VB-MAPP Barriers Assessment

Transcription

1 1. Negative Behaviors 0. Does not demonstrate any significant negative behaviors 1. Engages in some minor negative behaviors weekly, but recovery is quick 2. Emits a variety of minor negative behaviors daily (e.g., crying, verbal refusal, falling to the floor) 3. Emits more severe negative behavior daily (e.g., tantrums, throwing things, property destruction) 4. Often emits severe negative behavior that is a danger to himself or others (e.g., aggression, self-injury) 2. Instructional Control (Escape and Avoidance of Instructional Demands) 0. Typically cooperative with adult instructions and demands 1. Some demands will evoke minor noncompliant behavior, but recovery is quick 2. Emits noncompliant behavior a few times a day, with minor tantrums, or other minor behaviors 3. Emits noncompliant behavior several times a day, with longer tantrums and more severe behaviors 4. Noncompliant behavior dominates the child s day, negative behaviors can be severe and dangerous 3. Absent, Weak, or Impaired Mand Repertoire 0. The mand repertoire is growing consistently and is in proportion with the other Milestones 1. Mands occur, echoics are strong, but the tact and listener skills (LDs) Milestone scores are higher than the mand 2. Mands are limited to a small set of consumable reinforcers, despite strong tacts, LDs, and echoic skills 3. Mands are very limited, are prompt bound, are rote, scrolling occurs, responses do not match the motivating operations (MOs), negative behaviors function as mands, excessive or inappropriate mands occur 4. No effective mands, associated negative behaviors, same problems in #3 above may occur 4. Absent, Weak, or Impaired Tact Repertoire 0. The tact repertoire is growing consistently and is in proportion with the other Milestones 1. Tacts occur, echoics are strong, but listener skills (LDs) markedly outnumber tacts 2. Tact errors occur, strong echoic and LDs, tacts are prompt bound or scrolled, maintenance required 3. Many tact errors occur, echoic and LDs are strong, stuck at nouns and verbs, rote tacts, single word tacts despite multiple-word LDs, no spontaneity, fails to generalize 4. Minimal tact skills despite strong echoic and LDs, many failed attempts at teaching tacts 5. Absent, Weak, or Impaired Motor Imitation 0. The motor imitation repertoire is growing consistently and is in proportion with the other Milestones 1. Motor imitation occurs, but the scores are lower than those on the other Milestone skills 2. Imitation doesn t easily generalize, is inappropriate, or there is a dependence on imitative prompts 3. Imitation is prompt bound physically or verbally, weak MOs to imitate, has abilities in other areas 4. Has no imitation skills, or does have imitation skills but they never occur in any functional way Copyright Mark L. Sundberg VB-MAPP Barriers Assessment 25

2 6. Absent, Weak, or Impaired Echoic Repertoire 0. The echoic repertoire is growing consistently and is in proportion with the other Milestones 1. Echoics occur, but motor imitation is markedly stronger than echoic 2. Dependent on echoic prompts, transfer from echoics is difficult, failure to generalize echoic skills 3. Demonstrates echolalia or delayed echolalia, requires extensive teaching to acquire new echoics 4. No echoic skills, but has other skills, uses signs or PECS, echoic training may evoke negative behaviors 7. Absent, Weak, or Impaired Visual Perceptual Skills and Matching-to-Sample 0. Visual and matching skills are growing consistently and are in proportion with the other Milestones 1. Matching occurs, but scores are lower than those on the other Milestone skills, especially LD scores 2. Matching errors occur, due to scrolling, side or position bias, poor scanning, or selects the last item reinforced 3. Negative behavior during MTS, no generalization, only small arrays, problems with similar stimuli 4. No matching skills, but has other skills, repeated failed attempts to teach MTS, escape and avoidance occurs 8. Absent, Weak, or Impaired Listener Repertoires (e.g., LD, LRFFC) 0. The listener repertoires are growing consistently and are in proportion with the other Milestones 1. LDs occur, but scores are lower than those on the other Milestone skills, especially tact scores 2. LD errors occur due to scrolling, side or position bias, poor scanning, or selects the last item reinforced 3. Negative behavior occurs, no generalization, only small arrays, problems with complex verbal stimuli 4. No LD skills, but has other skills, repeated failed attempts to teach LD, escape and avoidance occurs 9. Absent, Weak, or Impaired Intraverbal Repertoire 0. The intraverbal repertoire is growing consistently and is in proportion with the other Milestones 1. Intraverbals occur, but scores are lower than other Milestone scores, especially tact, LD, and LRFFC 2. Intraverbal errors occur, rote responding, scrolling, prompt bound, no spontaneity, or echolalia occurs 3. Limited progress in intraverbal training, frequent errors, rote responding, intraverbals are quickly forgotten, no generalization, no peer intraverbal behavior, but has mand, tact, and LD skills 4. No functional intraverbal behavior, or has strong rote responding, despite mand, tact, and LD skills 10. Absent, Weak, or Impaired Social Skills 0. Social skills are age-appropriate, growing consistently, and in proportion with the other Milestones 1. Social behavior occurs, but the scores fall behind the other Milestone scores 2. Engages in parallel play, but does not initiate social interaction, rarely imitates or mands to peers 3. Doesn t take turns or share, does not respond to peer s mands, or cooperate with peers, does not engage in social or imaginary play with peers, but has language skills 4. Mostly plays by himself, no verbal or nonverbal interactions with peers, other skills may be high 26 VB-MAPP Barriers Assessment

3 11. Prompt Dependent 0. Consistently learns new skills, and does not show signs of prompt dependency 1. It often takes several trials to fade prompts, but the transfer of control process is typically successful 2. Some skills become prompt bound, such as intraverbal, social behaviors, or listener discriminations 3. It is typically difficult to eliminate prompts, they are often subtle, and verbal skills are limited 4. Prompts are very difficult to fade, most skills are prompt bound by echoic, imitative, or verbal prompts 12. Scrolling Responses 0. Does not scroll in any of the repertoires 1. Scrolling occasionally occurs when new words are added, but scrolling stops after a few trials 2. Scrolling is a frequent problem, it takes many trials to stop, but eventually new words are learned 3. Scrolling continues to re-surface with previously acquired words, and occurs with either (or all) mand, tact, LD, and intraverbal, but not with echoic or imitation, very few new words are learned 4. Scrolling occurs almost every trial, attempts at stopping scrolling may have a long history of failure 13. Impaired Scanning Skills 0. Typically scans arrays if the task requires scanning 1. Large arrays with similar stimuli cause some scanning trouble, but is successful after 2 attempts 2. Scanning is weak, often needs to be prompted, restricted to arrays of 5 or less, limited scene scanning 3. Scanning is limited to an array of 2 or 3, selection responses are prompt bound, weak MTS, LD, & LRFFC 4. Does not scan arrays, responds before scanning, scanning tasks evoke negative behavior when pressed 14. Failure to Make Conditional Discriminations (C D s) 0. Makes conditional discriminations at a level that is in balance with his Milestone scores 1. Has trouble when the C D requires more effort or attending (e.g., large arrays, scenes, similar stimuli) 2. Limited progress on tasks that involve verbal C D s (LD, LRFFC, IV), but good progress in other areas 3. Fails at most tasks that involve C D s (expect MTS), emits negative behavior, history of failed attempts 4. Does not make C D s, but can do simple discriminations (e.g., single mands, echoics, tacts, imitation) 15. Failure to Generalize 0. Demonstrates both stimulus and response generalization at a level commensurate with his other skills 1. Demonstrates some difficulty with stimulus generalization, or generalizing with certain skills 2. Requires formal generalization training on most skills, but eventually gets it 3. Requires extensive generalization training across most skills, often generalized skills are lost 4. Does not generalize, other than very simple types (e.g., time, settings) rote responding, slow progress VB-MAPP Barriers Assessment 27

4 16. Weak or Atypical Motivating Operations (MOs) 0. Demonstrates a wide range of age-appropriate MOs 1. Adults begin to notice that the motivators are slightly different from those of other children 2. MOs for odd behavior patterns, weak MOs for age-appropriate reinforcers, weak social MOs 3. Aberrant MOs for unlearned reinforcers, values of existing MOs decrease quickly, stereotypy strong 4. Very limited MOs, odd MOs that are strong, very few age-appropriate MOs 17. Response Requirement Weakens the MO 0. Does not typically lose interest in reinforcers when the demands are reasonable 1. Demonstrates some lack of interest if the demands become slightly higher 2. Has strong MOs, but will only tolerate a small set of responses before losing interest in the reinforcer 3. Quick to show lack of interest after a few responses are required 4. Walks away from his strongest reinforcers if the slightest demand is placed upon him 18. Reinforcement Dependent 0. Has no problem with moving to intermittent reinforcement or to social and verbal reinforcers 1. Demonstrates some difficulty with moving to social or intermittent reinforcers, but eventually does so 2. Requires frequent consumable and tangible reinforcers on an intermittent schedule 3. Difficult to work with the child without using frequently delivered consumable and tangible reinforcement, exhibits escape or avoidance behavior 4. Dependent on consumable and tangible reinforcers delivered after each response for learning to occur 19. Self-Stimulation 0. Does not engage in self-stimulatory or repetitive behaviors 1. Engages in some self-stimulation, but it doesn t compete with other activities 2. Engages in a relatively high rate of self-stimulation that often competes with other activities 3. Engages in a high rate of self-stimulation that competes with learning and social activities 4. Almost constantly engages in a high rate of self-stimulation, other reinforcers are weak 20. Articulation Problems 0. Most adults can understand the child s existing vocal behavior 1. Some difficulty pronouncing certain words, but usually can be understood, and articulation improves 2. Has difficulty being understood by strangers, despite having mostly Level 2 Milestone scores 3. Very limited vocal skills and demonstrates a wide variety of articulation errors 4. Non-vocal, or has completely unintelligible speech, despite other elevated Milestone scores 28 VB-MAPP Barriers Assessment

5 21. Obsessive-Compulsive Behavior 0. Does not demonstrate any obsessive behaviors that impede learning 1. Some minor obsessions, but they are easily overcome and don t interfere with learning 2. Several obsessions, emits mild negative behaviors when not met, but will usually comply and participate in the learning tasks without further disruption 3. Several obsessions, emits negative behavior, but often will not comply without completing the obsession, and learning is disrupted 4. Strong obsessions are the major focus of each day, they may consume a significant amount of time, negative behaviors may be severe if they are not met, and learning is regularly disrupted 22. Hyperactive Behavior 0. Not excessively hyper compared to typically developing peers, attends to tasks without difficulty 1. Occasionally emits hyperactive behavior or fails to attend, but the behaviors are not disruptive to learning or daily activities 2. Moves around the environment frequently, restless, difficulty attending to tasks, learning is disrupted 3. Often difficult to control the hyperactive behavior, may not wait in lines, sit calmly, or stay on task longer than a couple of minutes, requires frequent prompting 4. Constantly on the go, fidgety, impulsive, climbs or jumps on furniture, may talk excessively, difficult to keep engaged in any academic or social activity, learning is seriously affected 23. Failure to Make Eye Contact, or Attend to People 0. Makes age-appropriate eye contact with others, and attends to other people 1. Adults begin to notice that eye contact is different from that of other children 2. Does not make frequent eye contact, or attend to faces or people in a manner similar to other children 3. No eye contact while manding, difficult to get any eye contact, typically looks away when talking to others, attends more to objects than people 4. Almost never makes eye contact, avoids people, but may have verbal skills 24. Sensory Defensiveness 0. No problems related to sensory stimuli 1. Adults begin to notice that sensitivity to various sensory stimuli is different from that of other children 2. Certain sensory stimulation may affect the child, but the defensiveness is mild and does not usually interfere with learning activities 3. Frequently reacts to specific sensory stimuli with escape behavior such as hands over ears, closing eyes, or getting agitated 4. Consistently reacts to specific sensory stimuli with negative behavior such as tantrums and aggression, presence of certain sensory stimuli competes with educational activities VB-MAPP Barriers Assessment 29