The Assessment of Basic Language and 1 eTuntteteasy e006) i nee ornen Date of Assessment Age (years & months) Assessor Partington Behavior AnalystsTHE ASSESSMENT OF BASIC LANGUAGE AND LEARNING SKILLS-REVISED (The ABLLS-R®) An assessment, curriculum guide, and skills tracking system for children with sm or other developmental disabilities The ABLLS-R® Protocol James W. Partington, Ph.D., BCBA-D September, 2010 Version 3.2 Behavior Analysts, Ine. P.O. Box 23695 Pleasant Hill, CA 94523-0695 ‘www.PartingtonBehaviorAnalysts.com‘THE ASSESSMENT OF BASIC LANGUAGE AND LEARNING SKILLS-REVISED (The ABLLS-A®) An assessment, curriculum guide, and skills tracking system for children with autism and other language delays September, 2010 Version 3.2 Partington, James W. “This documents sold only to individuals as part ofa two-book set hat includes the ABLLS-R® Scoring Iastuction and IEP Development Gude ort individuals who have previously purchased that bok. Ifyou have obtained «copy of this ABLLS- Protocol ‘without the ABLLS-R® Scoring Instructions and IEP Development Guide, you are advised to bhisin a copy oft ott you wll have a beter understanding ofthe content oF the [ABLLS.R® Protocol and its intended purpose. The ABLLS-R’ is an assessment tool based on a criterion-referenced set of skills that can demonstrate a student's current repertoire and provides forthe tracking of its progressive development. However, this assessment does not determine or prioritize whether any ofthese sills may be important for any particular student's development or suggest that it s necessary forall of them to be included. Furthermore, it should not be viewed that the attainment ofall the skills by a child with a developmental disability would result in “normal development or functioning," Its not within the scope of this instrument to determine the appropriateness of| any educational goals and objectives, nor the privity of «child's neds. Rate, itis recommended that users confer with a trained and experienced professional to evaluate an individual's need and to determine appropriate educational priorities and programming decisions. ‘The ABLLS-R? is an update to The Assessment of Basic Language and Learning Skills (The ABLES") that was published in 1998, The revisions tothe original version were made with input from many professionals inthe feds of education, behavior analysis, and speech and language pathology. Copyright © 2006-2010 by Behavior Analysts, Inc. ALL RIGHTS RESERVED ‘No part ofthis publication may be reproduced, stored ina retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording or otherwise without the prior written permission ofthe publisher. ISBN: 0-9745151-9-1 Publisher: Behavior Analysts, Ine. ‘tn: James W. Partington, Ph.D. P.O. Box 23695 Pleasant Hill, CA 94523-0695 www behavioranalysts.com (025) 210.9378 FAX (925) 210-0436Overview of The ABLLS-R® The Assessment of Basic Language and Learning Skills-Revised (The ABLLS-R°) is an assessment, curriculum guide, and skills racking system for children with language delays. The ABLLS-R® contains a task analysis of many of the skills necessary to communicate successfully and to lear from everyday experiences, and is comprised of two separate documents: The ABLLS-R® Protocol that i used to record scores for each child, and The ABLLS-R° Scoring Instructions and JEP Development Guide (The ABLLS-R® Guide) ‘The eurent book, The ABLLS-R” Protocol provides both parents and professionals with criterion-referenced information regarding a child's current skills that ean serve asa basis for the selection of educational objectives. The ABLLS-R” Protocol also includes a set of grids ‘hat comprise a skill tracking system that makes it possible to observe and document a child's progress in the acquisition of critical skills, The ABLLS-R® Protocol should not be used ‘without The ABLLS-R" Guide; Instructions regarding the use of The ABLLS-R" Protocol (scoring and completing the skills tracking grids for an individual student) are provided in The ABLLS-R Guide The ABLLS-R® Guide serves two purposes. Fist it provides instructions for scoring and ‘completing the skills tracking grids for an individual student. Second, it provides strategies to assist parents, educators, and other professionals to use the information obtained from the completed assessment protocol to develop an effective Individualized Education Program EP) fora eile Although The ABLLS-R* Protocol provides an extensive lis of skills, it does not include ‘method to readily determine the educational priorities for an individual child and does not include the specific steps necessary to teach those skills. The ABLLS-R® Guide provides Strategies for analyzing The ABLLS® scores to determine educational priorities, and to help with the selection of educational objectives for an individual child. Parents are advised to seek input from qualified professionals regarding all programmatic decisions regarding theit child’s educational services. ‘The new revised version of the ABLLS® Protocol includes many new task items that were not included in the previous edition. There have also been numerous changes in the descriptions and criterion for individual task items, as well asin the sequencing of many task items. The word “New” in the Note Section ofa task indicates that the task has been added to the list of skills. The word "Modified” inthe Note Section of a task indicates that there have been changes made to the criteria, objective, question, or examples related to that task, A review of these changes can be found in The ABLLS- Guide. Individuals who have used ‘the earlier version are advised to review the information regarding the changes. ‘The ABLLS-R® Protocol and The ABLLS-R® Guide are two books in a series of publications from Behavior Analysts, Inc, that ean help parents and educators with the process of identifying specific skis that should be the focus of intervention for a child with language delays. The companion book, Teaching Language to Children With Autism or Other Developmental Disabilities (Sundberg & Partington, 1998) provides detailed descriptions about how to teach those critical skills.Table of Contents OVERVIEW OF THE ABLLS-R®. BASIC LEARNER SKILLS ASSESSMENT Cooperation and Reinforeer Effectiveness Visual Performance, Receptive Language ‘Vocal Imitation Requests Labeling Intraverbals Spontaneous Voealizations Syntax and Grammar Play and Leisure Social Interaction Group Instruction Follow Classroom Routines Generalized Responding PZECRNOrOmMoOpE ACADEMIC SKILLS ASSESSMENT Reading Skis R. Math Skills ‘S. Writing Skis. T. Spelling SELF-HELP SKILLS ASSESSMENT U, Dressing Skills V. Eating Skills, W Grooming, X. Toiletng Skills MOTOR SKILLS ASSESSMENT Y. Gross Motor Skills Z. Fine Motor Skills. 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