6/21/17

TRI-STATE WEBINAR SERIES

Developing a Verbal Behavior Program
Using the ABLLS-R

Presented by:
Deb Rauner

Tri-State Webinar Series

Tri-State Autism Spectrum Disorder

Webinar Series
This material was developed under a grant from the Colorado Department of
Education. The content does not necessarily represent the policy of the U.S.
Department of Education, and you should not assume endorsement by the
Federal Government.

The content of this material was developed under an agreement from the
Federal Department of Education to the Kansas Department of
Education. However, those contents do not necessarily represent the policy of
the Department of Education, and you should not assume endorsement by the
Kansas Department of Education or the Federal Government. TASN Autism
and Tertiary Behavior Supports does not discriminate on the basis of race,
color, national origin, sex, disability, or age in its programs and activities. The
following person has been designated to handle inquiries regarding the non-
discrimination policies: Deputy Director, Keystone Learning Services, 500 E.
Sunflower, Ozawkie, KS 66070, 785-876-2214.

The contents of this power point presentation were developed under a grant
from the Nebraska Department of Education, IDEA parts B and C from the U.S.
Department of Education. However, this content does not necessarily represent
the policy of the U.S. Department of Education and you should not assume
endorsement by the Federal Government.

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Polling Questions
• Questions will be asked
throughout the webinar

• When the poll opens on your

screen respond by clicking on or
filling in your answer

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Presenter Information

• Deb Rauner, M.Ed, Currently an Autism

Consultant and Verbal Behavior Trainer.
Formerly a Special Education Teacher &
Behavior Specialist

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Learner Objectives
ØThe learner will become familiar with the different
tools available to create a verbal behavior program
with the ABLLS-R.

ØThe learner will become familiar with the Behavior

Language Assessment and its use in programming.

ØThe learner will become familiar with the sequence

of steps to make a verbal behavior program with the
ABLLS-R.

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Presentation Summary
ØThe ABLLS-R is an assessment and curricular tool for
students.

ØThe ABLLS-R has a variety of skill tracks available to

choose from in planning a verbal behavior program.

ØThere is a sequence of steps to follow in using the

ABLLS-R to plan a program for a student.

ØFollowing the sequence of steps will make planning a

verbal behavior program with the ABLLS-R simple and
easy!

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Ready, Set, Go!

• Let’s get started on learning how to make a
verbal behavior program using the Assessment of
Basic Language and Learning Skills-Revised!

• All forms discussed will be available to you

electronically.

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Assessment and Curriculum: The ABLLS-R

The Assessment of Basic Language and Learning
Skills-Revised

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ABLLS-R Protocol

² Basic Learner Skills (Sections A-P)

² Academic Skills (Sections Q-T)
² Self-Help Skills (Sections U-X)
² Motor Skills (Sections Y-Z)

Using the ABLLS-R as an Assessment

Guide
Ø Comprehensive Nature
- Number of Skill Areas
- Number of Skills Within Each Area
Ø Decision Making:
- Should I complete all sections of the ABLLS-R?
- Should I prioritize areas of instructional
concentration?
- Who can help me complete the assessment?
(Paraeducators, OT/PT, Speech-Language
Pathologist, Parents)

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Prioritizing Areas of Instructional

Concentration
• Many Choose Basic Learner Skills for
Instructional Program

• Basic Learner Skills:

Ø Sections A-J cover Language Skills and the Verbal
Operants
Ø Sections K-P cover Social, Play and Leisure Skills
Ø Sections Q-T cover beginning Academic Skills

Hints for Completing the Assessment

1. Go through each section that you have prioritized for
assessment and mark all the items that you know the
student CAN do.
2. Go through each section that you have prioritized for
assessment and mark all the items that you know the
student CAN’T do.
3. Now you just assess what is left after you’ve completed
the above two tasks.
4. Decide who will assess what skills and have the necessary
materials ready to go.
5. Mark in the ABLLS-R Skills Tracking Guide, all skills
assessed (through direct assessment or through your
knowledge of what the student can/cannot do).

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Getting Started in the Meantime

1. The Behavior Language Assessment Form. Fill out as a team.
2. Identify skill levels as Early, Intermediate or Advanced
Learner.
3. Use the Correlating ABLLS-R Skills Chart (“Cheat Sheets”) to
get to the correct section of the ABLLS-R.
4. Choose skills from the ABLLS-R to work on and put them on
Program Planning Sheet.
5. Fill out Skills Tracking Sheet for each area on your Program
Planning Sheet.
6. Choose pictures and 3x5 cards for Target Skills & Known
Skills
7. Fill out Cold Probe Sheet
8. Fill out NET sheet if necessary

1. The Behavior Language Assessment Form. Fill out as a team.

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The Behavior Language Assessment

Ø The Behavior Language Assessment corresponds to the
Basic Learner Skills in the ABLLS-R.
Ø Try to fill it out as a team so that you are coming up with an
agreed upon score for each item.
Ø If you are uncertain about specific items (how many tacts a
student has for example) then score the item “down” (score
it as a 2 instead of a 3).
Ø Color in the number of boxes for each item based on the
score for that item. It is not unusual for a student’s scores
to be varied amongst the Basic Learner Skills. A student
may score a 1 on an item and a 5 on a different item.
Ø The BLA becomes a visual way to share where the student
is currently performing on ABLLS-R skills and then is one
way to show general progress after intervention.

Polling Question #1
• What is the first thing your team should do when
planning a verbal behavior program using the
ABLLS-R?

A. Write IEP objectives

B. Fill out the Behavior Language Assessment
C. Go through the ABLLS-R page by page until
you find a skill you want to work on
D. Pick only one operant to work on

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Answer
B: Fill out the Behavior Language Assessment

The Behavior Language Assessment lets you know

where the student is currently functioning and
allows you to choose appropriate verbal behavior
skills for instruction.

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2. Early, Intermediate and Advanced Learners

We can classify learners in Early, Intermediate and
Advanced categories. Here are general definitions of
these categories and examples of what a Skills
Tracking Grid would look like for each category.

Ø Early Learners: Typically lower cognition, limited

language & functional skills, lack of focus, slower to
process information & respond. Needs frequent
prompts & reinforcement.

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Early Learner Grid Example

Intermediate Learners
Ø Intermediate Learners: Typically beginning to
expand their language & functional skills &
increase their acquisition of new skills. Needs
intermittent prompting & responds well to
intermittent reinforcement.

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Intermediate Learner Grid Example

Advanced Learners
Ø Advanced Learners: Typically learning
language & functional skills at a faster pace.
Needs few prompts & responds to a variety of
intermittent reinforcement. They are capable of
attending during extended work sessions.

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Advanced Learner Grid Example

Early, Intermediate and Advanced

Learners
Ø At the base of the Behavior Language Assessment grid,
there is a code:
*Early Learner: Score of 1 or 2
*Intermediate Learner: Score of 3 and sometimes 4
on large skill areas like “Receptive”
*Advanced Learner: Score of 4 or 5
Ø You will refer to this code when using the Correlating
ABLLS-R Skills Chart (“Cheat Sheets”).
Ø The Correlating ABLLS-R Skills Chart will be used to
choose appropriate skills for the student’s verbal
behavior program.

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3. Correlating ABLLS-R Skills Chart

“Cheat Sheets”
(Developed by Dr. Vincent Carbone)
Ø Look at the score on each of the Skill Grid items.
Ø Assign a learner score to each item (Early, Intermediate
or Advanced)
Ø The ABLLS-R Skills Chart will direct you to the
appropriate section of the ABLLS-R protocol for the
Verbal Operant areas of Visual Performance, Receptive,
Tacts, Imitation, Manding and Intraverbals.
Ø It is not used for Echoics (which are so individualized in
nature), Social/Leisure or Academic Skills.

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Using the Correlating ABLLS-R Skill Charts

(Cheat Sheets)
Ø Refer to the Cheat Sheets for each verbal operant skill listed
previously and by the student’s learner score.
• An example is, if the student scored a “2” in the Receptive skill
area, then you would use the “Cheat Sheet” to look under
“Receptive” in the Early Learner Section, since a score of “2”
indicates an Early Learner.
• Another example is, if the student scored a “5” in the Visual
Performance skill area, then you would use the “Cheat Sheet” to
look under Visual Performance in the Advanced Learner
Section, since a score of “5” indicates an Advanced Learner.
ØThe Cheat Sheets will guide you to the appropriate section of
each operant area in the ABLLS-R to begin choosing skills for
instruction.

Using the “Cheat Sheets” to Choose Skills for

Instruction
Ø Always look at skills near the prescribed area outlined
on the Cheat Sheets to make sure the student possesses
the skills before moving on. For example, if the Cheat
Sheets direct you to the skill area of G27, then take a
look at G24, 25 and 26 to make sure the student has
mastered those skills before choosing G27.
Ø You may choose skills that are appropriate for your
student that are not in chronological order. For
example, if you are working with a middle school age
student, then it is okay to skip B2 which is the skill of
using a shape sorter, which is not age appropriate.

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Using the “Cheat Sheets” to Choose Skills

for Instruction
Ø Make sure to stay in the general skill area when
choosing skills for instruction. In other words, if
your student is an Early Learner in Tacts, don’t
choose G30 to work on because it is an
Advanced Learner skill.
Ø Since there are not categories on the Cheat
Sheets for Echoics, Social/Leisure and
Academics, you will just look through those
Skill Sections to choose objectives that are
appropriate for your student.

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Polling Question #2
• “Cheat Sheets” help you:

A. Get the right answer

B. Fill out the ABLLS-R faster
C. Look at the appropriate section of the ABLLS-R
protocol to choose instructional skills
D. Choose Echoic skills for the student

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Answer
C: Look at the appropriate section of the ABLLS-R
protocol to choose instructional skills

The “Cheat Sheets” will help you quickly get to the

appropriate section of each operant from the
ABLLS-R, in order to choose instructional skills.

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4. Verbal Behavior Program Planning Sheet

Ø The Program Planning Sheet is a good tool to use to
organize your student’s verbal behavior program.
Ø As you find the appropriate skills area within each
Basic Learner Skill within the ABLLS-R, choose a
couple of specific skill objectives for instruction.
Ø Jot down those skill objectives within the appropriate
area on the Program Planning Sheet (Tacts, Receptive,
etc.).
Ø Your vocabulary should be pertinent to your student.
Try and use the same vocabulary for different skills if
possible. (Tact for “dog” and Receptive for “dog”).

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Name: Date:
Verbal Program Skills
Operant



TACT





ECHOIC






RECEPTIVE






INTRAVERBAL






IMITATION





MATCH TO
SAMPLE





MAND

5. Skills Tracking Sheets

Ø For each skill that you have chosen to use in
your instruction, you will fill out a Skills
Tracking Sheet.
Ø List the specific skill on the top of each Skills
Tracking Sheet. For example, Visual
Performance: B3: Matches objects to objects.
You might also want to list the criteria there also
(100 words, 20 imitation tasks, etc.).
Ø On the individual lines, choose vocabulary or
tasks that will be targeted for the student.

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5. Skills Tracking Sheets

Ø An option is to color code the sheets to match
the operant. For example, since the color green
is associated with Tacts, the Skills Tracking
Sheet for Tact Skills can be green.
Ø As you begin working on a specific vocabulary
item or skill for the student, note the date that
you began instruction. When the student has
mastered the item (3 consecutive days of a
correct first trial response) mark that date on the
sheet as well.

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Skill Tracking Sheet

Student Name: _________________ Skill: ______________________________________________________

Target Date introduced Date Mastered

10

11

12

13

14

15

16

17

18

19

20

21

22

23

24

25

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6. Choose Pictures and 3x5 Cards for Target Skills

& Known Skills
Ø After Target Skills have been chosen, you will either
find the appropriate picture (for a tact or receptive task)
or you will make a 3x5 card with a task on it and the
direction staff gives to the student.

Ø For pictures that are to be used as Target Tacts, you will

place a green dot on the picture. For pictures that are to
be used in Target Receptive Discrimination tasks, you
will place a red dot on the picture. The dots indicate to
staff what type of question to ask the student.

6. Choose Pictures and 3x5 Cards for Target Skills

& Known Skills
Ø Through assessment, you will also identify pictures
that the student knows as Tacts and through
Receptive Discrimination. These will be put in the
Mastered Tasks box and used during instruction.

Ø Through assessment, you will also identify

Imitation, Echoics, Visual Performance, Intraverbal
and Receptive Following Directions tasks that the
student knows. You will make 3x5 cards for these
and put them in the Mastered Tasks box which will
be used during instruction.

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Polling Question #3
• The red and green dots on pictures indicate:

A. Target skill pictures for Receptive and Tact areas

B. Known skill pictures for Receptive and Tact areas
C. Red dots mean they don’t know the answer
D. They are matching pictures

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Answer

A. Target skill pictures for Receptive and Tact

areas

The dots are a visual cue to the instructor as to

which pictures are target skills. Red dots are on
Receptive pictures used in Discrimination tasks
and Green dots indicate Tact (Labeling) skills.

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7. Fill Out Cold Probe Sheet

Ø The Cold Probe is the way you keep data in a
Verbal Behavior Program. Target skills are listed
on the Cold Probe Sheet.

Ø Data is kept once a day, in what is referred to as a

Cold Probe (First Trial Data). You assess the
student right away in the day and it is a fair
representation of whether the student really
knows the tasks, without the practice effect
(because of multiple practice times throughout
the day, the student gets the answer correct).

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7. Fill Out Cold Probe Sheet

Ø On the Cold Probe Sheet, the target skills are listed as
well as their operant, number of days in a row correct
as well as whether the student answered the question
correctly or not.

Ø A typical verbal behavior program will have between

8-15 target skills. You will choose 1-2 items from each
of your Skills Tracking Sheets as Target Skills and
place them on the Cold Probe Sheet.

Ø When a student meets criteria (3 days in a row

correct), a new skill, of the same operant, chosen from
the Skills Tracking Sheet, will be added as a target
skill.

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Cold Probe Procedures

Ø Organize target material piles
Ø Present target item Sds without any prompt
Ø Score each response immediately after
presentation (can sort responses and score later)
- May or may not continue with error
correction procedures.
- May or may not mix probes with easy
items.
Ø If item is correct on 3 days in a row on first trial,
item is considered to be mastered.

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Cold Probe Data Sheet

Graphing Results
Ø After conducting a Cold Probe Procedure, you will mark
the graph that corresponds with each Skills Tracking
Sheet.
Ø You will mark the graph, even if the student hasn’t met
criteria or scored a “No” on it. If the graph indicates 1
skill mastered, you will continue to mark 1 on the graph
daily until a new skill is mastered.
Ø Mastery criteria is 3 consecutive days of “Yes” on the Cold
Probe Sheet. When that criteria is met, you will mark up
one more number on the graph.
Ø As with the Skills Tracking Sheets, you may want to color
code the graphs to match up with the Skills Tracking
Sheets.
Ø Remember, Update Every Graph Every Day!

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Monthly Cumulative Graph

8. Fill Out NET Sheet if Necessary

Ø Some tasks that you may have chosen to work on from the
ABLLS-R, are not the type that are conducive to a 1:1
Intensive Teaching Session. Examples include items from
the Social, Play/Leisure and Generalized Responding
categories.
Ø These tasks are worked on throughout the day in the
Natural Environment. We keep data on these tasks on a
Natural Environment Training (NET) sheet.
Ø As opportunities occur throughout the day, staff will mark
if the student performed the skill with a simple Yes/No.
Ø There are multiple spots to mark performance of the skill
for multiple opportunities throughout the day.

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Natural Environment Training Data Sheet Example

9. Program Book
Ø The purpose of the program book is to effectively and
efficiently organize each learner’s educational documents.
Ø Some documents are used on a daily basis to guide
instructional decisions, such as skills tracking sheets,
graphs, data collection forms, cold probes, etc. and some
documents are used for reference toward meeting goals,
such as IEP, FBA, preference assessments, ABLLS-R grids,
etc.
Ø All of these documents provide valuable information in
meeting the educational goals and promoting successful
outcomes for each student.
Ø Keeping these documents organized and assembled in one
location, in the program book, increases productivity for
the teacher and staff.

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Putting a Program Book Together

You will Need:
1. One 2-3 inch binder: One binder per student with each
student’s name on it.
2. Tabbed separators: Tabbed separators will be labeled with
each operant and skill area following the ABLLS-R domains
as well as other relevant sections. (Visual Performance,
Receptive, Imitation, Echoic, Manding, Tacting, Intraverbals)
3. Other sections can be labeled FFC (Function, Feature, Class),
IEP (goals), Behavior (FBA, behavior plan), ABLLS-R
(assessment grid), Cold Probe, Reading, Math, as per what is
being kept in the binder.
* Each school district has its own policy as to what documents
may be available for staff review. Check with your district’s
policy if you are not sure.

Final Polling Question

• Which one of the following is NOT part of
planning a verbal behavior program using the
ABLLS-R?

A. Fill out the Behavior Language Assessment

B. Choose skills using “Cheat Sheets”
C. Use orange 4x6 cards for all tasks
D. Use NET data sheets for social skills

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Answer
C. Use orange 4x6 cards for all tasks

Orange cards are not used in verbal behavior

planning using the ABLLS-.

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You Are All Set To Go!

• The first time through may seem like a lot of work but it
gets easier and quicker each time! It’s all worth it
because using verbal behavior strategies to teach skills
from the ABLLS-R will:

Ø Make learning more fun for the child as well as enable

the child to learn more efficiently
Ø Reduce or naturally eliminate most problem behaviors
in most students in both general education and special
education environments
Ø Teach the skills necessary to be successful in the general
education classroom/real life settings
GOOD LUCK!

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Electronic Forms Available

ØBehavior Language Assessment
ØCorrelating ABLLS Goals from BLA: “Cheat
Sheets”
ØVerbal Behavior Program Planning Sheet
ØSkills Tracking Sheet
ØCold Probe Data Sheet
ØMonthly Graph
ØNatural Environment Data Sheet

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References
• Carbone, Vincent & Wood, Kelli & Zecchin, Gina (2003) Designing an
ABA Classroom Using Skinner’s Analysis of Verbal Behavior, New York.

• Pennsylvania Training and Technical Assistance Network: Autism

Initiative Project: Mike Miklos & Amiris Dipuglia

• Partington, James (2014). Getting Started: Developing Critical Learning

Skills for Children on the Autism Spectrum. Walnut Creek, CA: Behavior
Analysts Inc

• Sundberg, Mark, Partington, James (1998, 2006). Teaching Language to

Children with Autism or Other Developmental Disabilities & Quick Tips:
Series One: Behavioral Teaching Strategies & The Assessment of Basic
Language and Learning Skills. Danville, CA: Behavior Analysts, Inc.

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THANK YOU!
Deb Rauner
[email protected]

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