(3) The misconception that just doing, for example mand and intraverbal training, or using an assessment tool associated with VB (e.g., the BLAF, ABLLS
, VB-MAPP) one is now "doing verbal behavior." On a number of occasions I've encountered situations where the word "requesting" is replaced with the word "manding" in the training material and on the data sheets and the program is then presented as a "verbal behavior program." While this is a step in the right direction, the use of Skinner's analysis of verbal behavior as a foundation for an assessment and intervention program is far more complex than just doing requesting or mand training.
The ABLLS protocol is an assessment, curriculum guide, and skills tracking system for children with language delays.
Tables 4, 5 and 6 depict the acquisition of skills under each of the curricular areas of the ABLLS. The participant gained 417 items across 24 skill areas between the initial entry assessment in December 2002 and February 2006.
A behavior analyst would use The Assessment of Basic Language and Learning Skills, The ABLLS, to assess a student's language.
Figure 4 provides an example demonstrating how The ABLLS target behaviors could integrate learning channels.
The behavior analyst must decide which ABLLS target behavior, terminal learning channel, supplementary stimuli and materials for each individual learner.
They advise users of The ABLLS to update the protocol and summary grid yearly.
The top part of the data collection sheet has basic information: the learner's name, the date of the most recently completed ABLLS, the labeling task number from The ABLLS, the target learning channel and any potential supplementary stimuli.
When using The ABLLS, the intervention team would decide what criterion levels to use with each objective.
The assessment of basic language and learning skills (The ABLLS): An assessment, curriculum guide, and skills tracking system for children with autism or other developmental disabilities.