Verbal Behavior Milestone

Assessment and Placement Program-

VB MAPP
M. Sundberg (2008)
Teacher: Adriana Arantes
VB-MAPP
 VB-MAPP
The VB-MAPP is based on Skinner's verbal behavior (1957)

It is necessary for the applicator to know the basic principles of analysis

of behavior.

• Summarizes the procedures and methodology of Teaching Analysis of

Applied Behavior Analysis (ABA)VA
LIA
AÃO
Ç
BEHAVIORAL OF
Skiner. LANGUAGE FOR
Children with autism
AND OTHER DELAYS OF
LANGUAGE.
 VB-MAPP
• 5 components:
• VB-MAPP Milestones Assessment – Milestones of

Development

VB-MAPP Barriers Assessment - Barriers Assessment

VB-MAPP Transition Assessment - Transition Assessment

VB-MAPP Task Analysis and Skills Tracking - Analysis of

tasks

VB-MAPP Placement Program and IEP Goals – Objectives of

Intervention
 VB-MAPP

Contains:
1. Instructor's Manual and Leveling Guide (VB-MAPP Instructor's Manual
and Placement Guide)

2. Registration notebook called Individual Child Protocol (VB-MAPP Indi-

Individual Child Protocol.
VB-MAPP

Importance of evaluation

• Determine which target behaviors for

intervention.

Barriers to learning

Teaching formats

Teaching techniques and procedures

•PEI suitable for the client's needs

 Evaluation of the Milestones of
Development

• Designed to provide a representative sample of the entire verbal repertoire

of the child and other related skills.

170 measurable language and learning benchmarks, divided into 16 areas of

skills, which are balanced and sequenced in 3 levels of development.

 Evaluation of the Milestones
Development

Level 1 - (0 to 18 months) - 9 areas evaluated

Level 2 - (18 to 30 months) - 12 areas assessed

Level 3 - (30 to 48 months) - 13 areas assessed

• At all levels, each of the areas consists of 05 tasks/items of

evaluation.

• At each Level, there is a set of skills to be verified.

• Some are present at all 3 Levels (e.g., command) and others in only
Development Frameworks
 30-48 months
of development
typical
There are 3

levels
of
develop
movement

18-30 months
of development
typical

0-18 months
of development
typical
Marcos do
Development

Conducting the assessment

Protocol - VB--MAPP

Environment

Assessment methods

Materials

Record of responses

• Reforçadores
• Conducting the assessment

The VB-MAPP contains 16 separate domains that measure the

language skills and other related ones. The score of
each domain is relatively balanced in its respective
levels. That is, 5 points at Level *1 for the mastery command is, of
point of view of child development, compatible with the
score 5 for Level 1 of tactile, echoic, listener etc.
 DAD Emite tatos para 10 itens (objetos comuns, pessoas, partes do corpo
5-M or images). (T)

OBJECTIVE Determine if the repertoire of touch is growing.

MATERIALS Use common items (including figures) from the child's natural environment.

EXAMPLES “Nariz”, ”olhos”, “caminhão”, “árvore”, “meia”, “colher”, “bola”, “giz

of wax

1 POINT: Give 1 point to the child if they emit touches for 10 items without echoic prompts.
during the evaluation

½ POINT: Give 1/2 point to the child if they make touches for 8 items.
 LISTENER Select the correct item in an arrangement of 4 stimuli for 20
5-M different objects and figures (e.g., show me the cat, touch the shoe).
(T)
OBJECTIVE Determine if spoken words evoke tracking behavior
things in a set of choices and evoke the selection of a response
for the correct item. The arrangement for this breakdown can be carried out
in a natural environment, but it must also be tested in a situation of
more formal teaching (i.e., on the floor or sitting at the table).

MATERIALS Use common items from the child's natural environment, such as an arrangement.
that contains a cap, book, spoon, and ball, or another with shoe, sock,
a doll and a mug.
EXAMPLES When various objects are on the table and the adult says 'Give me
That hat!” the child is able to successfully choose the hat.
When many people are in an environment and the adult says 'Where is the
tio João?” e a criança olha direto ou vai em direção ao tio João.
1 POINT Give 1 point if the child correctly identifies 20 different items in
arrangements of 4 items, only in the first two attempts of each
tested arrangement. When the child looks differentially at the items of
arrangement (in a way to showcase your listening skills) make sure to
that you can discriminate where the child directs their gaze and from
that her response is clearly directed to the target stimulus.
½ POINT Give 1/2 point to the child if they correctly identify 15 different items.
in arrangements of 4 items in the first two attempts of each arrangement
tested.
 PV-MTS Pair any 10 identical items (e.g., puzzles,
5-M toys or figures). (O/T)

OBJECTIVE Determine if the child visually pairs identical items and has the
fine motor skills to complete the task independently.
This behavior may require some verbal cues and reinforcers.
arbitrary.

MATERIALS Puzzles, toys or figures with matching pairs like

cars, stickers, characters, animals, blocks, etc.

EXAMPLES A SpongeBob sticker is shown to the child and she selects it.
a second identical sticker from a small group of stickers.
The child places a puzzle piece (a blue ball) in place.
puzzle piece that has a blue ball background.

1 POINT Give 1 point to the child if they pair 10 items in an arrangement of 3.

½ POINT Give 1/2 point to the child if they pair 5 items in an arrangement of 3.
 SOCIAL Spontaneously follows peers or imitates motor behavior
5-M they are divided by 2 times (e.g., follows a colleague in a playhouse).
30 min

OBJECTIVE Determine if a child imitates the behavior of peers without prompts

two adults.

MATERIALS Colleagues.

EXAMPLES A colleague stands up and walks towards a toy. The child looks.
in his direction, he stands up and spontaneously accompanies the colleague.
When a colleague is playing with a toy train in circles, the
the child imitates your behavior by taking another train.

1 POINT Give 1 point to the child if they spontaneously follow peers or imitate them.
their motor behavior twice during a 30-minute observation
minutes.

½ POINT Give half a point to the child if they spontaneously follow peers or imitate them.
their motor behavior once during a 30 minute observation
minutes.
Practicing!!!
1
1

1
1
0 1

1
 1
1
0

1/2

1
Practicing!!!
What is there of
wrong here?!
It is issued 3 1
commands
1/2

0
It's emitted 8
commands
1/2
Age and diagnosis of each assessed individual

The VB-MAPP can be conducted with any individual who

language delay, regardless of age or
specific diagnosis.
Who can conduct the assessment?

1) basic knowledge of verbal behavior analysis

from Skinner (1957).
1) basic knowledge of Skinner's verbal behavior analysis (1957).

Knowledge of Behavior Analysis.

 Protocol

•Code: 1 M – refers to the number of the skill and the M refers to milestone.
• Level 1: 1 to 5

Level 2: 6 to 10

Level 3: 11 to 15

•Skill name: general name for the skill that will be evaluated

•Assessment method: O; E; T or TO

•Objective: what that assessment intends to determine.

• Materials: list the necessary materials (individualization)

• Exemplos: exemplo de como a habilidade deve ser avaliada ou apresentada pelo cliente.
Marcos of
Development

Prepare the Assessment

• Protocol - VB--MAPP

•Environment

Evaluation method

• Materials

• Record of responses

• Reforçadores
Environments of
Evaluation
Teaching situation
individual
Relevant contexts of life
Group situation
client
Environment of
Evaluation
Interventions that the client is already participating in

• Environments and time under

demand Pre-
Sit at the table to play or requirements
for
toactivities?
carry out evaluation
If affirmative, how long does it usually take
to remain
sitting?
Do you remain seated during school activities?

There are stimuli, activities, environments that

do they seem unpleasant to the child?
Environment of
Assessment

Organized environment
Area of
Easy collection of
work
data
good
organized

Therapist
Only one task controls
on the table os
reinforcers and the
material
of

work
 Guide and Protocol
Name of Method of
skill evaluation

Number of
skill
and Marco
Marcos of
Development

Prepare the Assessment

Protocol - VB--
MAPP

Environment

Methods of
evaluation

• Materials

• Registro das
Methods of
Evaluation

Described in each milestone

Formal Test (T)

Observation (O)

Formal Test or Observation

(E)

• Tempo de Observação (TO)

Methods of
Evaluation
Method of
evaluation
Formal Test

Present a specific task for the student and record it.

response:
Get the student's attention before presenting the background

Present the background

Wait for 3 to 5 seconds for the response

•Provide consequences according to the assessment protocol.

• Social or generalized reinforcers.

In no situation should incorrect answers be corrected.

Formal Test
E.g. Imitation
motor
To get attention from
child the Instruction 'Do the same' and a movement
Present
motor

Wait 3 to answer:
• Correct 5 seconds for the
Social response reinforcers
or generalized We and record it as correct (1)

•Incorrect answer: record as error (0).

Formal Test

•E.g.
In the evaluations of
Tato Apply everything or
split application?!
dad• Level 1 -- 10
taters
•• Level
Level 32 --
-- 1000
200
Howtatos.
long would it take you to
tatos
Itapply?
depends on the repertoire used and also on the child's performance.
long of the
tasks!
 Methods of
Evaluation
Video 1
 Formal Test

Video 2

Vi
Formal Test
Video 3

We
Observation

Observe if the child demonstrates the assessed skills in different

situations.
• Casa, escola, consultório, natação, ambientes de lazer.

Observation allows evaluating different skills at the same time.

Observation and analysis of problem behaviors

• Possible skills to be assessed:

Independent play
Functional play: manipulating and playing with objects for their intended purpose.

they were created.

Repetition of a motor movement to achieve a better result.

• Visual perception and MTS:

• visuomotor coordination and fitting in the same.
• Possible skills to be evaluated:
Tato
Mando
• Eye contact
Shared attention
Attention time to the material
Functional handling of the toy ('book').
 Methods of
Evaluation
Video 3
Formal Test or Observation

Either of the two methods is suitable for the evaluation.

E.g. 2M - Responds to the speaker's voice, establishing eye contact with them
5 times (E).
Observation Time

The skill needs to be demonstrated within a specific period of time.

E.g. Social Area and Social Play

•Level 1 – 5M: Spontaneously follows peers or mimics their motor movements twice
in a period of 30 minutes.
E.g. Mando
• Level 3 - 11M: Spontaneously issues different commands for information 5 times (TO: 60
minutes)
Marcos from
Development

Prepare the Assessment

•Protocol – VB--
MAPP

Environment

•Methods of
evaluation

Materials

• Registro das
Materials
s
• Prepare the materials in a way that favors control of the
evaluation.
• The materials must be organized in advance and separated by
skills
**
Materials
s
Materials
s
Marcos do
Development

Prepare the Evaluation

Protocol - VB--
MAPP

Environment

Methods of
evaluation

Materials

• Registro das
Registration of
Data
Registro de
Data
Reinforcer
s
Very

Well

•Social or • Tangible, primary

generalized
para respostas
Let's Pratcar!

• Exercise:

Groups:
Mando

Tato

Intraverbal

Listener

Visual Skills and MTS

Motor Imitation
Assessment Mark of
development
•In summary...
•Initial
. Information -- Interview with the
Possible
country
reinforcers
•Environment
Repertoire of
Assessment
Evaluation of the Marcos
development
•
Evaluation
Resuming ....
•How
direct• Choices and interests of
start?
•Low-cost
client tasks X high-cost tasks
• cost?
•Controlled access by
Materials
Books or iPad seem like items
therapist
Opportunities
preferred? for
• Presentation in different formats (DTT or
responder
Presentation
incidental of attempts of different skills during the evaluation period
Interleaving speaker and listener repertoires
Access to preferred stimuli
•During the whole
evaluation
Evaluation Markers of Adapted from Barnes, Mellor &
Refeldt (2014)
development
Pre-assessment Points earned
1RAISD complete
VB--MAPP Checklist Levels 1 & 2
Interview with parents or relevant people
3Prepared and organized materials (skills)
Assessment environment according to the level of
4 control
instructional, reported by the parents

Protocol, registration sheets and pencils

Assessment Points earned
6 Report -- few requests, interests, activities
preferred
Start with low-cost response tasks, introduction
7
backlog of high-cost tasks
8 Opportunities for management throughout all of
evaluation
Therapist controls preferred materials and stimuli
Intercalate opportunities for responses from the listener and the speaker
0
Check if books or iPads function as reinforcers
1
 Adapted from Barnes, Mellor &
Evaluation of Marcos Refeldt (2014)
If the child is avoiding tasks in DTT, it presents
12
development
subsequently the same tasks in IT.
If the child is avoiding tasks in IT, they present
13 Presents consequences subsequently the same related to
task answers in DTT.
14 correct
Frequent Play Intervals
16 Naming stimuli throughout the evaluation -- opportunities
for eco-friendly

17 Here are the child's preferences in play assessments.

18 Presents instructions before tasks (first and then)
19 Presents social consequences and access to preferred items
20 Low cost If the child exhibits problem behaviors -- tasks of
+ preferred range or items
Provides an opportunity for the child to make choices
22 Preferred stimuli in sight, but out of reach
(opportunities for management)
Evaluate toys in natural situations (book or play)
24 Evaluate responding to the name throughout the assessment.

25 Presents opportunities for listener response during

all the evaluation
26 It presents opportunities for visual skills and MTS
during the entire evaluation
 Adapted from Barnes, Mellor &
Evaluation of Marcos Refeldt (2014)

development

It presents opportunities for motor imitation throughout

27 the evaluation and play activities
Establishes MO's for items that are missing.
29Establishes MO's for command of actions
30
31

32 Presents opportunities for LRFCC throughout the evaluation

It presents opportunities for intraverbal throughout the
33 evaluation
Resultados - Escores

Possible scores for each milestone: range between 0, 0.5, and 1.

• Consider that a child shows a skill that in

reality is absent or is only realized with assistance or

tips from

the environment will affect the development of other skills that

are

based on the target skill of the evaluation.

Results - Representation
Graph
Results - Representation
Graphics
Evaluation of
Barriers
Evaluation of 24 common barriers to learning and for acquisition of the

language.

Objective of the evaluation: to determine if a barrier exists.

The identification of these barriers allows for the development of strategies

specific interventions to solve the problems more effective learning.

A more detailed functional analysis is needed.

It must be conducted simultaneously with the Development Markers.

Evaluation of
Barriers
These barriers
include:
negative behaviors (e.g. tantrums, crying, self-harm, destruction of environments),
•Problems in prerequisite skills and absence of some repertoires (e.g. echolalia,
intraverbal
imitation)
• deficits in social interactions (e.g. little interest in social interactions and little
repertoire
command),of
difficulty in generalization or difficulties with teaching procedures
(dependency of
tips, weak motivators, dependence on reinforcers
• behaviors that can interfere with learning (e.g. stereotypes, behaviors
auto-stimulatory, sensory issues
related behaviors with conditions
medical.
Barrier Assessment

Deficits in:
Deficits in:
• Eye Contact – Eye
Mandos
eye
•Tato Track visual stimuli
Motor Imitation Instructional Control
Ecological
• Pairing (MTS)
•Ouvinte and LRFCC
Intraverbal • Basic Requirements.
• Social Behavior
Evaluation of
Barriers
Dependency of
Kick
tip the
answers (scrolling)
Conditional discrimination
Reinforcers (variability and
Generalization
Demands
magnitudeweaken the value of reinforcing stimuli
Dependence on reinforcers
Negative behaviors
Sensorial
Obsessive-compulsive behaviors
Hyperactivity
Joint problems
Assessment of
Barriers

Barriers in the assessed areas at the development milestones:

Comparison with the other repertoires (proportional?)

Slow acquisition curve (comparison with other areas and attempts until criteria).

Dependency on hints or 'guessing' the answers (scrolling).

• To respond under the control of parts of the stimulus, position or other properties not

criticisms, respond before the model is presented (MTS).

• Lack of generalization of the repertoire (acquisition of initial stages of the repertoire and

maintenance.
• Behavioral excesses (e.g. Echolalia).
Evaluation of
Barriers
Imitation
Motor
Barrier Assessment

Intraverbal:
Imitation: Dependence on tips
Antecedent relationship - silent response
Dependence on tips (physical or
constantly
verbal Some words always evoke the

Imitation of a small set of

same answer.
movements Background - many parts and changes
Absence of generalization constants
• Critical differences (e.g. "On what day do you
Model dependency for others "Where were you born?" x "In which city do you..."

activities was born?)

• Teach directly – many relationships
• Learning by observation
Evaluation of Barriers
Score

There are five scoring criteria for each barrier (scores from 0 to 4)

A score of 0 indicates that there is no problem.

Scores 2 - possibly an intervention will be necessary.

A score of 3 or more indicates the need for intervention.

Generally, the absence of a skill and the presence of

barriers are

related.
Assessment of Barriers - Representation
graphic
Development Frameworks and Barriers

Comparison of the child's scores in Marcos's assessment with the

evaluation
of barriers direction of the intervention.
Impaired
Prompt
Dependent
Mand t

1 2 3 4 1 2 3 4

Why should we remove or minimize these barriers before teaching?

new
commands?
For the new commands to be functional in the child's daily life.
Transition Assessment

•Evaluation of 18 areas

• Summary measures from other parts of the VB-MAPP

Variety of other measures that can influence the transition
• Independence of the individual in their daily life:

Greater or lesser need for assistance to learn and perform daily tasks
day.

•Objective of the assessment: to monitor the client's learning curve and the skills necessary for the
learning in less restrictive and more natural environments

• Helps to define priorities for the PEI

What is the best teaching format and context for children's learning?

• Transição de um momento de terapia intensiva para um contexto mais inclusivo – dados para essa
Assessment of
Transition

Independence
Evaluation of
Transition

Retention
Evaluation of
Transition

Potty training
Evaluation of
Transition
Task Analysis
Task Analysis and Skills Tracking

900 skills, divided into 16 areas

The behavioral milestones assessed by the VB-MAPP can be divided into skills
minors than those who constitute them.

Skills that can support the development milestone or can help to

establish the target repertoire.

These skills are not necessarily part of the assessment process, but may
to be used for this purpose.

They help in determining teaching objectives - PEI (Curriculum guide).

Analysis of
Tasks
Intraverbal Example
 Objectives of the Individualized Teaching Plan

For each of the areas at the three levels, the VB-MAPP lists a set of teaching objectives for
o
PEI
This list should be used in conjunction with the results of the skills assessment and the evaluation.
from barriers to learning to determine the intervention objectives for each
client.
E.g. Tact – Level 1

Suggested objectives by the VB-MAPP for Level 1:

The child will name at least 10 items after instruction

The child will spontaneously name at least 10 different items per day.
3. The child will touch on at least 50 actions with 2 components (verb plus
noun
The child will spontaneously touch 5 items per hour.
IEP MODEL
IEP MODEL
 THE END!!!

THANK YOU!!!

adrianasarantes@gmail.com
Video 1

htps://www.youtube.com/watch?v=3w1c4sF4ZTg play
Video 2
htps://www.youtube.com/watch?v=rMYsiPewTH4&feature=youtu.be

htps://www.youtube.com/watch?v=3Ra00nNhsgI
Video
htps://www.youtube.com/watch?v=WuCmsY1dyqU (motor imitation)
Video 4
htps://www.youtube.com/watch?v=2oOFyCmoMEs
Video 5
htps://www.youtube.com/watch?v=f_Ha2nwiba8(MTS)