6/9/2016. Objectives. Rationale- Why ABLLS-R/AFLS?

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1 Assessment, Curriculum, and Data Collection System for students with Autism Spectrum Disorder and Developmental Delays ABLLS-R: Assessment of Basic Language & Learning Skills AFLS: Assessment of Functional Living Skills Patrick Blevins, MA, BCBA Maryann Trott, MA, BCBA Megan Garrigan Objectives Participants will: Identify the uses of the ABLLS and the AFLS Identify how each is used as an assessment and curriculum guide Choose areas to assess and teach based on student needs and characteristics Understand how to collect/graph student data and how to make lesson plans based off this data Rationale- Why ABLLS-R/AFLS? Assessment and curriculum guide in one! Addresses core deficits of ASD Covers broad range of functional skills Developmental sequence of targets/skill sets 1

2 Rationale cont.- Why ABLLS-R/AFLS? Meaningful and measurable IEP goals and objectives Visual data collection (easy to see present levels and progress) Progress monitoring (progress towards goals) Useful in determining new skill areas to teach and which skills to maintain. Developmental sequence of targets/items ABLLS task analyzes the skills that most children develop by the time they are about 5 years old Including many that we don t often think about having to teach (Learning to learn skills) Play and Leisure skills Social Interaction Group Instruction Following Classroom Routines Generalized Responding ABLLS-R: Normative Data 5 yr. Olds 2

3 Advantages of teaching in a developmental sequence Students are taught developmental skill sequences in which each skill is dependent on the acquisition of the preceding skill. It s the way young children learn For most students, developmental progressions are logical Is it always the best way? Why not? o Students with a variety of disabilities may not follow a development sequence in learning o Students with disabilities get stuck on a skill o Students with disabilities may not have enough time to develop all skills in a sequence o Some skills in sequence are not meaningful for students with disabilities o Some skills are too important to teach developmentally Bottom up (developmental learning) Putting letters together to make words Next skill if a middle school student can t do it, how long will it take to learn? How motivated is the student /teacher to keep going? Learning the sounds of the letters Next skill in the developmental sequence Learning the ABC s 1 st skill appropriate for young children 3

4 Top down learning Reading for meaning What the skill will be used for in real life (Individual for each person) Matching word to picture or action Creating meaning Reading words Most adults read by sight most of the time What does that have to do with the ABLLS and AFLS? Important considerations: How old is the student? How long has the student been working on a particular skill in a developmental sequence? What essential skills is the student not yet ready to learn? How much time does the student have left in school? Are you able to use age appropriate teaching strategies? Special Features of the ABLLS-R Curriculum Addresses core deficits of ASD. Many are also deficit areas for other disabilities particularly intellectual disability) Language Motivation Generalization Executive Function Spontaneity Fluency Joint Attention Learner Readiness Social Skills Development Imitation 4

5 ABLLS-R Program includes: Scoring Instructions and IEP Development Guide ABLLS-R Protocol AFLS Program includes: Protocol guide Basic Living Skills Protocol (start here!) School Skills Protocol Home Skills Protocol Community Participation Skills Protocol ABLLS-R Basic Learner Skills: Domains A-P A. Cooperation and Reinforcer Effectiveness ex. A4 B. Visual Performance ex. B22 C.Receptive Language ex. C6, C14,C54 D.Imitation E. Vocal Imitation ex. E3, E6 F. Requests ex. F1, F3, F4 G.Labeling ex. G31, G34 H. Intraverbals I. Spontaneous Vocalizations ex. I1, 14 J. Syntax and Grammar K. Play and Leisure ex. K1, K6 L. Social Interaction ex. L15, L17 M.Group Instruction N.Follow Classroom Routines P. Generalized Responding ABLLS-R Domains Q-T (Academic Skills Assessment) Q.Reading Skills ex. Q1, Q4 R.Math Skills S.Writing Skills T.Spelling ABLLS-R Domains U-X (Self-Help Skills Assessment) U. Dressing Skills V. Eating Skills W.Grooming X. Toileting Skills Y.Gross Motor Skills Z.Fine Motor Skills ABLLS-R Domains Y & Z (Motor Skills Assessment) 5

6 Rationale- Why AFLS? Why concentrate on functional skills? The long-term goal of every learner, young and old, with any range of disabilities, should be the opportunity to reach his potential, with minimal supports, and being as overall independent as possible. Partington, J. W. & Mueller, M. M. (2012) If not mastered, functional skills are those that will have to be done for the learner and not by the learner Partington, J. W. & Mueller, M. M. (2012) How does the AFLS differ from the ABLLS-R? How is it similar? Emphasis on functional skills that can be taught to learners of any age, verbal skill level, or cognitive level Tasks begin with those that do not require verbal behavior Receptive language skills precede expressive language skills Skills build upon each other and may be grouped as a specific skill set or task analysis How to choose which to use? AFLS vs. ABLLS-R, both? When to shift from conceptual/developmental learning to a functional skills program? learners who are under the age of 5 who have mastered the skills included in the ABLLS-R 9/10/11 year olds who score in the early learner profile as described in the ABLLS-R IEP development Guide. Regardless of any skill level, learners who are 12 years of age or older Consult the ABLLS-R to break down complicated verbal behavior skills 6

7 AFLS: Basic Living Skills (prerequisite) Domains, start here! Basic living Skills manual includes prerequisite skills needed for independence upon which other skills build Functional skills are: practical everyday essential AFLS: Basic Living Skills Domains SM Self-management BC Basic Communication (overlaps some of ABLLS-R) DR 1-37 Dressing TL 1-41 Toileting GR 1-34 Grooming BT 1-13 Bathing HS Health / safety / First aid NR Nighttime Routines AFLS: School Skills Criterion referenced assessment of typical skills that are necessary to independently navigate and interact with various school settings and personnel. Includes core academic and common social skills Accommodates all support levels Cover all ages and grade levels Incorporates the application of many of the learning to learn skills found in the ABLLS-R 7

8 AFLS: School Skills Domains CM 1-18 Classroom mechanics MS 1-34 Meals at school RE 1-54 Routines & expectations SS 1-35 Social Skills TN 1-39 Technology KC Core academics (overlaps with some of the ABLLS-R) AA 1-55 Applied academics Publishers Warning! This is your responsibility when using the AFLS. Because some learners may not have the cognitive skills and subsequent judgement essential for them to be able to safely engage in certain activities, some of the items in this protocol may not be appropriate to directly assess or teach to some individuals. Partington, J. W. & Mueller, M. M. (2012) Do not place learners at risk Do not leave learners unattended Do not expose learners to dangerous situations Closely supervise learners throughout entire assessment Using the ABLLS-R/AFLS as an Assessment and Curriculum: A whole classroom solution Assessment (Baseline) Instruction (Lesson Planning) Data (Graphing) 8

9 Baseline Overview Assessing and collecting data for each student in Phase1domains (AFLS per each subset) until they top out in performance (score a zero on 2-3 consecutive skills/tasks) May include team members (SLPs, Ots, Social Workers) True baseline = Not teaching, no prompts. Thorough assessment of most skill areas (ABLLS) All (AFLS) Task/ Target Use score for data collection How To Read The Scoring Guide Helps to ID if task/target is Unclear how Task objective is your appropriate for to teach the target for teaching. This is student and can target? Look the actual skill you will be further explain what here for ideas! teaching. the task exactly is The assessment of each task is the criteria. Each task can have different levels of criteria ranging from 1-4. To be awarded criteria, task must be done INDEPENDENTLY! Baseline Baselining is the beginning of the assessment process Baselining involves going through most domains (may not be appropriate for older students) This process is the foundation of all meaningful instruction with the ABLLS- R/AFLS, future assessments, and utilizing the ABLLS-R/AFLS to write IEP goals 9

10 Baselining- How To: 1. Create baseline packets for each student 2. Determine meaningful domains to assess first(iep goals) 3. Collect & organize needed assessment materials 4. Begin assessment 5. Continue process until most domains have been assessed* For older students, prioritize based on academic/language related IEP goals, behavior goals and functional goals 6. Consider including SLP, OT, Social worker to collaborate with collecting baseline data Baseline data: AFLS Baseline data: AFLS 10

11 Baseline FAQs How do I know when to stop assessing a student? The little circle next to the task is for you to indicate that the task was assessed but the student scored 0 Do I have to finish assessing one domain before moving on to the next one? Do I need to collect all materials for each domain before beginning baseline? Do I have to assess each task with the student? Consider IEP priorities and functional tasks Graphing Overview Taking baseline data for each student and transferring it to the ABLLS graph Visual display of data Long term data collection system Accounts for regression/recoupment data Moves with student over time/helps with transitions to higher grades Why Graph data? Visual representation of student performance Graphing allows us to better understand and analyze the data we have collected An integral component of the ABLLS-R and AFLS Serves as an ongoing assessment piece( makes IEP progress reports a breeze!) Graphing process begins during baseline or once baseline is complete 11

12 Graphing: Post baseline/ Pre lesson planning Each student will have their own ABLLS-R (and/or AFLS) graph All baseline data will be one color in the graph Each criteria level in a target has a block on the graph Transfer data from baseline packets for each student Electronic graphs available for ABLLS-R Baseline data: ABLLS-R 12

13 Teaching/IEP/Lesson Planning Overview Using data from graph, a weekly or bi-weekly lesson plan will be made for each student. Lessons/tasks can be taught multiple times a day. Serves as students direct instruction guide Continuous data collection/progress monitoring Teaching skills more than once per day promotes acquisition as well as maintenance & generalization ABLLS-R / AFLS Weekly Lesson Plan Lesson Planning ABLLS/AFLS does not tell you how to teach, but rather, what to teach Teach any way and anywhere you can! Be creative and use what you know about your students, but collect the data! Many lesson plan formats available online Data is absolutely essential for lesson planning Selected target skills for each student s lesson plan should be meaningful, functional, and worth the student s time 13

14 Lesson Planning General Guidelines Write your lesson plan so that anybody could pick it up and know what to do with it. Consider involving parents! Review progress on tasks (data) frequently Make instructional adjustments based on data 70%/30% Plan for teaching previously mastered materials for retention and balance of new vs. mastered materials (i.e. keep mastered targets on the lesson plan!) Lesson Data Collection Name: Operationally defined Target behavior: Start date: This is where you describe the behavioror academic skill you want to increase Mastery criteria: Typically:3 consecutive trials at 80% correct without prompts (independent) Procedural / Prompting Notes: % describe which prompts will be used and how to code them correct Targets: Date how many correct/total trials % of independent correct / incorrect Trials Note which sub skills are included in each trail and any subskills that have been mastered or are repeatedly failed. Note any sub-skills that are added (e.g. specific letters in a score individual trials here (baseline in grey area) Baseline scale the graph: usually 0-100% graph baseline (before intervention) data here graph interventiondata points at the intersection of the lines record the date or number of trial/period day / trial Intervention: describe how the behavior will be taught and reinforced Lesson Data Collection example: Domain: Reading, Task/Skill: Q2 14

15 Graphing: Post Baseline/ During Lesson Planning Use your ABLLS-R / AFLS book as reference for criteria mastery of each skill or skill set when writing lesson objectives Use task data to determine when to move onto the next skill Set a schedule for how frequently you will collect & transfer data from data sheet to graph( Recommended minimum = each grading period/ progress towards goals) Color code and fill in the corresponding square for the target criteria that was mastered Repeat for each student ABLLS-R data (1st grading period (Trimester)) ABLLS-R: one academic year (3 grading periods) 15

16 AFLS: School Skills (1 st grading period) AFLS: School Skills (1 st grading period) AFLS: School Skills (2 nd grading period) *Why is this data set a potential bonus? 16

17 AFLS: School Skills (2 nd grading period) Tips on data collection/graphing Score and graph after initial baseline at least once a grading period Use similar color code scoring sheet and graph Use data to inform progress towards goals and extended school year assessment Use data to inform FBAs and monitoring BIPs Materials Organization: Binder System (ABLLS-R) $34 PDF download from roduct/ablls-resource-kit Requires some additional materials, but lists what materials are needed May need to replace some included pictures with actual photographs 17

18 Materials Organization: (AFLS) Requires very little material prep (Except: verbal behavior skills) Uses naturalistic teaching: incorporate lessons into daily routines /leisure activities Cafeteria Bathroom breaks Buses transitions Contrive naturalistic settings: home-living, kitchen, living room, bedroom IEP Goal Writing with the ABLLS- R/AFLS The ABLLS-R/AFLS basically writes your goals for you! Use the task name, task objective, and criteria to create the framework for a specific and measureable goal Use your graph to guide which targets to select as goals(color coding will help with average time of skill acquisition) Work backwards when addressing academic and Common Core goals and objectives Use Anchor strands and career readiness Sample IEP Goal/Objectives: ABLLS-R ABLLS-R: C37 Select by Function Goal: Within one year, Learner will independently select at least 25 common objects when told the object s function and can select 2 or more items with a specified function from a display of at least 6 objects Objective 1: Within 3 months, Learner will independently select at least 2 common object s when told the objects function Objective 2: Within 6 months, Learner will independently select at least 5 common object s when told the objects function Objective 3: Within 9 months, Learner will independently select at least 25 common object s when told the objects function 18

19 Sample IEP Goal/Objectives: Multiple AFLS Domains in one goal AFLS: RE-12 Attention to Teacher, SS 2 Makes eye contact Goal: Within one year, in all small group setting (3-9 students), Learner will independently attend to teacher during group instruction by making eye contact with teacher after receiving an oral instruction 90% of the time Objective 1: Within 3 months, in a small group, given one oral instruction, Learner will attend to the teacher during group instruction by making eye contact with teacher 50% of the time as measured by frequency observation and graph Objective 2: Within 6 months in a small group, given one oral instruction, Learner will attend to the teacher during group instruction by making eye contact with teacher 75% of the time as measured by frequency observation and graph Making IEP Goals Functional using AFLS AFLS: CA 26 Expressive Numbers, KC 4 Identifies Bus Number Goal: Within one year, in all settings, Learner will expressively identify numbers up to 1000 with 100% accuracy, without prompts Objective 1: Within 3 months, Learner expressively identifies numbers up to 500 with 100% accuracy, without prompts Objective 2: Within 6 months, Learner expressively identifies numbers up to 750 with 100% accuracy, without prompts Objective 3: Within 9 months, Learner expressively identify the numbers written on school buses at school with 100% accuracy, without prompts Bonus- Instructional Strategies What do you do when a target skill is not broken down enough to teach? Task Analysis: Task analysis is simply breaking down a target into the specific and detailed steps it takes to complete. Example: U15- Tie Shoes Criteria- 2= Tie shoes without assistance 1=can do at least 1 step in shoe tying process The target U15 does not tell us how to teach this skill, so in instances like this we need to do a task analysis. What steps are necessary to master U15? 19

20 Questions My student has been stuck on the same lesson plan for weeks- what do I do? How do I know which targets to select? How do I pick which targets to use for maintenance/fluency? Can my SLP/OT/Social Worker/etc. use the lesson plan too? Does the teacher have to do the graphing? Why do I need to fill in a graph when I already have the data recorded elsewhere? I can t keep up with my student s graphs! Any tips? Does a graph move with a student or does it start over with each new teacher? Contact Information: Patrick Blevins prblevins@salud.unm.edu Megan Garrigan megan.garrigan@rrps.net References: Gilland, T. (2010). Using the ABLLS-R to address individual student program of study for students with autism. Proceedings of the Georgia department of education autism academy. Partington, J. (2008). The assessment of basic language and learning skills. Pleasant Hill, CA: Behavior Analysts, Inc. Partington, J. & Mueller, M. (2012). The assessment of functional living skills. Pleasant Hill, CA: Behavior Analysts, Inc. Resources Purchase ABLLS: The-Assessment-of-Basic-Language-and-Learning-Skills- Revised.html Purchase ABLLS Binder Set: Resource-Kit ABLLS Graph: ABLLS normative data: AFLS overview: 20