The Assessment of Basic Language and Learning Skills (ABLLS)

The Assessment of Basic Language and Learning Skills (ABLLS)

Written and Produced by James W.  Partington, PhD. & Mark L. Sundberg, PhD.

The Goal

Teaching should result in the acquisition of generalized skills that allow the learner to learn from his everyday experiences.

~Dr. James Partington~

10/09/03

The ABLLS

Based on B.F. Skinner’s book Verbal Behavior (1957) which proposes that:

• language is a behavior
• language is influenced primarily through reinforcement
• and that establishing and maintaining the motivation to learn is critical for the acquisition of verbal behavior

The Mariposa School, 2003            

ABLLS Protocol

• Basic Learner Skills (Sections A-P)
• Academic Skills (Sections Q-T)
• Self-Help Skills (Sections U-X)
• Motor Skills (Sections Y-Z)

 

Why Should I Use the ABLLS?

• To help identify language and other critical skills in need of intervention necessary for a child to become more capable of learning from his everyday experiences
• To provide a method for identifying a child’s specific skills in a variety of learning domains
• To provide a curriculum guide
• To provide a method for visually displaying the acquisition of new skills

Who Can Complete the ABLLS?

• Parent
• Educator
• Behavior analyst
• Psychologist
• Speech & language pathologist
• Occupational therapist
• Other professionals responsible for developing & monitoring the student’s educational program

Domains on the ABLLS

A.Cooperation & Reinforcer Effectiveness

B.Visual Performance

C.Receptive Language

D.Imitation

E.Vocal Imitation

F.Requests (mands)

G.Labeling (tacts)

H.Intraverbals

I.Spontaneous Vocalizations

J.Syntax & Grammar

K.Play & Leisure

L.Social Interaction

M.Group Instruction

N.Classroom Routines

P. Generalized Responding

Q. Reading

R. Math

S.Writing

T.Spelling

U.Dressing

V.Eating

W.Grooming

X.Toileting

Y.Gross Motor

Z.Fine Motor

Behavioral Language Assessment (Brief Assessment) 

• Designed to reflect the average performance of a typical 2-3 year old child
• Assists with determining weaknesses in a child’s verbal repertoire and where to begin with a language intervention program
• Quick & easy tool which can be used to ‘jump start’ programming  

Scoring & Tracking

• Under  score vs. over score; be conservative
• No basal or ceiling
• Don’t assume; if you don’t know exact level, observe or assess particular skill
• Do it before any major change in programming (typically 1.5 months prior to IEP)
• Update when student is making quick progress (early learner)

Each row of columns includes

üTask  (i.e.; A3,H7, L2)

üScores ( 0-2, 0-4)

üTask name (i.e.; Look at non-reinforcing item)

üTask objective (i.e. student will look at a non-reinforcing item presented by an instructor)

üQuestion: (i.e. If you hold up a non-reinforcing item, will the student look at it?)

üExamples: (i.e. when you hold up a shoe, student will look at it)

üCriteria: (i.e. 2= readily finds in any position, 1= requires some prompts to respond)

IEP Development

• Usually 20-30 objectives
• Want to leave time for incidental learning and generalized instruction
• Add new tasks/objectives  when others are mastered
• Most objectives will be devoted to basic learner skills (A-P) 
• Once skills are filled into the right of the grid, those skills are moved to maintenance and generalization 
• Use to monitor progress/IEP updates quarterly