Assess with Confidence: How to Select the Ideal Assessment for ABA Programs

In ABA programs, assessments are essential because they serve as the basis for efficient treatment planning and continual progress tracking. Here’s why they are so important:

1. Determining Treatment Goals: Assessments are used as a starting point in ABA programs because they provide a full evaluation of a learner’s strengths, shortcomings, and specific areas of need. They aid in determining which abilities the learner has already mastered and which need further development. This information allows ABA practitioners to set appropriate and meaningful treatment goals that are tailored to the learner’s unique needs, abilities, and developmental stage. Without assessments, it would be challenging to establish clear objectives and prioritize areas for intervention.
2. Individualized Intervention Planning: ABA programs aim to provide guidance for selecting individualized and evidence-based interventions. Assessments help choose the best strategies, tactics, and treatments to address each learner’s particular issues by determining their present level of functioning. This individualized approach ensures that programming is tailored to the learner’s abilities, promoting more effective learning and skill acquisition.
3. Progress Monitoring and Data-Driven Decision Making: Assessments are not limited to initial evaluations but are an ongoing process in ABA programs. They serve as a means to systematically track a learner’s progress over time. ABA practitioners can objectively evaluate the effectiveness of interventions and change treatment plans by frequently assessing and measuring the targeted skills, behaviors, and goals. This data-driven approach enables evidence-based decision making and ensures that treatments are adjusted or enhanced in response to the learner’s progress and changing needs. Progress monitoring through assessments also helps identify any potential barriers or challenges that may arise during treatment, enabling timely adjustments and enhancements to the intervention strategies.
4. Accountability and Evaluation: Assessments in ABA programs play a critical role in demonstrating accountability to various stakeholders, including parents, caregivers, funding agencies, and regulatory bodies. Objective assessment data provides tangible evidence of a learner’s progress, showcasing the effectiveness of the ABA program. It allows stakeholders to evaluate the impact of the interventions, understand the learner’s strengths and areas in need of improvement, and make informed decisions about the continuation or modification of the treatment.

Contents

Types of Skills Assessments Used in ABA Programs
Factors to Consider When Choosing a Skills Assessment
Common Skills Assessments Used In ABA
Choosing a Skills Assessment for ABA Programming
Frequently Asked Questions About Choosing Skills Assessments
Ethical Concerns Related to Choosing Skills Assessments
Research Related to Choosing Skills Assessments
References and Related Reading

Types of Skills Assessments Used in ABA Programs

In ABA programs, various types of skills assessments are commonly used to evaluate and target different areas of development. As mentioned earlier, these assessments provide a comprehensive understanding of a learner’s abilities and areas requiring intervention. Here are the most common types of skills assessments used in ABA programs:

1. Verbal Behavior Assessments: Verbal behavior assessments assess various components of verbal behavior, such as manding (requesting), tacting (labeling), intraverbal (conversation), listener responding, and other verbal operants.
2. Social Skills Assessments: Social skills assessments measure a range of social skills, including initiating and maintaining conversations, understanding nonverbal cues, sharing and turn-taking, perspective-taking, and building relationships.
3. Functional Life Skills Assessments: Functional life skills assessments assess skills related to personal care (e.g., grooming, dressing, hygiene), household tasks (e.g., meal preparation, cleaning), community participation (e.g., using public transportation, shopping), and vocational skills (e.g., job-related tasks, workplace behavior).
4. Cognitive and Academic Skills Assessments: Cognitive and academic skills assessments measure various domains, including attention, memory, problem-solving, reasoning, math, reading, and other academic skills.
5. Adaptive Behavior Assessments: Adaptive behavior assessments evaluate skills related to communication, self-care, socialization, home living, community engagement, and leisure/recreation.

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Factors to Consider When Choosing a Skills Assessment

When deciding which type of assessment to use, a BCBA should consider several factors to ensure a comprehensive and individualized assessment approach. Here are some considerations for choosing the appropriate assessment type:

1. Individual Profile: The BCBA should thoroughly understand the learner’s strengths, challenges, and developmental profile. Consider the specific areas where the individual may require support or intervention. For example, if the individual struggles with communication, a verbal behavior assessment may be particularly relevant.
2. Treatment Goals: Clarify the treatment goals with the family and prioritize the specific areas of focus. Determine which skills are most critical for the learner’s overall progress and functional independence. Consider which pivotal behaviors or behavioral cusps might make the biggest impact for the learner. The selected assessment should align with these goals to effectively measure progress and guide intervention planning. (see our post Creating a Meaningful Skill Acquisition Program in Applied Behavior Analysis (ABA) to learn more about pivotal behaviors and behavioral cusps)
3. Functional Relevance: The functional relevance of assessments to the learner’s everyday life, identified difficult behaviors, and long-term results should all be considered when selecting assessments. Consider the abilities required for the learner to participate in meaningful activities, interact with others, and navigate their environment on their own.
4. Assessment Tools and Validity: Evaluate the available assessment tools for each domain (verbal behavior, social skills, functional life skills, cognitive and academic, and adaptive behavior) and their validity and reliability. Choose assessments with established psychometric properties to ensure accurate and consistent measurement of skills.
5. Collaboration and Input: Engage in collaborative discussions with relevant stakeholders, such as parents, caregivers, and other professionals working with the learner. Gather their input and insights regarding the learner’s needs and priorities. This collaborative approach ensures a comprehensive assessment process and increases the likelihood of selecting the most appropriate assessment type.
6. Ongoing Assessment: Recognize that different assessment types may be necessary at different stages of intervention. Initially, broader assessments may be used to identify skill deficits and areas of focus. As intervention progresses, more targeted assessments may be employed to measure specific skill acquisition and track progress in the identified areas.
7. Multidimensional Approach: Utilizing a variety of evaluation types may be beneficial in many circumstances. Since several domains (such as communication, social skills, and adaptive behavior) are interconnected, evaluating them all at once gives a more complete picture of the learner’s capabilities and requirements. Integrating multiple assessment types allows for a more comprehensive and individualized treatment approach.
8. Funder Requirements: Many funders require specific assessments or will only accept a small number of different assessment types. If working for a school, for example, the school may only be interested in you conducting academic assessments. If services are funded by insurance, they may only accept non-academic assessments.
9. Practicality and Feasibility: Consider factors such as administration time, resources required, and the level of training needed to administer and interpret the assessment. Factors such as the availability of materials, space, and the cooperation of the learner being assessed also need to be taken into account. It is important to choose assessments that are manageable within the available resources and fit the constraints of the ABA program.
10. Cultural and Contextual Considerations: Assessments should account for language and cultural differences to ensure accurate and meaningful results. Assessments that are sensitive to the learner’s cultural and contextual background promote inclusivity and reduce biases that may impact the assessment outcomes. Cultural considerations include adapting assessment materials, instructions, and norms to accommodate different cultural backgrounds, languages, and experiences.

Ultimately, the decision on which type of assessment to use should be based on a thorough understanding of the learner, their treatment goals, and the available assessment tools. BCBAs rely on their expertise, clinical judgment, and collaboration with other professionals to determine the most appropriate assessment type for each learner’s unique circumstances.

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Common Skills Assessments Used In ABA

You have a number of skills assessment options within each of the different types of assessment categories (i.e. verbal behavior, social, adaptive, etc.). Often companies will provide access to a limited number of assessments for BCBAs to choose from, largely because some of them can be quite expensive.

The most common skills assessments used in ABA programs include:

1. Vineland Adaptive Behavior Scales-3 (Vineland-3): Vineland-3 is a comprehensive assessment tool that measures adaptive behaviors in learners from birth to adulthood. It assesses various domains, including communication, daily living skills, socialization, and motor skills. Here are some key details about the Vineland-3:
   • Purpose and Domains: The Vineland is used to assess a learner’s adaptive behaviors, which are the everyday skills needed for personal and social functioning. It measures adaptive behaviors across four main domains:
     • Communication: This domain assesses an learner’s expressive and receptive language skills, including verbal and nonverbal communication abilities.
     • Daily Living Skills: This domain evaluates an learner’s self-care skills, such as eating, dressing, personal hygiene, and managing personal belongings.
     • Socialization: This domain assesses a learner’s social skills, including their ability to interact with others, develop and maintain relationships, and engage in appropriate social behaviors.
     • Motor Skills: This domain evaluates an learner’s fine and gross motor skills, such as coordination, motor planning, and manipulation of objects.
   • Administration: The Vineland is typically administered through a structured interview format. The respondent (parent, caregiver, or professional) responds to a series of questions about the learner’s abilities and behaviors in various domains. The questions cover a wide range of skills and behaviors, allowing for a comprehensive evaluation. Q-Global now offers an online assessment as well as scoring.
   • Scoring and Interpretation: The Vineland provides standardized scores in each domain, which are then used to compare a learner’s performance to that of typically developing peers of the same age. The scores provide a profile of a learner’s strengths and weaknesses across different adaptive behavior domains. Additionally, the Vineland provides composite scores that represent an overall measure of adaptive functioning.
   • Clinical and Research Applications: The Vineland is widely used in clinical practice, research, and educational settings. It helps in diagnosing developmental delays, intellectual disabilities, autism spectrum disorder, and other neurodevelopmental conditions. The assessment data assists in treatment planning, individualized goal setting, and progress monitoring. Researchers utilize the Vineland to study adaptive behavior development, intervention effectiveness, and outcomes.
   • Psychometric Properties: The Vineland has strong psychometric properties, including high validity and reliability. It has undergone extensive standardization and norming procedures, ensuring that the assessment results are accurate, reliable, and representative of the population being assessed.
2. ABLLS-R (Assessment of Basic Language and Learning Skills – Revised): The ABLLS-R is a frequently used assessment tool for assessing the language and learning capabilities of autistic children or children with other developmental impairments. It measures a variety of abilities, including receptive and expressive language, visual performance, self-help skills, and social interaction. Key features of the ABLLS-R include:
   • Domains: The ABLLS-R is organized into 25 skill areas or domains, covering various aspects of language, communication, socialization, and academic skills. These domains include vocal imitation, requesting, labeling, conversation skills, reading, writing, and many others.
   • Assessment Items: Within each skill area, the ABLLS-R provides a set of assessment items that describe specific behaviors or tasks to be observed and evaluated. These items serve as a guide for the assessor to systematically assess the learner’s performance and determine their level of proficiency.
   • Scoring and Reporting: The ABLLS-R utilizes a scoring system that allows for partial credit for many skills. The assessment results are then compiled into a detailed report, which provides a visual representation of the individual’s strengths, weaknesses, and areas requiring intervention.
3. AFLS (Assessment of Functional Living Skills): The AFLS is a skills-based examination that identifies an individual’s functional skills in several areas of daily life such as personal care, home skills, community engagement, and occupational skills. It helps to determine the necessary supports and interventions for individuals to live as independently as possible. Here are more details about the AFLS assessment:
   • Purpose and Structure: The AFLS is designed to assess and measure a wide range of functional skills across various domains. It encompasses six different assessment protocols, known as the AFLS Guides, which cover different areas of functional living skills. The guides include Basic Living Skills, Home Skills, Community Participation Skills, School Skills, Vocational Skills, and Independent Living Skills.
   • Domains Assessed: The AFLS assesses a broad range of skills necessary for daily living, community engagement, and vocational pursuits. Some examples of the skills assessed across the various guides include personal care routines, meal preparation, cleaning and organizing, money skills, using transportation, following schedules, vocational tasks, and safety skills.
   • Assessment Process: The AFLS assessment process typically involves direct observations, interviews, and structured assessments. The assessor systematically evaluates the learner’s performance and abilities across the specific skills outlined in the AFLS Guides. Data is collected to determine the learner’s current level of skill mastery and to inform intervention planning.
   • Practicality and Feasibility: The AFLS is designed to be practical and user-friendly. The assessment materials are organized, clear, and easily administered in a variety of settings, such as clinics, schools, or homes. The AFLS Guides provide detailed instructions and resources to support the administration and interpretation of the assessment.
4. VB-MAPP (Verbal Behavior Milestones Assessment and Placement Program): VB-MAPP is an assessment tool specifically developed for children with autism or language delays. It assesses various verbal behavior milestones across multiple domains, including manding (requesting), tacting (labeling), listener responding, intraverbal (conversation), and social skills. Here are the key components of the VB-MAPP:
   • Milestones Assessment: The VB-MAPP is composed of different assessment components, each targeting specific milestones related to verbal behavior and social skills. These components include communication, play, social, and early academics. The VB-MAPP includes the Barriers and Transition Assessments as well as the Early Echoic Skills Assessment. Skills are broken into Verbal Behavior Domains: The assessment evaluates a range of verbal behavior domains, including manding (requesting), tacting (labeling), intraverbal (conversation), listener responding, visual perception, and social skills.
   • Scoring and Placement: The VB-MAPP utilizes a scoring system that assigns a level and number to the learner’s performance in each assessed skill area. There are a possible 170 points a learner can achieve with the assessment across 3 levels each related to a different age norm (Level 1 – 0-18 months, Level 2 – 18-30 months, and Level 3 – 30-48 months), allowing for a comparison to neurotypical peers.
   • Assessment Guidelines and Guidebook: The VB-MAPP comes with a comprehensive guidebook that provides detailed instructions for administering and scoring the assessment. It includes specific guidelines for conducting each assessment component, as well as suggestions for programming and intervention based on the assessment results.
5. PEAK (Promoting the Emergence of Advanced Knowledge): PEAK is a comprehensive assessment and curriculum system that evaluates and targets a wide range of skills, including language, cognition, social, and executive functioning skills. It focuses on promoting the development of advanced skills in individuals with autism or other developmental disabilities. Here are some key details about PEAK:
   • Assessment and Curriculum: PEAK consists of both an assessment component and a curriculum component. The assessment component aims to evaluate an individual’s current skills, abilities, and areas requiring intervention across various developmental domains. The curriculum component provides a structured framework for teaching and promoting the emergence of advanced knowledge in individuals with diverse learning needs.
   • Developmental Domains: PEAK covers a wide range of developmental domains, including language and communication, social skills, cognition, executive functioning, academic skills, motor skills, play skills, and self-help skills.
   • Levels and Units: PEAK utilizes a hierarchical structure, with skills organized into levels and units. Levels represent broad developmental stages, while units represent specific skills within each level. This structure allows for systematic skill development and progress tracking.
   • Relational Frame Theory: PEAK incorporates Relational Frame Theory (RFT) to guide its assessment and curriculum components. RFT explores how humans derive meaning through relating stimuli and forming relational networks. PEAK utilizes RFT principles to target language, cognition, and other advanced skills, promoting the emergence of complex relational repertoires.
6. Early Start Denver Model (ESDM): The Early Start Denver Model (ESDM) is an evidence-based intervention approach specifically designed for young autistic children. It combines principles of ABA with developmental and relationship-based strategies. Here’s some additional information about the Early Start Denver Model:
   • Developmental and Relationship-Based Approach: ESDM recognizes the importance of early intervention and focuses on capitalizing on the child’s natural interests and motivations to promote learning and development. It emphasizes building a positive and interactive relationship between the child and the therapist or caregiver. By using play-based activities and following the child’s lead, the ESDM creates a highly engaging and enjoyable learning environment.
   • Naturalistic and Structured Teaching: The ESDM incorporates both naturalistic and structured teaching methods. Naturalistic strategies involve embedding teaching opportunities into the child’s daily routines and activities, promoting learning within natural contexts. Structured teaching involves more focused and systematic teaching sessions that target specific skills or behaviors. The combination of these approaches ensures a balanced and comprehensive intervention approach.
   • Emphasis on Social Communication: ESDM places significant emphasis on developing social communication skills. It targets skills such as joint attention, imitation, turn-taking, initiating and responding to social interactions, and using gestures and vocalizations to communicate. The goal is to enhance the child’s social engagement, reciprocal communication, and language development.
   • Parent Involvement and Coaching: ESDM recognizes the crucial role of parents in their child’s intervention. Parents are actively involved in the intervention process and receive coaching and guidance from trained therapists. They are taught strategies and techniques to support their child’s learning and development in everyday routines and activities. The involvement of parents enhances generalization of skills across settings and promotes ongoing support and intervention even outside formal therapy sessions.
7. TRIAD Social Skills Assessment: The TRIAD Social Skills Assessment typically involves a combination of direct observation, structured activities, interviews, and rating scales completed by parents, caregivers, and teachers. It assesses social concepts, interaction skills, and relationship abilities. Here’s some additional information about the TRIAD Social Skills Assessment:
   • The TRIAD Social Skills Assessment is based on the TRIAD Social Skills Model, which focuses on three key areas of social functioning:
     • Understanding Social Concepts: This domain assesses a learner’s comprehension and knowledge of social concepts, such as emotions, nonverbal cues, perspective-taking, and social rules. It evaluates their understanding of social situations and their ability to interpret social information accurately.
     • Social Interaction Skills: This domain measures a learner’s social interaction abilities, including initiating and maintaining conversations, responding appropriately to others, sharing and taking turns, and demonstrating appropriate social behaviors. It assesses their ability to engage in reciprocal social exchanges and adapt their behavior to different social contexts.
     • Social Relationship Skills: This domain examines a learner’s skills related to forming and maintaining relationships. It assesses their ability to make friends, demonstrate empathy and compassion, resolve conflicts, and engage in cooperative play or group activities. It focuses on the development of meaningful and satisfying social relationships.
8. Essential for Living (EFL): EFL is a comprehensive assessment and curriculum that focuses on functional skills for individuals with moderate to severe developmental disabilities, including those with limited communication abilities. It assesses and targets essential skills needed for daily living, communication, social interaction, and academic activities. Here’s some additional information about EFL:
   • Domains: EFL places a strong emphasis on teaching skills that are directly relevant to an learner’s everyday life, aiming to enhance their independence and overall quality of life. It covers a broad range of areas, including self-care, home and community skills, leisure and recreation, academic skills, and vocational skills.
   • Curriculum: EFL provides a comprehensive curriculum that offers step-by-step teaching procedures and supports for instructors and caregivers to implement evidence-based interventions effectively. It allows for ongoing assessment of progress, modification of teaching strategies, and individualization of goals as the individual progresses.

The table below provides a brief comparison of the most common skills assessments. The age reference represents the age-norm or age-reference (i.e. age of typically developing children with the same skills) and is not reflective of the age of your learner. Learners receiving ABA services often develop skills more slowly than their peers.

Assessment	Age Reference	Skills Assessed
VB-MAPP	0-48 months	Communication (mands, tacts, echoics, intraverabals, listener behavior, etc.), play skills, social skills, group skills
Vineland	All ages	Adaptive behaviors, communication, socialization, daily living skills
ABLLS-R	0-9 years	Communication (requests, labels, listener, etc.), academics, self-help skills
AFLS	All ages	Functional living skills, personal care, community participation
ESDM	12-48 months	Early social communication, joint attention, play skills
TRIAD	All ages	Social concepts, social interaction skills, social relationship skills
EFL	All ages	Communication, leisure, tolerating, social and academic skills
PEAK	All ages	Language, cognition, social skills, executive functioning skills

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Choosing a Skills Assessment for ABA Programming

The right assessment for your learner depends on a variety of different factors including: the learner’s age, developmental level, and specific needs. Funding sources may also require you use specific assessments or may limit which assessments you submit for authorization.

Begin by asking the question, “Does the funder require specific assessments?” If the funder requires an assessment, use it. Funders have a team of professionals who establish these requirements and rarely do they approve services if their guidelines are not followed. If the funder doesn’t approve the service, the learner is the one who suffers the most.

From there, consider which skills are most important to the learner and the services being provided:

• Communication
• Life skills
• Academic skills
• Social skills

Consider which skills most impact the learner’s:

• Independent functioning in the environment where the services will be provided
• Challenging behaviors targeted for reduction
• Ability to develop more advanced skills

Choosing an appropriate assessment might feel daunting, but use the decision tree below as a guide.

You can find even more information about choosing and using skills assessments in our post: How to Conduct and Document an Initial Assessment for ABA Services .

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Frequently Asked Questions About Choosing Skills Assessments

Question: What factors should I consider when selecting a skills assessment?

Answer: When selecting a skills assessment, consider the assessment’s reliability, validity, ease of administration, cultural appropriateness, and alignment with the individual’s specific needs and goals.

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Question: Are there specific skills assessments recommended for certain populations, such as autistic learners?

Answer: Yes, certain skills assessments are specifically designed for autistic learners, such as the Verbal Behavior Milestones Assessment and Placement Program (VB-MAPP) and the Assessment of Basic Language and Learning Skills (ABLLS-R). Although these assessments were designed with autistic learners in mind, they may also be appropriate to use with learners experiencing other developmental or communication delays.

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Question: How do I know if a skills assessment is evidence-based?

Answer: Look for skills assessments that have been validated through rigorous research studies and have published evidence supporting their reliability and validity.

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Question: Can I use multiple skills assessments simultaneously?

Answer: Yes, it is common to use multiple skills assessments to gather a comprehensive profile of an individual’s skills. However, ensure that the assessments used are compatible and complement each other.

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Question: How frequently should skills assessments be conducted?

Answer: The frequency of skills assessments depends on individual needs and goals. Typically, assessments are conducted periodically to track progress and make data-driven decisions about intervention planning. Often, insurance funders require skills re-assessments every 6 months.

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Question: Can I modify a skills assessment to fit specific needs?

Answer: Modifying a skills assessment may affect its reliability and validity. If modifications are necessary to accommodate a learner’s specific needs, it is important to document and justify them while being cautious about potential impact on the assessment’s integrity.

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Question: How do I ensure cultural and linguistic appropriateness in skills assessments?

Answer: Look for skills assessments that have been culturally adapted or translated into different languages, and consider the individual’s cultural and linguistic background when selecting an assessment tool.

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Ethical Concerns Related to Choosing Skills Assessments

The table below presents some important ethical considerations when choosing skills assessments. The table includes specific action steps to help you ensure you practice in an ethical way.

Ethical Concern	Description of Concern	Action Steps to Ensure Ethical Practice
Informed Consent	Ensuring learners and/or their legal guardians have adequate information and understanding before consenting to participate in assessments.	Provide clear and comprehensive explanations, obtain written consent, and address any questions or concerns.
Cultural Sensitivity	Considering and respecting the diverse cultural backgrounds, values, and beliefs of learners when administering assessments.	Use culturally sensitive assessment tools, adapt materials if necessary, and involve culturally knowledgeable professionals when needed.
Validity and Reliability	Ensuring that assessments are valid, reliable, and accurately measure the intended skills or behaviors.	Use standardized and evidence-based assessment tools, ensure appropriate administration and scoring procedures, and validate assessments with the target population.
Bias and Fairness	Avoiding biases and ensuring fairness in assessments, considering factors such as gender, race, ethnicity, or socioeconomic status.	Select assessments that have been validated across diverse populations, monitor for potential biases, and address any disparities in access or outcomes.
Multiple Perspectives	Considering input from multiple stakeholders, such as parents, caregivers, teachers, and individuals themselves, to gather a comprehensive understanding of the learner’s skills.	Collaborate with the learner’s support network, seek input from multiple sources, and integrate different perspectives into the assessment process.
Individualized Assessment	Customizing assessments to account for a learner’s unique strengths, challenges, and cultural background.	Tailor assessments to individual needs, provide accommodations if necessary, and consider alternative assessment methods when appropriate.
Professional Competence	Ensuring that the professionals conducting assessments have the necessary knowledge, skills, and training to administer and interpret assessments accurately.	Maintain appropriate qualifications and credentials, engage in ongoing professional development, and adhere to ethical guidelines and standards.
Inclusion and Accessibility	Ensuring that assessments are accessible to learners with diverse abilities, including those with communication or sensory challenges.	Modify assessments to accommodate diverse needs, provide necessary supports, use alternative communication methods, and ensure physical accessibility.
Transparent Reporting	Providing clear and accurate reports of assessment results, including strengths, limitations, and recommendations, to guide intervention planning.	Clearly document assessment findings, use objective language, offer practical recommendations, and provide opportunities for feedback and clarification.
Equitable Access to Assessments	Ensuring that learners have equal opportunities to participate in assessments, regardless of their location, resources, or socioeconomic status.	Provide access to assessments regardless of financial constraints, offer assessments in various settings, and seek funding or support for individuals with limited resources.
Regular Review and Update	Conducting regular reviews of assessment tools and practices to ensure they align with current ethical guidelines and best practices.	Stay informed about current research and guidelines, review and update assessment procedures periodically, and adapt to evolving ethical standards and professional norms.

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Research Related to Choosing Skills Assessments

Below is a table summarizing research articles related to collecting and analyzing ABC data. The table includes important action steps to help you put these ideas into practice.

Article Title	Summary	Action Steps
The role of key skills as a risk marker for the development of challenging behaviour in children and young people who have an intellectual disability	The article explores the role of key skills as a risk marker for the development of challenging behavior in autistic children.	– Identify key skills that may be potential risk markers for challenging behavior. – Implement interventions and strategies to support the development of these key skills.
Implementing the verbal behavior milestones assessment and placement program (VB-MAPP): Teaching assessment techniques	The article focuses on implementing the Verbal Behavior Milestones Assessment and Placement Program (VB-MAPP) for assessing and teaching verbal behavior.	– Learn and apply assessment techniques from the VB-MAPP to evaluate verbal behavior milestones. – Utilize the VB-MAPP to guide intervention and instruction for learners with communication deficits.
The convergent validity of the PEAK-E-PA and two common assessments of language development: The ABLLS-R and the TOLD 1: 4	The study examines the convergent validity of the PEAK-E-PA assessment in relation to other common language development assessments.	– Compare the PEAK-E-PA assessment with the ABLLS-R and the TOLD 1:4 to evaluate language development. – Consider the results of these assessments to inform intervention planning for learners with language deficits.
Telehealth to train interventionists teaching functional living skills to children with autism spectrum disorder	The article discusses the use of telehealth for training interventionists in teaching functional living skills to autistic children.	– Explore telehealth as a viable option for training interventionists in teaching functional living skills. – Implement telehealth platforms and techniques to provide remote training and support for interventionists.
An internal and critical review of the PEAK relational training system for children with autism and related intellectual disabilities: 2014–2017	The article critically reviews the PEAK relational training system for autistic children and related intellectual disabilities.	– Evaluate the effectiveness and limitations of the PEAK relational training system for autistic learners and learners with related intellectual disabilities. – Consider the findings of the review to inform decision-making regarding the use of the PEAK system in intervention programs.
Toward a behavior analysis of complex language for children with autism: Evaluating the relationship between PEAK and the VB-MAPP	The article explores the relationship between the PEAK relational training system and the VB-MAPP in assessing complex language in autistic children.	– Assess and compare the effectiveness of the PEAK relational training system and the VB-MAPP in evaluating complex language in autistic learners. – Utilize the findings to determine the most appropriate assessment tool for assessing complex language skills.
The effectiveness of the peak relational training system and corresponding changes on the VB‐MAPP for young adults with autism	The study investigates the effectiveness of the PEAK relational training system in producing changes on the VB-MAPP for young autistic adults.	– Implement the PEAK relational training system to promote changes in learners’ performance on the VB-MAPP. – Monitor and evaluate the effectiveness of the PEAK system in promoting skill acquisition and progress on the VB-MAPP.
The Utility of the ABLLS in Comprehensive Assessment and Educational Planning: A Comparison of Instruments	The article compares the utility of the ABLLS in comprehensive assessment and educational planning with other instruments.	– Compare the ABLLS with other assessment instruments to determine their suitability for comprehensive assessment and educational planning. – Consider the specific strengths and limitations of each assessment instrument for different purposes and populations.
The effects of the Early Start Denver Model for children with autism spectrum disorder: A meta-analysis	The article presents a meta-analysis on the effects of the Early Start Denver Model (ESDM) for autistic children.	– Familiarize yourself with the Early Start Denver Model and its core components. – Consider implementing the ESDM as an early intervention approach for autistic learners.
Beyond physical inclusion: Teaching skills in the community to enhance social inclusion	The doctoral dissertation explores teaching skills in the community to enhance social inclusion beyond physical inclusion.	– Develop community-based programs and interventions to teach skills that enhance social inclusion. – Consider the unique challenges and opportunities presented by community settings in promoting social inclusion.
Functional skills	The article focuses on functional skills and their importance in learners with intellectual and developmental disabilities.	– Identify functional skills relevant to the learner’s daily life and independence. – Develop interventions and support strategies to teach and promote the acquisition of functional skills.
Building Essential Skills Together: Developing Employment and Skill Building Opportunities for Adults of All Abilities	The article discusses the development of employment and skill-building opportunities for adults of all abilities.	– Advocate for and promote inclusive employment opportunities for learners of all abilities. – Collaborate with organizations and stakeholders to develop skill-building programs tailored to the needs of adults with disabilities.
Evaluating the relationships between the PEAK relational training system–direct training module, assessment of basic language and learning skills–revised, and the Vineland adaptive behavior scales–II	The article evaluates the relationships between the PEAK relational training system, the ABLLS-R, and the Vineland adaptive behavior scales.	– Examine the relationships between the PEAK system, the ABLLS-R, and the Vineland adaptive behavior scales to gain a comprehensive understanding of learners’ skills and behaviors. – Use the findings to inform intervention planning and individualized support strategies.
Data-driven, client-centric applied behavior analysis treatment-dose optimization improves functional outcomes	The article discusses data-driven, client-centric applied behavior analysis treatment-dose optimization and its impact on functional outcomes.	– Implement a data-driven approach in designing and adjusting treatment doses in applied behavior analysis. – Continuously monitor and evaluate the impact of treatment-dose optimization on learners’ functional outcomes.
Global assessment use and practices in applied behavior analysis: Surveying the field	The article examines the global assessment use and practices in applied behavior analysis (ABA).	– Explore and adopt a variety of assessment tools and practices used in ABA to gather comprehensive data on learners’ skills and needs. – Regularly evaluate and update assessment practices based on research and best practices in the field.
An evaluation of effective implementation of ABA on the outcomes across learning domains for children with autism	The article evaluates the implementation of applied behavior analysis (ABA) on outcomes across learning domains for autistic children.	– Implement ABA principles and techniques to address learning deficits across multiple domains in autistic children. – Continuously evaluate the effectiveness of ABA interventions and make adjustments as needed.
Effects of a brief Early Start Denver Model (ESDM)–based parent intervention on toddlers at risk for autism spectrum disorders: A randomized controlled trial	The article presents the effects of a brief Early Start Denver Model (ESDM)-based parent intervention on toddlers at risk for autism spectrum disorders.	– Familiarize yourself with the Early Start Denver Model and the potential benefits of parent interventions. – Consider implementing parent-mediated interventions based on the ESDM for toddlers at risk for autism spectrum disorders.
TRIAD social skills assessment	The article discusses the TRIAD social skills assessment for autistic learners.	– Utilize the TRIAD social skills assessment to evaluate social skills in autistic learners. – Develop targeted interventions and strategies based on the assessment results to enhance social skills.
Comprehensive ABA programs: Integrating and evaluating the implementation of varied instructional approaches	The article focuses on comprehensive applied behavior analysis (ABA) programs and the integration of varied instructional approaches.	– Develop and implement comprehensive ABA programs that incorporate diverse instructional approaches. – Evaluate and modify instructional approaches based on ongoing data collection and analysis.

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References and Related Reading

Armstrong, H., Denne, L. D., & Bailey, T. (2021). The role of key skills as a risk marker for the development of challenging behaviour in children and young people who have an intellectual disability. International Journal of Positive Behavioural Support, 11(2), 3-14.

Barnes, C. S., Mellor, J. R., & Rehfeldt, R. A. (2014). Implementing the verbal behavior milestones assessment and placement program (VB-MAPP): Teaching assessment techniques. The Analysis of verbal behavior, 30, 36-47.

Belisle, J., Dixon, M. R., Munoz, B. E., & Fricke-Steuber, K. (2021). The convergent validity of the PEAK-E-PA and two common assessments of language development: The ABLLS-R and the TOLD 1: 4. Journal of Behavioral Education, 1-19.

Craig, E., Dounavi, K., & Ferguson, J. (2021). Telehealth to train interventionists teaching functional living skills to children with autism spectrum disorder. Journal of Applied Behavior Analysis, 54(2), 511-529.

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