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I would like to make it very clear that reading this series DOES NOT replace formal training on the ABLLS-R and that anyone using the ABLLS-R should read the companion guide as well prior to using the assessment. Here is the link for purchasing the ABLLS-R and/or Companion Guide Additionally, what you will find below is all based on my OWN experience. As far as I know there is limited to no research to support my suggestions. I made theses suggestions and provided these explanations based on my experience with how clients acquired skills and what worked best for my purposes. Always remember to invdividualize programming for your child/client and consult the research. The information that I am sharing here is to provide a basic skeleton for people who are not familiar with the sections of the ABLLS. Hopefully after reading this series you will have a better understanding of what skills are targeted in each section of the ABLLS, how to combine goals when possible, and what the typical progression of skills is like for children on the spectrum. "Typical" progression means that typically the skills are easier when done in this order however this is not always true. For instance, sometimes you will have a child who is highly verbal but does not listen well so it is easier to teach them expressive tasks first then receptive.  If any providers/parents who read this blog have suggestions on other ways to combine/target/organize goals, please do share 

ABLLS-R Section F – Requests

Focus: The focus of this program is teaching the child to make basic requests then more advanced requests.

Skill Progression: indicates wanting an item request items with item present and prompt request item with item present request item without seeing item request missing items/request actions/requests help requests using a sentence requests using descriptive requests information/future events

When/how to implement: This area is almost always targeted first in a program using mand training. It will depend on the child whether you use signs, vocalizations, or PECS/Visuals. Always start with just having the child request the item by labeling it. As the child reliably requests the item using the label, you can shape the request into a sentence and start requiring more descriptive mands. When teaching requests for information you will need to set up situations that would require the child to use WH questions and prompt heavily. It helps if the child can read at this point because you can use cue cards. Some examples of how to do WH questions:

• What is it? – show child an item they have never seen before and say “Look” and then prompt the child to say “what is it” only reinforce and tell the child what it is if they ask without a prompt. Make the item something interesting.
• What is it? – hide something in a box or your hand or pocket and say “I have something for you” then prompt “what is it” only reinforce and tell the child what it is if they ask without a prompt. Make the item something interesting.
• Where is it? – hide a preferred item and tell the child “get your (item)” prompt the child to say “where is (item)” 
• Where is it? – ask child to get you an item that is not visible “can you get my (item)” prompt the child to say “where is (item)”
• Who is it? – have someone knock on the door and prompt child to say “who is it?” have the person on other side have a preferred item some of the times
• When – tell the child you are going to do something fun but not yet prompt the child to say “when will we do it?”
• When – when the child asks to do something say “yes but not yet” prompt the child to say “when will we do it?”
• How – give the child something interesting but hard to do like new toy or game prompt the child to say “how do I do it.”
• How – tell the child to do something silly using a made up word or phrase and prompt the child to say “how do I do that?”
• Why – tell the child how you feel and prompt them to ask “why” make your emotions very exaggerated
• Why – tell the child you really like something and prompt them to ask “why”
• Which – have some similar items on the table like different pens and tell the child to get you one, when they reach for one say “no not that one” and prompt them to say “which one?”

Goals that can be combined:

• F2/3/4/5/6/7 – all of these deal with first teaching the child to request and fading out the prompts. The last one is eye contact which we should always be targeting. Target each goal by changing the reinforcement criteria as the child meets each goal.
• F16/17/22/23 – these deal with using descriptors you can target these informally by prompting the child to include these as they start manding more reliably or formally by having each be a target in a program.
• F19/F20/F21/F24/F25/26/28 – these deal with requesting information. Combine into one program and target each.