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ABLLS Selection Guidelines (updated spring 2008)

This is a list of Guidelines that you can use to help you choose what ABLLS goals to
select. It is by no means set in stone and is merely my opinion based on experience
of what in many cases would be most appropriate. However, remember that each
child and situation is different and feel free to adjust to any goals that you feel would
be best for any child.

ABLLS Goals

Early Learner Goals – ABLLS Category A

A - 1- 4: These goals can be given as needed at anytime


A - 5: This goal is normally going to be achieved through our general teaching
procedures and normally doesn’t need a specific goal written for it,
however, for some children you might want to add the specific goal
available.
A - 6: This goal is extremely important and crucial to a successful teaching
program. Keep this in your programs at all times.
A – 7: A-7 can be written with the detailed program in the database or can be
covered with information about an ever-increasing variable ratio (found
in General Learn procedures).
A – 8: Doesn’t need to be added as it is dealt with according to our general
teaching procedures

Intermediate learner goals:


A -9 This program should be combined with F-7
A– 11 Is an important goal that can be taught with the Behavior “Warten
program”. The advanced stages of this goal come with an ever-
increasing Variable Ratio and usually will not need a specific goal.

Advanced Learner Goal:

A – 10 This is the highest level goal that we can have in this area and is
difficult to teach. It should be looked at as a measuring stick for
progress of an advanced learner.

Early Learner Goals - ABLLS Category B

B – 1- 11, 15, and 18 In most cases these goals can be taught in the following
order to early learners. These goals should be taught in
ITT

1, 2, 3, 4, 5, 9, 18, 6, 7, 8, 10, 11, See written goals.

Intermediate Learner Goals (These goals should be taught in ITT)

B-12-14. Continue to increase the child’s abilities with puzzles


B - 16 Goals B-16 and B-15 will normally be easier in this order. The goals
require
B - 15 This goal requires Joint Control.
B-21 These goals should be done after B-16 and 15 and can be
done in either order
B-17 depending on the abilities of the child.

Advanced Learner Goals (These goals should be taught in ITT)

B-19 These are both difficult goals that should be used only with advanced
B-20 learners.

Early Learner ABLLS Category C

C – 1-6 These are all important goals for very basic learners. C-1 especially.
C- 7- 11 These goals are the next level of understanding that children need to be
taught.
C – 12 This goal does not need to be taught. Skip straight to C-13
C – 13 This goal is important for instructional control.
C-14 and 15 SKIP THESE AND GO STRAIGHT TO C-23 and 24
C-23 and 24 For most children it is important to skip to these goals to begin receptive
ID
C- 16-19 These goals can be put in any order to finish out early learners.

Intermediate Learner Goals


C-25 – 30 The same as goals B- 16 and 15 these goals require Joint Control.
C – 31 - 33 These goals can be done at any time for an intermediate learner.
Special Goals dealing with RFFC’s
C- 20, 21, 22 These goals deal with RFFC’s. For most kids I prefer to wait until they
are also ready for intraverbal and tacting RFFC’s.
C – 34 – 39 These goals are can be done at any time for an intermediate learner
(usually after RFFC’s) Notice: No goal is written for C-35 it is only
assessed.

Advanced Learner Goals


C – 40-52 These goals can be done in order or out of order depending on your
opinion of what the child needs.

Early Learner ABLLS Category D


D – 1 and 2 For children who are learning signs, start with these goals for Motor
Imitation to not confuse the process of learning the signs.
D–3 For children using signs, go to this goal next to keep from confusing
signs.
D – 5 and 4 Start with Arms and then legs. For kids who are not learning sign you
can begin with these goals first for instructional control.
D – 6 and 7 Do these goals next

Intermediate Learner Goals


D–9 Skip goal 8 and Do goal 9 first
D-8 Do this after goal 9
D – 11 This goal might be easier before D-10
D – 10 This goal might be better after D-11

Advanced Learner Goals


D – 12 This Goal is important for kindergarten and school.
D – 13 Final Motor imitation goal. Can wait to teach this one for a while.

Early Learner ABLLS Category E

E-1 This is the main goal to begin with non-verbal kids


E-2 Although there is a goal here, It is better accomplished through
manding.
E-3 This is the advanced sounds echoic program

Intermediate ABLLS Goals


E-4 and 5 These goals come when 1,2, and 3 are being mastered
E-7 For many kids procity is easier and more fun than numbers so try it first
E- 6 You can do this after procity.

Advanced ABLLS Goals


E-8 and E-9 These goals come in order when the child has moved past the others.

Early Learner ABLLS Category F

F-1 This goal is normally not needed and hasn’t been written
F-2, 3, 5, 4 These goals are addressed in this order in the Early Mands Data Sheet
and can be used both with sign language or vocal mands.
F-6 This goal is usually best used to extend the number of mands a child
has.
F-7 This goal should be worked on with A-9
F-8-12 Can be done in any order that seems appropriate for the child
F-22 Usually should be taught before Mands for information

Indermediate ABLLS Goals


These goals deal with WH questions
F- 13 – 19 These goals are all well ordered and should be taught at the same time
as teaching the H – 16 - 22 goals of answering these questions.

Advanced ABLLS Goals


F-20, 21, 23, 24,and 25 These goals can be done in order when child has moved
past F-13 – 19.
F-26 and 27 These goals are more about assessing if our program has led to this.
They normally won’t be met with specific goals.

Early Learner ABLLS Catergory G


G-1 This is normally the only goal I would teach to a child who is working on
Sign Manding.
G-2 – 6 These goals are appropriate for early learners with emerging vocal
abilities
G-7 This goal is assessed and not taught with a program
G-8 – 11 These goals can be introduced in any order appropriate for the child

Intermediate ABLLS Goals


Special Goals dealing with RFFC’s
G-12 – 17 These goals deal with RFFC’s and should be done together with
Intraverbal and Receptive Language RFFC’s
WEBBING After finishing G- 17 you should introduce RFFC Webbing to help
Generalize all RFFC’s. See Database in G after G-17.

G-18 – 29 These goals are well ordered but can be done in any order that would
make sense for the child.

Advanced ABLLS Goals


G- 30 – 42 These goals are increasingly more difficult and can be taught in order or
out of order depending on the needs of the child.

Early Learner ABLLS Category H

H-1, 2, 4 These goals are the most difficult and often the most important goals to
get a child to participate in. Begin with these as soon as early manding
has been addressed
H-3 This goal is going to be taken care of for kids without vocal language in
category F so no goal is needed.
H-5 and 6 These goals are the best place to go next for an early learner after 1,2
and 4

Intermediate ABLLS Goals


Goals Associated RFFC’s
H-7 – 12 These goals are deal with RFFC’s and should be connected with G-12
– 17 and usually not approached until a child is ready for C – 20-22
H – 13 -15 These goals are next in line and should be done before WH questions if
the child is not ready for WH questions in the F category. But can wait
until after if you are starting WH questions in the F category.
Goals Associated with WH questions
H-16 – 22 These goals are well ordered and should be addressed at the same
time as
F – 13 – 19

Advanced ABLLS Goals


H 23 – 42 The rest of these goals are reasonably well ordered but should be
placed in an order that best fits the child’s needs

ABLLS Goals Category I


Spontaneous language is normally assessed but not taught. It should
improve thanks to our general teaching procedures