VERBAL BEHAVIOR MILESTONES ASSESSMENT & PLACEMENT PROGRAM .
VB-MAPPVERBAL BEHAVIORMILESTONES ASSESSMENT &PLACEMENT PROGRAMCarl T. SundbergMAC 2018
THE IMPORTANCE OF LANGUAGE AND SOCIALBEHAVIOR The primary focus of an intervention program for children with autismshould be on the development of effective language and social skills. Our first task is to identify the existing skills of each child. Our next task is to identify the language, social, behavioral, and learningbarriers that are preventing more rapid learning.
The VB-MAPP SkillsAssessment The failure to conduct an appropriate assessmentresults in one of the biggest problems inprograms that serve children with autism: An Inappropriate Curriculum The VB-MAPP Skills Assessment contains: 170 verbal behavior milestones 16 different verbal operants and relatedskills 3 developmental levels (0-18 months, 1830 months, 30-48 months Most of the scales correspond with Skinner’sclassification of the verbal operants (i.e., echoic,mand, tact, intraverbal).
4VB-MAPP MilestonesMaster Scoring Form
THE VB-MAPPSKILLS ASSESSMENT The VB-MAPP will help identify languagestrengths and deficits Gaps in language development General and specific language levelcomparisons to typically developingsame age peers. The VB-MAPP will direct the order ofskills to teach. For example:
THE VB-MAPPSKILLS ASSESSMENT You don’t want to start teaching functionintraverbals if the student only has 20tacts or LR responses. You don’t want to start to teachacademic skills until the student has theappropriate level of mand, tact, LR, andintraverbal skills. You may be able to teach reading but itis likely to be rote because the studentdoes not have the prerequisite verbalrepertoire to support reading withcomprehension.
7VB-MAPP MilestonesMaster Scoring Form
THE VB-MAPPSKILLS ASSESSMENTMandsEmits 4 different mands without prompts(but what do you want and object) Keep building the number, fade theobject, fade the IV M6: Mand for missing items M8: Two or more words (go fast, pourjuice) M11: Manding for information M13: Adjectives, adverbs, prepositions(My crayon is broken)
THE VB-MAPPSKILLS ASSESSMENTTactsHas about 15 tacts, all nouns M7: Generalization M8: Actions M9: Two component (noun/nounverb/noun) shoes and socks – bouncingball M13/14: Adjective/pronounscombinations sentences (Look at thatspider, its scary)
THE VB-MAPPSKILLS ASSESSMENTLRCan select about 30 items from a messyarray of 6Can perform about 5 motor actions oncommand M9: Follows 50 two-componentnoun/verb combinations (show me thebaby sleeping, the ball bouncing). M10: Selects the correct item in a book,picture scene or NE for 250 items M14: Follows 3 step directions (Getyour coat, hang it up, and sit down)
THE VB-MAPPSKILLS ASSESSMENTLRFFC/IVDoesn’t have any yet. M6: Should start simple song fill-ins andanimal sounds (touch the one that says,“woof, woof”, the Itsy Bitsy Spider) M7: Start transferring known Tact/LR toLRFFC then to IV (Touch the one you sitin) M8-10: Increase number andcomplexity and Generalization (Featureand Function, “What has wheels?”) Level 3, increase complexity andnumber. More complex conditionaldiscriminations Where do you take a bath (commonerror-soap) What grows on your head (commonerror- hat) What do you eat with (common errorpizza)
WHY ARE THESEREPERTOIRESIMPORTANT? I am often asked why a student is not performingwell in the classroom or in a social situation. I typically find defective language repertoires,especially in the mand and intraverbal. Social interactions consist mainly of askingquestions and answering questions.
WHY ARE THESEREPERTOIRESIMPORTANT? These repertoires represent the cornerstone oflanguage, learning and compliance. Success in the classroom is dependent uponreceptive skills, expressive skills, conversationalskills, imitation skills, and intraverbal skills(answering questions.)
WHY ARE THESEREPERTOIRESIMPORTANT?Students who are not proficient inthese basic repertoires are: More likely to have behaviorproblems Less likely to do well in theclassroom Less likely to develop social skills Less likely to do well withfunctional life skills
WHY ARE THESEREPERTOIRESIMPORTANT?If you do an analysis of a student’sweaknesses in the classroom, you willmost likely find deficiencies in one ormany of the basic language andlearning repertoires.How, for example, can you expect astudent to engage in peer play orsocial activities?
WHY ARE THESEREPERTOIRESIMPORTANT?Can he follow directions?Can he understand multiple stepdirections?Can he answer questions?What would the following VB-MAPPprofile tell you about this student’sclassroom readiness skills?
17VB-MAPP MilestonesMaster Scoring Form
THE VB-MAPPTASK ANALYSIS &SKILLS TRACKINGThe milestones can be considered floors in abuilding, and the task analysis contains thesteps between each floor.There are 170 milestones andapproximately 1000 total tasks in theVB-MAPP task analysis.The task analysis form also allows formore detailed skill tracking.Building a whole repertoire, not justindividual skills (e.g., mand, tact, M-TS repertoires).
19VB-MAPP MilestonesAssessment Level 1
20VB-MAPP MilestonesMaster Scoring Form
21VB-MAPP Task AnalysisMand Level 1
22VB-MAPP Task AnalysisMand Level 1
THE VB-MAPPBARRIERS ASSESSMENT Important to find out what a child cando (The VB-MAPP Skills Assessment),but also what she can’t, and why. VB-MAPP Barriers Assessmentdesigned to identify and score24 different learning andlanguage acquisition barriers.Once a barrier is identified, a moredetailed descriptive and/orfunctional analysis is required.
THE VB-MAPPBARRIERS ASSESSMENT There are many ways for a verbalrepertoire or related skill to becomedefective. Individualized analysis is needed todetermine what the nature of theproblem is for a specific child, and whatintervention program might beappropriate.
THE VB-MAPPBARRIERS ASSESSMENT Often, absence of skills and presence ofbarriers are related. Milestones assessment reveals that childneeds to learn more mands. Barriers assessment reveals that thechild scrolls and is prompt bound. These two barriers must be removed inorder for the mand repertoire to growand become functional for the child.
THE VB-MAPPBARRIERS ASSESSMENT Intervention program should focus onfreeing the existing mands from promptsand other unwanted sources of controland eliminate scrolling when manding. These problems must be fixed beforenew mands are added. If not, new mands will be of littlefunctional use.
COMMONLEARNING &LANGUAGE BARRIERS Instructional control(Escape/avoidance) Behavior problems Defective mand Defective tact Defective motor imitation Defective echoic (e.g., echolalia) Defective matching-to-sample
COMMONLEARNING &LANGUAGE BARRIERS Defective listener repertoires (e.g.,LD, LRFFC) Defective intraverbal Defective play and social skills Prompt dependent, long latencies Scrolling responses Defective scanning skills Failure to make conditionaldiscrimination
COMMONLEARNING &LANGUAGE BARRIERS Failure to generalize Weak or atypical MOs Response requirements weaken theMO Self-stimulation Articulation problems Obsessive-compulsive behavior Reinforcement dependent Does not attend to people/materials Defective social behavior
SCORINGTHE VB-MAPPBARRIERS ASSESSMENT For some, immediate focus ofintervention is on removing aparticular barrier, rather than languageinstruction. Most common immediatebarriers to remove involveinstructional control problems,or other behavior problems.
31VB-MAPP BarriersAssessment
An Analysis of aDEFECTIVEINTRAVERBAL REPERTOIRE Intraverbal behavior is most prone tobecoming rote. Task of directly teaching intraverbalbehavior is complicated and endless. Early intraverbal training pretty straightforward, but by 3-4 years of age, atypical child acquires 1000s of differentintraverbal relations. Most adults have hundreds ofthousands of different intraverbalrelations as a part of their verbalrepertoires.
An Analysis of aDEFECTIVEINTRAVERBAL REPERTOIRE Verbal SDs usually are much morecomplicated than the nonverbal SDs;have multiple components, in brieftime frame. Multiple words as SDs almost alwaysinvolves verbal conditionaldiscriminations (examples)
An Analysis of aDEFECTIVEINTRAVERBAL REPERTOIRE Multiple words as SDs almost alwaysinvolves verbal conditionaldiscriminations (examples) Tell me some THINGS you find theBEDROOM Three variables to attend to Some things vs. A thing Things vs actions Bedroom vs. other rooms Common errors related to conditionaldiscriminations may include: Bed (a thing vs. some things) Sleep (do vs. find) Potty, sink, shower (bedroom)
An Analysis of aDEFECTIVEINTRAVERBAL REPERTOIRE Vocal verbal stimuli are transitory,nonverbal stimuli more static Attending to verbal SDs often morelaborious than to nonverbal SDs
An Analysis of aDEFECTIVEINTRAVERBALREPERTOIRE Child has not received formal intraverbal training Child is given training, but it’s too early to focus onintraverbals Nonverbal stimuli control response form (tact prompt bound) Intraverbal curriculum is out of developmental andbehavioral sequence Rote intraverbal responses have been firmly established dueto conditioning history
Potential Causes of aDEFECTIVEINTRAVERBALREPERTOIRE Single verbal stimuli and single verbal responses have beenover conditioned Specific target responses are not in child’s repertoire as tacts,LDs, or LRFFCs Child doesn’t attend to multiple verbal stimuli (S-deltas) Child does not have sufficient training on verbal conditionaldiscriminations
Write the exact responsegiven by the childScoreA kitty says MeowTwinkle, twinkle, little StarReady, set Set, goThe wheels on the busgo Rock-a-bye BabyA dog says Ruff ruffPeek-a- Peek-a-booThe itsy bitsy SpiderHead, shoulders, knees,and -Happy birthday to Round and roundCoughyouOther:Other:Total points (10 pointsmaximum):389VB-MAPP IntraverbalAssessment SubtestGroup 1 (Animal sounds &song fill ins)
Write the exact responsegiven by the childScoreWhat is your name? NoahYou brush your TeethShoes and FeetYou ride a -PicturesYou flush the ToiletYou sleep in a -PillowYou eat SpaghettiOne, two 3You wash your HandsYou sit on a -downOther:Other:Total points (10 pointsmaximum):397VB-MAPP IntraverbalAssessment SubtestGroup 2 (Name, fill-ins,associations)
What can you drink?-CupWhat can fly? BirdWhat are some numbers? 1,2,3What can you sing?-A danceWhat’s your favoritemovie-What are some colors?-CrayonsWhat do you read? BooksWhat is outside? GrassWhat’s in the kitchen?-EatWhat are some animals?-CowTotal points (10 pointsmaximum):40Write the exact responsegiven by the childScoreDisney movie4VB-MAPP IntraverbalAssessment SubtestGroup 3 (Simple WhatQuestions)
Who is your teacher? Where do you wash yourhands?Who builds a web?-Where is the refrigerator?-ColdWho drives the car?-WheelsWhere do you take abath?-How old are you?-1Where are the trees?-LeavesWho do you see on TV?-MoviesWhy do you use a bandaid?-Total points (10 pointsmaximum):41Write the exact responsegiven by the childScoreEmmaSoupWaterOn your arm1VB-MAPP IntraverbalAssessment SubtestGroup 4 (Simple who,where, & age)
Write the exact responsegiven by the childScoreWhat shape are wheels?-CarWhat grows outside?-PlaygroundWhat can sting you?-SongWhat do you do with asock?-What can you push? What do you do with astraw?-What do you write on?-Can you name some bodyparts?-What’s something that’ssharp?-What do you wear onyour head?-Total points (10 pointsmaximum):42On your feetChairJuicePencilNoseNo responsehair1VB-MAPP IntraverbalAssessment SubtestGroup 5 (Categories,function, features)
Write the exact responsegiven by the childScoreWhat color is my shirt? WhiteWhat do you eat with?-PizzaWhat’s up in the ski? CloudsWhat’s above a house?-WindowWhat do you smell with?-FlowersWhat are some hotthings?-What grows on yourhead?-What is under a boat?-SailWhat animal has stripes? ZebraWhat color is your shirt?-whiteTotal points (10 pointsmaximum):43ChickenShoulders2VB-MAPP IntraverbalAssessment SubtestGroup 6 (adjectives,prepositions, adverbs)
44Write the exact responsegiven by the childScoreWhat makes you sad?-Name some clothing.-Tell me something that is not afood.-What helps a flower grow?-SmellWhen do we set the table?-On the forkWhat do you do with money?-Play itWhy do people wear glasses?-Emma is wearing glassesWhere do you put your dirtyclothes?-What is something you can’twear-What’s something that issticky? Total points (10 pointsmaximum):PizzaA shirtA shirtcandy1VB-MAPP IntraverbalAssessment SubtestGroup 7 (Multiple partquestions)
ScoreWrite the exact responsegiven by the childWhat’s in a balloon-What do you take to abirthday party? Where do you go if you’resick?-Why do you wear a coat?-ZipperWhat do you do before bed?-SleepWhat’s your last name?-NoahWhat do you put in asandwich?-What musical instrument hasstrings?-What do you do with anumbrella?-Why do adults need to getgas?-Total points (10 points45maximum):PopCakeDadEatEgg shakersDo the raincar1VB-MAPP IntraverbalAssessment SubtestGroup 8 (Multiple partquestions)
THE VB-MAPPTRANSITION ASSESSMENT A common goal for many educators andparents of children with special needs is tointegrate the child into a mainstream setting. There are many different levels of integrationand the Transition Assessment was designed toidentify the skills that increase the probabilitythat a child will be successful in a lessrestrictive setting. NO single skill will be a good determiner ofsuccess, but a collective body of skills can helpeducators and parents make decisions.
THE VB-MAPPTRANSITION ASSESSMENT The VB-MAPP Transition Assessment providesa tool to help determine if a child has thenecessary prerequisite skills to learn in a lessrestrictive classroom environment. There are 18 skill areas on the TransitionAssessment.
48VB-MAPP TransitionAssessment
49VB-MAPP TransitionAssessment
THE VB-MAPPTRANSITION ASSESSMENTIf a child’s scores on the TransitionAssessment are primarily in the range of0-2, then it is likely that the child willbenefit most from a classroom thatprovides High teacher-to-student ratio Individualized and intense teachingsession Careful use of behavioral methodology Strict performance measures (data) Regular supervision and monitoring by aqualified professional Formal training for the child’s parent orcaretaker
THE VB-MAPPTRANSITION ASSESSMENTIf the child’s scores fall mostly in the4-5 range, then it is likely that thechild would benefit from a classroomthat provides: Lower teacher-to-student ratio Uses a teaching format closer to thatused for typically developing children But still uses behavioral methodologyand performance measurement Provides parent and caretaker training
52VB-MAPP Master ScoringForm
CURRICULUM PLACEMENT& WRITING IEP GOALSThis sample shows a common profilefor many young children with autism. Charlie is a 3-year-old child who isshowing elevated echoic skills, butdoes not have any mands, tacts, orlistener discriminations, and playand social skills are weak.
CURRICULUM PLACEMENT& WRITING IEP GOALS For this child, an intervention programshould begin immediately. The initial focus should be on using theechoic repertoire to establish mands byusing the transfer of control procedures. It could be predicted that this child willquickly acquire manding because of thestrength of his echoic repertoire. Once a couple of mands areestablished, tact and listenertraining should begin.
CURRICULUM PLACEMENT& WRITING IEP GOALS In general, if a child scores primarily in theLevel 1 area, the focus of the interventionshould be on establishing the following sixbasic skills: Mands Tacts Listener skills Visual perceptual and matching skills Imitation Echoic skills
CURRICULUM PLACEMENT& WRITING IEP GOALS Play and social skills are also importantand should be a part of the intervention,as well as spontaneous vocalizations. The teaching style may be more of anintensive format that involves: High number of teaching trials Very carefully arranged contingencies(i.e., prompting, fading, shaping,transfer of stimulus control, use of theMO, differential reinforcement, etc.) Meticulous data collection
The VB-MAPP Skills Assessment The VB-MAPP Skills Assessment contains: Most of the scales correspond with Skinner’s classification of the verbal operants (i.e., echoic, mand, tact, intraverbal). An Inappropriate Curriculum 170 verbal behavior milestones 16 different verbal operants and related skills 3 developmental .
Verbal Behavior Verbal Behavior (V) is a class of behavior that is reinforced through the mediation of other persons (Skinner, 1957, p.2). Verbal Behavior is the application of behavior principles to language. Verbal Behavior categorizes language responses into different categories based on the function of the response Verbal Behavior is a subset of the science of Behavior Analysis
VB-MAPP Overview Five components of the VB-MAPP: Milestones Assessment contains 170 verbal behavior milestones across 3 developmental levels (0-18 mos., 18-30 mos., 30-48 mos.), and 16 different verbal operants and related skills Barriers Assessment examines 24 common learning and language barriers faced by children with autism and language delays
Verbal Behavior Verbal Behavior (V) is a class of behavior that is reinforced through the mediation of other persons (Skinner, 1957, p.2). Verbal Behavior is the application of behavior principles to language. Verbal Behavior categorizes language responses into different categories based on the function of the response Verbal
Table of Contents Sequence strong List /strong . Unit 0 1 Introduction 2 How to take the placement tests 3 Placement Test I 4 Placement Test II 5 Placement Test III 6 Placement Test IV 7 Placement Test V 8 Placement Test VI 9 Placement Test VII 10 Placement Test VIII 11 Placement Test IX 12 Placement Test X
Verbal Behavior Milestones Assessment and Placement Program: Overview, Administration and Programming Guidelines Thursday, August 4, 2016 National Autism Conference Heather Forbes, MA, CCC-SLP, BCBA Amy Naccarelli, M.Ed, BCBA PaTTAN’s Mission The mission of the Pennsylvania Training and Technical Assistance Network (PaTTAN) is to support theFile Size: 1MB
Table of Contents Sequence strong List /strong . 50-090816 Unit 0 1 Introduction 2 How to take the placement tests 3 Placement Test I 4 Placement Test II 5 Placement Test III 6 Placement Test IV 7 Placement Test V 8 Placement Test VI 9 Placement Test VII 10 Placement Test VIII 11 Placement Test IX
Behavior Milestones Assessment and Placement Program (VB-MAPP; Sundberg, 2008), his verbal behavior was assessed between a Level 1 (mand, echoic) and Level 2 (tact, intraverbal). This study took place in a verbal behavior
BEC Preliminary involves three papers, for BEC Vantage and BEC Higher you need to sit four. The BEC Preliminary papers are: Reading and Writing (1 hour and 20 minutes – Reading includes seven tasks, like a multiple choice test and a gap-filling exercise; in the Writing test you’ll be asked to produce two short pieces relating to business); Listening (around 40 minutes – based on input .
