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    VB-MAPP Guide PDF

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    VB-MAPP Verbal Behavior Milestones Assessment and Placement Program GUIDE A Language and Social Skills Assessment Program. for Children with Autism or Other Developmental Disabilities Mark L. Sundberg, Pb.D., BCBA 2008 LP AVB Press 4425-C Treat Blvd. Suite #210 Concord, CA 94521 swwwasbpress.com VB-MAPP, Verbal Behavior Milestones Assessment and Placement Program - Guide Copyright 2007-2008, Mark L, Sundberg, Ph.D, BCBA ESA, Ealy Echoic Skills Asessment (Copyright 2007-2008, Barbara E. Esch, Ph.D., BCBA, CCC-SLP ‘Al rights reserved. No part ofthis material protected by these copyrights may be reproduced o used in any form or by any means, electronic, mechanical, photocopying, ecording or by information storage or retieval system, ISBN #978.0.9818356-17 AVB Press (4425. Treat Biv. Suite #210, Concord, CA 94521 wenwavbpress.com CHAPTER | ‘A Behavioral Approach to Language Assessment About the VE-MAPP. ‘The Importance of Assessment Skinnee’s Analysis of Verbal Behavior ‘The Elementary Verbal Operants An Overview ofthe Sixteza Milestone Areas Summary CHAPTER 2 ‘General Administration Guidelines ‘Learning and Language Milestones ‘Conducting the Assessment Determining the “Operant Level” Methods of Measucement “Tips forthe Tester “Teseing Macerials Scoring the VB-MAPP Milestones “Assesment Forms ‘The VB-MAPP Task Analysis and Skills “Tracking Forms Summary CHAPTER? Milestones Scoring Instructions: Level ‘Mand Tat Listener Responding Visual Percepasal Skills and ‘Marching-t0 Sample (VP-MTS) Independent Play Socil Behavior and Social Play Motor Imation Echoic ~The Early Echoe Skills “Assessment (EESA| Subrest by Berbara E. Esch, Ph.D., BcBa, Coc SIP Spontaneous Vocal Behavior 1s 15 1s 7 17 3 20 a x 30 3 33 3s 7 3 a “4 CHAPTER 4 Milestones Scoring Instructions Level? ‘Mand “Tact Listener Responding Visual Percepeaal Skills and Matching-to-Sample (VP-MITS) Independent Pay Social Behavior and Socal Play Motor imitation Echo (EESA) Listener Responding by Function, Feature, and Class (LREFC) Ineaverbal (Classroom Routines and Group Skills Linguistic Structure CHAPTERS Milestones Scoring Instructions: Level 3 Mand Tact Listener Responding ‘Visual Perceptual Skills and “Matching-to-Sample (VP-MTS) Independent Play Social Behavior and Social Play Reading Writing Listener Responding by Function, Feature, and Clase (LRFFC) Ineaverbal Classroom Routines and Group Skille Linguistic Structare Mach a7 a7 so 2 s4 56 58 ry a a 6 7 6 ” a a 76 78 st 83 85 87 0 93 35 7 ‘CHAPTER 6 ‘The Barriers Assessment Scoring ‘Table of Contents CHAPTER “The Transition Asrassment Scoring Table of Contents CHAPTERS Interpreting the Level 1 CHAPTER 10 Interprating the Level 3 Assessment: Instructions 99 Instructions vr ‘ssesment Careutum Carrkaduns Placement ‘Scoring the Barriers Assessment 102, Guidelines for Conducting the Placement and Writing IEP Goals 147 and Writing IEP Goals 203 Scoring Guietinesfor tbe Tranion Auesement ws Horo Inept the Ov Special Considers fora Bact Asessment Tt Sutetiesteadeciecameer oh VBOMAPE Miesones Child Whose Scrs Fall Nelnubae ssh oreo emia ‘sessment Ress 147 Brimanlyin Level 206 Poor Insructional Control “Assessment Seoce 131 Interpreting the VB-MAPP for a ‘Teaching Format 206 (oon a ee Ghid Nog in Level 1 148 tegration ond Sociaion 206 Aton, Wen, or Deecve eee 1a “Wetng indvidaied cational Inverpreting the Scores forthe Mand Repo wok tenes roger (IEP) Goals us Tel Mies and Ascot, Wen, or Defecve Negative Behavior snd Special Consideration fora Sauoed IEP Goal aw ‘Tact Repertoire 106 Instructional Control 132 Es es Fall 5 Conclusion 2 [Abn Wek, or Deere estonesAsesament inal in Level Movoriatoe tor "Xeon Canoe Rosas Discrete Tria Tinng (OTT) REFERENCES 2s Absent, Weak, or Defective and Group Skills: 133 and Natural Environment aioe Repeae 108 VEMAPP Milestones Assasment Teng (NET 1st Absent, Weak, ot Defective Score on Social Behavior Augmentative Communication 151 “sil Pecepea Sie and fd Socal Pay 16 Ieeepeting te Scares for he ‘Matching-to-Sample (VP-MTS) 108 Works Independently on Level 1 Milestones and Absent, Wen, or Deleine Lier ‘eater Tanks 13s Saget TEP Goals 183 Repertoire (LDaniTRFFO) 110 Generation of Skil Acros Time, Absent, Weak, or Defective ‘Settings, Behaviors, Materials, eee Tneserbl Repertie m1 Sndeople 36 Absent, Weak, oe Defective Social Skils 112 Range offems and Event that, ShaWrting IEP Coste Fog Deelae aha Function as Reinforcers 136 Sane a Lr seed 11g RateofAeguiiionof New Skil 137 Special Considerations fora ld ing Response Race of Aes ‘Whore Scores Fall easly Defective Scanning Skills us wention of New Skills a in Level 2 173, Failure to Make Conditional ‘Lencning trom the Nerura! Be tig (Everman Pace Tag OTT) glare Gere Demonstrates Teansfer Between the ‘ead Naboral Eeviconment bate Sti aa ‘Verbal Operants Without Training 140 Teekay LS | Wek or Apia trang Jnngtion and Socliztion i" ‘Operations (MO's), 8 sAcegfaleiey no Changs aH Interpreting the Scores for the Response Reqirmene Weakes Spontanous Behaviors Be Tel Meson and mo ig SeleDirced Play and Laue Skits 143 eeeees i Reinforcement Dependent 120 General Self-Help Skills 144 Self-Srimulation 121 Toileting Stills 14s Articulation Problems: 122 Eating Skills 14s Obsessive-Compulsive Behavior 123 Interpreting the VB-MAPP comer ea Aseees M6 Fuller Make Pe Conactor Attend to People 14 Sensory Defensivenes 2s Somnary 6 vena ver ACKNOWLEDGEM B, F Skinner's groundbeesking analysis of human behavior (1953) and language (1957) has «stood the rest of ime, Of the many theories of human lenning and language, Skinners has led to the most effective methods forthe arsesiment and treatment of children and adult with autism or other developmental disabilities, The application of Skinners analysis of verbal behavior (1957) r0 language assessment contained in the VB-MAPP represen the efforts of many people over the past 50 years Dz Jack Michael has led che way as the consummate teacher of Skinner's analysis. and asthe visionary for its many applications, I thank Jack for being my teacher and mentor Ds. Joseph Sprain was the first ro apply Skinner's analysis of veebal behavior to language sssesement forthe developmentally disabled. He created the Parsons Language Sample (Sprain, 1963) and inspired others o join him in his ffore to use Skinner's analysis for language assessment. ‘The current program is firmly rooted in Dr. Spradlin’ pioneering work, ‘The VE-MAPP spans a 30-year history of research and development, My first version of a verbal behavior astessment program was developed at The Kalamazoo Valley Mulihandicap Center (KYMC) during the 1970s, while I was one of Jack Michael's graduate students at Western “Michigan University. I would like to acknowledge the many staf members of KVMG who participated in the over 50 verbal behavior research projects conducted at KVMC during that period I would especially ike to acknowledge my co-authors on the 1979 version ofthe verbal behavior assessment and intervention program, David A. Ray, De Sceven J. Braam, Mark W. Stafford, Thomas M. Rucber, and De. Cassandra Braam. I thank De Jerry Shook, the former Director of KVMC, for his help and suppors Dr Louse Kene for eacng me about language from 4 Speech Pathologist’ point of views and De. Norm Peterson and Dr. Seot: Wood who always left sme with more to think about. would als like ro acknowiedge Dr. A. Charles Catania and Dr Exnie ‘Vargas for editing varios versions of chs material, and Ds. James W. Partington and Dz. Mary ‘Aan Powers for thie contributions tothe 1998 ABLLS version of the assessment program. Also. T would like to acknowledge the staff members ofthe former STARS School for their research assistance and feedback through the years, and thank the children and parents who have taught me ‘many valuable lesson. ‘The VB-MAPP has benefited from the input of behavior analysts, speech pathologists, occupational therapists, special education teachers, psychologist, and parents of childrea with: special needs. Ihave appreciated their many suggestions for improvement and hope they will be pleased with this content that they have helped to shape like co especially thank chose who have ‘worked with me ia publi schoo! classrooms during the las few years; Dr Mary Ann Powers, Riklet Roden, Kaisa Weathers Shannon Roseahan, Shanaoa Montano, and Fileen Cristobl-Rodriguez. Acknowledgements ‘The VE-MAPP is conceprualy a berer learning, language, and socal kills assessment program because ofthe valuable field-esting and feedback from several groups in the Unite Seates and (Canada. like to thank De. Cael Sundberg, Michael Miklos, De, William Galbraith, Ds. Anne (Cummings, Rebecca Godley, and Brenda Terich for shating their time, resources, and expertise Also, I'd like to thank Lise Hile, Cindy Sundberp, and Dr. Cal Sundberg for their flexing with 2 wide range of typically developing children. The resus ofthis feld-testing have provided important new information about various aspects of language acquisition and socal behavior. 1 like r offer a special thanks ro De. Baebara E. Eich, CCC-SLR, for her willingness co include her Early Bchoic Skills Assessment (EESA) as a subtest of the VB-MAPR, and for hee many suggestions for the program as both a Speech and Language Pathologist and a Bchavioe Analyst trained under Dr. Jack Michael ‘The fields of behavior analysis, linguistics, and developmental peychology are filed with giants, ‘many whose work is cited throughour this guide I would like to particularly acknowledge De. Douglas Geer for moving the application of verbal behavior forward through his extensive research program at Columbia University Teachers College. Palo like to acknowledge Dr. Vince Carbone and De: Patrick MeGceevy for the growth and interest in verbal behavioc that has been generated by their work I chank Steve Payne for skillflly and aritically transforming my VB-MAPP beta versions 0 ‘the current color-coded typeset version. I lso want to thank my sans John and Dan for thee help with the VB-MAPP. And last, but never leat, I hanke my wife Cindy for her unwavering support __ nd for her many contributions tothe VB-MAPF, and eng countess versions of this material over the past 25 years, A Behavioral Approach to Language Assessment ‘The Verbal Behavior Milestones Assessment and Placement Program (VB-MAPP) presented in this Gaide and che accompanying Protocol is based on BE. Skinner's Verba! Bebavior (1957), landmark analysis in che study of language Skinner's book provides a comprehensible and sensible approach to language that is derived from the solid empirical foundation of learning principles, and thas stood the test of time (Andresen, 1990; Schinges, 2008). In addition to Skinner's study of language, bis groundbreaking work in behavioral peychology and learning led tothe professional field known as applied behavior analysis (Coopes, Heron, 8 Heward, 2007; Moris, Smith, 8 Altus, 2005; Skinnes, 1953), Applied behavior analysis (ABA) has provided many successfal applications to the leering and language problems faced by children with autism ce other developmental disabilities (eg. Guess 8 Baer, 1973; Halle, Marshall, & Spradlin, 1979; Koegel 8 Koegsl, 1995; Kraatz & ‘McClannaban, 1993; Leaf & McFachin, 1998; Lovaas, 1977, 2003; Maurice, Green, 8 Luce, 1996; Wolf, Risley, &© Mees, 1964). The VB MAPP brings together the procedures and teaching methodology of ABA and Skinners analysis of verbal behavior in an effort to provide a behaviorally based language assessment program forall children with language delays ‘About the VB-MAPP ‘There are five components ofthe VB-MAPP presenced in this Guide. The firsts the VB-MAPP Milestones Assessment, which i designed ro peovide a representative saraple ofa child’ existing verbal and related skis. The assessment contains 170 measurable learning and language milestones tha are sequenced and balanced across 3 developmental levels (0-18 months, 18-30 months, and 3048 month). The skills assessed include mand, tact, echoic, ncaverbal,lsteneg motor imitation, independent play, social and social play, visual perceprual and matching-to-sample, linguistic structure, group and classroom skills, and early academics Included inthe Milestones Assessment isthe Early Echoic Skis Asessment (ESA) subtest developed by Barbara E, Esch, Ph.D. COC: SLP, BCBA. “The second component isthe VB-MAPP Bartiers Assessment, which provides an assessment of 24 common learning and language acquisition barriers faced by children with autism or other developmental disabilities, The barsiers include behavior problems, instructional contol, defective ‘mands, defective tats, defective ecoic, defective imitation, defective visual perception and matching ‘osample, defcive liener skis defective inraverbal, defective social sls, prompt dependency, scrolling, defective seanning, defective conditional discriminations, failure to generalize, weak ‘motivators, response requirement weakens the motivators, riaforer dependency, sel stimulation, defective articulation, obsessive compulsive behavior, hyperactive behavior failure to make eye ‘contact, and sensory defensiveness. By identifying these barriers, the clinician can develop specific intervention strategies to help overcome these problems, which can lead to more effective leaning. Corie ©2006 Haring VEMAPP A Behavioral Approach o Language Asexment ee A Behavioral Approach to Language Assestment A Behavioral Approach to Language Ascerement ‘The third component is the VB-MAPP Transition Assesment, which contains 18 assessment reat and can help to identify whether a child ic making meaningfl progress anc hes acquired the shils necessary for learning ina less restrictive educational environment. This asresinen rol ca, provide a measurable way fora child's EP vat to make decision and set priorities inorder to meet the chiles educational neds. The assessment is comprised of several summary measures from other parts ofthe VB-MAPP, as well asa variety of other sill chat ean afec transition, The assessment includes measures ofthe overall score on the VB-MAPP Milestones Assesiment, che overall score fon the VB-MAFP Barriers Assessment, negative behaviors, classroom routines and group skills, social skills, academic independence, generalization, variation of reinforcers, rate of skill acquisition, retention, natural environment learning, transfer skills, adaptability to change, spontaneity, independen pay, genera sel-help, toileting eile, and eating skills, ‘Tue fourta component is the VB-MAPP Task Analysis and Skills Tracking, which provides a further breakdown ofthe sil, and serves asa mote compete and ongoing learing and language ski curiclur guide. Thee are approximately 900 sis presented covering the 16 areas ofthe VE- -MAPP. Once che Milestones have been aszesed and the general sk level has been established the tas analysis can provide further information about a particular child. The sil identified on the ‘ask analysis corn a wide range of supporting components ofthe targer ares. These skills may not be significant enough o identify as Milestones or [EP goals, but each of them play an important role in moving 2 chil’ repartoire close: ro that of atypically developing child, They also provide parents and texchers with a varey of activites char ean faciate generalization, maintenance, spontanciy, retention, expansion, and the functional use of sil in a variety of educational and social contexs. ‘The tsk analysis ofthe laming and language skills coatained inthe V-MAFP presents a new sequence ofthe verbal behavior curriculum thats developmentally balanced. Collcsivly these four components of the VE-MAPP represent over 30 years of research, clinical work, feldestng, and revisions (Partington & Sundberg, 1998; Sundberg, 1980, 1983, 1987, 1990; Sundberg & Michael, 2001; Sundberg & Partington, 19985 Sundberg, Ray, Braam, Staord, Rucber, & Braam, 1979) ‘The fifth and final component isthe VB-MADP Placement sad IEP Goals, which corespond with te four assessments above. The placement guide provides specific dection foreach ofthe 170 milestones inthe Milestones Assessment as wel as suggestions for IEP goals. The placement ‘recommendations can help che program designer balance ovt an intervention program, and ensure thae all the relevant pares of che necessary intervention are inclided ‘The Importance of Assessment “The primary purpose of an assessments to identify the baseline ovel ofa chiles sls, and 10 compace it co is eypeally developing peers. I an intervention program is warranted, the date from the assessment should provide the esata! information for determining the basic elements (ofan individualized educational program (TEP) and a language curriculum. The assessment should provide guidance in terms of 1) waat skills need tobe the focus ofthe incervention 2), what level ofthe kil should the intervention program begin with, 3) what bases co learing and language acquisition need vo be addressed (e., non-compliane behavioes, echolalia, or failure wo generalize, 4) what type of augmentative communication, if any, might be best, 5) what specific teaching strategies might be the most effective forthe child (eg. discret tral training, natural envizonmeat teainiag), and 6) what rype of educational sting might best meee the chiles needs (eg, in-home, 41 elasscoom, smal group, ot inelision)y Inorder to obtain the maximum beaefit fom the VB-MADR, cis essential chat the assessor have a basic understanding of the principles of hehavior analysis and Skinner’ analysis of verbel behavior It is beyond the scope ofthe current Guide to provide an overview of behavior analysis and the coadee is referred tothe many texts on this topic (ex, Caopes, Heron, 8 Hewat, 2007; ‘Malot Trojan, 2008; Marcin & Puc, 2003; Mikenberuer 2004; Vargas, in pres]. However this. chapter will provide a brief overview of Skinner's analysis of verbal behavior and how to use ito assess acl’ langage and related skills for more deal on Skinna's analysis and its aplication® tw education and special education, the reader is ceferred to Sundberg, 2007 and Vargas, i pest. ‘Skinner's Analysis of Verbal Behavior ‘Skinner (1957) propose tha language is larned behavios and thatthe same basic principles of ‘havior thac constitute the foundation of applied behavior analysis apply to verbal behavior According to Skinner (1957), humans acquite ther abr to ealle and understand language match in ‘the same way that they lean other behaves such as reaching, grasping, crawling, end walking, The motor behavior involved in veal cord morement gets shaped by the effects those ovement produce con others (including the infant himself A baby cris and adults attend to (i, reinforce) the child in various ways. Crying thus gradually becomes a form of social eommanication (fo a moce complete snalyi see Bijou 8 Bae, 1963) Language has special properties in that it mvolves asia interaction Ieeweea speakers those doing the talking) and lieeners thote responding othe speaker). ‘The Term “Verbal Behovior” In searching for a name for his analysis of language, Skinner chor the term “verbal behavior” because e found che erm “speech” too limiting (eg, gestures can be communicative), and the rem “language” too general (eg the practices of a whole community of speakers asin the "English lngauge”). Thus, he chose “verbal behavior” and his usage of this term includes all forms of ‘communication such as sign langauge, pictures (PECS), writen language, gesturcs, morse code, of any other form chat verbal responses might take. And, the focus is on individual speakers and lscenes eather than the practice ofa whole language community. ‘The Distinction Between the Speaker and Ustener ‘A major theme ia Verbal Bebavior ie Skinner’ clear distinction berween the behavior of the speaker and the behavioe ofthe litence. In contrast with most traditional approaches, Skinnes i primarily concerned with the behavior ofthe speaker the person doing te talking), bat doesnot neglect the listener. He recommends against the use of the terme "expressive language” and “roceptve language,” as a way to distinguish between the speaker and lstnes, because ofthe implication that these two types of “language” are merely diferent manifestations ofthe same underlying cognitive processes (Skinnes, 1957, pp. 2-7) It is important to teach a child eo both react toa speaker, and to behave verbally as a speaker himself, bot these are diferent sills. In most eases, leasning one type of behavior facletes learning anacher, br this ie na alway the case, especialy for children with language delays, Feem and Function Perhaps one ofthe most commonly misunderstood aspects of Skinner's analysis of verbal behaviors the view that he completely rejects racivionalsrocural linguistics andthe classification system of nouns, verb, prepositions, adjectives ete. This isnot the case. Fis position ie that in sciton to identifying the topography or structure of emitted words and phases, there must be an ‘sccountng of what causes those words. This is where the contention lies, The causes of language fre typically attributed co an asumed cognitive pracesing system (e.g, metaphors of cocing, decoding, storage, or genetically inherited biologeal strucres, rather then to environmental ‘atiabes, However, the description of language, as it occurs in structural linguistics, is sill an ‘essential part of measuring and studying language. These two aspects of language are often venarr Chapters Ghapiert veMarP a Soren TY ‘A Behavioral Approach to Language Arcesement A Behavioral Approach to Language Aeresement described as the formal and functional properties of language (Catania, 1972, 1998; Skinnes, 1957). “The formal properties involve the stuctuee or topography of the verbal response (ie the specific ‘words and phrases emitted) while the functional properties involve the causes ofthe verbal response seg why those specific words were emited) A complete account of language must consider both of these separate elements. Skinner (1957) states tat: (Our firs esponsibility is simple description: what isthe topography of ths subdivision of ‘human behavior? Once thar question has been answered in atleast a prelininacy fashion ‘we may advance ro the stage called explanation: what conditions are relevant to the ‘oceurrences of the bebavior-—what ace the variables of which isa function? (p. 10) ‘The field of structural linguistics specializes in the description of language (the formal properties) The topography of what i said can be measured by (1) phonemes the individual speach ‘sounds that comprise a word, (2) morphemes: che units “with an individual piece of meaning,” (3) lexicon: the total collestioa of words that make upa given language, (4) syntax the organization of words, phrases, or clauses into sentences, (5) grammar: adherence to established conventions of 4 given language, and (6) semantics: whar words “mean.” “The formal description of «language aso involves classifying worde as nouns (persons places, ‘or thing), verbs (actions, preposisions (spatial relations between things) adiectives (properties of objects), adverbs (properties of verbs or adjectives), pronouns (words that stand for nouns), conjunctions (words that jin noun of verb phrases), and article (mindifies of nouns). There are ‘many other aspects of a formal desripion of language, auch as prepositional phrases, clauses, sgetunds, tense markers, particles, predicates as well a arculation, prosody, intonation, pitch, and ceaphass ex, Barry, 1998), Sentences ae then made up ofthe synractical arrangement af the evical ‘aegories of speech with adherence ro the grammatical conventions ofa given verbal community. ‘A Functional Anahi of Verbal Behavior ‘Skinner’ (1957) main premise in Verbal Behavior is that language i learned behavior with the primary cause being the same types of envizonmental variables that cause aoa-language behavior (icy stimulus control, motivating operations, reinforcement, extinction, etc). In Chapter 1 of Verbal Behavior, Skinner presents what he identifies s a “functional analysis of vcbal behavion.” ‘The functional analysis is quite similar to a descriptive and/or functional analysis comsmonly used inthe treatment of behavior problems (eq ata, Dorsey, Sifex Bauman, & Richanan, 1994; Neef {& Peterson, 2007) The frst eight chapters of Skinners hook define a functional analysis of verbal behavior and what he calls the “basic elemencary verbal operans” (ee below). The remainder of the book contains detailed analyses of how these elementary operints constnate the components ‘of more comple language, sucha thinking, problem slving, memory, syntax, grammar lerature, selfediting, composition, and scientific verbal behavior. The Unie of Anas ‘The question of how co measure language is an important issue when assessing a childs language skis, as wellas developing intervention programs. The traditional method of measuring language consists of recording te formal propectes of language as described above exty nouns, verbs, sentence lenge, etc. The unit of analysis in a behavioral analysis of language is both the formal and the functional properties of an utterance, that i, the hasic ancecedent-behavior- consequence framework (Table I-1). Skinner refers to this unit 282 “verbal operant,” and he refers toast of operant in a particular individual asa "vecbal repertoite™ (1957, pp. 19-22, Table 1-1 ‘The traditional and the behavioral unit of analysis ‘Traditional Unit of Analysis “The formal properties ofthe response: ‘Words, phrases, sentences, mean length of uterances (MLL) Behavioral Unit of Analysis ‘The formal properties ofthe response inthe context of the funcional properties (che antecedents and consequences) Antecedent (MOVS®)——= Response —> Consequence ‘The Elementary Verbal Operants ‘The Elementary Verbal Operants ‘Skinner saggists hata comple language repercite is composed of seer diferent type of speaker and tener behavior. At the core of Skinne’ functional analysis of speaker Eehavie i the distinction bbecwesn dhe mand tact, and intraverbal. These three cypes of verbal behavice are traditionally all Classified as "expressive language." Skinner suggests that this practice masks important distinctions beeen these functionally independent rypes of language. In addition to chexe thos clementary verbal pecans, Skinner (1957) also presents the echo, textah eranstptve and copyng-etext relations, Sex “Table 1-2 fora general description of each verbal operant (including the lstener) andthe material below fora more detailed reatmen of each languages Table 1-2 General descriptions of the elementary verbal operants Mand ‘Asking for reinforcers that you want. Asking for shoes because you want your shoes to go ouside, Tact [Naming oc identifying objets, actions, events, ete. Saying “shoes” because you 580 your shoes Incraverbal Answering questions ar having conversations where your words are controlled by other words. Saying, “shoes” because someone cle sys, "What do you wer fon your feet?” Listener Following instructions or complying with the mands of others. Getting one's shoes when told, “Get your shoes, Echoie Repeating what is heard, Saying “shoes” afer someone else says “shoes.” Imitation Copying someone's motor movements (as they relat to sign language. Tapping Your fists tether after someone ese aps thelr is together che sign for “shos") Textual Reading writen word, Saying “shoes” because you see the writen word “shoes.” Copying-a-text Writing the word “shoes” because someone ele wrote the word “shoes.” ‘Transcription —Splling words spoken to you. Writing “shoes” because you hear “shoes” spoken, veme Chapter’ Chapin? VenARe A Behavioral Approach to Language Assessment ‘An Overview of the Sixtean Milestone Arese Mand ‘The mand is a type of language whereby a speaker ass for (or states, demands, implies, tc) ‘what he needs or wants, Fr example, when a hungry child asks for something to eat, his type of verbal behavior would be classified 2s a mand. Skinner (1957) selected the trm mand because its ‘conveniently briefand is similar to che common English words “command,” “demand,” “repimand,” and *mandstor.” In technical terms (Skinnes 1957, pp. 35-515 Michael, 1984, 1388), the mand ‘occurs wher the form ofthe verbal response (ie whata person sys) is under the functional eontrol ‘of motivating operations (MOs) (ie, what a person wants) and specific reinforcement (ve, what & person gets). For example, food deprivation wil ja) make food effective as reinforcements and [b) {evoke behavior such asthe mand “cookie,” if his manding behavic prodced cookie inthe pase (for ‘ore information on motivating operations sce Michael, 19822, 2007), ‘The specific reinforcement chat strengthens 1 mand is drecly elated tothe relevant MO. Foe ‘example, if child has an MO for being pushed on a swing, the specific reinforcement is push by someone. The response form may occur in several topographical variations, such as gesturing but maybe choose a familiar cap song, or the theme song fom the childs favorite TV show. *+ When testing an early mand repertoire follow the chills mocivaion (MOs), For example, iF child ‘wants to play on the swing go tothe swing and determine ifhe will mand “swing” or “push,” This will probably require some contrving lke holding the swing and not pushing him right way, fhe say “What do you want” and wea day ose if this sunion evokes the mand “ving” cx purh” vena Cheer? G ener Administration Guidelines + Use materials that are either geader neutral or specific tothe child's gender. When assessing and teaching mands and play and social ells, your best result may come from using activites that are gender specific lite gir may be reinforced by bring her nail painted, or by pretending to put on make-up like mommy. a litle boy may prefecrough-and-cumble play. Using activities ‘that the child is interested in cam often evoke otherwise undetecred mands, eacs, intraverbals, listener behavior, motos imitation, and play and social sil. “Use am appropriate level of enthusiasm. Use 2 more enthusiastic tone of voice for uaprompted. correc response, without being too over dramatic. «Allow time fo mini-breaks. You might break the assessment into sections by testing pars of ‘ach sil and take shore break, This especialy applies to times when testing is ata table, a in tmatchiag.to-sample. Take your ime conducting the assessment, The objective is 1 learn what the child can do; there is no time limi. + When giving mini-breaks don’ allow the child to play with your most powerful reinforcers. Give him a reaon to come backe when you are ready to stact again. “+ Ackaomledge and respond to appropiate spontaneous vocalizations and gestures. Laugh at che child’ humor, smile, nod, and encourage the child to continue responding, “+ Keep the proces interesting and pair yourself with reinforcers by delivering dhem in fon and engaging ways For example, Ay dhe esinforcer in like an airplane to the child, deve the reinforcer Jina toy ea across the table, or act likes magician and pretend to pull the reinforcer out of the child exe + Occasionally provide free (aon-contingent) reinforcers. + Avoid excesive cueing or prompting when conducting the assessment. This masks che childs tue ‘operant level. Give the child 3-5 seconds to respond, if necessary Repeat the question or task preseatation 2 or 3 times, ifmecessary. Use least-to-most prompting procedures to asc the child’ shill level. This helps to determine ‘what the child ean do independently or with minimal prompss. «Always end a testing period or session with a correct response and on a positive noe ‘Testing Materials “The use of milestones greatly reduces the number of mazerials necessary to conduct the assessinens, Many of the necessary tems ean be found in a classroom or in the home, and some of the assesment can he conducted in natural environment serings such as 2 playroom, playground, yard, par, ete list of suggested materials fr each level is pesented in table 2-2. Additional Soagestons for materials can be found in the specific instrucions for each of che 170 milestones (Chapters 3, 4, 8¢ 5 General Adinitaton Guidelines Table 22 ‘Materials is ‘A Lele + Scop watch, times or watch with second hand for sming responses + encil and data sheets for taking notes and tallying responses + Reinforcers appropriate othe child, including small pices ofthe chil’ favorite snacks (ey apples, raisins, goldfish crackers), and 2 colletion of toys and items that may also function 2 reinforcement forthe child (e., bubbls, wind-xp toys Slinky, pop-up toy, squeeze ball, lighe-up magie wand, microphone) Level | + Plccues of family members, people, pets, and everyday items that ace familie tothe child + Common objects: items the child comes in contact with on a daily basis (e.g toothbrush, cup, spoon, ball, stuffed animal) 1 Laser puzzles: ewo or chroe forages 1-3 * Blocks: fous, standard-size blocks, any calor + Picture books: chr books that are developmentally age appropiate + Pegand peg board set * Puzzle box forages 1-3 Level 2 * Ttems to encourage the child co mand for missing items (eg juice box without a straw, ‘rack without a tain, Mr Potato Head without the body parts, bubbles without the wand, balloon without sir) + Picture books, pictute cards or snapshots for tacting (items actions, and activities seen ia everyday life, matching-o-sample tems that are sina ey three pictures of flowers in an scray with a hous, a bell and a hors), LRFFC (animals that make spcifie sounds, eg, com, duck, dog, ca, pis) pictues of tems that have simula functions or are inthe same class (eg, clothing, silverware, dishes, furniture, food, vehicles, musical instruments, toys, school sup. plies), and picrares with items ofthe sime color shape ei re apple, redex, ed barn and ound ball, round balloon, round orange) * Identical tems: 25 for matching to-sample (e.g, spoons, toy cars, shoes, picares of esttoon characte the child enjoys) Sets of similar coloced items: thee for sorting similar color ered toy cag red hat, red toy fire tuck, yellow banana, yellow balloon yellow toy truck) Ses of sila shapes, bu renal for song eg equa bl aes dc les, blue cices) * Sets of similar but non-identical objects (eg, a basketball and a socer ball) ‘Object thatae similar for matching ¢o-sample nan array: 25 (eg, 3 0€4 spoons inan array with a buster kae and fork) ‘Children's scissors, plu stick, crayons, and paper Ins earings) that make cvzcanenal uns (phone engig el baby ‘dog basking, car horn) sine ean Chapter verarr a yee ei eat General Adminstration Guidelines + Inser puzales: four or five for ages 1-3, «+ Stacking ring + Toys fr independent play (e., Duplos, tsi, dalhouse, and dolls) + Props for pretend and socal play (6. tea set, pretend food, dolls ire hat, a princess veil cardboard boxes) Level? “+ Cards wih shapes and colors ive each for acting and matching o sample + Picrare books, picture card, andlor photos similar to those needed for Level 2 + Inset puzzles forages 2-5 Block desig cards: 25 pattem options Colored blocks for sequencing Alphabet ltr cards Number cards from 1 t0 5 Step and shore-story surat eaeds Size seriation cards Tkems that aze samples of celative adjectives and measurement (light and heavy clean and dizy, hot and cold, wer and dey, big and lil, long and short) ‘Ten small items to assess counting and more and les (e.g beans, MSM) + Beginning sight words with pictures (dhe o four leters such as dog and eat) Lined paper and a pencil ‘Arts and crafts supplies (eg, crayons, construction paper, coloring book, lined pape, si sors, plu, beads for stringing, items foe sorting) Picrures ora book with community helpers leg, police, nurse, doctos, firfightes reaches, smal carver, construction worker, bs driver, ambulance drier] “Toys for independent play e-., puzzles, Duplos, Tinker Toys, train and tacks, dollhouse, doll and foricure, ars and crafts) (Calls lashing oa dressing doll with a xippes, snap, buon, buckle, te, Velo + Three developmentally appropriate activity books jg. dotto-do, mazes, picture search) ‘Scoring the VB-MAPP Milestones Assessment Forms ‘There is space on the forms for four separate administrations of the VB-MAFP Milestones Assessment (Figare 2-1), bat addtional adminietrations can be condted if needed. The Master Scoring Form should be used to create a stadene profile arose all the skills and levels, The order ‘ofthe skills listed in each level on the Master Form doesnot reflect an order for acquisition, but twas determined more by an amp to ine upsialar sil atall hee levels. For example, manding ‘ecurs inthe first column for ll thee levels. However, che seventh column contains imitation for Levels 1 and 2 and eeading for Level 3, beezuse imitation is no longer a key assessment zrget for childzen that have mastered th exlie sk, Imitation i stil important, but hess a that evel Should he moved int the nasuralenvizonment as part of daly living and other fanesional activities (eg imitating play, games, sports, st-help, academic activities, and other forms of social Gaver Adminisiraion Guidelines Figure 2-1 Afilled-out sample ofthe Milestones Master Scoring form, Aen coe a Pocus tan spice ‘0058 OSG OUD OO0G 0OGE TOTO TUTE COT OTTT venarr (Chaper2 Chapier2 Vea i Genera Adriaan Guidelines Gener Adansiraion Gaddis behavior) Reading, weting, and math appeat in Level 3, but nt in Level 1 and 2, because they are nor key assessment shill at those earlier levels Iris extremely important to only score a skill as coctece ifthe adule can reliably evoke the behavior on demand, or an adule specifically observes it, Alternatively, if che goal is spontaneity, the relevant variables should be present (eg. an MO) without inadverrent prompts. These prompt: relate to, in part, whacis know in behavioral psychology as stimilus control and many important decisions are based on che presence or absence of stimulus contral in boh language asessment and language training. For example, a presumed "spontaneous mand” may be controlled by

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