Conducting the VB-MAPP Course
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What strategies do you use to assess nonverbal children with the VB-MAPP?
When assessing nonverbal children with the VB-MAPP, it's essential to use various strategies that meet their specific communication needs. I often use visual supports, like PECS, and employ Functional Communication Training (FCT) to explore and strengthen alternative methods such as gestures or communication devices.
One tool that's particularly useful is the AMS Selection Tool, developed by Dr. Patrick McGreevy and Troy Fry. It's a great resource for helping practitioners select the most appropriate alternative method of speaking for each child. The tool focuses on methods that are easy to use, frequently used, and always available—following the CAFE principle (Continuously Available, Frequently used, and Effortless). Not only does it help assess the child's current communication skills, but it also suggests and tracks the effectiveness of different alternatives. Observing the child in natural settings and talking in detail with parents and caregivers are also crucial.
These steps give a full picture of the child's abilities and needs, helping to tailor the best strategies. And by the way, the AMS Selection Tool is free on our website, so feel free to check it out! 😊
One tool that's particularly useful is the AMS Selection Tool, developed by Dr. Patrick McGreevy and Troy Fry. It's a great resource for helping practitioners select the most appropriate alternative method of speaking for each child. The tool focuses on methods that are easy to use, frequently used, and always available—following the CAFE principle (Continuously Available, Frequently used, and Effortless). Not only does it help assess the child's current communication skills, but it also suggests and tracks the effectiveness of different alternatives. Observing the child in natural settings and talking in detail with parents and caregivers are also crucial.
These steps give a full picture of the child's abilities and needs, helping to tailor the best strategies. And by the way, the AMS Selection Tool is free on our website, so feel free to check it out! 😊
What are some common challenges you encounter when administering the VB-MAPP, and how do you address them?
Behavioral Issues During Assessment:
A common challenge is that some children may display behaviors like non-compliance, tantrums, or avoidance, which can disrupt the assessment. To address this, it's important to build a positive relationship with the child and create a welcoming environment. Using their favorite items or activities as incentives can encourage participation. Additionally, splitting the assessment into shorter, more manageable sessions can help prevent behavior problems and reduce fatigue.
Limited Communication Skills:
Another challenge is assessing children with very limited verbal or communication abilities, as they may have difficulty responding to prompts. One solution is to use alternative communication methods, such as picture exchange systems (PECS) or communication devices. Observing the child's natural interactions and reactions can also provide valuable insights when direct responses aren't possible.
Variability in Performance:
Children may sometimes perform inconsistently, showing skills one day and not the next, which can make scoring and interpretation tricky. To manage this, it's helpful to conduct assessments consistently at the same time of day and in a similar setting. Documenting the specific conditions during assessments can also aid in understanding and interpreting any variations in the child's performance.
Parental Expectations and Involvement:
Parents may have high expectations or misunderstand the assessment's purpose, potentially leading to added pressure on the child or misinterpretation of the results. Clear communication with parents about the goals and scope of the VB-MAPP is crucial. Setting realistic expectations and providing regular updates can help manage parental involvement positively. Allowing parents to observe the assessment can also help them gain better insights into their child's abilities and challenges.
Cultural and Language Differences:
Cultural and language differences can impact a child's understanding of and response to assessment items. It's essential to consider these factors when administering the VB-MAPP. Using culturally appropriate materials and, if needed, involving a translator or interpreter can ensure the assessment accurately reflects the child's abilities.
Time Constraints:
Completing the VB-MAPP can be time-intensive, particularly for children with shorter attention spans or those requiring multiple sessions. Careful planning of the assessment schedule and flexibility in timing can help address this challenge. Focusing on key areas based on the child's specific needs and developmental level can also make the process more efficient.
These strategies aim to overcome common challenges in administering the VB-MAPP, ensuring a thorough and effective assessment of each child's skills and needs.
This answer was written by the DataMTD Team
A common challenge is that some children may display behaviors like non-compliance, tantrums, or avoidance, which can disrupt the assessment. To address this, it's important to build a positive relationship with the child and create a welcoming environment. Using their favorite items or activities as incentives can encourage participation. Additionally, splitting the assessment into shorter, more manageable sessions can help prevent behavior problems and reduce fatigue.
Limited Communication Skills:
Another challenge is assessing children with very limited verbal or communication abilities, as they may have difficulty responding to prompts. One solution is to use alternative communication methods, such as picture exchange systems (PECS) or communication devices. Observing the child's natural interactions and reactions can also provide valuable insights when direct responses aren't possible.
Variability in Performance:
Children may sometimes perform inconsistently, showing skills one day and not the next, which can make scoring and interpretation tricky. To manage this, it's helpful to conduct assessments consistently at the same time of day and in a similar setting. Documenting the specific conditions during assessments can also aid in understanding and interpreting any variations in the child's performance.
Parental Expectations and Involvement:
Parents may have high expectations or misunderstand the assessment's purpose, potentially leading to added pressure on the child or misinterpretation of the results. Clear communication with parents about the goals and scope of the VB-MAPP is crucial. Setting realistic expectations and providing regular updates can help manage parental involvement positively. Allowing parents to observe the assessment can also help them gain better insights into their child's abilities and challenges.
Cultural and Language Differences:
Cultural and language differences can impact a child's understanding of and response to assessment items. It's essential to consider these factors when administering the VB-MAPP. Using culturally appropriate materials and, if needed, involving a translator or interpreter can ensure the assessment accurately reflects the child's abilities.
Time Constraints:
Completing the VB-MAPP can be time-intensive, particularly for children with shorter attention spans or those requiring multiple sessions. Careful planning of the assessment schedule and flexibility in timing can help address this challenge. Focusing on key areas based on the child's specific needs and developmental level can also make the process more efficient.
These strategies aim to overcome common challenges in administering the VB-MAPP, ensuring a thorough and effective assessment of each child's skills and needs.
This answer was written by the DataMTD Team
What are the key differences between the VB-MAPP and Essential for Living, and how do you decide which to use?
The VB-MAPP and Essential for Living (EFL) are both assessment tools in ABA, used to create personalized education plans for individuals with developmental disabilities, including autism. However, they have distinct purposes and focus on different aspects of development. Here's some key differences:
Focus and Scope
VB-MAPP: This tool is geared towards evaluating the language and social skills of young children, typically those under 7 years old. It follows the development of verbal behavior through specific milestones, assessing progress and identifying any barriers or necessary transitions.
EFL: EFL caters to a broader demographic, including both children and adults with moderate to severe disabilities. It centers around teaching functional living skills, emphasizing practical communication and everyday life skills that promote independence.
Target Population
VB-MAPP: Best suited for younger children at the early stages of language development or with significant delays in language acquisition.
EFL: Ideal for individuals of any age who need to develop functional communication and daily living skills, particularly those with more profound developmental challenges.
Assessment Areas
VB-MAPP: It covers various aspects, such as Milestones Assessment, Barriers Assessment, and Task Analysis, focusing on verbal operants and developmental milestones.
EFL: This tool evaluates practical skills, including communication, social interactions, self-care, and community participation. It uses a criterion-referenced approach to provide individualized assessments.
When to Use Each
VB-MAPP is often chosen for early intervention, especially when the primary goal is to foster language and social skills.
EFL is more suitable when there's a need to focus on broader functional living skills, making it ideal for older children, adolescents, and adults.
EFL: EFL caters to a broader demographic, including both children and adults with moderate to severe disabilities. It centers around teaching functional living skills, emphasizing practical communication and everyday life skills that promote independence.
Target Population
VB-MAPP: Best suited for younger children at the early stages of language development or with significant delays in language acquisition.
EFL: Ideal for individuals of any age who need to develop functional communication and daily living skills, particularly those with more profound developmental challenges.
Assessment Areas
VB-MAPP: It covers various aspects, such as Milestones Assessment, Barriers Assessment, and Task Analysis, focusing on verbal operants and developmental milestones.
EFL: This tool evaluates practical skills, including communication, social interactions, self-care, and community participation. It uses a criterion-referenced approach to provide individualized assessments.
When to Use Each
VB-MAPP is often chosen for early intervention, especially when the primary goal is to foster language and social skills.
EFL is more suitable when there's a need to focus on broader functional living skills, making it ideal for older children, adolescents, and adults.
In summary, the choice between VB-MAPP and EFL depends on the individual's age, developmental stage, and the specific skills that need to be developed. Both tools offer valuable frameworks for assessment and can sometimes be used together to provide a more comprehensive understanding of an individual's abilities and needs.
How can I teach a student all these kinds of Operants if he doesn't look or visually screens what is on the table?
Sourced from Conducting The VBMAPP
Great question Sara...often we have to deal with barriers to learning and impaired scanning or response effort decreasing motivation can be some challenges. I have a few thoughts (I'm sure there are more).....first and foremost is the learner's vision ok? If it's a motivation issue are you paired with the learner? Are you increasing their mands? Can you use reinforcing items on the table? If cards are causing this behavior, could you switch to objects? Can you start with matching (maybe matching might be an issue too)? If matching is an issue can you put objects in see-through containers so the learner knows where to place the object that they are supposed to be matching? Can you bring the array down to 3? Remember you also don't need to teach all the operants at once. If this learner's strength is tacting have them tact in the field and then transfer to the LR or MTS..... anyone else have any ideas? Depending on your learner these ideas may or may not be relevant. If your learner is a very early learner maybe check out the information on emerging level 1 learners in the Teaching course?
Sara,
This is tricky. If a learner isn't attending to an array it is almost impossible to assess and teach LRs, VP/MTSs/Tacts in an array. My suggestions depend on the level of your level. If your learner is an emerging level 1 learner with no mands etc you might want to start establishing motivation for the learner to mand and condition yourself and other staff as reinforcers and start to establish instructional control. I should have probably said firstly ensure there are no vision problems. Maybe put motivating items together in an array and have your learner choose an item - do they scan the array then?
If your learner can mand and tact but is finding it difficult to scan (barrier to learning) maybe transition to having them tact in the field? There are more suggestions in the teaching course. Hope this helps.
Any other thoughts?