7/28/2016

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

Pennsylvania Training and Technical Assistance Network

PaTTAN’s Mission

The mission of the Pennsylvania

Training and Technical Assistance
Network (PaTTAN) is to support the
efforts and initiatives of the Bureau of
Special Education, and to build the
capacity of local educational agencies
to serve students who receive special
education services.

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PDE’s Commitment to Least Restrictive Environment (LRE)

Our goal for each child is to ensure

Individualized Education Program (IEP)
teams begin with the general
education setting with the use of
Supplementary Aids and Services
before considering a
more restrictive environment.

Pretest: True or False?

• The VB-MAPP is a curriculum.

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Pretest: True or False?

• It is recommended to always administer the

VB-MAPP assessment from the “bottom-up”
(earlier milestones to later milestones).

Pretest: True or False?

• It is important to record specific student

responses when administering the VB-MAPP.

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Pretest: True or False?

• You should use the VB-MAPP milestones to

determine when to move on to the next
program.

Agenda

• Overview of operant analysis and verbal

behavior
• VB-MAPP: Design and administration
guidelines
• Supplemental assessment tools and tips
• Interpreting assessment results
• Organizing materials based on the VB-MAPP
• General programming considerations

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OPERANT ANALYSIS AND

VERBAL BEHAVIOR

A-B-C Analysis (Operant Analysis)

• A=antecedent: What happens before behavior

• B=behavior: What the individual does
• C=consequence: What happens after behavior

• When analyzing all teaching interactions,

including social interactions, consider the
Antecedents, Behavior, and Consequences

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Operant Analysis Video

The Operant Analysis

Antecedent Behavior Consequence

Motivating Operation Response Reinforcement
(MO) • What student does • Increases future
• Alters value of • Observable/Measurabl probability of behavior
reinforcer e
• Evokes/ Abates
behavior
Discriminative Punishment
Stimulus (SD) • Decreases future
• Signals availability of probability of behavior
reinforcement
Prompts Extinction
• Procedural use of • Reinforcement no
discriminative stimuli longer happens
• Behavior fades

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Verbal Behavior

• Skinner (1957) proposed that language is

learned behavior – we are not born with
prior knowledge of how to use language.

• Language involves a social interaction

between speakers and listeners.

• Verbal behavior involves all of the

movements of a person that are reinforced
by a listener who has been trained to do
so.

Form and Function of Verbal Behavior

• Form: how the response sounds or looks
– For example, signing “book” is different from saying
“book”
• Function: when/ why we say what we say
– For example, the word “book” can be used in a
variety of different ways. I can say “book:”
• When I want a book
• When I see a book
• In response to someone else saying, “Book”
• In response to someone asking, “What can you find
in a library?”

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Verbal Operants

• Having acquired one functional use of a word

does not predict that it will be used for other
functions.

• In order to teach our students to be able to

use words across all their functions, we need
to know the different functions of language
(VERBAL OPERANTS) and understand the
operant analysis of each of these.

Verbal Operants
Verbal Antecedent Behavior Consequence
Operant
Mand Motivative Operation Verbal behavior Direct reinforcement
(wants cookie) (says “cookie”) (gets cookie)

Tact Sensory Stimuli Verbal behavior Non-specific

(sees or smells (says “cookie”) reinforcement
cookie) (gets praised, for
instance)
Intraverbal Verbal stimulus Verbal behavior Non-specific
(someone says: (says “cookie”) reinforcement
"What do you eat?”) (gets praised, for
instance)
Echoic Verbal Stimulus Verbal behavior: Non-specific
(someone says repeats all or part of reinforcement
“cookie”) antecedent (gets praised, for
(says “cookie”) instance)

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Other Relevant Operants

Operant Antecedent Behavior Consequence

Listener Verbal stimulus Non-verbal behavior Non-specific

Response (someone says (child touches reinforcement
“touch cookie”) cookie) (gets praised, for
instance)

Imitation Non-verbal Non-verbal behavior Non-specific

behavior (person with point to point reinforcement (example:
Point to point
performs an correspondence praise; ‘you’re right!’,
correspondence action, etc.) (person imitates ‘’great job!’ high five, pat
a.k.a. Mimetic same action) on back, etc.)

Match to Non-verbal Non-verbal behavior Non-specific

sample behavior (in presence of one reinforcement (example:
(presentation of stimuli, a second praise; ‘you’re right!’,
stimuli) stimuli is selected ‘’great job!’ high five, pat
with shared on back, etc.)
properties).

Let’s Practice
As a result of: One has a This is a:
tendency to:
Seeing a grape Say “grape”
Hearing a horn Say “truck”
Wanting a push on the Say “push”
swing
Being told to “stand up” Standing up

Someone says “door” Say “door”

Someone says “door” Say “keyhole”

Smelling smoke Say “barbeque”

Seeing a cloud Say “white”

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Let’s Practice

As a result of: One has a This is a:

tendency to:
Wanting to buy a book Ask “where’s my wallet?”

Seeing banana Say “yellow”

Hearing “banana” Say “yellow”
Hearing “cowboy” Say “boy”
Being presented with a task Say “later”

Seeing teacher Say “go away”

Seeing teacher while getting Say “can I have a marker?”
ready for an activity
Seeing teacher Say “teacher”
Hearing “teacher” Say “teacher”

VB-MAPP

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What is the VB-MAPP?

• Verbal Behavior Milestones Assessment

and Placement Program

• VB-MAPP provides information on a student’s

acquisition of verbal operants

VB-MAPP as Criterion Level Assessment

• Assessment and instruction systems are

probably most effective when they are
integrated and form a feedback loop

• The VB-MAPP provides a formative

assessment that guides more fine grained
analysis of student performance and
instructional effectiveness

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Program Components Fit Together

Data Systems

Materials Assessments
Organization VB-MAPP

Staff Training/ Program/ Target

Treatment Fidelity Selection

Teaching
Procedures

VB-MAPP Video

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Why the VB-MAPP?

• Assesses acquisition of verbal operants as defined by
Skinner, 1957
• Is designed to be easy and time efficient to administer
• Allows more detailed analysis of skill sets (task
analysis) when needed
• Links to typical development
• Includes components that can assist in trouble
shooting instruction (barriers assessment) and aid in
transition to less restrictive environments (transition
assessment)

VB-MAPP Overview

• Guidebook and Protocol Booklet

• 5 Components:
– VB-MAPP Milestones Assessment
– VB-MAPP Barriers Assessment
– VB-MAPP Transitions Assessment
– VB-MAPP Task Analysis and Skills Tracking
– VB-MAPP Placement and IEP Goals (only in
the guidebook).
• Resources: www.avbpress.com

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Guidebook 10 Chapters
1. A Behavioral Approach to Language Assessment
2. General Administration Guidelines
3. Milestones Scoring Instructions: Level 1
4. Milestones Scoring Instructions: Level 2
5. Milestones Scoring Instructions: Level 3
6. The Barriers Assessment Scoring Instructions
7. The Transition Assessment Scoring Instructions
8. Interpreting the Level 1 Assessment: Curriculum Placement
and Writing IEP Goals
9. Interpreting the Level 2 Assessment: Curriculum Placement
and Writing IEP Goals
10. Interpreting the Level 3 Assessment: Curriculum Placement
and Writing IEP Goals

Guidebook Highlights
• Summary of a behavioral approach to language
– Distinction between speaker and listener
– Form and function
– Units of analysis (MO/Sd variables-response-
consequence)
– Distinctions between verbal operants
• Tips for tester
• Materials list
• Scoring guidelines for all sections
• Curriculum placement and IEP goal development
guide

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VB-MAPP Milestones Assessment

• 3 levels

• 16 milestone areas

• 170 measurable milestones

Levels Linked to Developmental Sequences

• Level 1= 0-18 months

• Level 2= 18-30 months
• Level 3= 30-48 months

• Developmental levels determined by tryout

sample with typical children and calibrated
with normative samples from other
established language instruments. Age ranges
are approximate.

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Skill Area Level 1 Level 2 Level 3

Mand X X X
Tact X X X
Listener Resp. X X X
VP/MTS X X X
Play X X X
Social X X X
Imitation X X
Echoic X X
Vocal X
LRFFC X X
IV X X
Group X X
Linguistics X X
Reading X
Writing X
Math X
TOTAL: 9 12 13

VB-MAPP Assessment Grid

• Provides a graphic
presentation of
assessment results
and progress
between re-
assessments

• Allows simultaneous
display of 4
assessments at
different points in
time

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Administering VB-MAPP Milestones

• 5 items in each domain at each level

• Each milestone scored 1, ½, or 0
• Items assessed by:
– Direct testing (D)
– Observation (O)
– Either direct testing or observation (E)
– Timed observation (TO)
• Prepare and label materials! Commercial kits
are available (but not necessary).
– See VB-MAPP Kit Contents

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Milestones Assessment Scoring Guidelines

• Correct responses:
– Instructor can reliably evoke the behavior on
demand
– Instructor specifically observes it
– All relevant variables in place
• Errors:
– Wrong response
– No response in 3 seconds (not fluent)
– Self-corrections/scrolling (unsure/guessing)
• Stop assessment if child misses 3 milestones in
a row per skill area

EESA: Early Echoic Skills Assessment

Neurotypical Level on
Group Points Specific Speech Skills
Age VB-MAPP

1 25 Vowels, diphthongs, some

Up to 18 months Level 1
early consonants
2 30 Early consonants, 2-syllable
combinations
3 30 Early consonants, 3-syllable
combinations 18-30 months Level 2
4 10 Imitate prosodic features:
Syllable stress
5 5 Pitch, loudness, vowel
duration
Total: 100

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Administering EESA

• Can be administered by anyone, but optimally

administered by SLP due to specialized
training in speech sound discrimination.
• To administer:
– Ask student to repeat each test item. Omit “say”
if the child repeats the word.
– Run up to 3 trials and score the best response if
initial response is not accurate.
– Enter X or / in the box next to each item, or
leave box blank where applicable.

EESA Scoring Guidelines

• Scoring for Groups 1-3

– 1 point (X): all sounds are correct
– ½ point (/): recognizable response with
incorrect consonants, missing consonants,
added syllables
– 0 points (blank): unrecognizable response, no
response, incorrect vowels, or missing syllables

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EESA Scoring Guidelines

• Scoring for Group 4

– 1 point (X): emphasis on target syllables
– ½ point (/): emphasis on non-target syllables
– 0 points (blank): monotone/equal stress

• Scoring for Group 5

– 1 point (X): response correct or nearly so
– 0 points (blank): response does not closely match
model

Choral Response Activity

• Identifying correct and incorrect responses.

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Filling in the Milestones Grid Key: Score Date Color Tester

Child's name: Student X 1st test: 41.0 11/13
Date of birth: 2nd test: 75.5 5/14

• Use a different color for

Age at testing: 1 7.10 2 8.4 3 4 3rd test:
4th test:

each administration.
LEVEL 3
Mand Tact Listener VP/MTS Play Social Reading Writing LRFFC IV Group Ling. Math

15

• Each block directly 14

corresponds to the 13

12

related milestone. If a 11

student scored 0 on a LEVEL 2

milestone, leave the block

Mand Tact Listener VP/MTS Play Social Imitation Echoic LRFFC IV Group Ling.

10

blank. 9

• If a student did not master 7

any milestones at a LEVEL 1

particular level, fill in the 5

Mand Tact Listener VP/MTS Play Social Imitation Echoic Vocal

bubble to show that the 4

milestones were assessed. 3

• Electronic version is 1

available.

VB-MAPP Task Analysis

• Allows specification of instructional programs

– Identifies sub-list of objectives within each
Milestone

• Not a formal task analysis per se

• Provides a more detailed analysis of tasks at

operant level for Milestones Assessment

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VB-MAPP Barriers Assessment

• Identifies and scores 24 learning and language

acquisition barriers

• Rating scale format: low scores are good

scores

• Best used as an initial step to functional

behavior assessment

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24 Barriers
• Negative behavior • Defective scanning skills
• Instructional control • Failure to make conditional
• Absent, weak, defective discriminations
mand • Failure to generalize
• Absent, weak, defective tact • Weak or atypical
• Absent, weak, defective motivators
imitation
• Absent, weak, defective • Response requirement
echoic weakens motivation
• Absent, weak, defective • Reinforcement dependent
matching to sample • Self stimulation
• Absent weak, defective • Articulation problems
listener repertoires • Obsessive-compulsive
• Absent, weak, defective behavior
intraverbal
• Absent, weak, defective • Hyperactivity
social behavior • Failure to make eye contact
• Prompt dependent or attend to people
• Scrolling responses • Sensory defensiveness

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VB-MAPP Transition Assessment

• A guide to assist IEP teams in considering

transitions to a less-restrictive environment

• Based on three areas:

– VB-MAPP scores and academic performance
– Learning patterns (such as generalization, variation
of reinforcers, etc.)
– Self-help, spontaneity, and self-direction

Transition Assessment Categories

Cat. Skills Information
1 VB-MAPP Scores •Overall VB-MAPP Milestones score Provides guidance
and •Overall VB-MAPP Barriers score on how restrictive
Academic •Barriers score on negative behavior and
the placement
Independence instructional control
•Milestones scores on classroom routines, needs to be
group skills, social behavior and play
•Independent work on academic tasks
Provides
2 Learning Patterns Generalization, variation of reinforcers, rate information on
of skill acquisition, retention of new skills,
child’s ability to
natural learning environment, transfer to
new verbal operants learn new skills
outside of intensive
teaching
Should not bear as
3 Self-help, Adaptability to change, spontaneity, directly on
Spontaneity, and independent play skills, self-help skills
placement but often
Self-Direction
does

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SUPPLEMENTAL TOOLS
AND TIPS

General Administration Tips

• Establish instructional control prior to

administration!
– Identify strong reinforcers
– Pair yourself and instruction with student’s
positive reinforcers (conditioned positive
reinforcement)

• Maintain student’s reinforcement schedule

while administering VB-MAPP

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General Administration Tips

• If using materials (e.g., pictures/objects), make
“correct” and “incorrect” piles during
administration and record responses later

• Milestones can be assessed in non-sequential

order (see attached description)
– “top-down” assessment
– “middle-up” assessment
– “bottom-up” assessment

General Administration Tips

• VB-MAPP can be administered over multiple

sessions

• Intersperse known tasks with more

challenging tasks

• Mix and vary operants and tasks

• Make assessment fun!

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Please Note…

• No supplemental materials to the VB-MAPP

should be stand-alone documents!

• Need one VB-MAPP Protocol Booklet per

student assessed.

• Generally need one VB-MAPP Guidebook per

classroom/instructor.

Scoring Supplement

• Allows assessors to
document student’s
specific responses

• Provides an appendix
that contains
numerous examples of
different items to
assess for different
milestones

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Scoring Supplement Example

Mand Level I
Emits 2 mands with echoic or 1. ½
1 imitative prompt(no physical 2.
1
prompts:
1.
Emits 4 mands w/o prompts except 2. ½
2
item and/or “What do you want?” 3.
4. 1

People Setting Example

½
Generalizes 6 mands across 2 1.
3
people, settings, and examples. 2.
3.
4.
5. 1
6.
1.
½
2.
Emits 5 mands in 1 hour (item can be
4 3.
present).
4. 1
5.
1.
2.
3.
4.
½
Emits 10 mands w/o prompts except 5.
5
item and/or “What do you want?” 6.
7.
8.
9.
1
10.

Appendix Example: Tact/LR Pictures

Animals
T R T R T R
161 Lion 171 Snake 181 Sheep
162 Tiger 172 Lizard 182 Goat
163 Elephant 173 Turtle 183 Cow
164 Rhino 174 Spider 184 Horse
165 Hippo 175 Frog 185 Dog
166 Zebra 176 Fish 186 Rabbit
167 Giraffe 177 Duck 187 Mouse
168 Kangaroo 178 Turkey
169 Bear 179 Chicken
170 Alligator 180 Pig

Vehicles
T R T R T R
188 Truck 195 Ambulance 202 Train
189 Van 196 Police Car 203 Boat
190 Jeep 197 Tow Truck 204 Ship
191 Motorcycle 198 Truck-shipping 205 Helicopter
192 Bus 199 Dump Truck
193 Mail Truck 200 Bulldozer
194 Fire Truck 201 Tractor
Clothing
T R T R T R
206 Pants 212 Jacket 218 Socks
207 Jeans 213 Sweatshirt 219 Belt
208 Shorts 214 Swimsuit (g) 220 Hat
209 Dress 215 Swimsuit (b) 221 Gloves
210 Skirt 216 Underwear(b)
211 Sweater 217 Underwear(g)

Furniture
T R T R T R
222 Couch 224 Table-dining 226 Dresser
223 Table (coffee) 225 Crib 227 Desk

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Appendix Examples: Tact/LR Body Parts Arms

Body Parts LD
“Touch your __”
LD
“Touch my __”
Tact
“What’s this?”

and Prepositions Cheeks

Chin
Ears
Elbow
Eyes
Body Parts LD LD Feet Tact
“Touch your __” “Touch my __” Fingers
“What’s this?”
Arms Hair
Cheeks Hands
Chin Head
Ears Knee
Elbow Legs
Eyes Mouth
Feet Neck
Fingers Nose
Hair Shoulders
Hands Teeth
Head Toes
Knee Tummy/belly
Legs
Mouth
Neck
Nose
Shoulders
Teeth
Toes
Tummy/belly
“Touch the one “Where’s the _?” “Touch the one “Where’s the _?”
Prepositions that is __” that is __”
Above Into
Around Near
At Next to
Behind Of
Below Off
Beside On
“Touch the one “Where’s the _?”
Between “Where’s the _?”
“Touch the one
Out
Prepositions that is __” By
that is __” Over
Above Into For Through
Around Near From To
At Next to In Under
Behind Of In front of With
Below Off
Beside On
Between Out
By Over
For Through
From To
In Under
In front of With

Verifying Reliability

• Pre-select 3 items per domain to compare

– Avoid selecting items that are well-beyond the
student’s competency level

• Simultaneously score the selected the items

– Do not discuss or compare results

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Verifying Reliability

• Upon completion of the reliability items, enter

scores from both evaluators on the score
sheet

• Use the formula to calculate agreement

– Agreement needs to be at 90% or higher
– If lower levels of agreement are found, check
scoring criteria, discuss, re-train, and then re-
check reliability by repeating this process

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Early Level 1 Learner:

Supplemental Assessments

• Approach behaviors/potential reinforcers

– What does the child approach on his/her own?

– What events or objects does he/she stay near,
approach, manipulate, or accept from instructors?
– How often is the child approaching adults?

Early Level 1 Learner: Approach Responses

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Early Level 1 Learner:

Supplemental Assessments

• Context-controlled responses
– What does the child do in the presence of
different items/events?
– How many different items/events evoke specific
responses?
– Does the child respond to items/events in
predictable ways?

• Variation of Motor Behaviors

– Range of movements

Level 1 Learner: Context-Controlled

Responses

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Level 1 Learner: Variation of Motor

Behaviors

Approach and Context Controlled

Responses Video

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Level 2 & 3 Learner:

Supplemental Assessments

• Tact items
– Assess first
– Probe for generalization to listener response
with a sample of “known” tacts

• Tact parts of items

– “What part?”

Level 2 & 3 Learner:

Supplemental Assessments
• Respond to objects by feature, function, & class
(FFC)
– Tact: Put target picture/item in a large field and say
• “Tell me the one that has ___” (feature)
• “Tell me the one that you ___ ” (function)
• “Tell me the one that is a ___” (class)
– Tact-reversal: Hold up a picture/object and say
• “Tell me what a ____ has…” (feature)
• “Tell me what you do with a ___” (function)
• “Tell me what a ___ is” (class)
– Intraverbal/ Intraverbal-reversal

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Respond by Feature Respond by Function Respond by Class

Item T R Feature T R LR T TR IV IVR LR T TR IV IVR LR T TR IV IVR

Boat Sail Floats on water Vehicle
Mast Go fishing on it
Bow Take ride on it
Stern
Book Pages Read it Find at library
Bind
Cover
Words
Pictures
Bowl Round Put cereal/soup in Find in kitchen
Bread White & brown Toast it Food
Crust Eat it
Make sandwich with
Broccoli Green Grows in garden Food
Eat it Vegetable
Cook it
Broom Handle Sweep with
Bristles Clean floors with it
Brush Handle Brush hair with
Bristles
Butterfly Wings Flies Insect
Antennae
Bucket Has a handle Holds sand in it
Play at the beach with it
Cake Sweet Eat at birthday parties Food
Frosting/icing Bake it Desert
Has candles
Calendar Months Hang on wall
Days Tells you dates
Dates

Camera Lens Take pictures with Electronic

Buttons
Batteries
Strap
Candy Sweet Eat it Food
Sticky Snack

Can Opener Blade Open cans with it Things in kitchen

handle

Level 2 & 3 Learner:

Supplemental Assessments

• Intraverbal subtest

– In-depth assessment of intraverbal skills

– 10 sets of questions that become more complex
with each set
– Assesses if the student can respond to multiple
parts of a question without rote responding

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Level 2 & 3 Learner:

Intraverbal Subtest Example

INTERPRETING
ASSESSMENT RESULTS

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AVOID THIS COMMON MISTAKE!

• VB-MAPP is meant as a sequenced
programming guide. It is not meant to be
matched point-to-point with instructional
programs.
– Often must program for skills within broader VB-
MAPP milestones (e.g., tact parts of items)
– Often must program for a much wider range and
number of exemplars than indicated on the VB-
MAPP (e.g., >10 mands for items present;
generalized responding)
– Some milestones are difficult to directly teach
(e.g., spontaneous imitations)

Interpreting the VB-MAPP for Programming

1. Identify the general skill level of the child

2. Analyze performance in each relevant skill

area

3. Select Instructional Programs that are

balanced across operants and at an
appropriate instructional level

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Identify Skill Level

In what VB-MAPP level do most skills lie?

Analyze Performance

• What response form will the student use?

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Selection of Primary Response Form

• Analyze VB-MAPP performance in echoics
Vocal Sign
Echoic skills in Level 2 Echoic skills in Level 1
(might require vocal shaping (will require a vocal shaping
program) program)
• Do not give up on sign language too soon!
– How long were signs tried?
– Did you require a signed response that was too
difficult? (Sign shaping)
– Were teaching procedures implemented correctly
across all instructors?

Analyze Performance

• What are the student’s known items?

– Select prompts

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Selecting Prompts Video

Selecting Prompts

• Rule of Thumb: Use known skills that can be

reliably evoked and that share the same
topography with target skill

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Analyze Performance

• Does the student have enough exemplars and

range of exemplars in the previous milestones
to begin programming at the first gap?
– Ex: mand items present mand missing items

• Does the student have all of the skills

between milestones to begin programming at
the first gap?

Select Instructional Programs

• Program in manding when there is a skill
deficit on the VB-MAPP
• Teach mands and tacts in imitation (sign)
and/or echoic (vocal) programs
• Refer to the task analysis on VB-MAPP for
program selection when necessary
• Build tact skills before programming
intraverbal FFCs
• Balance programs across operants
• Select relevant targets

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Selecting Mand Targets

• Preference assessments

• Items for which there is consistent motivation

• Things that will be needed by the student in

his/ her day-to-day life

• Items in which the response form can be

prompted and emitted with reasonable
accuracy

Relevant Targets
• Are valuable
• Found in day-to day life
• Tie to general education curriculum & future
programming
• Facilitate social initiations and interactions
• Promote independence
Blog:
http://www.pattan.net/category/Educational%20Initiatives/Autism/blog/What_s
hould_I_teach_An_Introduction_to_Target_Selection.html

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ORGANIZATION SYSTEMS

Core Data Sheets Video

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Data Systems: Skill Tracking Sheet

• Known items (“easies”) are developed

directly from Scoring Supplement and written
on Skill Tracking Sheets with date introduced
and date mastered.
• Target items (“hard items”) should be
relevant to the student and written on Skill
Tracking Sheets with date-introduced only.
• Future targets should be relevant to the
student and are written on Skill Tracking
Sheets with no date.

Skill Tracking Sheet

Student: Mastery Criteria:

• A Skill Tracking
Skill Tracking Sheet

Skill: Tacts for Common Items

Sheet should Target Date

introduced
Date
Mastered

be developed 1

2
Cup
Ball
3-2-09
3-3-09
3-5-09
3-6-09

for each active

3 3-5-09 3-11-09
Book
4 3-11-09 3-17-09
Chair
5 3-17-09
Shirt

program. 6

7
Spoon
Table
3-17-09
3-17-09
8
Shoes
9
Bowl
10
Pants
11
Car
12
Apple
13

14

15

16

17

18

19

20

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Data Systems: Cumulative Graph

• A cumulative graph helps instructors visually

track student rate of progress.

• In cumulative graphing, increase the dot by the

number of skilled mastered that day.

• Develop a cumulative graph for each active

program.

Cumulative Graph
Cumulative Graph for: ________________________________________

Cumulative Graph for Tact of Common Items

25

20
Total number of skills mastered

15

10

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31

Student: ____________________ Month: ___________________________

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Data Systems: Cold Probe Sheet

Name: Week of:

Weekly Probe Sheet

# Target Skill Previous Mon Tue Wed Thur Fri
Y
days Operant
active

• A place to take daily

1 T Shirt YN YN YN YN YN
2 T Ball YN YN YN YN YN
3 T Table YN YN YN YN YN
4 YN YN YN YN YN

data on target skills.

5 YN YN YN YN YN
6 YN YN YN YN YN
7 YN YN YN YN YN
8 YN YN YN YN YN
9 YN YN YN YN YN
10 YN YN YN YN YN
11 YN YN YN YN YN
12 YN YN YN YN YN
13 YN YN YN YN YN
14 YN YN YN YN YN
15 YN YN YN YN YN
16 YN YN YN YN YN
17 YN YN YN YN YN
18 YN YN YN YN YN
19 YN YN YN YN YN
20 YN YN YN YN YN
21 YN YN YN YN YN
22 YN YN YN YN YN
23 YN YN YN YN YN
24 YN YN YN YN YN
25 YN YN YN YN YN
26 YN YN YN YN YN
27 YN YN YN YN YN
28 YN YN YN YN YN
29 YN YN YN YN YN
30 YN YN YN YN YN
31 YN YN YN YN YN
32 YN YN YN YN YN
33 YN YN YN YN YN
34 YN YN YN YN YN
35 YN YN YN YN YN
Red: receptive ID Green: Tact Yellow: Echoic Purple: Motor Imitation Blue: Intraverbal
Criteria for mastery: _____ consecutive yes’
If program change made, indicate by drawing a phase change line on the corresponding date of the
applicable target.
Notes/Reminders:

Card Sort System Video

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Card Sort System

3x5 cards Picture Cards

• Motor imitations • Tact pictures
• Echoics
• Intraverbals • LR pictures
• Tacts that do not
involve pictures (e.g.,
body parts, actions)
• LRs that do not involve
pictures (e.g., body
parts, directions)

Card Sort System

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Card Sort System: “Knowns” Bins

Early Learners: Object Sort System

• Early learners must typically be taught

context-controlled responses using objects
rather than pictures
• Context-controlled response examples:
– LR “Put in:” give student item with only a
container on the table
– LR “Give:” student holding item and teacher
presents hand out
– LR “Take:” teacher holds item out to student
– “Do this:” teacher models putting item in
container

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Early Learner: Object Sort Poster Examples

Early Learner: Object Sort Bins

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GENERAL PROGRAMMING
CONSIDERATIONS

Imitation Programming Considerations

• Schedule adequate opportunities for imitation trials
• Sequence actions to be imitated carefully
• Plan to fade prompts
• Be sure imitative discrimination is taught
• Consistently use error correction procedures
• Provide sufficient training to establish generalized
imitation repertoire
• Teach imitation to fluency
• Require clean responding (but keep in mind shaping
process)
• Teach until student develops generalized and fluent
imitation

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Tact Programming Considerations

• Be sure student can tact objects if you move to
pictures
• Teach many tacts (thousands)
• Teach sufficient exemplars for tact targets: be sure
students can tact items in the natural environment
• Provide sufficient tact training opportunities
• Sequence tact instruction carefully: do not stop at
tacting objects; teach tacts for actions, multiple
component tacts, etc.
• Be sure controlling variables are right (that what
you think is a tact is really a tact and not a mand,
or in the case of prompt dependency, an echoic)

LR Programming Considerations
• See tact programming considerations

• LR discrimination: be sure you are not putting

targets in the same physical location on the
table

• LR discrimination: move to messy arrays as

soon as possible

• Watch out for accidental cues! (looking at the

picture for LR discriminations; accidentally
modeling the action for “known” skills)

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Intraverbal Programming Considerations

• DON’T START TOO EARLY! Student needs a

strong tact repertoire prior to intraverbal FFC
training
– Tact items, actions, parts/features, class
• Sequence instruction carefully: start with “fun fill-
ins” and personal information
• Be sure the student can respond to all of the
components of a question individually as a tact.
No rote responding!
– Example: “What flies in the sky?”—tact “flying”
across many items; tact many examples of “sky;”
tact many things that fly

POSTTEST

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Posttest: True or False?

• The VB-MAPP is a curriculum.

Posttest: True or False?

• It is recommended to always administer the

VB-MAPP assessment from the “bottom-up”
(earlier milestones to later milestones).

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Posttest: True or False?

• It is important to record specific student

responses when administering the VB-MAPP.

Posttest: True or False?

• You should use the VB-MAPP milestones to

determine when to move on to the next
program.

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Thank You for Your

Participation!

References
Carbone, V.J. (2012). Teaching verbal behavior to children with autism and related disabilities.
[PowerPoint slides].

Dipuglia, A. (2013). Programming based on the analysis of verbal behavior. [PowerPoint slides].

National Autism Center (2015). Findings and conclusions: National standards project, Phase 2.
Randolph, MA: National Autism Center.

PaTTAN Autism Initiative. (2010, August 17). PaTTAN Autism Initiative Applied Behavior Analysis
Support: Introduction to teaching procedures [Video file]. Retrieved from
http://www.pattan.net/Videos/Browse/Single/?code_name=teaching_procedures_assembl
y.

Skinner, B.F. (1958). Teaching machines: From the experimental study of learning come devices
which arrange optimal conditions for self-instruction. Science, 128, 969-977.

Sundberg, M.L. (2008). Verbal Behavior Milestones Assessment and Placement Program. Concord,
CA: AVB Press.

Sundberg, M.L., & Michael, J. (2001). The benefits of Skinner’s analysis of verbal behavior for
children with autism. Behavior Modification, 25, 698-724.

United States Surgeon General (1999). Mental health: A report of the Surgeon General. Washington, DC:
National Institute of Mental Health.

US Department of Education, Office of Elementary and Secondary Education (2002). No child

left behind act: A desktop reference. Washington, DC: Education Publications Center.

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Contact Information www.pattan.net

Heather Forbes
[email protected]

Amy Naccarelli
[email protected]
Commonwealth of Pennsylvania

Tom Wolf, Governor

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