Conducting the VB-MAPP Course
Discuss all things regarding the Conducting the VB-MAPP Course - Please feel free to post questions. Participating in the forum is not mandatory, and is just a way to create a supportive community for amazing people who love our learners with special needs.
Do NOT post any learner personal health information (PHI) in this Forum as it is publicly visible!
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! 😊
Great and useful information!
Agreed
When scoring barriers and transition sections for non-vocal clients should we mark the lowers score or should we leave the scoring blank since it does not apply? example for Barriers #4 impaired tact the lowest score is: "4 . Minimal tact skills despite strong echoic and LDs, many failed attempts at teaching tacts". However, this will not be correct since the client does not have echoic skills and is not able to tact with any other communication supports.
Hi Daisy,
Thanks for reaching out. So the answer is different based on which assessment. In terms of the barriers, I understand your concerns about scoring the barriers as a #4 if the learner doesn't exhibit some of those behaviors. The problem is with leaving the question blank it will "look" like the learner scored a zero (that is there is no issue). I would recommend scoring the question a 4 and adding a note to that barrier. In terms of the transition assessment, if the learner can not score a #1, leave the question blank and that will reflect they weren't demonstrating the "minimum" behavior to score a 1 on the transition. Just an FYI the transition assessment is optional and if the learner is not ready to move to a lesser restrictive environment that assessment doesn't have to be done.
Thanks for reaching out. So the answer is different based on which assessment. In terms of the barriers, I understand your concerns about scoring the barriers as a #4 if the learner doesn't exhibit some of those behaviors. The problem is with leaving the question blank it will "look" like the learner scored a zero (that is there is no issue). I would recommend scoring the question a 4 and adding a note to that barrier. In terms of the transition assessment, if the learner can not score a #1, leave the question blank and that will reflect they weren't demonstrating the "minimum" behavior to score a 1 on the transition. Just an FYI the transition assessment is optional and if the learner is not ready to move to a lesser restrictive environment that assessment doesn't have to be done.
Its mean if client cant talk tact Intraverbal and all.verbal be 0 for all in all domains ?
Remember verbal behavior isnt just spoken words, but you are right in the sense that if your learner is using a picture system (selection based system) the simplest explanation for what is going on when learner tacts or engages in IV behavior with pictures is there is a match to sample or a LRFFC occurring (respectively). So if this is the case giving (especially an early/younger learner) 0 points for those milestones is probably a good idea and then when that learner is able to possibly speak, sign or type (topographical systems) as they make progress with the VB-MAPP those milestones can be scored. However, please remember if a learner is using a selection based system and that alternative method of communication has resulted in that learner being able to mand and problem bx decreasing that is an amazing accomplishment in itself!
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?
So its mean
We can make vb mapp plan based on only 1 domain. We dont need to make plan based on all skills on initial stage.
C
We can make vb mapp plan based on only 1 domain. We dont need to make plan based on all skills on initial stage.
C
Absolutely - maybe it would be a good idea to work on more than 1 domain but you definitely dont need or want to be working on skills for each domain at once. A lot of skills also build on each other - you want your learner to have a strong foundation in mand, tact and LR before moving into LRFFC, and then you often want to use those LRFFC skills to move into the IV domain.
I have 2 yr child. I did level 1. Tact is 0 mand is 0 LR is 0 VPMT is 3.
Should i do levvel 2 and/ or 3 also ?
Should i do levvel 2 and/ or 3 also ?
Remember Dr Sundberg would say that if you score 3 milestones in a row for a particular skill area 0 you can assume the rest of the skill area has a score of 0. You might want to look at splinter skills such as reading, writing, math - maybe group beg of level 2.
Esp with a 2 year old you probably wouldn't expect them to be scoring in level 3 for most domains because that would mean they have similar skills to that of a typically dev 2.5-4 year old so it is very likely that with a neuro-diverse 2 year old they would be scoring just in level 1 and if they are not using spoken word/sign they would not be scoring in tact or mand but this is great info to have - we need to get this learner manding - we need to find an effective method of speaking if they are not echoic/vocal. Once manding is established those things they ask for can then become their first labels. Continue to work on skills that they have established already (these can be "easiest"). If they have imitation skills but no echoic/vocal behavior consider teaching some signs in order to encourage vocal verbal behavior. Vocal verbal behavior can be encouraged with the use ofa picture exchange system but remember Dr Sundberg would tend to favor sign due to it's similarities to spoken word.
Esp with a 2 year old you probably wouldn't expect them to be scoring in level 3 for most domains because that would mean they have similar skills to that of a typically dev 2.5-4 year old so it is very likely that with a neuro-diverse 2 year old they would be scoring just in level 1 and if they are not using spoken word/sign they would not be scoring in tact or mand but this is great info to have - we need to get this learner manding - we need to find an effective method of speaking if they are not echoic/vocal. Once manding is established those things they ask for can then become their first labels. Continue to work on skills that they have established already (these can be "easiest"). If they have imitation skills but no echoic/vocal behavior consider teaching some signs in order to encourage vocal verbal behavior. Vocal verbal behavior can be encouraged with the use ofa picture exchange system but remember Dr Sundberg would tend to favor sign due to it's similarities to spoken word.
(Edited by Liz Maher - original submission Monday, 27 January 2025, 2:48 PM)
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?
I just started my training.. can i get answer of my quetsions here
Absolutely! Welcome! Any clinically related question can be posted here (obviously with no identifying info if you are giving a client example). We in EST so give us a bit of time to respond. Anyone else is welcome to reply to start a discussion if appropriate. Thanks for reaching out!
Can i get vb mapp.report formate and plan.format as i finished my training.
Once you have conducted a VBMAPP assessment (milestones and barriers) on the app, an editable report becomes available based on those learners scores. It's a huge time saver and is based on a report that Mark Sundberg would write for learners and pulls in individual results and info from the guide too
Applied Behavior Analysis looks at changing s_______y s___________t b_________s what is this mean
Hey - so instead of just multiple choice answers we try to do some fill in the blanks too (a little bit more tricky maybe?). So here you are looking for 3 words: first word would start with "s" and end in "y" You will find all answers in the text of this training. I would prefer not to post an answer on the forum :) So take a look and if you are still having difficulty click "support" and I can send you the direct link. However to help you with this answer, think about what ABA is focused on (what the B in ABA stands for) and then is it everything to do with that word? We don't want to change the essence of our clients/who our clients are - but we want to keep them safe...help them acquire basic human necessities - things we all have and need in our communities (hope that helps)
Yes i got
thanks lol I was searching in here thinking maybe its a way to see if we looked in the forum hahahahaha
Q1. How can i get vb mapp guide to score barrier and transition part .
Q2. If score 1 is foe 2 mand then 0.5 scire will.be foe 1 mand.
Q3. Pulling hand ... is it a sign language if child pull.hand to.tell he want to go out ?
Q2. If score 1 is foe 2 mand then 0.5 scire will.be foe 1 mand.
Q3. Pulling hand ... is it a sign language if child pull.hand to.tell he want to go out ?
Q1. How can i get vb mapp guide to score barrier and transition part .
You can find the scoring info for the barriers and the transition in the guidebook. In the app you will find the specific info for each questions from the guidebook next to that particular question
Q2. If score 1 is foe 2 mand then 0.5 scire will.be foe 1 mand.
The particular 1/2 point is 1/2 criteria but be careful coz the 1/2 point isnt always half the full point criteria. Always check - if you are using the print version check in guidebook, if you are using app the scoring critereia is right with the milestone itself
Q3. Pulling hand ... is it a sign language if child pull.hand to.tell he want to go out ?
This is a tough one - it could be - it may not be socially appropriate however. For example - being able to mand to go out should occur across people (not everyone will want to be pulled) and a learner should be able to ask for going out at a distance from another person (not always making contact). So it may be better to have another sign that is taught to the learner for them to mand to go out. However - this is a great skill it shows intent (super important) and that should be encouraged - it is also counted as a supporting skill on the task analysis for the milestones (mand #1)
You can find the scoring info for the barriers and the transition in the guidebook. In the app you will find the specific info for each questions from the guidebook next to that particular question
Q2. If score 1 is foe 2 mand then 0.5 scire will.be foe 1 mand.
The particular 1/2 point is 1/2 criteria but be careful coz the 1/2 point isnt always half the full point criteria. Always check - if you are using the print version check in guidebook, if you are using app the scoring critereia is right with the milestone itself
Q3. Pulling hand ... is it a sign language if child pull.hand to.tell he want to go out ?
This is a tough one - it could be - it may not be socially appropriate however. For example - being able to mand to go out should occur across people (not everyone will want to be pulled) and a learner should be able to ask for going out at a distance from another person (not always making contact). So it may be better to have another sign that is taught to the learner for them to mand to go out. However - this is a great skill it shows intent (super important) and that should be encouraged - it is also counted as a supporting skill on the task analysis for the milestones (mand #1)
Thanks ❤️
How can i know score ranges for qualitative description on vb mapp
Once you have completed the milestones and barriers on the app and print out a report and you will get info re: score ranges and other useful info. If you are using the paper version there is much info in the scoring section of the VBMAPP guide book
In translation scoring.. for 2 yr child.... if i didnot do level 2 and 3. How can i score group skills and acadmeic skills and others etc.
Remember the transition assessment is optional and should only be used when you are considering moving the learner to a lesser restrictive environment. The transition assessment is most useful when your learner is scoring in level 2 and level 3 as technically you can only score that assessment from 1-5 (there is no 0 score - this is because if your learner is not able to score at least a 1 on the transition assessment questions that assessment may not be helpful to you)
For transiting scoring ... generalizatiin ... child knows only art messy play ..so how i will score ... there is no action no tact no mand nothing etc.
Again the transition assessment may not be appropriate for this learner at this time...however, I must say when I saw that this learner likes messy art I got all excited because I thought of all the mands you could introduce to this learner - "paint", "paper", "water", "wipes" (if they like to have their hands cleaned), "brush" (if they use a paint brush) - exciting stuff!
If child doesnt have concept of reinforcer (mean reinforcer after respinse) what will i score.
If child doesnt care reinforcment is given or no then What i will score
If child doesnt care reinforcment is given or no then What i will score
Err on the side of caution when scoring - if the learner is not engaging in the behavior you are looking for score zero and start programming at the appropriate level (teaching after the vbmapp course should help you with this). Although it's hard for me to comment on a learner I would say in general with a learner like this starting with manding would be a good place to start - manding benefits the speaker and teaches our clients the benefits of language
Tranfer without training
Spontanous behavior
How can be score
If child need intesive traing for Echoics and prompts for all skills including clap and high 5.
Natural enviornment.
If child need muriple trials and intensive training to acquire 2 action in natural enviornment how it will be scored.
Q3. If score is nill or item is not administred how can be scire 1 2 3 4 on transition form
Spontanous behavior
How can be score
If child need intesive traing for Echoics and prompts for all skills including clap and high 5.
Natural enviornment.
If child need muriple trials and intensive training to acquire 2 action in natural enviornment how it will be scored.
Q3. If score is nill or item is not administred how can be scire 1 2 3 4 on transition form
The transition assessment is designed so that you can't score 0 - the thought is that if your learner can not score at least 1 on a question maybe this assessment is not needed - like you said currently this learner probably needs just the milestones (inc EESA) and barriers assessment completed before starting programming. As the learner gains more skills the transition assessment can be conducted.
Task analysis ..
When we dont need to doo taks analysis or when its necessarry to do task analysis.
Do i need to do task anakysis for a child with scire 0 and Child with low score on level 1.
When we dont need to doo taks analysis or when its necessarry to do task analysis.
Do i need to do task anakysis for a child with scire 0 and Child with low score on level 1.
The task analysis is a tool for the clinician. Assess the learner on the milestones and barriers - then look at the task analysis skills. Take a look at those TA/Supporting skills associated with the milestones around the learners instructional level inc those where the learner has scored a "solid" 1 point - has that skill definitely in their repertoire. I love the TA/Supporting skills - I find them v useful....I think giving this eg shows how to use the TA.... say my learner scored a 1 point for LR# 5 - I look at the TA/Supporting skills for that milestone and I see that there is a skill related to fluency...that should prompt me to be aware that my learner should be responding quite quickly to the LR#5 milestone - hope that helps
Vb mapp is in english.
Q1. Child name and mand in native language (not in english). So scoring will be same
Q2. Give me ..... it could be considered as TA or what?
Q1. Child name and mand in native language (not in english). So scoring will be same
Q2. Give me ..... it could be considered as TA or what?
We are working on having the VB-MAPP available in lots of languages - that will be coming soon. Currently we do have the VB-MAPP in a few languages. Which language are you looking for? The print version of the assessment has many languages. Score the learner in the language they will use in their environment. Difficulty comes when say the learner needs to, say, speak English in the school setting but their parents only speak, say, Spanish.....when this type of situation arises consult all the team including the parents to discuss further. When this situation arises for me as a consultant and I'm trying to figure out the primary language to teach (not to say a learner can not in time speak more than one language)..I try to also remember that the VB-MAPP's goal is to catch learners up to their neurotypical peers so if they are part of an English speaking school system maybe the focus should be on that language - but again this is very learner specific- hope this helps
Scoring 0
0.5
1
For each milesyone in all 3 level ?
0.5
1
For each milesyone in all 3 level ?
Yes for most of the milestones - however, there are a few that only have the 0 point and 1 point (no 1/2) - things like responds to their name - either they do or they don't etc. Also, always be sure to check the criteria for the 1/2 point it is not always 1/2 of the full point criteria
If child look at others movment only 3 times in 30 minutes ....
Score would be 0.5 ?
Score would be 0.5 ?
If child is verbal and have spontanoeus tacting but doesnt imitate on request and doesnt tact on name. EESA SCORE would be 0 ?
Hey Erum,
So a few different operants here...remember just because a learner can "say" a word under one condition doesn't mean they will be able to do it across all operants....however that is our goal. And our goal is to get to the point where we dont have to teach every skill. It's possible to have a child that spontaneously tacts but they will not take an echoic prompt....interesting to think about how they "learnt" those tacts - possibly hearing the item's name and engaging in a covert self echoic? Is it an issue with motivation? Can you initially use some of the words that client spontaneously tacts and turn them into echoics before running the EESA? Do they "understand" what is expected of them - I say what you say etc. Can you use reinforcement? eg: they spontaneously tact - you reinforce and then run the echoic trial for that same word and reinforce heavily if they echo? If they dont echo, then the score would be a zero but I'm thinking if you can use the learner's strengths to teach the echoic this will only benefit them further as they start to learn new words etc. or need to remember things etc.
So a few different operants here...remember just because a learner can "say" a word under one condition doesn't mean they will be able to do it across all operants....however that is our goal. And our goal is to get to the point where we dont have to teach every skill. It's possible to have a child that spontaneously tacts but they will not take an echoic prompt....interesting to think about how they "learnt" those tacts - possibly hearing the item's name and engaging in a covert self echoic? Is it an issue with motivation? Can you initially use some of the words that client spontaneously tacts and turn them into echoics before running the EESA? Do they "understand" what is expected of them - I say what you say etc. Can you use reinforcement? eg: they spontaneously tact - you reinforce and then run the echoic trial for that same word and reinforce heavily if they echo? If they dont echo, then the score would be a zero but I'm thinking if you can use the learner's strengths to teach the echoic this will only benefit them further as they start to learn new words etc. or need to remember things etc.
Q1. After doing VB MAPP when should we do transition and barrier assessment.
Q2. If child doesnt display echoic skill but he is verbal child. What scire we will give on barrier assessment no. 6.
And what scire we will give on scrolling ite.
Q2. If child doesnt display echoic skill but he is verbal child. What scire we will give on barrier assessment no. 6.
And what scire we will give on scrolling ite.
If childd doesnt show any spontanoeus behvaior for mand tact etx. He only approach his desired item. What scire should we give 1 or should be left empty (transition assessment no. 14)
Id.child scire is 0 on play skills. Should we score 1 or leave it empty (transition no15).
What about task analysis ... its too long...
For whom it's necessary to do.. should i do for eavery child
.or is there any condition to do it ?
For whom it's necessary to do.. should i do for eavery child
.or is there any condition to do it ?
What is the highest score on level 1 listener Responding no.2
Mean i gues score will be 1 or 0 ?
How can i know ranges of scores on barriers ? Like score is 71 . So what is intrepertation of this score and ranges