Using the CANS©-ASP and the ABLLS®-R

to develop an
Individual Education Plan
 ©2011 by the Children’s Hospital of Eastern Ontario, Autism Spectrum Program.

Adapted from: Erinoakkids, Dufferin-Peel Catholic District School Board, Behavior Analysts Inc., Peel District School
®
Board, Upper Grand District School Board; 2010, Linking the ABLLS -R to the Ontario Kindergarten Program

CANS©-ASP used with permission from Praed Foundation received February 2, 2011

®
ABLLS - R used with permission from Behavior Analysts Inc. received July 12, 2011
 Using the CANS©-ASP and the ABLLS®R
to develop an
Individual Education Plan

Introduction

Connections for Students

Supporting Seamless Transitions from the Autism Intervention Program to School

In March 29, 2009, EDU and MCYS developed a collaborative approach to improving transitions for students with autism
spectrum disorders (ASD). The approach focuses on multi-disciplinary transition teams to support children moving from
the Autism Intervention Program (AIP) to school.
The goal of Connections for Students is to provide coordinated and seamless transitions for school-aged children and
youth. Once a clinical decision has been made that a child is ready to leave the AIP, the regional autism service provider
initiates the transition process by contacting the school board personnel with ABA expertise.

Transition Team Role:

A transition team is a collaborative system formed to facilitate students’ transitions from the AIP to school. The team is
mandated to achieve seamless transitions to school and to support students according to their individual needs. A transfer
of information about the students’ strengths and needs from the AIP is essential in order to achieve this goal. The
transition team is multi-disciplinary, and includes members who have specific knowledge of the individual student, as well
as those with complementary skills and expertise related to ASD and/or in supporting students with an autism spectrum
disorder in the school environment.

The Connections for Students model has been implemented by all school boards and Autism Intervention Program (AIP)
providers throughout the province of Ontario. The Connections model promotes effective working relationships and
shared approaches to achieve seamless transitions from the intensive behavioural intervention (IBI) services provided
through the MCYS funded AIPs to applied behaviour analysis (ABA) instructional methods in school.

Planning for transitions

In May 2007, the Ontario Ministry of Education provided educators with direction in the development of transition plans for
students with an Autism Spectrum Disorder (ASD). This was outlined in the Ontario Ministry of Education Policy/Program
Memorandum No. 140 (PPM-140). “Transition planning is an important process for all students, but especially for students
with ASD.

“Transitions include… entry to school… and from an outside agency to a school… Transition into school is of particular
importance for students with ASD. Relevant ABA methods must be used to support transition, where appropriate” (Ontario
Ministry of Education, 2007b, p. 5).

Assessing the student’s strengths and needs is key in determining strategies to support seamless transitions. Knowing
which strategies to use and when to use them will help in the development of a successful individualized transition plan.
© ®
The CANS -ASP and the ABLLS R can work together to help educators to determine the student’s strengths and needs
 Purpose of this Document
This document has been developed to assist teachers in establishing meaningful IEP learning objectives for students
with an autism spectrum disorder. It creates links between The Child and Adolescent Needs and Strengths© - Autism
® ®
Spectrum Profile (CANS©-ASP), the Assessment of Basic Language and Learning – Revised (ABLLS - R) and the
Ontario Individual Education Plan.
®
The purpose of this document is to support educators in interpreting the CANS©-ASP and the ABLLS -R Protocol and to
use this information to design an intervention curriculum based on the results. It offers sample IEP Learning
Expectations which reflect ABA terminology as required by the Ministry of Education and Training Ontario.
 Child and Adolescent Needs and Strengths© -
Autism Spectrum Profile

The Child and Adolescent Needs and Strengths (CANS© ) is a multi-purpose tool developed for children’s services to
support decision making, the development of a comprehensive treatment plan, coordinating care across programs and
sectors, selecting the appropriate level of care, facilitating quality improvement initiatives, and to allowing for the
monitoring of outcomes. The Child and Adolescent Needs and Strengths© - Autism Spectrum Profile (CANS© - ASP)
has been specifically developed to identify and describe the particular strengths and needs of children and youth along
the autism spectrum.

The CANS© - ASP is a “communimetric” tool, which means it was developed from a communication perspective so as to
facilitate the linkage between the assessment process and the design of individualized service plans including the
application of evidence-based practices. All communimetric tools contain these six key components:

1. Items are selected based on relevance to planning.

2. There are action levels for all items.
3. They consider the culture and development before establishing the action level.
4. They are agnostic as to etiology – in other words, they are about the ‘what’ not the ‘why’. They describe the
situation rather than provide a hypothesis or explanation.
5. They are about the child, not about the service. They rate needs that may be masked by interventions.
6. Specific rating window (e.g., 30 days) can be over-ridden based on action levels.
 ®
The Assessment of Basic Language and Learning Skills - Revised

The Assessment of Basic Language and Learning Skills - Revised (ABLLS®-R) is an assessment, curriculum guide
and skills tracking system, based on the science of Applied Behaviour Analysis that is designed to be used with children
with language delays. It is a tool that can help to identify deficits in 25 repertoire areas covering 544 skills, including
language skills, academic ability, self help and motor skills.

® ®
The ABLLS®-R is comprised of two books: The ABLLS -R Protocol and the ABLLS -R Scoring Instructions and IEP
Development Guide.

The ABLLS®-R Protocol provides criterion-referenced information about each child's existing skills and the specific
conditions under which the child generally uses these skills. It also identifies challenges that may impede the child from
acquiring new skills, and takes into consideration the child's motivation to respond to complex environmental stimuli,
ability to generalize skills and the tendency to use those skills spontaneously. The Protocol can then serve as a basis for
the development of the child’s individualized education plan with actionable educational objectives. Skills tracking grids
facilitate the observation and documentation of the child's progress in acquiring targeted skills.

®
The ABLLS -R Scoring Instructions and IEP Development Guide describes how to score the Protocol and complete
the skills tracking grids. It also provides strategies to help parents, educators and other professionals to use the
information obtained from the completed protocol to develop an effective Individual Education Plan for the student.
 The Individual Education Plan

An Individual Education Plan (IEP) is “a written plan describing the special education program and/or services required
by a particular student, based on a thorough assessment of the student’s strengths and needs” (Ontario Ministry of
Education, 2004). It identifies learning expectations that are modified from or alternative to the expectations given in the
curriculum policy document for the appropriate grade and subject or course, and/or any accommodations and special
education services required to assist the student in achieving his or her learning expectations.

Annual program goal(s)

An annual program goal is a statement that describes what a student can realistically be expected to achieve by the end
of the school year, taking into account the student’s strengths, needs, and current level of achievement.

Learning Expectations
Learning expectations are statements that describe the specific knowledge and skills that the student is expected to
demonstrate within a specified amount of time during the school year. All learning expectations must be stated as
measurable outcomes for the purposes of evaluation. Based on the student's achievement of the learning expectations,
parents and teachers will be able to gauge periodically throughout the school year, how well the student is progressing
towards his or her annual goals.

Annual program goals and learning expectations must be expressed as observable, measurable outcomes for the
purposes of evaluation (Ontario Ministry of Education, 2004). “They should describe specific skills that the student can
demonstrate independently, given the provision of appropriate assessment accommodations” (Ontario Ministry of
Education, 2004, p.37-38).

Annual goals and learning expectations must be meaningful to students, their families and their school community. They
should be developed with future goals in mind and reflect the skills the student will need later in life. “Ultimately, attaining
the goal should help students become more independent” (Alberta Education, 2006, chapter 7, p.2).
 Using the Principles of ABA within IEP Learning Expectations
Learning expectations are the foundation of an IEP. They delineate what the student is expected to learn, and are the
statements against which progress will be measured. ABA centers on the development of skills or behaviours that are
operationally defined. It is, therefore, important that learning expectations are defined in terms that are measurable and
observable. These definitions will also help determine appropriate teaching strategies and ensure progress can be
measured through the assessment process. By writing learning expectations as operational definitions you will, by
definition, write in terms that are observable and measurable. If you follow these guidelines when writing your IEP,
establishing your teaching strategies and assessment methods will only be made easier (Alberto & Troutman, 2009).

The four components of a learning expectation:

Identify the learner

Because of the individualized nature of IEPs, it is important that the learning styles, strengths and challenges of the
student are considered. It is also important to establish a baseline (i.e. the current level of achievement). The
baseline will help you determine the student’s growth and skill development over the school year.

Identify one behaviour or skill that is written in terms that are observable and measurable
This requires a detailed description of what we see or hear the student doing or of what we want to see or hear the
student doing. It must be devoid of subjectivity. By describing the behaviour or skill in measurable and observable
terms, you will ensure that everyone involved with a given student shares the same understanding of learning and/or
behavioural expectations. A measurable learning expectation will also allow you to recognize with certainty when an
expectation has been met.

It is very important to define the skill in order for you to determine if the learning expectation has been met. It is very
difficult to assess if a student has met an ambiguous learning expectation such as “increase understanding of
number values to 10”. What does that mean? To what degree does he need to increase his understanding? How
can he demonstrate this? How will you know when to adjust the expectation? It is a learning expectation that may
never be met; it will always be possible to further increase understanding.
Identify the conditions under which learning will occur and be assessed
Think about how you are going to teach this student. What materials will you provide? What supports, or prompts,
will you offer the student? Under what circumstances are you going to teach the skill? Small group? 1:1 teaching?
The conditions under which you are going to teach the skill should ideally be the same under which you will assess it.
It is important to clearly identify these conditions in the learning expectation. These conditions are often adjusted
and/or expanded in subsequent IEP learning expectations. For example, in term 1, Jacob is expected to count to 10
using manipulatives. In term 2, he is expected to count to 10 without manipulatives.

Identify the criteria for acceptable performance

How many times does the student have to demonstrate the skill in order for it to be considered learned? Very
seldom do we demonstrate a learned skill with 100% accuracy. The criteria must be realistic, attainable, follow the
needs of the students and allow for error. This is another common aspect of a learning expectation that is adjusted
over time. For example, in term 2 Jacob is expected to count to 10 without manipulatives with a 60% success rate
(or 3 out of 5 opportunities). In term 3 he is expected to exhibit an 80% success rate (or 4 out of 5 opportunities).
Teachers sometimes include an estimated date by which they expect the student to have reached their goal. This
will depend on the student, teacher, and perhaps the school board’s expectations of IEPs.

(CHEO 2010)
 How to Use this Document

The present document was developed to assist educators in consolidating the information from the CANS©-ASP and the
ABLLS®-R to develop IEP Learning expectations that meet with Ministry guidelines for incorporating ABA methods.

The information provided by the CANS©-ASP identifies the student’s needs from the perspective of the people who know
the student well. The CANS©-ASP is completed collaboratively via parent/caregiver and other relevant stakeholder report,
while the ABLLS®-R is conducted via observation of the child's behaviour in each skill area. The CANS©-ASP identifies a
broader area of actionable needs, while the ABLLS®-R provides very specific information regarding the level of the
student’s ability with respect to very specific skills. By using the CANS© and ABLLS® - R together, action items identified
by the CANS© can be broken down into specific skills and levels of skill in the ABLLS®-R that can then be used to design
an intervention curriculum with observable and measurable IEP learning objectives. Moreover, these tools provide a
means of communicating via a common language across families and service providers in the delivery of personalized
services, while also conveying a shared vision of service delivery to individuals and groups serving a child/youth/family’s
needs and strengths cross-sectorally and across all levels of a system.

In Spring 2010, the CHEO Autism Program reviewed all completed CANS©-ASP for families of children and youth who
were either on the waitlist for IBI, currently in service, or who had completed service through the Autism Intervention
Program. The CHEO Autism Program created an inventory of the most commonly identified areas of need in the
CANS©-ASP for these children and youth. The following domains and related items were identified:

Life Domain Functioning

- Social Functioning
- Adaptation to Change
- Activities of Daily Living

Cognitive Functioning
- Attention
 Communication
- Augmented Communication
- Receptive and Expressive Language
- Social Use of Language
- Gestures

The present document links those items which were most frequently reported as needs in the CANS©-ASP with the
ABLLS®-R and the Ontario Individual Education plan. Actionable items from a completed CANS©-ASP can be addressed
via an appropriate ABLLS®-R Task and can be objectively measured and evaluated through an appropriate IEP learning
objective.
The information provided by the CANS©-ASP identifies the student’s needs from the perspective of the people who know
the student well. The CANS©-ASP is conducted via parent report, while the ABLLS®-R is conducted via observation of
the child's behaviour in each skill area. The ABLLS®-R provides very specific information regarding the level of the
student’s ability with respect to very specific skills. By using the CANS© and ABLLS® -R together, action items identified
by the CANS© can be broken down into specific skills and levels of skill in the ABLLS®-R that can then be used to design
an intervention curriculum with observable and measurable IEP learning objectives.

©
This document contains a table: These items are CANS Item
®
selected based on ABLLS -R Task Sample IEP Sample Assessment
relevance to Learning Objective Criteria
planning. They are
typically the items
that have scored a
2 or a 3 and are
deemed These are the These are sample Assessment criteria
“actionable items”. tasks as identified IEP objectives. IEP are displayed here, in
® objectives should observable and
in the ABLLS -R
that correspond to be individualized to measurable terms.
©
the CANS items. ensure the Note: These are
individual needs of examples only. The
the student are criteria must be
being addressed. specific to the
individual student’s
strengths and needs.
CANS© Item 2. SOCIAL FUNCTIONING

This item describes the child/adolescent’s interactions with others. Evidence of problems in this domain may include difficulties
responding to adults, difficulty interacting with peers or in social situations, lack of ability to play in groups, relate, or interact in a
meaningful manner, unresponsiveness to or unawareness of others, excessive arguing with peers/adults, excessive withdrawal,
lack of joy or sustained interaction, aggression, etc.
®
ABLLS -R Task Sample IEP Learning Expectation Sample Assessment Criteria

Cooperation and reinforcer

effectiveness:

A14 Instructor interaction The student will work for reinforcement that The student will engage in 3 new activities
reinforcement involves a preferred activity with the instructor and 4 maintenance (familiar) activities for
instructor interaction reinforcer within 1
week

A15 Looks for instructor’s After completing a task, the student will look to The student will look at and respond to
change in facial expression the instructor in order to observe the changes in instructor’s facial expressions and change in
and voice the instructor’s facial expression and voice that tone of voice (smile, frown, raised or
provide feedback regarding the correctedness of lowered tone) within 1 minute in 7 of 10
the response opportunities

A16 Responds to social The student will work in order to obtain social The student will works for 15 consecutive
reinforcers reinforcers e.g. praise, “high five” minutes for social reinforcers in 4 of 5
opportunities within 2 weeks
Play and Leisure Skills:

K2 Allows others to The student will allow adults and children to be The student will allow peers or adults to
manipulate/touch toys near them while he/she is playing with toys and manipulate toys that he/she is using in 7 of
allow others to occasionally manipulate the toys 10 opportunities
during interaction

K8 Plays interactively with other The student will engage in interactive play The student will reciprocally interact with
students activities with other students peers and toys for 10 consecutive minutes;
give toys to and accept toys from peers in 7
of 10 opportunities within 3 weeks
CANS© Item 2. SOCIAL FUNCTIONING

®
ABLLS -R Task Sample IEP Learning Expectation Sample Assessment Criteria

K9 Plays interactively with a The student will engage in interactive activities The student will interactively play with at
variety of peers with a variety of peers least 5 different peers (group or individual
interactions) each day for 3 weeks

K11 Plays with toys and talks The student will ask for item and actions, label While playing with a peer, the student will
with peers items and actions, and make other related engage in at least 6 verbal interactions in a
comments while engaging in play activities 10 minute period in 8 of 10 opportunities

K12 Plays simple ball games The student will independently play simple games The student will independently perform at
involving rolling, throwing, kicking and bouncing least 3 ball actions with a peer for up to 5
a ball to a peer for at least 5 exchanges exchanges

K13 Coordinated play with peers The student will allow peers to guide a The student will follow directions from
coordinated play activity (follow directions from peers in at least 4 play activities
peers)

The student will play interactive games that The student will play at least 3 interactive
K14 Interactive motor games
require him/her to attend to the actions of others games with peers without assistance (e.g.
and adjust his/her participation based on peers’ “tag”, “duck, duck goose”) within one week
behaviour

The student will play board games with peers The student will play at least 3 board games
K15 Board games with peers without assistance (e.g.
Candyland, Go Fish) within 3 weeks

Social interactions:
Student will engage in appropriate physical The student will be physically near peers
L1 Appropriate when near peers interaction behaviour while in close physical without engaging in disruptive behaviour
proximity with peers for 30 consecutive minutes in 8 of 10
opportunities
CANS© Item 2. SOCIAL FUNCTIONING

®
ABLLS -R Task Sample IEP Learning Expectation Sample Assessment Criteria

L2 Takes offered item When offered a preferred item, the student will
take the item from both peers and adults The student will walk to and take a
preferred item from peers and adults who
are more than 8 feet away in 7 of 10
opportunities within 2 weeks
L3 Tolerates/responds The student will respond appropriately (i.e. not cry
appropriately to positive or attempt to physically get away from a person) to The student will allow both peers and adults
touches by peers positive physical interactions initiated by others to touch him/her in a positive manner and
(e.g. take and hold hand, “high 5”, physical help physically assist him/her when necessary in
to accomplish a task) 8 of 10 opportunities within 2 weeks

L4 Shows interest in the The student will attend to or show an interest in

behaviours of others the physical or verbal behaviour of peers The student will attend to the physical and
verbal behaviour of peers in 8 of 10
opportunities within 3 weeks
L5 Looks at others to start a The student will look at others (peers and adults)
social interaction in such a manner as to initiate a social interaction The student will initiate social interaction
with peers and adults by looking at them at
least 5 times per day within 2 weeks
L6 Physically approaches and The student will approach and attempt to
engages others physically engage others in interactions even when The student will approach and attempt to
the other person does not have a reinforcing item physically engage peers in interactions at
least 5 times per day within 2 weeks
L10 Returns greetings The student will return greetings from others
The student will return greetings from peers
without prompts in 4 of 5 opportunities
within 1 week

L11 Physically prompts others to The student will approach and attempt to
physically prompt others to do a physical activity The student will approach and physically
do activities prompt peers to engage in a specific activity
CANS© Item 2. SOCIAL FUNCTIONING

®
ABLLS -R Task Sample IEP Learning Expectation Sample Assessment Criteria

at least 4 times per day within 2 weeks

L12 Responds to physical The student will respond to the attempts of peers
approaches & attempts to to engage the student in an interaction (e.g. play The student will engage when asked by
interact from peers with a toy/game, participate in an outdoor activity) peers to participate in an activity, in 4 of 5
opportunities within 2 weeks
L13 Sharing – gives up items to The student will allow others to use items which he
others is using/possesses The student will allow others to use items
without prompts in 8 of 10 opportunities
within 3 weeks
L17 Eye contact The student will make eye contact when interacting
with others As a speaker and a listener, the student will
make fleeting (e.g. 1 second) eye gaze at
least twice during interactions with peers
and adults within 3 minutes
L18 Asks peers for items The student will ask peers for (single) items
(single) The student will spontaneously ask peers for
items without prompts at least 5 times per
day in a variety of situations within 3 weeks
L19 Sharing- Asks for items to The student will ask others to share their items
The student will spontaneously ask peers to
be shared (multiple) with him
share their items at least 5 times per day in
a variety of situations within 3 weeks
L20 Sharing – offers items to others The student will offer to share items with others
The student will offer to share verbally or
by holding item out independently 5 times
per day with various peers within 3 weeks

L21 Initiates greetings The student will initiate greetings to others The student will independently greet 5
people per day for 3 weeks
L22 Joins peers in an activity The student will approach peers and join an
ongoing activity The student will join a group of peers
engaged in a preferred activity on 2
CANS© Item 2. SOCIAL FUNCTIONING

®
ABLLS -R Task Sample IEP Learning Expectation Sample Assessment Criteria

occasions throughout the day for 2 weeks

L23 Observation of peers’ attention to The student will shift his/her attention when peers
activities shift their attention to an item or activity The student will approach or look at an
item or activity when 2 or more peers look
at/point to the item/activity in 4 of 5
opportunities within 1 week
L24 Feedback from peers Student will follow directions from peers to adjust
his/her behaviour to be more socially acceptable The student will follow specific directions
from 2 familiar peers to adjust his/her
behaviour in 3 of 5 opportunities within 2
weeks
L25 Adjusts behaviour based on During a task-related activity, the student will
changes in peers’ actions observe changes in a peer’s behaviour and adjust The student will attend to and adjust his/her
his/her actions to correspond to the peer behaviour based on a peer’s actions on 2
separate occasions throughout the day
within 2 weeks
L26 Assists other to participate When a peer indicates that they are unable to see,
When requested by a peer, the student will
hear or do something, the student will arrange the
move to the side to allow a peer to view
environment/materials so the peer can participate
learning materials at least once per week for
4 weeks

L27 States what others like/dislike The student will state items and activities that are
The student will name at least 2 specific
enjoyed by others and state which people like a
things enjoyed or not enjoyed by at least 4
particular item or activity
peers
The student will direct the attention of a particular
L28 Directs others’ attention to The student will direct at least one
individual to items/activities of interest to that
something of interest to individual to something that is of interest to
individual
them that person at least twice per week for 3
weeks
CANS© Item 15. ADAPTATION TO CHANGE

This item rates the ability of the child/adolescent to adapt to new situations or experiences and to shift from one activity/ person/ environment
to another without disruptions.

®
ABLLS -R Task Sample IEP Learning Expectation Sample Assessment Criteria

K2 Allows others to manipulate/touch toys The student will allow adults and children to be The student will allow peers or adults to
near him/her while playing with toys and allow manipulate toys that he/she is using in 7 of
others to occasionally manipulate the toys 10 opportunities within 2 weeks

L13 Sharing – gives up items to others The student will allow others to use items which The student will allow others to use items
he/she is using without prompts in 8 of 10 opportunities
within 2 weeks

N3 Sits and waits during transitions The student will sit and wait during transitions The student will sit and wait independently
from one known activity to the next for up to 2 minutes in 8 of 10 opportunities
within 3 weeks

N4 Physically transitions to next area or The student will follow directions to physically The student will physically transition from
activity transition from one area to another in the one known activity to the next
classroom to change educational activities independently in 7 of 10 opportunities
within 2 weeks

The student will follow instructions to line up for The student will independently line up on
N6 Gets in line on request request in 8 of 10 opportunities within 2
a transition
weeks

The student will stand and wait for next activity The student will stand and wait
N10 Stands and waits during appropriately during transitions from one
to begin
transitions known activity to the next in 7 of 10
opportunities within 2 weeks

The student will follow 4 of 5 routine

The student will complete his/her morning
N1 Follows daily routines classroom activities with no more than two
routine (e.g. hang up his/her coat, put lunch bag
verbal prompts 3 times per week for 4
in cubbie, put away back pack) with no more
weeks
than 2 verbal prompts
CANS© Item 14. ACTIVITIES OF DAILY LIVING

This item rates the ability of the child/adolescent to perform activities of daily living (e.g., self-care, including feeding, bathing, dressing,
grooming; work; home-making; and leisure activities).

®
ABLLS -R Task Sample IEP Learning Expectation Sample Assessment Criteria

Dressing:

U1 Pants up and down The student will pull pants down independently The student will pull pants down
during for toileting independently for toileting 3 times per day
for 3 consecutive weeks

U2 Shoes on and off The student will put on (tying laces not required) The student will remove and correctly put
and remove shoes independently on shoes (no tying) independently twice
daily for 3 weeks

U5 Pants on and off The student will put on and remove pants The student will remove and correctly put
(fasteners not required) independently on (fastenings not required) pants
independently 1 time per day for 4 weeks

The student will put on( fastening buttons, snaps The student will remove (unfastening
U7 Coat on and off
and zippers not required) and remove coat required) coat daily, upon arrival ; the
(requires unfastening buttons, snaps or student will put on (fastenings not required)
unzipping) independently coat daily at departure for 3 weeks
U8 Unzip zipper The student will unzip a zipper which has
The student will unzip zippers on clothing, back
pack, or similar items independently been started on an article of clothing, back
pack or similar item with no more than 2
verbal or gestural prompts daily for 3 weeks

The student will fasten a zipper which has

The student will be able to fasten zippers on
U9 Fasten zipper been started on an article of clothing or
clothing, back packs or similar items
back pack with no more than 2 verbal or
independently
gestural prompts on 8 of 10 trials within 2
weeks
CANS©Item
Item 14. ACTIVITIES
14. ACTIVITIES OF DAILY
OF DAILY LIVING
LIVING

®
ABLLS -R Task Sample IEP Learning Expectation Sample Assessment Criteria

U10 Use zipper on clothes The student will zip and unzip zippers on The student will independently start and zip
clothing independently and unzip a zipper on clothing and
backpack as necessary on 5 consecutive
daily trials

U11 Fasten buttons The student will fasten buttons on clothing The student will fasten large (min. 1”)
independently buttons on non-clothing items with one
verbal prompt over 5 consecutive
opportunities

The student will undo and fasten snaps on The student will fasten and unfasten snaps
U12 Use snaps
clothing independently on an article of clothing independently in 7
of 10 opportunities within 3 weeks

The student will fasten and unfasten buckles

U13 Use buckles The student will undo and fasten belts
on his/her belt with no more than one verbal
independently
prompt in 3 of 5 opportunities over 5
consecutive opportunities

The student will adjust the positioning of

U14 Adjust clothing when needed The student will adjust clothing when needed his/her clothing with no more than 2 verbal
prompts in 3 of 5 opportunities

The student will independently complete 3

U15 Tie shoes The student will tie shoes independently of the 5 steps in the shoe tying process once
per day for 3 weeks

Eating:
The student will eat finger foods
V1 Eat finger foods The student will eat food using fingers independently one time per week for 4
weeks
CANS© Item 14. ACTIVITIES OF DAILY LIVING

®
ABLLS -R Task Sample IEP Learning Expectation Sample Assessment Criteria

V2 Drink from a straw The student will drink from a straw The student will drink from a straw with
one verbal prompt 2 times per week for 4
weeks

V3 Drink from a cup The student will drink from a cup without The student will independently drink from a
spilling cup without spilling with no more than one
gestural prompt 2 times per week for 3
weeks

The student will feed self with a spoon or a fork The student will feed self with a spoon or a
V4 Feed self with a spoon and
when given cut food fork with no more than one verbal or
fork
gestural prompt once per week for 4 weeks

The student will independently spread with

V5 Spread with a knife The student will spread with a knife
a knife once per week over 4 consecutive
weeks

The student will pour liquid from a one cup

V6 Pour liquid into a cup The student will pour liquid from a pitcher to a measuring cup into a cup with no more than
cup without spilling one gestural or verbal prompt once per
week for 3 weeks

The student will independently cut his/her

V7 Cut food with a knife The student will be able to cut his own food with own food with a knife once per week for 4
a knife consecutive weeks

The student will get a prepared lunch and

V8 Take prepared lunch to table The student will get a prepared lunch and take it take it to the table with one verbal or
to the table independently gestural prompt once per week for 4
consecutive weeks
CANS© Item 14. ACTIVITIES OF DAILY LIVING

®
ABLLS -R Task Sample IEP Learning Expectation Sample Assessment Criteria

V9 Clean up table after meals The student will clean table after lunch The student will independently clean table
independently after lunch in 4 of 5 opportunities for 3
consecutive weeks

V10 Keep eating area clean The student will keep immediate table clean The student will keep his/her immediate
while eating eating area clean while eating in 4 of 5
opportunities for 3 consecutive weeks
Grooming:

W1 Wash hands The student will wash hands independently The student will independently follow the
first three steps of the handwashing
sequence (visual support posted) in 8 of 10
opportunities

The student will dry his/her hands with one

W2 Dry hands The student will dry hands independently
verbal prompt in 4 of 5 opportunities in 3
consecutive weeks

The student will independently complete 3

W3 Wash face The student will wash face independently of 8 steps in the face washing sequence
(visual support posted) in 2 of 5
opportunities within 2 weeks

The student will dry his/her face with one

W4 Dry face The student will dry face independently verbal prompt in 4 of 5 opportunities
within 3 weeks

The student will brush or comb his/her hair

W5 Comb or brush hair The student will comb or brush hair with one gestural prompt once per day over
independently 5 consecutive days
CANS© Item 14. ACTIVITIES OF DAILY LIVING

®
ABLLS -R Task Sample IEP Learning Expectation Sample Assessment Criteria

W6 Brush teeth The student will brush teeth using toothpaste The student will complete 4 of the 5 steps in
independently the toothbrushing sequence (visual support
posted) with no more than 2 gestural
prompts in 3 of 4 opportunities over 2
consecutive weeks

W7 Blow nose when needed The student will blow nose independently as The student will blow his/her nose with no
needed more than one verbal prompt in 2 of 5
opportunities
Toileting:

X1 Urinate in toilet The student will urinate in the toilet at least 2 The student will urinate in the toilet 2 or
times per day more times per day for 3 consecutive weeks

X2 Remain dry (urine) on a The student will remain dry throughout the day The student will have no more than 2 wet
when taken to the toilet on a regular schedule pants per week at school for 3 consecutive
toileting schedule
weeks

The student will complete the toileting

X3 Independently use familiar The student will use a familiar restroom
process (urination) independently in a
restroom for urination independently for urination
consistent washroom at school 2 or more
times per day for 3 consecutive weeks

The student will independently use words,

X4 Requests to use the toilet when The student will request to use the toilet as sign or PECS™ to indicate the need to use
needed needed the toilet at school

The student will wipe herself after urination

X5 Wipes self after urinating The student will wipe self independently after with no more than 1 verbal prompt in 4 of 5
(females) urination opportunities for 3 consecutive weeks
CANS© Item 14. ACTIVITIES OF DAILY LIVING

®
ABLLS -R Task Sample IEP Learning Expectation Sample Assessment Criteria

X7 Remain clean (bowel The student will not have more than 2 instances The student will have no more than 2 soiled
movement) on a toileting of soiled pants per week at school when taken to pants per week at school for 4 consecutive
schedule the toilet on a regular basis weeks

X8 Wipe self after bowel The student will wipe him/herself after bowel The student will wipe him/herself after
movement movement bowel movement with no more than 2
verbal prompts in 2 of 5 opportunities for 3
consecutive weeks

X9 Independently use familiar The student will independently use familiar The student will complete the toileting
restroom for bowel restroom for bowel movements process (bowel movements) independently
movements in a consistent washroom at school 2 or
more times per day for 3 consecutive weeks

X10 Use restroom without The student will use the restroom independently The student will complete the toileting
assistance process independently (including bowel
movements) as necessary
CANS© Item 19. ATTENTION

This item rates the child/adolescent’s ability to focus and attend to tasks or interactions with others; to maintain consistent behavioural
responses during continuous or repeating activities; to maintain focus in the face of competing stimuli (freedom from distractibility); to shift
attention between tasks, people, or events with different cognitive requirements; to respond simultaneously to multiple tasks or demands.

®
ABLLS -R Task Sample IEP Learning Expectation Sample Assessment Criteria

A8 Waits without touching When engaged in learning activities, the student While sitting or standing in front of task
stimuli will wait, remain oriented toward the instructor materials, the student will remain oriented
and keep his/her hands away from instructional toward the instructor without touching
material until an instruction is presented materials with no more than one verbal
prompt for 10 seconds in 8 of 10
opportunities

A9 Looks to instructor for When engaged in learning activities, the student After scanning the materials, the student
instruction will scan materials and look to the instructor to will require no more than one verbal
seek the instruction prompt to orient to the instructor for the
next instruction in 8 of 10 opportunities

K14 Interactive motor games The student will play interactive motor games The student will play at least 2 interactive
that require him/her to attend to the actions of games per week without assistance for 3
others and adjust his/her behaviour based on the consecutive weeks
actions of peers

The student will attend to peers’ orientation to The student will look at or approach an
L23 Observation of peers’ item or event when 2 or more peers turn to
items and events
attention to activities look at or show an interest in an item or
event in 3 of 5 opportunities
CANS© Item 19. ATTENTION

®
ABLLS -R Task Sample IEP Learning Expectation Sample Assessment Criteria

M3 Attends to teacher in group The student will attend to teacher during small The student will orient to and follow
group instruction instructions given by a teacher in a 1:4
group in 7 of 10 opportunities

M4 Attends to other students in The student attends to responses given by other The student will attend to other students
group students during small group instruction who are talking in a 1:4 group in 7 of 10
opportunities

M5 Follows group instructions - The student will follow instructions presented to In a 1:4 group, responds at the same time as
all do the same receptive a group of students others for 7 of 10 known instructions
response

N2 Works independently on The student will remain on-task when engaged in The student will remain on-task when
non-academic activities non-academic activities instructed to independently engage in non-
academic activities (e.g. puzzles) for 15
minutes on 4 of 5 trials

N7 Works independently on The student will remain on-task on known The student will remain on-task when
academic activities academic activities instructed to engage in academic activities
(e.g. worksheets) for 15 minutes on 4 of 5
trials
 ©
CANS Item 26 AUGMENTED COMMUNICATION

This rating describes the child/adolescent’s ability to use sign language, PECS, and other communication strategies to improve
communication with others.

®
ABLLS -R Task Sample IEP Learning Expectation Sample Assessment Criteria

F3 Requesting the reinforcer The student will ask for what he wants with the The student will ask for at least 5
present and when asked reinforcer present using either words or signs reinforcers per day using words or signs
“what do you want?” over 5 consecutive days

F5 Spontaneous requests with The student will ask for at least 10 items (items The student will ask for at least 10 items per
items present (no prompts) present) that he wants using a specific response day over 5 consecutive days

The student will ask for at least 10 items (items The student will ask for at least 10 items per
F6 Spontaneous requests with not present) that he wants using a specific day when the item is not present over 5
items not present (no response consecutive days
prompts)
The student will fill in some words and phrases The student will fill at least 3 phrases of 2
H1 Fill in words from songs of songs different songs

H3 Sign words The student will provide a sign when given a The student will provide a sign for at least
word 10 different words in 4 of 5 trials
 ©
CANS Item 27. RECEPTIVE LANGUAGE

This rating describes the child/adolescent’s ability to understand other’s oral communication at an age-appropriate or developmentally
appropriate level.

®
ABLLS -R Task Sample IEP Learning Expectation Sample Assessment Criteria

C2 Follow instructions to do an When given instructions to do a preferred The student will participate in at least three
enjoyable action in context activity in the context of the ongoing activity, the different activities without prompts per day
student will comply with the instructions for 5 consecutive days

C6 Follow instructions to do an The student will comply with instructions to do a The student will participate in at least three
enjoyable action out of preferred activity even though it is not occurring different activities without prompts per day
context at that time for 5 consecutive days

C7 Follow instructions on The student will comply with the instruction to The student will participate in at least three
routine situations do a non-preferred activity when the activity is different non-preferred activities without
presently occurring prompts over 5 consecutive opportunities

C9 Follow instructions to do a The student will comply with instructions to do a The student will do at least eight different
simple motor actions simple motor task actions without prompts on 3 of 5 trials

C27 Follow an instruction to go The student will walk across the room to go to a The student will go to three different
to a person specified person persons upon request in 4 of 5 trials

C28 Follow an instruction to The student will walk across the room to go to a The student will go to at least three persons
give an item to a person or specified place or person and place or deliver an or places to place or deliver an item in 4 of 5
place item on an object item opportunities

C29 Follow an instruction to The student will walk across the room to go to a The student will go to at least three persons
walk to someone and get a specified place or person and get a requested or place and get a requested item in 4 of 5
named item item opportunities
CANS© Item 27. RECEPTIVE LANGUAGE

®
ABLLS -R Task Sample IEP Learning Expectation Sample Assessment Criteria

C30 Follow an instruction to go The student will walk across the room to go to a The student will go to at least four different
to a person and do an specified person and perform a stated action persons and perform at least four actions
action within one week

C32 Demonstrates a specified The student will comply with instructions to do a The student will do at least ten different
action with an object when simple action when presented with several actions when presented several objects, one
given different objects objects of which is used to perform the action on 3
of 5 trials

C34 Demonstrates a specified The student will comply with instructions to do a The student will follow an instruction to
pretend action pretend activity “pretend” at least four actions without
prompts in 4 of 5 trials

C50 Follows a multiple The student will select three items in a specified The student will accurately select three
component sequence sequence items in a specified sequence after items are
instruction named in 3 of 5 trials

C51 Receptive prepositions The student will follow instructions which The student will follow instructions
include selections involving prepositions involving at least six different prepositions

M5 Follows group instructions- The student will follow instructions presented to The student will follow at least five
all do the same receptive a group of students instructions in three different group settings
response
 ©
CANS Item 28. EXPRESSIVE LANGUAGE

This rating describes the child/adolescent’s ability to communicate through spontaneous verbalization/vocalizations
at a developmentally or age-appropriate level. Non-verbal language is addressed elsewhere.

®
ABLLS -R Task Sample IEP Learning Expectation Sample Assessment Criteria

F4 Requesting when asked The student will ask for items that he wants with The student will ask for at least 10 items/
“what do you want?” no reinforcers present activities per day for 5 consecutive days

F5 Spontaneous requests with The student will ask for at least 10 items that he The student will ask for at least ten items
items present (no prompts) wants using a specific response per day without prompts for 5 consecutive
days

F6 Spontaneous requests with The student will spontaneously ask for at least The student will ask for at least ten items
items not present (no 10 items that he wants using a specific response per day without prompts for 5 consecutive
prompts) days

F8 Request others to perform an The student will ask others to perform specified The student will ask at least three persons to
action actions perform three different actions

F9 Requests missing items The student will ask for missing items The student will ask for at least 4 missing
needed for a task items in 3 of 5 opportunities

F11 Requests using sentences The student will ask questions in a sentence form The student will ask at least five questions
to obtain items, actions, or information using at least three word sentences

F12 Requests help The student will ask for help when he needs The student will ask for help in three
assistance different situations

F16 Requests using adjectives The student will ask for items using adjectives The student will ask for at least five
different items using at least three different
adjectives
 ©
CANS Item 28. EXPRESSIVE LANGUAGE

®
ABLLS -R Task Sample IEP Learning Expectation Sample Assessment Criteria

F17 Requests using The student will ask for items using prepositions The student will ask for at least five
propositions different items using at least three different
prepositions

F18 Requests future items or The student will ask for items or actions which The student will ask for at least two items/
events he may be able to obtain in the future activities that will occur within a week

F19 Requests information using The student will ask questions to obtain The student will spontaneously ask
“What” information using “What” questions using “what” in two different
situations per day for 5 consecutive days

F20 Requests information using The student will ask questions to obtain The student will spontaneously ask
“Where” information using “Where” questions using “where” in two different
situations per day for 5 consecutive days

F21 Requests information using The student will ask questions to obtain The student will spontaneously ask
“Who/whose” information using “Who/whose” questions using “who/whose” in two
different situations per day for 5
consecutive days

The student will ask for at least five

F22 Requests using adverbs The student will ask for actions using adverbs
different actions using at least three
different adverbs

The student will ask for at least five

F23 Requests using pronouns The student will ask for items using pronouns different items using at least three different
pronouns
 ©
CANS Item 28. EXPRESSIVE LANGUAGE

®
ABLLS -R Task Sample IEP Learning Expectation Sample Assessment Criteria

F24 Requests information using The student will ask questions to obtain The student will spontaneously ask
“Which” information using “Which” questions using which in two different
situations per day

F25 Requests information using The student will ask questions to obtain The student will spontaneously ask
“When” information using “When” questions using when in two different
situations per day

F26 Requests information using The student will ask questions to obtain The student will spontaneously ask
using “How” information using “How” questions using how in two different
situations per day

F27 Requests information using The student will ask questions to obtain The student will spontaneously ask
“Can, Do, Does, or Will” information using “Can, Do, etc.” questions using can, do, etc. in two different
situations per day

F28 Requests information using The student will ask questions to obtain The student will spontaneously ask
“Why” information using “Why” questions using why in two different
situations per day

The student will request for at least ten

F29 Spontaneous requests The student will spontaneously request objects,
objects, actions, etc. per day
actions, etc., throughout the day
The student will label at least ten items per
G9 Fluent labeling The student will label items
day

The student will fill at least 3 phrases of 2

H1 Fill in words from songs The student will fill in some words and phrases
different songs
of songs
 ©
CANS Item 28. EXPRESSIVE LANGUAGE

®
ABLLS -R Task Sample IEP Learning Expectation Sample Assessment Criteria

H5 Answers questions regarding The student will respond to questions regarding The student will answer at least five
personal information personal information questions

H22 With visual display, makes related The student will make a variety of related The student will make comments on at least
statements (not naming) comments regarding pictures of items or fifteen different pictures
activities

H40 Describes items The student will describe items by identifying The student will describe at least ten items
what you do with the item, some of its features (using feature, function and class)
and/or its classification

L30 Delivers a message The student will go to a person repeat a short The student will repeat a short message (at
message that he was asked to say to the person least one five word sentence) to a specific
person
 ©
CANS Item 30. SOCIAL USE OF LANGUAGE

This rating describes the child/adolescent’s ability to understand and communicate in unstructured, naturally occurring
situations and environments

®
ABLLS -R Task Sample IEP Learning Expectation Sample Assessment Criteria

H43 Maintains a conversation with an The student will maintain a conversation on a The student will maintain a conversation for
adult or peer single topic at least five minutes

H49 Spontaneous conversation The student will spontaneously add or make The student will make at least two different
appropriate related comments during an comments during a conversation
ongoing conversation or discussion

K11 Plays with toys and talks with peers The student will ask for items and actions, label The student will ask for at least two items
items and actions, and make other related while engaging in play with peer
comments while engaging in play activities

L10 Returns greetings The student will return greetings from others The student will return greetings to five
different persons

L21 Initiates greetings The student will appropriately initiate greetings The student will initiate greetings to five
to others different persons

The student will wait for a break in an on-going The student will wait for up to one minute
L31 Waits for break in
conversation before interrupting an on-going
conversation to interrupt
conversation

The student will converse with adults and peers The student will converse with two different
L32 Converses with others
for up to three exchanges persons for up to three exchanges

The student will spontaneously ask both peers The student will ask at least two different
L33 Asks for information
and adults for information adults and two different peers for
information
 ©
CANS Item 32. GESTURES

This rating describes the child/adolescent’s ability to communicate effectively and appropriately through gestures (e.g. hand and head
movements, facial expressions)

®
ABLLS -R Task Sample IEP Learning Expectation Sample Assessment Criteria

F1 Requests by indicating The student will indicate items which he/she The student will request five different items
wants by pointing to, pulling to, or standing by or activities per day by pointing to, pulling
the particular item or activity (without using to or standing by the item or activity
words or sign language)

F10 Requests with head movements The student will ask for or reject offered items The student that he/she wants or does not
and activities using head movements to specify want an offered item or activity by using
“yes” or “no” head movements to indicate “yes” or “no”
five times per day

The student will move his head for “Yes” or The student will answer at least twenty
H37 Intraverbal Yes/No with
“No” to answer questions about an item or yes/no questions
“Can, Do, Does, etc.”
activity which is not present
questions
 References

Alberta Education: Learning & Teaching Resources Branch (2006). Individualized Program Planning. Retrieved from
www.learning.gov.ab.ca/k_12/specialneeds

Alberto, P.A., & Troutman, A.C. (2009). Applied Behavior Analysis for Teachers (8th edition). Saddle River, N.J.: Pearson Education, Ltd.

Children’s Hospital of Eastern Ontario, School Support Program—Autism Spectrum Disorder. (2010). Teaching Mathematics to
Students with ASD-Kindergarten, Ottawa, ON

Children’s Hospital of Eastern Ontario, School Support Program—Autism Spectrum Disorder. (2008). Creating Meaningful,
Manageable and Measurable IEPs: Using Applied Behaviour Analysis Teaching Strategies, Ottawa, ON

Children’s Hospital of Eastern Ontario, School Support Program—Autism Spectrum Disorder. (2007). Creating Effective Transition Plans:
Supporting Students with Autism and Asperger Syndrome as they Progress from Grade to Grade. Ottawa, ON.

Ontario Ministry of Education (2009) Connections for Students: Supporting Seamless Transitions from the Autism Intervention
Program to School. Retrieved from website http://www.edu.gov.on.ca/eng/general/elemsec/ speced/autism.html

Ontario Ministry of Education (2007a). Effective Education Practices for Student with Autism Spectrum Disorders. Retrieved November 15, 2009,
from website http://www.edu.gov.on.ca

Ontario Ministry of Education (2007b). Policy/ Program Memorandum no. 140. Retrieved November 15, 2009, from website
http://www.edu.gov.on.ca

Ontario Ministry of Education (2004). The Individual Education Plan (IEP) A Resource Guide.

Partington, J. W. (2006) ABLLS-R The Assessment of Basic Language and Learning Skills: Scoring Instructions and IEP Development Guide,
Behavior Analysts, Inc.
® ®
Partington, J.W. (2006) ABLLS -R The Assessment of Basic Language and Learning Skills: ABLLS -R Protocol, Behavior Analysts, Inc.

Praed Foundation (2010) Child and Adolescent Strengths and Needs – Autism Spectrum Program Manual