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ABLLS-R Section B – Visual Performance:

Focus: the focus is on developing a learners visual perceptive skills by starting with basic visual tasks and building up to more advanced tasks.

Skill Progression: Students progression in this area varies depending on their strengths typically our clients progress in a different order than the ABLLS in this section: Simple 3 piece puzzles/matching/shape sorter sort non-identical items more advanced puzzles/block imitation  match associate pics/match patterns/sort feature function class delayed finding a sample/delayed replication of a sequence/extend patterns  seriation/picture sequences/mazes

When/how to target: Most of the programs in this program need to be written as formal programs. Make sure to assess your child’s visual strengths when deciding which goals to implement. You definitely want to start with easier items such as 3 piece puzzles, matching, and shape sorter when first starting with a client. You don’t want to do sorting feature, function, and class until the child has learned these receptively or expressively. You also don’t want to do patterns until the child knows at least their colors. The child must have good attending skills before doing most of these goals.

Goals that can be combined: 

• B1/B10/B11/B14/B15 – All of these goals target puzzles. You can combine them into a puzzles program and make sure to follow the sequence described in the ABLLS. Start with small puzzles and build up to more complex. Best way to teach puzzles is to chain the pieces. This means have the child either do the first 2 pieces of the puzzle and nothing else and then slowly add in pieces or have the whole puzzle done except the first piece and have the child put in that piece then build up the number of missing pieces (all of the puzzle is done except the first 2 pieces, then first  three pieces, etc)
• B3/B4/B5/B6 – All of these goals target matching. You can combine them into a matching program. Have a column on the target sheet for each style of matching: object to object, picture to picture, object to picture, picture to object. Determine which order to teach based on the child’s performance. Some do better with objects, some do better with pictures, some do better with an object and a picture. Make sure to start with identical items/pictures first. 
• B13/B22 – These both target patterns. Start with matching the pattern then do extending the pattern. This can be done by having intro/mastery columns for each. You can do all the sequences matching first then extend or you can run both at the same time and target the extension once the sequence is mastered matching.
• B9/B12/B23 – These all target block design. I tend to do blocks slightly different from the ABLLS. I prefer to do block imitation with base + number of blocks, imitating block structures (car, rocket, etc), and hidden block designs (building the structure then hiding it to see if the child can build the structure without seeing it).