Navigation's ABA and Autism

What does it mean to be a behavior analyst or to DO ABA?

2010-02-16T02:33:00Z

Behavior analysts take many different paths to get to the point in their life where they decide to purse behavior analysis as a career. Some take a few psychology courses as an undergrad that have a behavior analytic focus, some want to work in another setting (mental health, nursing homes, businesses, developmental disabilities) and then are exposed to how effective behavior analysis is, and the list goes on. I personally, took psychology classes and was drawn to Cognitive Behavioral Psychology because it was the only type of therapy that seemed effective and I was additionally fascinated with the field of autism. Originally, I didn't want to go to graduate school at the Florida State University to learn behavior analysis, I wanted to learn about how to more effectively work with autistic children. My professors constantly reminded me that I was not in an autism program I was in a behavior analysis program. I consider myself extremely fortunate that THIS was the type of program I was in. Some college programs do not have this focus, they are other programs: special ed, developmental disabilities, general psychology, etc that add in a behavior analytic component. But FSU'S program was a Behavior Analytic program that taught about the various applications of behavior analysis. I am often astounded and baffled when I meet fellow behavior analysts working in the field of autism who literally do not seem to have a clue about behavior analysis. I know that they are well intentioned and probably came from the same path in life as me: working with autistic children. However, they somehow missed out on learning a VERY important component of being a behavior analyst: using behavior analysis to develop programming. Some of the people are "experts" in the Lovaas Method, or Verbal Behavior Approach, or Pivotal Response training, or using the ABLLS but throw something at them that is a little different from how they were originally trained and they have no clue what to do. This is NOT a behavior analyst.

So what does it mean to be a behavior analyst and to do ABA?

First let's start with the definition of behavior analysis:

Behavior analysis is a science that studies behavior. Behavior analysts focus on finding and using the best techniques to increase, decrease, or otherwise change behavior based on the needs of the client/parent.

The theories, principles, and techniques researched in behavior analytic research can be applied to a plethora of settings, populations, and situations. One of my favorite quotes from Dr. Bailey at FSU was "If it moves, we own it." Basically meaning behavior analysts literally can work in any situation where behavior occurs. That doesn't necessarily mean they should or will work in those situations....but they could. Additionally, they should only work with populations in settings where they received training or be under direct supervision of someone who has training in that area. For instance, my primary area of training is with children diagnosed with autism or developmental delays so if I wanted to work in a nursing home, I would need to be supervised by a behavior analyst that has training with this population.

Merging behavior analysis with autism

I have noticed two trends for working with autistic children:

1. A behavior analyst who assesses the child using direct observation, parental report, specific assessments such as the ABLLS-R, VB-MAPP, Lovaas Approach etc, functional assessments, environmental assessments, and any other pertinent information or assessments. The behavior analyst then uses this information PAIRED with the latest research to develop the child's programming

2. A behavior analyst is trained to use a specific assessment/protocol such as the ABLLS-R, VB-MAPP, Lovaas Approach, Verbal Behavior Approach, etc and then the behavior analyst uses this protocol to design the child's programming.

Trend 2 is completely lacking when it comes to actually applying behavior analysis and making use of behavior analytic principles in the child's programming. Someone cannot just use an assessment or protocol that was designed by a behavior analyst or behaviorally oriented person and say they are doing behavior analysis. Conversely, if someone uses a "developmental" protocol or programming protocol that was not designed by a behavior analyst and does not have research to support it; as long as they pull from this programming and apply it in accordance to the behavior analytic research, they ARE doing behavior analysis.

It is important to note that when working with a population such as autistic children, the behavior analyst must become an expert in analyzing behavior and if they are developing the child's programming an expert in program development for autistic children. There are hundreds of programs, protocols, and resources to use when teaching autistic children and if the behavior analyst is developing programming as well as assessing the child from a behavior analytic perspective, then it is on them to learn about these approaches even if they don't use the approaches.

A good behavior analyst will look at a child's strengths and weaknesses and develop the child's programming by:

*Assessing the deficits from a behavioral perspective (do the prerequisite skills exist, is the child attending, is the child motivated, does the material need to be presented differently, are there environmental factors that are impeding learning, etc), *Determining how to make use of the strengths when teaching,

*Draw from the relevant behavioral research, assessments, and protocols AND

*Draw from autism specific resources.

For example if I have a client who is not motivated and not attending to the task, then it is my duty to:

*Determine how to increase the child's motivation and how to increase attending. I will do this by:

*Looking at behavioral research on motivation and attending,

*Looking at protocols/programming that designed for autistic children that have specific ideas/programs for increasing motivation and attending, and

*Assessing the child's lack of motivation and attending to determine where the exact deficits lie (is the child motivated for an item, but loses interest once a demand is placed?, does the child have free access to all items so it is difficult to have the child "work" for an item, will the child attend to preferred items but not common items?,etc).

I would then pull all of this information together to design the child's programming.

Additionally, while working with a child, if the child starts to engage in a novel behavior that is dangerous such as hitting their head, it is my responsibility as a behavior analyst, to analyze why this behavior is occurring. I shouldn't just guess and put forth a general plan for responding to the behavior. I need to collect data and determine what the antecedents and consequences are, I also need to make use of the research when designing the behavior intervention plan.

A Behavior Analyst is...

*A behavior analyst is someone who collects information about a child's behaviors, skills, strengths, weaknesses, and environment

*A behavior analyst is someone who uses information collected from the assessment to develop an individualized plan for the child using behavior analytic principles and techniques

*A behavior analyst is someone who constantly assesses the child and modifies programming based on the child's performance. If a child has difficulty with a task, the behavior analyst immediately determines why and modifies

*A behavior analyst is not automatically an expert on autism

*A behavior analyst is not someone who just uses one protocol, assessment, or approach when working with autistic children. Instead the behavior analyst researches the BEST methods to use with the child based on the research

*A behavior analyst is someone who follows the Behavior Analysis Certification Board's Code of Conduct

*A behavior analyst is an analyzer, modifier, and researcher and this should be reflected in their work.

My basic point for behavior analysts out there is to be a behavior analyst first and foremost. If you took the time to earn your certification, make use of your degree and the knowledge that you have about behavior analytic techniques and principles. If you do not approach your client's programming from a behavior analytic perspective and you get stuck in following a certain approach, protocol, or assessment, then you might as well not be a behavior analyst. On the other hand if you are going to work with autistic children, learn about the plethora of assessments, protocols, techniques, and approaches that are available to you so that you can develop the BEST program for your child.

For more information on what it means to be a behavior analyst, I highly recommend checking out this book: How to Think Like a Behavior Analyst

Understanding the ABLLS-R part 9: How I do the assessment

2010-02-15T04:23:00Z

This is the last part of the ABLLS-R series for now. When I originally made this document, it was for graduate students who would be using the ABLLS-R with their clients so I finished the document with an explanation of how I complete the assessment. This is the way that has worked best for me but is not necessarily the best way to complete the assessment. I conclude the section with a description of 3 stages of learners I typically encounter and the types of programs I typically do with these learners. Everything is ALWAYS individualized but I use these profiles as a starting point for determining programming. 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

How to Complete an Assessment:

I typically have the parents do the assessment by having them answer whether their child can do the skill or not because it takes too long to go through and do it with each parent. Then as I decide to start programs I will double check the parental assessment if I think the parent either over or underestimated the child’s ability. Sometimes it is obvious when a child does/doesn’t have a skill and sometimes you need to test it first. I also typically tell a parent that certain sections do not to be filled out if their child is not engaging in skills from that program yet such as Section G Labeling if the child doesn't talk or sign.

The grid is filled in by looking at each section and the “tasks” listed. You look at your grid and see the label of the section “cooperation and reinforcer effectiveness” then task label “A1.” It is easiest to fill out the grid if you have a copy of it and hold it while looking at the descriptions in the book.

Look at page 1. The task is A1. We determine the score by looking at the criteria at the end. If the child takes the item within 3 seconds then they have a “2” and you fill in 2 boxes. If they only do it sometimes they have a 1 and you fill in one box. If they do it never. Then they have a 0 and you fill in the o.

Each box represents a “criteria.” You fill in a box for each criteria the child meets in that task. Some tasks have 2 criteria and some have 4.

Each task also has:

Task Name – the name of the task we typically use this as the program label
Task Objective – the point of the task
Question – an assessment question to ask yourself “can the child…..”
Examples – an example of what the task should look like or how it should be presented

Some tasks have targets listed in the back.

Typical Programming for children doing A-H

This how programming of A-H typically progresses for students. Every client should also have play programs, reading, writing, and math as they progress toward stage 3. All of those areas should be incorporated for a stage 3 learner. We will take about more advanced programming later.

Stage 1

Compliance Training – use tasks from the A and C section if child has not acquired skills such as takes preferred reinforcing item. If the child won’t engage in preferred activities with you when asked, you won’t make much progress with new activities.
Mand Training – start with signs if child is not vocalizing, words if child is vocalizing and echoing, signs and words if the child does a little bit of both, and PECS if the child is highly visual but doesn't vocalize or have an imitation repertoire
Attending – A3 and C3. The child should attend to reinforcing items first.
Matching
Motor imitation
Object imitation
Shape sorter
Basic Puzzles

These are all programs that a typical early learner lacks and most of them are prerequisite skills for more advanced learning. Sometimes we may need to incorporate a “sit” program and some other attending type programs if the child has difficulty. You will determine whether to implement all or some of these based on each child. Do not do all if the child is non-compliant and frustrated. Start with tasks the child is most likely to understand.

Stage 2

To determine programming for a middle learner, look at what areas the child lacks the most. Try to focus on tasks from these areas if it isn’t too frustrating. You want to try to even the areas out. Most middle learners will have a lot of receptive programs because you typically need to master those before doing expressive programs

Advanced puzzles
Block designs
Patterns
Sorting
Receptive identification of objects/pictures
Receptive commands
Receptive identification of feature, function class, associated pictures
A few advanced imitation tasks
Vocal imitation
Labeling items/pictures as they are mastered receptively
Fill in songs
Fill in fun activities

Stage 3

An advanced learner is one who has learned all of the basic skills and is ready to start intraverbals and stringing words together

Patterns
Sequencing
Seriation
Mazes
Receptive pronouns, community helpers, actions, prepositions
Receptive identification based on 2 characteristics
Labeling feature, function, class, pronouns, community helpers, actions, prepositions as he masters them receptively
Receptive and expressive identification of body parts
Receptive and expressive identification of emotions
Receptive and expressive identification of adjectives
Personal questions
Fill in feature, function, class, associations
Answering basic WH questions

Some goals need to be mastered in one section first before they can be targeted in another section. Here is the typical progression for adjectives, features, functions, and class:

Adjectives: C24 select adjective vary objects on only 1 dimension G13 label adjective with picture
Function: C37 select by function G15 label item in array of 3 when told function  G24 label function when shown picture  H8 fill in item given function (no pictures) H9 fill in function given item (no pictures)
Feature: C38 select by feature  G12 label feature of object with picture  G16 label item when told feature with pictures  H16 fill in feature given item  H17 fill in item given feature
Class: C39 Select by class G17 label item when told class  G25 label class when shown object G27 label class of set of items H14 fill in item given class H15 multiple responses for a class  H18 fill in class given item

Teaching a child to use their words

2010-02-12T15:47:00Z

I have noticed on a few of the list servs that I am on that a lot of parents and providers ask questions about children who are hitting, tantruming, etc because they do not have the words to communicate what they want/need. Sometimes people will focus too much on reducing these behaviors and not enough on increasing functional language and responses. It is very important to teach a child what to do rather than just focusing on what not to do. Children who engage in tantrums, aggression, SIB, etc typically have a skill deficit of: not being able to communicate and not being able to calm themselves, or leave the situation. I highly recommend using Behavior Skills Training (BST) and Functional Communication Training (FCT) to help children acquire these skills. Both of these methods are supported by the research and are used very often by behavior analysts. In this blog I will provide a brief description of each of these procedures with examples. It is important to keep in mind though that the examples I am giving are specific to a particular child and should not be used directly for your child/client. I am only providing them as a model. It is also important to read the research on BST and FCT for yourself in order to better understand the techniques. I have included resources at the end. It is also important for both of these techniques that the behavior is analyzed to determine the function and the areas of deficit so that you are training the child a response that is functionally equivalent. If you think that the behavior is occurring because the child wants out of a demand and you teach the child to ask for a break but really the behavior is happening because the demand is too hard and you don't teach the child to ask for help, then the behavior will probably still occur.

Behavior Skills Training

Behavior skills training is a technique that is used to help people acquire complex/difficult behaviors. This method is frequently used to train employees, parents, and behavior analysts. Research indicates that people learn skills better when the steps used in behavior skills training are followed as opposed to other training methodologies.

Behavior Skills Training consists of these steps:

Explain the steps of the behavior

Have the person tell you the steps

Model the steps for the person either via video or in vivo

Have the person do the steps

Provide feedback and reinforcement

I usually combine BST in this way:
Behavior Skills training + additional practice +prompting + reinforcement

Here is an Example of BST for Calming techniques:

Explain the steps: “ when you something is hard or your are upset you should: 1. use your words 2. calm yourself 3. ask for help”

Have the person tell you the steps: “what do you do when you are upset”

Model the steps “ok now I am going to show you what to do when you are upset” Pretend like you don’t like a worksheet, say “this is hard”, ask for rubs and a break, and then go back to work. YOU DO ALL OF THIS

Have the person do the steps - “its your turn. Show me what to do when you are upset” NOW THE CHILD DOES THE STEPS

Provide feedback and reinforcement - you can video tape and have the child watch her self and point out what she did well and what she needs to do different, you can have a checklist for her that you check off or put smileys next to the steps that she did, etc
Continue to follow these steps until the child is able to do all of the steps independently

This needs to also be paired with:

Additional Practice - throughout the day and session ask the child “show me what you do when you are upset” and reinforce for her doing the steps

Prompting - set up situations that you know upset her and remind her prior to starting the situation “remember what to do when you get upset: 1____ 2______ 3______” present the demand and prompt again “if this is to hard, you can calm down”

Reinforcement - provide reinforcement: smiley faces, longer break from demands, etc anytime the child engages in the appropriate behavior Make sure it is more reinforcing for her to stay calm than get upset. It is ok to give her a change in demands/manipulate the environment for her, for now when she engages in appropriate behavior to express she is not happy. But if she is whining and tantruming you absolutely must not give in to her or manipulate the situation.

Example: You give the child a worksheet and she says “this is hard” and whines a little but chooses a calming technique - it is ok to say “we will do it later thank you for staying calm.” If however she said “this is hard” and had a tantrum, you would HAVE to follow through on the doing the worksheet or at least part of it once she is calm. So that she learns: when I stay calm, I can remove the demand. If I get upset, the demand stays.

Functional Communication Training

The purpose of Functional Communication Training is to teach a more appropriate/functional response to replace an inappropriate response.  FCT has successfully been used to teach a wide variety of responses to children with autism and other communication deficits. It is important to determine the function of the behavior and to choose a response that is appropriate for the child. My example below is for a child that is vocal. However, FCT can be used for nonvocal children as well by teaching them a sign, gesture, or even a response as simple as holding up a card. The response should be something that is already in the child's repertoire so that you are not trying to teach them a whole new response and to use that response during the situations where they typically engage in tantrums, aggression, etc. The response can be shaped over time to a more complex response but always start with a response that is easy for the child.

Steps of Functional Communication Training

Identify the function of inappropriate behavior

Choose a functional replacement (a behavior that serves the same function and is already in the child's repertoire)

Teach the functional replacement (using training trials a few times a day)

Provide reinforcement for replacement behavior and no reinforcement for inappropriate behavior

Here is an example of this process:
Identify the function of the inappropriate behavior

A functional assessment indicated that the behavior functions as an escape from a demand or to indicate that the environment is aversive in some way.

Choose a functional replacement behavior
The replacement behavior for XXXX will be to teach her to request breaks, to indicate when she doesn’t like something, and to indicate when she needs to go somewhere or do something to calm herself down.
Teach the functional replacement
Typically the functional replacement is taught by doing training trials and reinforcing for appropriate responses. For XXXX we will teach the functional replacement by:

Training the use of the skills by purposely presenting situations that we know will trigger XXXXs inappropriate behavior. (more info on this below)
Prompting XXXX immediately when a situation arises where she needs to engage in the appropriate behavior

Provide reinforcement for the replacement behavior and no reinforcement for inappropriate behavior

It is EXTREMELY important that the appropriate responses result in access to reinforcement: ending the demand, fixing the situation, AND access to a preferred item for now (skittle, pop rocks, etc). Additionally, when XXXX engages in the inappropriate behavior, she should NOT receive access to the reinforcement.

Situations to Present

The following are some examples of situations you can present to practice use of functional appropriate communication. You will also follow these steps when situations like this naturally come up throughout XXXX’s day.

Low Preference Demands

Remind XXXX before presenting the demand “if you don’t want to do something, remember you can ask to do it later”

As you start the demand tell her “you can say ‘can I do this later’”

If XXXX says the phrase, tell her she can do it later and provide a time (we will do this AFTER.....) because she does need to do it eventually and provide her with extra reinforcement (candy, a smiley, etc)

If XXXX doesn’t say the phrase and starts to engage in inappropriate behavior offer her choices “XXXX you can say ‘can I do this later’ or you can do this sheet now.”

If XXXX starts to tantrum, follow through with the demand.

Make sure to tell XXXX the phrase “if you don’t want to do something you can ask to do it later” prior to high preference demands too so that she doesn’t think you only say it before a low preference demand

Difficult Demands or making mistakes

Remind XXXX before presenting the demand “if something is hard, remember you can say ‘this is hard will you help me?’”

As you start the demand tell her “you can say ‘can you help me’”

If XXXX says the phrase, help her with the task either by providing help or modifying the task so that it is easier and provide her with extra reinforcement (candy, smiley, etc)

If XXXX doesn’t say the phrase and starts to engage in inappropriate behavior, offer her choices “XXXX you can ask for help or you can do the sheet.”

If XXXX starts to tantrum, continue the demand WITHOUT help. If she asks for help after the tantrum make her do about 5 seconds without help and then help her.

Make sure to tell XXXX the phrase “if something is hard, you can say ‘this is hard will you help me?’” before easy demands occasionally too so that she doesn’t think you only say it before a hard demand.

Aversive Environment/interaction (Situations that are not liked by XXXX)

Remind XXXX before presenting the aversive situation “if you don’t like something, you can say ‘I don’t like that’” and then you can (calming technique)

As you start to present the aversive situation tell her “you can say ‘I don’t like that’”

If XXXX says the phrase, and it is appropriate to stop what you are doing, stop. If it is not appropriate to stop, tell her “thank you for telling me you can (calming technique)” and provide her with extra reinforcement (candy, smiley, etc)

If XXXX does not say the phrase and starts to engage in inappropriate behavior, present her with the choice “you can say ‘I don’t like that’ or you can stay here

If XXXX starts to tantrum, continue the aversive situation and do not provide extra reinforcement. If she says “I don’t like that” after the tantrum, wait a few seconds and then acknowledge.

Make sure to tell her “if you don’t like something, you can say ‘I don’t like that’” during non aversive situations too

This is going to be the trickiest one to do and it is important to provide her with appropriate phrases and a lot of practice. Phrases we need her to learn include: “I don’t like that” “Stop” “Can I leave”
Resources for BST and FCT
SkillStreaming is a program designed to teach social skills/problem solving skills to children using BST. Manuals and videos can be purchased on their website

Miltenberger and colleagues have done a lot of research on using BST to teach safety skills to children. Here is a reference to one of their articles but I highly recommend doing a google search or search in the Journal of Applied Behavior Analysis for Behavior Skills Training.

Miltenberger, R. G., Flessner, C., Gatheridge, B., Johnson, B., Satterlund, M., & Egemo, K. (2004). Evaluation of behavioral skills training to prevent     gun play in children. Journal of Applied Behavior Analysis, 37, 513–516.

A longer explanation of FCT from Reinforcement Unlimited.

A book on using FCT with Severe Behavior Problems by Durand

Articles on FCT:
Carr, E. (1988). Functional equivalence as a mechanism of response generalization. In R. Horner, R. Koegel, & G. Dunlap (Eds.), Generalization and maintenance: Life-style changes in applied settings (pp. 221-241). Baltimore: Paul H. Brookes.

Carr, E., & Durand, V. M., (1985). Reducing behavior problems through functional communication training. Journal of Applied Behavior Analysis, 18, 111-126.

Durand, V. M. (1993). Functional communication training using assistive devices: Effects on challenging behavior and affect. Augmentative and Alternative Communication, 9, 168-176.

Mirenda, P. (1997). Supporting individuals with challenging behavior through functional communication training and AAC: Research review. Augmentative and Alternative Communication, 13, 207-225.

Sigafoos, J., & Meikle, B. (1996). Functional communication training for the treatment of multiply determined challenging behavior in two boys with autism. Behavior Modification, 20(1), 60-84.

Fisher, W. W., Adelinis, J. D., Volkert, V. M., Keeney, K. M., Neidert, P. L., Hovanetz, A. (2005). Assessing preferences for positive and negative reinforcement during treatment of destructive behavior with functional communication training. Research in Developmental Disabilities, 26, 153-168.

Hagopian, L. P., Kuhn, S. A., Long, E. S., & Rush, K. S. (2005). Schedule thinning following communication training: Using competing stimuli to enhance tolerance to decrements in reinforcer density. Journal of Applied Behavior Analysis, 38, 177-193.

Lalli, J. S., Casey, S., & Kates, K. (1995). Reducing escape behavior and increasing task completion with functional communication training, extinction, and response chaining. Journal of Applied Behavior Analysis, 28, 261-268.

O’Neill, R. E., & Sweetland-Baker, M. (2001). Brief report: An assessment of stimulus generalization and contingency effects in functional communication training with two students with autism. Journal of Autism and Developmental Disorders, 31(2), 235-240.

Understanding the ABLLS-R part 8: Section H Intraverbals

2010-02-09T03:09:00Z

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 H – Intraverbals

Focus: The focus on this section is on basic fill-ins at first then developing advanced conversation.

Skill progression: filling in words in preferred activities  answering personal information fill in feature function and class  answering wh questions naming previously observed events identifying items based on several descriptors describing items conversation exchange telling stories

When/how to implement: This goal can be started when the child is reliably saying or signing for a few items in mand training and/or if you have a child who loves music and already sings. You want to make sure to go in the order listed at first up to about H7. Then you get into feature/function/class. For this area you want to find all of the goals related to feature, all related to function, and all related to class. Progress through each of those in the order described. DO NOT implement these goals until they have been mastered in B, C, and G. Some of them may seem similar but you are presenting the material differently. Make sure to probe these goals though. The more advanced goals will not be implemented with most children until they have pretty much mastered all of the previous sections.

Goals that can be combined:

H10/11/23/24 – all of these deal with answering “what” questions. You can target these at one time by making sure the program has “what” questions from each of the areas described. You do not need to do the number listed in criteria. Shoot for about 25 to start. If the child learns them quickly you can stop. If the child has difficulty and there are other “what” questions you think they should be able to answer then continue with the program.
H12/13/25 – all of these deal with answering “where” questions. You can target these at one time by making sure the program has “where” questions from each of the areas described. You do not need to do the number listed in the criteria. You want the child to answer 50 “where” questions or acquire novel questions within one session whichever comes first. Make sure the child can answer obvious “where” questions first.
H19/20/21 – these all deal with name previously observed items, activities, and people. Combine these and target each one in the same program. This program is often done by asking the child immediately then increasing the duration.

Understanding the ABLLS-R part 7: Section G Labeling

2010-02-07T03:36:00Z

ABLLS-R Section G – Labeling

Focus – The focus in this section is teaching basic labeling and then more advanced labels.

Skill Progression- Label items label feature/function/class/etc label two component advanced labels

When/how to implement – If the child is requesting items using signs or words you can implement this program. You will start with labeling reinforcing items then move to common items/pictures. You typically do not want to implement some of the goals in this program unless they have been mastered in B and C first. Sometimes some of our children learn better expressively so if this is the case you can target the G items first then do them receptively. You will progress through this section in the basic order given. If you are targeting a goal that has already been mastered receptively, make sure to probe it first. Some of these goals can be targeted informally like using carrier phrases and stringing labels together. If the child doesn’t pick up the carrier phrases and stringing words together, then you will need to have a program for this.

Goals that can be combined:

G1/2/3/4 – these all deal with labeling items. Start with reinforcing items then move to pictures and objects. You can target the picture and object by having a column for each. Make sure to use items that have already been taught in B and C first then do novel items.
G7/G8 – these both deal with actions. One is label ongoing actions and one is to label pictures. You can do together by having 2 columns and recording mastery of both.
G11/G18/G19/G20/G21/G22/G34/G36/G38/G44/G45 - these all deal with various ways of combining words and using carrier phrases. You can combine them all into an advanced language program and target the different combinations as appropriate. It is typically best to target this informally in the natural environment. A common mistake with these goals is they are taught at the table and lack functionality. When taught this way, the responses often become rote and do not generalize to the natural environment.