following instructions.
[00:08:11.326]Listener responding can involve responses
[00:08:14.706]such as selecting a picture, or object from a field,
[00:08:19.150]or following instructions to perform an action.
[00:08:28.931]Imitation simply means copying the motor movements
[00:08:32.037]of another person.
[00:08:43.827]There are additional areas assessed on the VB-MAPP.
[00:08:46.044]These areas look at skills related to play,
[00:08:49.585]social behaviors, spontaneous vocal behavior,
[00:08:53.405]and a child's ability to complete
[00:08:55.633]classroom routines and to participate in group learning.
[00:09:04.028]The VB-MAPP includes a section
[00:09:05.533]to assess a child's ability to use
[00:09:07.819]more complex language, such as adjectives and prepositions.
[00:09:12.011]At level three, there are sections to assess
[00:09:14.334]your learner's early academic skills
[00:09:16.950]related to reading, writing, and math.
[00:09:22.233]Now let's take a look at our first poll question.
[00:09:25.387]The only verbal operant that directly benefits the speaker
[00:09:28.891]is the mand, another name for a mand is.
[00:09:33.851]A request, a label, conversation, or an imitation.
[00:09:46.286]The correct answer is A, request.
[00:09:48.842]Remember that a mand is considered the most important
[00:09:51.580]of the verbal operants, when an individual
[00:09:54.298]is able to effectively mand, they are able to ask
[00:09:57.338]for the things they want and need.
[00:10:02.827]In this next section we will look at the various components
[00:10:05.792]of the VB-MAPP.
[00:10:08.412]We will discuss the sections listed,
[00:10:12.074]and learn how each section is used
[00:10:14.464]for both assessment and program development.
[00:10:24.102]The VB-MAPP guide has helpful information
[00:10:26.236]for learning more about verbal behavior
[00:10:28.537]and the operants we discussed.
[00:10:30.985]The guide provides you with a list of the materials
[00:10:33.689]you will need for conducting a VB-MAPP assessment.
[00:10:37.309]Instructions on how to score each milestone are given
[00:10:40.182]along with scoring examples.
[00:10:42.664]The guide also provides information on designing programs
[00:10:45.975]including suggestions for writing IEP goals
[00:10:49.050]based on how your student is performing
[00:10:51.417]and what skills you have targeted for acquisition.
[00:10:58.770]Included in the VB-MAPP protocol are color coded
[00:11:01.718]sections for each level.
[00:11:03.943]Level one is red, level two green, and level three is blue.
[00:11:09.657]The task analysis section is color coded in the same way.
[00:11:13.973]Sections for scoring the early echoic skills,
[00:11:16.729]barriers assessment, and transition assessment
[00:11:20.037]are also included in the VB-MAPP protocol.
[00:11:26.401]As stated earlier, the VB-MAPP includes 170 milestones
[00:11:30.579]related to language and learning.
[00:11:33.444]They are divided into three developmental levels
[00:11:36.536]based on skills demonstrated by typically developing
[00:11:39.904]children within that age range.
[00:11:42.899]The age ranges for these levels
[00:11:44.931]are zero to 18 months for level one.
[00:11:48.472]18 to 30 months for level two.
[00:11:52.849]And 30 to 48 months for level three.
[00:11:58.583]For each skill area there are five milestones per level.
[00:12:03.251]Most milestones are scored as a zero,
[00:12:06.740]half point, or full point.
[00:12:09.602]There are a few milestones which can only receive
[00:12:12.467]a score of zero or one.
[00:12:15.892]There are four different methods
[00:12:17.764]for assessing these milestones.
[00:12:20.547]The assessment methods are, direct testing,
[00:12:24.086]observation, either direct testing or observation,
[00:12:30.964]or timed observation.
[00:12:34.374]How each milestone is to be scored
[00:12:36.699]is indicated at the end of each milestone
[00:12:39.498]in the VB-MAPP protocol.
[00:12:42.052]We'll take a look at that in just a moment.
[00:12:46.324]Some skill areas are included at all three levels.
[00:12:50.422]While some skills are only included at certain levels.
[00:12:53.750]Shown here are the skills assessed at level one.
[00:12:58.979]Notice that spontaneous vocal behavior
[00:13:02.276]is only assessed at level one.
[00:13:08.984]Along with most of the skills from level one,
[00:13:11.782]additional sills related to responding
[00:13:14.708]as a listener by feature, function, or class,
[00:13:18.340]engaging in intraverbal responding,
[00:13:21.456]group skills or linguistics are added at level two.
[00:13:31.006]Level three includes the sections for assessing
[00:13:33.886]early academic skills.
[00:13:41.748]The master scoring from provides a visual way
[00:13:44.212]to present your VB-MAPP assessment results.
[00:13:47.939]Cells on the master scoring form are shaded
[00:13:50.698]based on how many points a child earns in each area.
[00:13:54.997]The master scoring form is set up
[00:13:57.012]to reflect four administrations of the VB-MAPP.
[00:14:03.725]This is a blank master scoring form.
[00:14:05.597]Along with the child's personal information,
[00:14:09.498]you would indicate the date of assessment,
[00:14:11.900]what color is being used to represent
[00:14:14.618]that particular assessment, and to administer the VB-MAPP.
[00:14:19.757]The final piece of information at the top
[00:14:21.918]would be the child's overall score on the milestones portion
[00:14:25.886]of the VB-MAPP.
[00:14:27.966]Separate scoring forms are available
[00:14:30.206]for the barriers and transition assessments.
[00:14:35.457]When scoring a VB-MAPP, it is important to indicate
[00:14:38.570]every area you assessed.
[00:14:41.310]If you assess an area and a learn is unable
[00:14:44.700]to attain any points for that area,
[00:14:46.637]indicate this by coloring in the circle underneath
[00:14:50.505]that skill column with the same color you used
[00:14:53.603]to fill in the other cells on the master scoring form.
[00:15:02.462]Here is an example of a master scoring form
[00:15:05.505]after three administrations of the VB-MAPP.
[00:15:08.767]Notice that cells are associated with specific milestones.
[00:15:14.491]For example, this child was able to obtain
[00:15:18.364]all of the points for milestones one, two, three, and five
[00:15:25.811]at level one for the area of imitation.
[00:15:30.849]However, even after the third administration,
[00:15:34.119]he was only able to obtain half of a point
[00:15:37.606]for milestone four in this area.
[00:15:41.333]So, the other half of the cell
[00:15:42.866]for milestone four remains blank.
[00:15:52.000]This is what the protocol page looks like
[00:15:54.078]for level one mand and tact milestones.
[00:15:58.767]You score each milestone to the left,
[00:16:01.102]and give the total points obtained for that area
[00:16:04.367]for each administration at the top of each skill area.
[00:16:09.197]At the top of the page is the key for assessment methods,
[00:16:12.688]and how each milestone is to be assessed
[00:16:15.850]is given at the end of each milestone.
[00:16:29.805]Now let's take a look at our second poll question.
[00:16:33.729]Which of the following is a method used
[00:16:36.446]in assessing milestones on the VB-MAPP.
[00:16:40.079]Direct testing, observation,
[00:16:44.015]timed observation, or all of the above.
[00:16:52.161]The answer is D, all of the above.
[00:16:55.681]Items on the VB-MAPP are assessed either by direct testing,
[00:16:59.617]observation, either direct testing or observation,
[00:17:04.689]or a timed observation.
[00:17:11.332]The Barriers Assessment is an important and helpful
[00:17:14.225]part of the overall VB-MAPP assessment.
[00:17:18.054]It helps teaching staff and parents
[00:17:20.245]identify those things that may be effecting
[00:17:22.836]a child's ability to learn effectively and make progress.
[00:17:27.425]Barriers are scored on a zero to four scale.
[00:17:30.277]A score of zero indicates that a particular barrier
[00:17:33.811]is not considered to be a problem for the learner.
[00:17:37.560]A one indicates an occasional problem.
[00:17:40.020]Two a moderate concern.
[00:17:43.013]Three a consistent concern.
[00:17:45.897]And four indicates that a severe problem exists
[00:17:49.076]related to that barrier.
[00:17:55.103]This list provides you with some examples
[00:17:57.737]of the 24 total barriers that are assessed.
[00:18:02.567]Remember that on the barriers assessment
[00:18:05.189]a lower score indicates fewer barriers
[00:18:08.891]to learning for a child.
[00:18:19.577]This is an example of the master scoring form
[00:18:22.120]for the barriers assessment
[00:18:23.905]after two scorings for a student.
[00:18:26.973]Just like when scoring the milestones assessment,
[00:18:29.829]indicate by coloring in the box below the particular column
[00:18:33.971]when no concern was noted at the time
[00:18:37.060]of a particular scoring.
[00:18:50.630]It can be challenging to know in what type
[00:18:52.512]of educational setting a learner will be most successful.
[00:18:56.481]All purposeful inclusion in typical settings is important.
[00:18:59.666]We also want to make sure that
[00:19:02.240]the educational setting selected for a child
[00:19:04.272]will be conducive to the acquisition of new skills.
[00:19:07.489]The transition assessment will help us
[00:19:09.856]to identify what instructional settings
[00:19:12.643]may be most appropriate for a student,
[00:19:15.024]and what types of environmental supports may be needed.
[00:19:18.509]Items on the transitional assessment
[00:19:20.177]are scored on a one to five Lykert scale.
[00:19:23.777]The guide provides additional information
[00:19:26.335]and examples for scoring the transition assessment.
[00:19:30.526]For the transition assessment, higher scores
[00:19:33.264]may indicate that a learner is ready
[00:19:35.153]to transition to a less restrictive instructional setting.
[00:19:43.553]The transition assessment is divided into three sections.
[00:19:47.813]Section one includes the child's scores
[00:19:50.762]on the other parts of the VB-MAPP.
[00:19:53.130]It also looks at their ability
[00:19:54.534]to work on tasks independently.
[00:19:57.554]Section two addresses a child's learning patterns,
[00:20:00.487]and assesses skills related to generalization,
[00:20:03.846]how quickly they acquire new skills,
[00:20:06.366]and how well do they retain skills.
[00:20:09.512]Section two also looks at a child's ability
[00:20:11.462]to learn new skills in more natural settings.
[00:20:15.526]Section three assess skills related to play,
[00:20:18.614]self help, and adaptability to change.
[00:20:28.692]This is an example scoring of the transition assessment.
[00:20:33.160]Again, be sure to indicate every area assessed,
[00:20:37.063]even when no skills were demonstrated in an area.
[00:20:50.885]Also included in the VB-MAPP is a task analysis
[00:20:53.638]and it is color coded just like the milestones sections.
[00:20:58.307]All but two of the 16 skill areas
[00:21:01.067]have corresponding task analysis sections.
[00:21:04.915]Spontaneous vocal responding and echoics
[00:21:07.780]are not included in the task analysis portion
[00:21:10.464]of the VB-MAPP.
[00:21:11.924]Items within the task analysis sections
[00:21:14.133]are scored in the same manner as the milestones,
[00:21:16.883]Either through direct testing, observation,
[00:21:20.676]either direct testing or observation,
[00:21:23.491]or a timed observation.
[00:21:25.683]While the task analysis is not required component
[00:21:28.084]when administering a VB-MAPP,
[00:21:30.446]it can be very helpful for determining programing
[00:21:33.777]in that it helps to identify sub-skills or supporting skills
[00:21:39.173]that if taught may be beneficial
[00:21:41.486]in helping your student to acquire a milestone skill.
[00:21:50.077]This is an example of the task analysis
[00:21:53.851]scoring form for level one.
[00:22:01.625]Let's take a look at our next poll question.
[00:22:04.900]True or false, competition of the VB-MAPP
[00:22:08.805]task analysis is required when giving the VB-MAPP.
[00:22:18.939]The answer is false.
[00:22:20.403]While completion of the task analysis is not required
[00:22:22.989]when giving the VB-MAPP, it is often helpful
[00:22:25.753]when identifying program targets and goals.
[00:22:33.564]An electronic version of the master scoring form,
[00:22:36.436]which includes the barriers and transitions assessment,
[00:22:40.776]as well as sections for scoring the task analysis
[00:22:43.634]can be found at this web address.
[00:22:55.558]In this next section, we will discuss
[00:22:57.608]how to administer the VB-MAPP.
[00:23:00.005]I will also share with you some helpful tips
[00:23:02.280]on preparing for and giving the VB-MAPP.
[00:23:07.319]Prior to giving the VB-MAPP it is important
[00:23:09.881]to become familiar with the child and establish rapport.
[00:23:14.315]Parents can be a great source of information
[00:23:16.421]for items that can be scored based on observation.
[00:23:20.183]For those giving the VB-MAPP it is important
[00:23:22.470]that they understand the basic principles of behavior,
[00:23:25.452]and are familiar with the various verbal operants,
[00:23:28.537]and what differentiates the various operants
[00:23:31.257]from one one another.
[00:23:32.872]In other words, when a child says car,
[00:23:36.249]what makes that response a mand,
[00:23:38.072]versus a tact, versus an intraverbal?
[00:23:46.131]As stated earlier, the VB-MAPP guide gives you
[00:23:48.903]a list of materials you will need
[00:23:50.632]in order to conduct a VB-MAPP assessment.
[00:23:53.445]There are commercial kits you can purchase,
[00:23:55.532]or you can create your own kit from materials
[00:23:58.332]you already have on hand.
[00:24:00.279]The important thing to keep in mind
[00:24:02.037]is that it is critical to have your materials
[00:24:04.904]organized and ready prior to assessing your student.
[00:24:09.161]Even with a commercially purchased kit,
[00:24:11.320]there will be some organizing of the materials
[00:24:13.773]that will be necessary prior to getting started.
[00:24:17.106]The next few slides contain pictures
[00:24:19.208]from our VB-MAPP cabinet at Summit Behavioral Services.
[00:24:27.010]This is our VB-MAPP cabinet.
[00:24:28.415]Each shelf contains the materials for administering
[00:24:32.138]a specific level of the VB-MAPP.
[00:24:35.213]Labels on each individual container
[00:24:37.865]indicate the skill area and specific milestones
[00:24:41.000]assessed with those materials, and of course,
[00:24:43.519]the labels are the same colors used in the VB-MAPP
[00:24:53.376]This slide shows some of the materials used
[00:24:56.128]in assessing level one.
[00:25:04.521]These are some of the items needed for level two.
[00:25:13.299]Where you conduct your VB-MAPP will depend on a few things,
[00:25:16.710]such as the age range of your child,
[00:25:18.790]and what skills you are assessing.
[00:25:21.298]If you are directly testing the child's ability
[00:25:23.316]to tact pictures, then being seated
[00:25:25.489]at the table might work best.
[00:25:27.749]However, if you are assessing play skills,
[00:25:30.400]then you might find being on the floor
[00:25:32.230]near toys more appropriate.
[00:25:34.868]How cooperative your learner is, how well organized
[00:25:38.039]and prepared you are, and how familiar you are
[00:25:41.172]with the items will determine how long
[00:25:43.588]the overall assessment takes to complete.
[00:25:50.215]The first step in giving the VB-MAPP
[00:25:52.106]is to go through the milestones portion of the protocol
[00:25:54.630]and score any of the items for which you have
[00:25:57.684]reliable information regarding your student.
[00:26:02.616]In the example given, if your student definitely has
[00:26:05.992]100 or more tacts, then it would not be
[00:26:09.127]a good use of your time to administer milestones
[00:26:11.882]one through five at level one for tacting.
[00:26:20.602]Now you will want to begin assessing additional milestones
[00:26:23.397]based on what you know about your student.
[00:26:25.798]The items within a skill area should be tested in order.
[00:26:29.654]So, if you determine that you should assess level one
[00:26:32.743]listener responding, then you would assess
[00:26:35.399]those five items in order, but you would not
[00:26:38.214]have to do all five at once.
[00:26:41.448]While you should assess milestones within areas in order,
[00:26:44.597]you do not have to go through the skill areas in order.
[00:26:48.616]As an example, if you are assessing level one skills,
[00:26:52.854]you could present tact milestones one and two,
[00:26:56.343]then do match the sample milestone four,
[00:27:00.597]assuming you have already scored
[00:27:02.523]milestones one through three,
[00:27:04.325]and then assess listener response milestones
[00:27:06.960]one two and three.
[00:27:16.678]If a child misses three consecutive milestones in a row,
[00:27:20.215]this is considered to be the ceiling
[00:27:22.100]of that child's skill within that area.
[00:27:25.531]However, it is important to keep in mind
[00:27:27.963]that many children on the autsim spectrum
[00:27:30.889]often have splinter skills and may be able
[00:27:34.070]to demonstrate a skill that falls outside
[00:27:36.342]of the typical developmental sequence.
[00:27:43.392]Prior to beginning a VB-MAPP assessment,
[00:27:45.633]it is very helpful to become familiar
[00:27:47.839]with both the guide and protocol.
[00:27:50.434]Be sure that you have determined items that can be used
[00:27:53.665]as reinforcers for your student.
[00:27:55.833]As stated earlier, it is important to have spent time
[00:27:58.795]building rapport with your student as well.
[00:28:01.562]While administering the VB-MAPP,
[00:28:03.292]it is a good idea to intersperse some easy,
[00:28:06.190]and preferred tasks for your student
[00:28:08.586]so they don't become frustrated.
[00:28:10.955]The VB-MAPP guide provides additional testing tips
[00:28:13.357]that you may find helpful.
[00:28:16.353]Let's take a look at our next poll question.
[00:28:20.092]When giving the VB-MAPP, in what order should you
[00:28:22.472]present the items?
[00:28:24.781]A, you must present every area in order
[00:28:29.086]and assess every item within each area in order.
[00:28:34.592]B, you can skip around between the areas
[00:28:37.402]and also present milestones in any order you want.
[00:28:41.054]C, you can alternate between areas, but you should present
[00:28:44.990]milestones within an area in the order given.
[00:28:55.572]The answer is C, you should assess individual items
[00:28:59.575]within skill areas in order,
[00:29:02.649]but you do not have to asses skill areas
[00:29:05.448]in any particular order.
[00:29:12.076]In this last section, we will discuss
[00:29:13.706]how to interpret the results of a VB-MAPP,
[00:29:18.118]and look at some IEP goals.
[00:29:23.292]After you have given the VB-MAPP,
[00:29:25.514]and have completed the master scoring form,
[00:29:28.219]look at the visual representation to determine
[00:29:30.748]what the overall level is of your student.
[00:29:33.803]Pay careful attention to any strengths your student has
[00:29:37.437]that may be helpful in addressing
[00:29:39.515]skill deficits in other areas.
[00:29:42.522]For example, if a student has strong motor imitation skills,
[00:29:46.841]but does not have strong echoic skills,
[00:29:50.284]than you may consider using their strong imitation skills
[00:29:52.908]to begin teaching sign language.
[00:30:01.267]Identify at what level the majority
[00:30:03.072]of the student's skills fall
[00:30:05.057]and where there are skill deficits.
[00:30:07.565]If your student is missing a significant number
[00:30:10.034]of skills within an area, it may be beneficial
[00:30:12.497]to prioritize the skills you target for intervention.
[00:30:17.059]Remember the task analysis may be helpful
[00:30:19.937]in identifying sub-skills or supporting skills
[00:30:23.315]that may be important to teach your student
[00:30:25.489]in order to make progress toward a milestone skill.
[00:30:31.865]Now let's take a look at a few sample IEP goals.
[00:30:37.004]If based on assessment, you determine that your student
[00:30:40.362]needs to work on manding and tacting at level one,
[00:30:43.915]then these goals may be appropriate.
[00:30:51.844]While the VB-MAPP provides suggested goals,
[00:30:54.783]you will need to add any missing goal components
[00:30:58.463]based on what your individual school district requires.
[00:31:05.750]These are sample goals for a student
[00:31:08.285]who is working on listener responding and play at level two.
[00:31:23.002]Here are suggested goals targeting social skills
[00:31:25.816]and intraverbals for a level three learner.
[00:31:38.065]In conclusion, the VB-MAPP is both
[00:31:41.571]an assessment and curriculum guide
[00:31:44.136]for students who demonstrate language delays
[00:31:46.743]and deficits related to learning behaviors.
[00:31:49.894]The language skills assessed on the VB-MAPP
[00:31:52.868]look at how language is used for its function.
[00:31:57.059]And it assesses a learner's skills
[00:31:59.578]as both a listener and a speaker.
[00:32:02.583]The VB-MAPP is one of the few language assessments
[00:32:05.813]that looks at a child's ability to mand, or request,
[00:32:10.152]the things they want and need.
[00:32:12.650]Mand training is an important part
[00:32:15.017]of any program for children with autsim
[00:32:17.255]or other developmental disabilities.
[00:32:20.372]So having reliable assessment information
[00:32:21.985]regarding your students abilities in this area is critical.
[00:32:29.184]The organizational structure and color coding
[00:32:31.297]of the VB-MAPP help to make it user friendly.
[00:32:35.058]The barriers and transition assessments
[00:32:37.075]provide additional tools for designing programs
[00:32:40.561]based on your student's unique instructional needs.
[00:32:51.878]Lastly, Dr. Sundberg has two websites
[00:32:54.549]where he has provided additional resources
[00:32:57.221]that can be very helpful for administering
[00:32:59.985]the VB-MAPP and designing programs for your students.
[00:33:03.942]Be sure to check them out.
[00:33:06.103]Thank you so much for your time.
[00:33:07.460]I hope you found this information helpful.
[00:33:09.459]Feel free to contact me with any questions.
[00:33:12.279]And best of luck in your future VB-MAPP assessments.

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Introduction to the VB-MAPP:(Verbal Behavior – Milestones Assessment and Placement Program)

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