Treatment Plan Generator

Print this page to create a Treatment Plan for your client. To create a document you can edit in Microsoft Word complete the following steps:

Filter each table for the client for whom you are generating the report (you need to filter each table separately for the client/behavior(s) for the report)
Scroll back to the top to click the print button (these instructions will print on the first page but can be discarded)
Select either Adobe PDF or Microsoft Print to PDF (on a Mac look for the PDF button)
Open file in Adobe if you have Adobe Pro and select File>Export To>Microsoft Word. If you don’t have Adobe Pro you can convert the file on the Adobe website for free.

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To convert the PDF to Word so you can edit, use the button below.

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Treatment Plan

Client Information

Client Name:

Date of Birth:

Client Age:

Diagnosis:

Guardian:

Guardian Phone:

Guardian Address:

Provider Information

wdt_ID	Provider Name	Provider Number	Phone	Address	Email	userid

Assessment Information

Client Name:

Client Name	wdt_ID	Start Date	Initial Assessment Date	Date of Current Report	Evaluator's Name	userid

Medical Rationale for ABA Services

Client Name:

wdt_ID	Client Name	Psychosocial Information	Risk Assessment	Diagnosis	Prescribing Physician	Medications	History of Services	userid

Coordination of Treatment with Other Providers

Client Name:

wdt_ID	Client Name	School	Doctor	Psychiatrist	Occupational Therapist	Speech Therapist	Physical Therapist	Support Staff	userid

Behavior Reduction Goals

Behavior Name:

wdt_ID	clientname	Behavior Name	The learner will...	by	userid

Progress Toward Behavior Reduction Goals

Target Behavior:

wdt_ID	Target Behavior	Definition	Baseline	Current Level	userid

Skills Assessment

Client Name:

wdt_ID	Client Name	Assessment	description	userid

Programming

Selecting ‘None Selected’ in the Assessment, Domain & Milestone columns indicates that no goals in this specific domain will be added to the plan during this treatment period.

Academic

Assessment, Domain & Milestone:

Goal:

skilltype	assessment	Assessment, Domain & Milestone	domain	Level	Milestone	Goal	Medical Necessity Criteria
Academic	VB-MAPP	VB-MAPP Reading 11M	Reading	3	11M	LEARNER will attend to a book when a story is being read to him for 2.25 minutes during a 3 minute story.	Reading targets create opportunities to address maladaptive behavior triggered by academic tasks and maintained by escape from demands to complete these types of activities. Teaching tolerance for task demands typically present in schools will build LEARNER’s success in the natural environment and
Academic	VB-MAPP	VB-MAPP Reading 12M	Reading	3	12M	LEARNER will select the correct uppercase letter from an array of 5 letters for 10 different letters with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Reading targets create opportunities to address maladaptive behavior triggered by academic tasks and maintained by escape from demands to complete these types of activities. Teaching tolerance for task demands typically present in schools will build LEARNER’s success in the natural environment and
Academic	VB-MAPP	VB-MAPP Reading 13M	Reading	3	13M	LEARNER will tact 10 uppercase letters on command with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Reading targets create opportunities to address maladaptive behavior triggered by academic tasks and maintained by escape from demands to complete these types of activities. Teaching tolerance for task demands typically present in schools will build LEARNER’s success in the natural environment and
Academic	VB-MAPP	VB-MAPP Reading 14M	Reading	3	14M	LEARNER will read his own name with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Reading targets create opportunities to address maladaptive behavior triggered by academic tasks and maintained by escape from demands to complete these types of activities. Teaching tolerance for task demands typically present in schools will build LEARNER’s success in the natural environment and
Academic	VB-MAPP	VB-MAPP Reading 15M	Reading	3	15M	LEARNER will match 5 words to the corresponding picture or items in an array of 5 with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Reading targets create opportunities to address maladaptive behavior triggered by academic tasks and maintained by escape from demands to complete these types of activities. Teaching tolerance for task demands typically present in schools will build LEARNER’s success in the natural environment and
Academic	VB-MAPP	VB-MAPP Writing 11M	Writing	3	11M	LEARNER will imitate 5 different writing actions modeled by an adult using a writing instrument and writing surface with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Writing targets create opportunities to address maladaptive behavior triggered by academic tasks and maintained by escape from demands to complete these types of activities. Teaching tolerance for task demands typically present in schools will build LEARNER’s success in the natural environment and
Academic	VB-MAPP	VB-MAPP Writing 12M	Writing	3	12M	LEARNER will independently trace within 1/4 inch of the lines of 5 different geometrical shapes.	Writing targets create opportunities to address maladaptive behavior triggered by academic tasks and maintained by escape from demands to complete these types of activities. Teaching tolerance for task demands typically present in schools will build LEARNER’s success in the natural environment and
Academic	VB-MAPP	VB-MAPP Writing 13M	Writing	3	13M	LEARNER will copy 10 letters or numbers legibly with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Writing targets create opportunities to address maladaptive behavior triggered by academic tasks and maintained by escape from demands to complete these types of activities. Teaching tolerance for task demands typically present in schools will build LEARNER’s success in the natural environment and
Academic	VB-MAPP	VB-MAPP Writing 14M	Writing	3	14M	LEARNER will legibly spell and write his own name without copying with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Writing targets create opportunities to address maladaptive behavior triggered by academic tasks and maintained by escape from demands to complete these types of activities. Teaching tolerance for task demands typically present in schools will build LEARNER’s success in the natural environment and
Academic	VB-MAPP	VB-MAPP Writing 15M	Writing	3	15M	LEARNER will copy all 26 upper and lower case letters legibly with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Writing targets create opportunities to address maladaptive behavior triggered by academic tasks and maintained by escape from demands to complete these types of activities. Teaching tolerance for task demands typically present in schools will build LEARNER’s success in the natural environment and
Academic	VB-MAPP	VB-MAPP Math 11M	Math	3	11M	LEARNER will identify as a listener the numbers 1-5 in an array of 5 different numbers with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Math targets create opportunities to address maladaptive behavior triggered by academic tasks and maintained by escape from demands to complete these types of activities. Teaching tolerance for task demands typically present in schools will build LEARNER’s success in the natural environment and red
Academic	VB-MAPP	VB-MAPP Math 12M	Math	3	12M	LEARNER tacts the numbers 1-5 with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Math targets create opportunities to address maladaptive behavior triggered by academic tasks and maintained by escape from demands to complete these types of activities. Teaching tolerance for task demands typically present in schools will build LEARNER’s success in the natural environment and red
Academic	VB-MAPP	VB-MAPP Math 13M	Math	3	13M	LEARNER counts out 1-5 items from a larger set of items with 1 to 1 correspondence with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Math targets create opportunities to address maladaptive behavior triggered by academic tasks and maintained by escape from demands to complete these types of activities. Teaching tolerance for task demands typically present in schools will build LEARNER’s success in the natural environment and red
Academic	VB-MAPP	VB-MAPP Math 14M	Math	3	14M	LEARNER identifies as a listener 8 different comparisons involving measurement with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Math targets create opportunities to address maladaptive behavior triggered by academic tasks and maintained by escape from demands to complete these types of activities. Teaching tolerance for task demands typically present in schools will build LEARNER’s success in the natural environment and red
Academic	VB-MAPP	VB-MAPP Math 15M	Math	3	15M	LEARNER correctly matches a written number to a quantity and a quantity to a written number for the numbers 1-5 with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Math targets create opportunities to address maladaptive behavior triggered by academic tasks and maintained by escape from demands to complete these types of activities. Teaching tolerance for task demands typically present in schools will build LEARNER’s success in the natural environment and red
Academic	Social Skills Solutions	Social Skills Solutions Critical Thinking Skills 1-7	Critical Thinking Skills	1	1-7	LEARNER will follow a schedule and rules with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Critical thinking skills are important in building independence and for success in group settings such as school. These targets serve as adaptive replacement behaviors for maladaptive behaviors maintained by escape.
Academic	Social Skills Solutions	Social Skills Solutions Critical Thinking Skills 1-7	Critical Thinking Skills	1	1-7	LEARNER will make a choice out of 3.	Critical thinking skills are important in building independence and for success in group settings such as school. These targets serve as adaptive replacement behaviors for maladaptive behaviors maintained by escape.
Academic	Social Skills Solutions	Social Skills Solutions Critical Thinking Skills 1-7	Critical Thinking Skills	1	1-7	LEARNER will understand the concept first/the.	Critical thinking skills are important in building independence and for success in group settings such as school. These targets serve as adaptive replacement behaviors for maladaptive behaviors maintained by escape.
Academic	Social Skills Solutions	Social Skills Solutions Critical Thinking Skills 1-7	Critical Thinking Skills	1	1-7	LEARNER will sequence pictures up to 4 steps with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Critical thinking skills are important in building independence and for success in group settings such as school. These targets serve as adaptive replacement behaviors for maladaptive behaviors maintained by escape.
Academic	Social Skills Solutions	Social Skills Solutions Critical Thinking Skills 1-7	Critical Thinking Skills	1	1-7	LEARNER will retell 4 pictures in a sequence with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Critical thinking skills are important in building independence and for success in group settings such as school. These targets serve as adaptive replacement behaviors for maladaptive behaviors maintained by escape.
Academic	Social Skills Solutions	Social Skills Solutions Critical Thinking Skills 1-7	Critical Thinking Skills	1	1-7	LEARNER will categorize items/themes with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Critical thinking skills are important in building independence and for success in group settings such as school. These targets serve as adaptive replacement behaviors for maladaptive behaviors maintained by escape.
Academic	Social Skills Solutions	Social Skills Solutions Critical Thinking Skills 1-7	Critical Thinking Skills	1	1-7	LEARNER will make basic inferences-“What do you need?” To finish something or make something with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Critical thinking skills are important in building independence and for success in group settings such as school. These targets serve as adaptive replacement behaviors for maladaptive behaviors maintained by escape.
Academic	Social Skills Solutions	Social Skills Solutions Critical Thinking Skills 1-7	Critical Thinking Skills	1	1-7	LEARNER will retell life events with visual aides with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Critical thinking skills are important in building independence and for success in group settings such as school. These targets serve as adaptive replacement behaviors for maladaptive behaviors maintained by escape.
Academic	Social Skills Solutions	Social Skills Solutions Critical Thinking Skills 1-7	Critical Thinking Skills	1	1-7	LEARNER will find things not present with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Critical thinking skills are important in building independence and for success in group settings such as school. These targets serve as adaptive replacement behaviors for maladaptive behaviors maintained by escape.
Academic	Social Skills Solutions	Social Skills Solutions Critical Thinking Skills 1-7	Critical Thinking Skills	1	1-7	LEARNER will determine “what’s wrong” in pictures with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Critical thinking skills are important in building independence and for success in group settings such as school. These targets serve as adaptive replacement behaviors for maladaptive behaviors maintained by escape.
Academic	Social Skills Solutions	Social Skills Solutions Critical Thinking Skills 1-7	Critical Thinking Skills	1	1-7	LEARNER will determine "what is the same and different” in pictures with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Critical thinking skills are important in building independence and for success in group settings such as school. These targets serve as adaptive replacement behaviors for maladaptive behaviors maintained by escape.
Academic	Social Skills Solutions	Social Skills Solutions Critical Thinking Skills 1-7	Critical Thinking Skills	1	1-7	LEARNER will name opposites with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Critical thinking skills are important in building independence and for success in group settings such as school. These targets serve as adaptive replacement behaviors for maladaptive behaviors maintained by escape.
Academic	Social Skills Solutions	Social Skills Solutions Critical Thinking Skills 2-7	Critical Thinking Skills	2	2-7	LEARNER will generate what comes next with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Critical thinking skills are important in building independence and for success in group settings such as school. These targets serve as adaptive replacement behaviors for maladaptive behaviors maintained by escape.
Academic	Social Skills Solutions	Social Skills Solutions Critical Thinking Skills 2-7	Critical Thinking Skills	2	2-7	LEARNER will retell events of that day/yesterday with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Critical thinking skills are important in building independence and for success in group settings such as school. These targets serve as adaptive replacement behaviors for maladaptive behaviors maintained by escape.
Academic	Social Skills Solutions	Social Skills Solutions Critical Thinking Skills 2-7	Critical Thinking Skills	2	2-7	LEARNER will retell short stories without visuals with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Critical thinking skills are important in building independence and for success in group settings such as school. These targets serve as adaptive replacement behaviors for maladaptive behaviors maintained by escape.
Academic	Social Skills Solutions	Social Skills Solutions Critical Thinking Skills 2-7	Critical Thinking Skills	2	2-7	LEARNER will do word associations/oral categories with quick response time with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Critical thinking skills are important in building independence and for success in group settings such as school. These targets serve as adaptive replacement behaviors for maladaptive behaviors maintained by escape.
Academic	Social Skills Solutions	Social Skills Solutions Critical Thinking Skills 2-7	Critical Thinking Skills	2	2-7	LEARNER will identify what is missing in pictures with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Critical thinking skills are important in building independence and for success in group settings such as school. These targets serve as adaptive replacement behaviors for maladaptive behaviors maintained by escape.
Academic	Social Skills Solutions	Social Skills Solutions Critical Thinking Skills 2-7	Critical Thinking Skills	2	2-7	LEARNER will recall 3-5 pictures shown with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Critical thinking skills are important in building independence and for success in group settings such as school. These targets serve as adaptive replacement behaviors for maladaptive behaviors maintained by escape.
Academic	Social Skills Solutions	Social Skills Solutions Critical Thinking Skills 2-7	Critical Thinking Skills	2	2-7	LEARNER will recall 3-5 items shown with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Critical thinking skills are important in building independence and for success in group settings such as school. These targets serve as adaptive replacement behaviors for maladaptive behaviors maintained by escape.
Academic	Social Skills Solutions	Social Skills Solutions Critical Thinking Skills 2-7	Critical Thinking Skills	2	2-7	LEARNER will recall 3-5 verbal directions with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Critical thinking skills are important in building independence and for success in group settings such as school. These targets serve as adaptive replacement behaviors for maladaptive behaviors maintained by escape.
Academic	Social Skills Solutions	Social Skills Solutions Critical Thinking Skills 2-7	Critical Thinking Skills	2	2-7	LEARNER will use self-talk as a rehearsal strategy.	Critical thinking skills are important in building independence and for success in group settings such as school. These targets serve as adaptive replacement behaviors for maladaptive behaviors maintained by escape.
Academic	Social Skills Solutions	Social Skills Solutions Critical Thinking Skills 2-7	Critical Thinking Skills	2	2-7	LEARNER will use self-talk as a reminder of what to do.	Critical thinking skills are important in building independence and for success in group settings such as school. These targets serve as adaptive replacement behaviors for maladaptive behaviors maintained by escape.
Academic	Social Skills Solutions	Social Skills Solutions Critical Thinking Skills 2-7	Critical Thinking Skills	2	2-7	LEARNER will separate 3-4 parts of a simple story with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Critical thinking skills are important in building independence and for success in group settings such as school. These targets serve as adaptive replacement behaviors for maladaptive behaviors maintained by escape.
Academic	Social Skills Solutions	Social Skills Solutions Critical Thinking Skills 2-7	Critical Thinking Skills	2	2-7	LEARNER will generate a verbal list of items needed (i.e. for lunch or a project).	Critical thinking skills are important in building independence and for success in group settings such as school. These targets serve as adaptive replacement behaviors for maladaptive behaviors maintained by escape.
Academic	Social Skills Solutions	Social Skills Solutions Critical Thinking Skills 2-7	Critical Thinking Skills	2	2-7	LEARNER will describe basic themes with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Critical thinking skills are important in building independence and for success in group settings such as school. These targets serve as adaptive replacement behaviors for maladaptive behaviors maintained by escape.
Academic	Social Skills Solutions	Social Skills Solutions Critical Thinking Skills 2-7	Critical Thinking Skills	2	2-7	LEARNER will understand concept of safe vs. dangerous.	Critical thinking skills are important in building independence and for success in group settings such as school. These targets serve as adaptive replacement behaviors for maladaptive behaviors maintained by escape.
Academic	Social Skills Solutions	Social Skills Solutions Critical Thinking Skills 2-7	Critical Thinking Skills	2	2-7	LEARNER will choose which item does not belong with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Critical thinking skills are important in building independence and for success in group settings such as school. These targets serve as adaptive replacement behaviors for maladaptive behaviors maintained by escape.
Academic	Social Skills Solutions	Social Skills Solutions Critical Thinking Skills 2-7	Critical Thinking Skills	2	2-7	LEARNER will give basic reason “why” in pictures/events with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Critical thinking skills are important in building independence and for success in group settings such as school. These targets serve as adaptive replacement behaviors for maladaptive behaviors maintained by escape.
Academic	Social Skills Solutions	Social Skills Solutions Critical Thinking Skills 2-7	Critical Thinking Skills	2	2-7	LEARNER will write a story including the subject, characters and setting.	Critical thinking skills are important in building independence and for success in group settings such as school. These targets serve as adaptive replacement behaviors for maladaptive behaviors maintained by escape.
Academic	Social Skills Solutions	Social Skills Solutions Critical Thinking Skills 3-7	Critical Thinking Skills	3	3-7	LEARNER will paraphrase or summarize.	Critical thinking skills are important in building independence and for success in group settings such as school. These targets serve as adaptive replacement behaviors for maladaptive behaviors maintained by escape.
Academic	Social Skills Solutions	Social Skills Solutions Critical Thinking Skills 3-7	Critical Thinking Skills	3	3-7	LEARNER will distinguish facts from opinions.	Critical thinking skills are important in building independence and for success in group settings such as school. These targets serve as adaptive replacement behaviors for maladaptive behaviors maintained by escape.
Academic	Social Skills Solutions	Social Skills Solutions Critical Thinking Skills 3-7	Critical Thinking Skills	3	3-7	LEARNER will decode the content of a story.	Critical thinking skills are important in building independence and for success in group settings such as school. These targets serve as adaptive replacement behaviors for maladaptive behaviors maintained by escape.
Academic	Social Skills Solutions	Social Skills Solutions Critical Thinking Skills 3-7	Critical Thinking Skills	3	3-7	LEARNER will write a story that includes the title, characters, setting, main idea/action, and details.	Critical thinking skills are important in building independence and for success in group settings such as school. These targets serve as adaptive replacement behaviors for maladaptive behaviors maintained by escape.
Academic	Social Skills Solutions	Social Skills Solutions Critical Thinking Skills 3-7	Critical Thinking Skills	3	3-7	LEARNER will make deductions from short stories.	Critical thinking skills are important in building independence and for success in group settings such as school. These targets serve as adaptive replacement behaviors for maladaptive behaviors maintained by escape.
Academic	Social Skills Solutions	Social Skills Solutions Advanced Language 3-8	Advanced Language	3	3-8	LEARNER will understand the main idea of a story.	Advanced language targets address a core deficit of autism and prepare LEARNER for success in social environments such as school as social interactions often require the use and understanding of complex language. Additionally, advanced language skills serve as adaptive replacement behavior for mala
Academic	Social Skills Solutions	Social Skills Solutions Advanced Language 3-8	Advanced Language	3	3-8	LEARNER will write a personal narrative.	Advanced language targets address a core deficit of autism and prepare LEARNER for success in social environments such as school as social interactions often require the use and understanding of complex language. Additionally, advanced language skills serve as adaptive replacement behavior for mala
Academic	Social Skills Solutions	Social Skills Solutions Advanced Language 3-8	Advanced Language	3	3-8	LEARNER will write a descriptive narrative.	Advanced language targets address a core deficit of autism and prepare LEARNER for success in social environments such as school as social interactions often require the use and understanding of complex language. Additionally, advanced language skills serve as adaptive replacement behavior for mala
Academic	Social Skills Solutions	Social Skills Solutions Advanced Language 3-8	Advanced Language	3	3-8	LEARNER will write a procedural narrative.	Advanced language targets address a core deficit of autism and prepare LEARNER for success in social environments such as school as social interactions often require the use and understanding of complex language. Additionally, advanced language skills serve as adaptive replacement behavior for mala
Academic	Social Skills Solutions	Social Skills Solutions Advanced Language 3-8	Advanced Language	3	3-8	LEARNER will identify and understand homonyms.	Advanced language targets address a core deficit of autism and prepare LEARNER for success in social environments such as school as social interactions often require the use and understanding of complex language. Additionally, advanced language skills serve as adaptive replacement behavior for mala
Academic	Social Skills Solutions	Social Skills Solutions Advanced Language 3-8	Advanced Language	3	3-8	LEARNER will identify and understand synonyms.	Advanced language targets address a core deficit of autism and prepare LEARNER for success in social environments such as school as social interactions often require the use and understanding of complex language. Additionally, advanced language skills serve as adaptive replacement behavior for mala
Academic	Social Skills Solutions	Social Skills Solutions Advanced Language 3-8	Advanced Language	3	3-8	LEARNER will identify and understand antonyms.	Advanced language targets address a core deficit of autism and prepare LEARNER for success in social environments such as school as social interactions often require the use and understanding of complex language. Additionally, advanced language skills serve as adaptive replacement behavior for mala
Academic	ABLLS	ABLLS Reading Q1	Reading	1	Q1	LEARNER will receptively identify all 26 upper and lowercase letters with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Reading targets create opportunities to address maladaptive behavior triggered by academic tasks and maintained by escape from demands to complete these types of activities. Teaching tolerance for task demands typically present in schools will build LEARNER’s success in the natural environment and
Academic	ABLLS	ABLLS Reading Q2	Reading	1	Q2	LEARNER will name all 26 upper and lowercase letters with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Reading targets create opportunities to address maladaptive behavior triggered by academic tasks and maintained by escape from demands to complete these types of activities. Teaching tolerance for task demands typically present in schools will build LEARNER’s success in the natural environment and
Academic	ABLLS	ABLLS Reading Q3	Reading	1	Q3	LEARNER will select the corresponding letter when given the sounds associated with the letter for 20 letters with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Reading targets create opportunities to address maladaptive behavior triggered by academic tasks and maintained by escape from demands to complete these types of activities. Teaching tolerance for task demands typically present in schools will build LEARNER’s success in the natural environment and
Academic	ABLLS	ABLLS Reading Q4	Reading	1	Q4	LEARNER will give the sounds associated with letters for 20 letters with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Reading targets create opportunities to address maladaptive behavior triggered by academic tasks and maintained by escape from demands to complete these types of activities. Teaching tolerance for task demands typically present in schools will build LEARNER’s success in the natural environment and
Academic	ABLLS	ABLLS Reading Q5	Reading	1	Q5	LEARNER will match words to pictures for 20 words with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Reading targets create opportunities to address maladaptive behavior triggered by academic tasks and maintained by escape from demands to complete these types of activities. Teaching tolerance for task demands typically present in schools will build LEARNER’s success in the natural environment and
Academic	ABLLS	ABLLS Reading Q6	Reading	1	Q6	LEARNER will match word cards to those same words written in different fonts presented in a display of 3 word cards varying only 1 letter in each word (i.e. bat, hat, cat) with 80% independence across	Reading targets create opportunities to address maladaptive behavior triggered by academic tasks and maintained by escape from demands to complete these types of activities. Teaching tolerance for task demands typically present in schools will build LEARNER’s success in the natural environment and
Academic	ABLLS	ABLLS Reading Q7	Reading	1	Q7	LEARNER will name the letters of words reading from left to right across the word in words having 5 letters.	Reading targets create opportunities to address maladaptive behavior triggered by academic tasks and maintained by escape from demands to complete these types of activities. Teaching tolerance for task demands typically present in schools will build LEARNER’s success in the natural environment and
Academic	ABLLS	ABLLS Reading Q8	Reading	1	Q8	LEARNER will match individual letters to the letters on cards with single 5 letter words with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Reading targets create opportunities to address maladaptive behavior triggered by academic tasks and maintained by escape from demands to complete these types of activities. Teaching tolerance for task demands typically present in schools will build LEARNER’s success in the natural environment and
Academic	ABLLS	ABLLS Reading Q9	Reading	1	Q9	Given a picture of an object and 2 or 3 letters provided, LEARNER will add a small letter card to complete a 3 letter word for 10 words with 80% independence across 2 people and 2 settings for 3 conse	Reading targets create opportunities to address maladaptive behavior triggered by academic tasks and maintained by escape from demands to complete these types of activities. Teaching tolerance for task demands typically present in schools will build LEARNER’s success in the natural environment and
Academic	ABLLS	ABLLS Reading Q10	Reading	1	Q10	LEARNER will read 50 words with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Reading targets create opportunities to address maladaptive behavior triggered by academic tasks and maintained by escape from demands to complete these types of activities. Teaching tolerance for task demands typically present in schools will build LEARNER’s success in the natural environment and
Academic	ABLLS	ABLLS Reading Q11	Reading	1	Q11	LEARNER will decode 20 unknown words of 4 or more letters with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Reading targets create opportunities to address maladaptive behavior triggered by academic tasks and maintained by escape from demands to complete these types of activities. Teaching tolerance for task demands typically present in schools will build LEARNER’s success in the natural environment and
Academic	ABLLS	ABLLS Reading Q12	Reading	1	Q12	LEARNER will read phrases containing combinations of known words with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Reading targets create opportunities to address maladaptive behavior triggered by academic tasks and maintained by escape from demands to complete these types of activities. Teaching tolerance for task demands typically present in schools will build LEARNER’s success in the natural environment and
Academic	ABLLS	ABLLS Reading Q13	Reading	1	Q13	LEARNER will read sentences containing combinations of known words with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Reading targets create opportunities to address maladaptive behavior triggered by academic tasks and maintained by escape from demands to complete these types of activities. Teaching tolerance for task demands typically present in schools will build LEARNER’s success in the natural environment and
Academic	ABLLS	ABLLS Reading Q14	Reading	1	Q14	LEARNER will choose a word from a selection of words to fill in a missing word when given an incomplete sentence from an array of 3 words which differs on less than 50% of the letters with 80% indepen	Reading targets create opportunities to address maladaptive behavior triggered by academic tasks and maintained by escape from demands to complete these types of activities. Teaching tolerance for task demands typically present in schools will build LEARNER’s success in the natural environment and
Academic	ABLLS	ABLLS Reading Q15	Reading	1	Q15	LEARNER will read and follow 20 simple instructions to perform 6 actions with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Reading targets create opportunities to address maladaptive behavior triggered by academic tasks and maintained by escape from demands to complete these types of activities. Teaching tolerance for task demands typically present in schools will build LEARNER’s success in the natural environment and
Academic	ABLLS	ABLLS Reading Q16	Reading	1	Q16	LEARNER will read and follow 20 sentences to perform 6 simple instructions on worksheets with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Reading targets create opportunities to address maladaptive behavior triggered by academic tasks and maintained by escape from demands to complete these types of activities. Teaching tolerance for task demands typically present in schools will build LEARNER’s success in the natural environment and
Academic	ABLLS	ABLLS Reading Q17	Reading	1	Q17	LEARNER will read 3 sentences and answer questions regarding the sentence with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Reading targets create opportunities to address maladaptive behavior triggered by academic tasks and maintained by escape from demands to complete these types of activities. Teaching tolerance for task demands typically present in schools will build LEARNER’s success in the natural environment and
Academic	ABLLS	ABLLS Math R1	Math	1	R1	LEARNER will continue counting to 10 when the counting sequence is started for him with “1, 2,…” with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Math targets create opportunities to address maladaptive behavior triggered by academic tasks and maintained by escape from demands to complete these types of activities. Teaching tolerance for task demands typically present in schools will build LEARNER’s success in the natural environment and red
Academic	ABLLS	ABLLS Math R2	Math	1	R2	LEARNER will rote count to any specified number up to 30 with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Math targets create opportunities to address maladaptive behavior triggered by academic tasks and maintained by escape from demands to complete these types of activities. Teaching tolerance for task demands typically present in schools will build LEARNER’s success in the natural environment and red
Academic	ABLLS	ABLLS Math R3	Math	1	R3	LEARNER will continue counting objects to 10 when counting sequence is started for him with “1, 2…” with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Math targets create opportunities to address maladaptive behavior triggered by academic tasks and maintained by escape from demands to complete these types of activities. Teaching tolerance for task demands typically present in schools will build LEARNER’s success in the natural environment and red
Academic	ABLLS	ABLLS Math R4	Math	1	R4	LEARNER will count the number of items, up to 100, given to him even if the items are not arranged in a straight row with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Math targets create opportunities to address maladaptive behavior triggered by academic tasks and maintained by escape from demands to complete these types of activities. Teaching tolerance for task demands typically present in schools will build LEARNER’s success in the natural environment and red
Academic	ABLLS	ABLLS Math R5	Math	1	R5	LEARNER will count-out a specified number of items from a larger set of items up to 30 with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Math targets create opportunities to address maladaptive behavior triggered by academic tasks and maintained by escape from demands to complete these types of activities. Teaching tolerance for task demands typically present in schools will build LEARNER’s success in the natural environment and red
Academic	ABLLS	ABLLS Math R6	Math	1	R6	LEARNER will name numerals 1-10 on a number line with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Math targets create opportunities to address maladaptive behavior triggered by academic tasks and maintained by escape from demands to complete these types of activities. Teaching tolerance for task demands typically present in schools will build LEARNER’s success in the natural environment and red
Academic	ABLLS	ABLLS Math R7	Math	1	R7	LEARNER will name numbers 1-100 with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Math targets create opportunities to address maladaptive behavior triggered by academic tasks and maintained by escape from demands to complete these types of activities. Teaching tolerance for task demands typically present in schools will build LEARNER’s success in the natural environment and red
Academic	ABLLS	ABLLS Math R8	Math	1	R8	LEARNER will match numbers with the same amount of items and vice versa for up to 30 items with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Math targets create opportunities to address maladaptive behavior triggered by academic tasks and maintained by escape from demands to complete these types of activities. Teaching tolerance for task demands typically present in schools will build LEARNER’s success in the natural environment and red
Academic	ABLLS	ABLLS Math R9	Math	1	R9	LEARNER will receptively identify and label examples of the word “more” with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Math targets create opportunities to address maladaptive behavior triggered by academic tasks and maintained by escape from demands to complete these types of activities. Teaching tolerance for task demands typically present in schools will build LEARNER’s success in the natural environment and red
Academic	ABLLS	ABLLS Math R10	Math	1	R10	LEARNER will receptively identify and label examples of the word “less” with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Math targets create opportunities to address maladaptive behavior triggered by academic tasks and maintained by escape from demands to complete these types of activities. Teaching tolerance for task demands typically present in schools will build LEARNER’s success in the natural environment and red
Academic	ABLLS	ABLLS Math R11	Math	1	R11	LEARNER will receptively identify and label examples of the word “some” with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Math targets create opportunities to address maladaptive behavior triggered by academic tasks and maintained by escape from demands to complete these types of activities. Teaching tolerance for task demands typically present in schools will build LEARNER’s success in the natural environment and red
Academic	ABLLS	ABLLS Math R12	Math	1	R12	LEARNER will receptively identify and label examples of the word “all” with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Math targets create opportunities to address maladaptive behavior triggered by academic tasks and maintained by escape from demands to complete these types of activities. Teaching tolerance for task demands typically present in schools will build LEARNER’s success in the natural environment and red
Academic	ABLLS	ABLLS Math R13	Math	1	R13	LEARNER will receptively identify and label examples of the word “zero/none” with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Math targets create opportunities to address maladaptive behavior triggered by academic tasks and maintained by escape from demands to complete these types of activities. Teaching tolerance for task demands typically present in schools will build LEARNER’s success in the natural environment and red
Academic	ABLLS	ABLLS Math R14	Math	1	R14	Given a set of items, LEARNER will get the correct number of additional items to make a set of a specified quantity to total up to 10 with 80% independence across 2 people and 2 settings for 3 consecu	Math targets create opportunities to address maladaptive behavior triggered by academic tasks and maintained by escape from demands to complete these types of activities. Teaching tolerance for task demands typically present in schools will build LEARNER’s success in the natural environment and red
Academic	ABLLS	ABLLS Math R15	Math	1	R15	LEARNER will receptively identify and label examples of the word “same” with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Math targets create opportunities to address maladaptive behavior triggered by academic tasks and maintained by escape from demands to complete these types of activities. Teaching tolerance for task demands typically present in schools will build LEARNER’s success in the natural environment and red
Academic	ABLLS	ABLLS Math R16	Math	1	R16	LEARNER will receptively identify and label examples of the word “different” with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Math targets create opportunities to address maladaptive behavior triggered by academic tasks and maintained by escape from demands to complete these types of activities. Teaching tolerance for task demands typically present in schools will build LEARNER’s success in the natural environment and red
Academic	ABLLS	ABLLS Math R17	Math	1	R17	LEARNER will receptively identify and label examples of the word “greater” with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Math targets create opportunities to address maladaptive behavior triggered by academic tasks and maintained by escape from demands to complete these types of activities. Teaching tolerance for task demands typically present in schools will build LEARNER’s success in the natural environment and red
Academic	ABLLS	ABLLS Math R18	Math	1	R18	LEARNER will receptively identify and label examples of the word “add” with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Math targets create opportunities to address maladaptive behavior triggered by academic tasks and maintained by escape from demands to complete these types of activities. Teaching tolerance for task demands typically present in schools will build LEARNER’s success in the natural environment and red
Academic	ABLLS	ABLLS Math R19	Math	1	R19	LEARNER will walk 10 feet and count-out a specified number of identical items (up to 10 items) from a larger set of items and return with those items with 80% independence across 2 people and 2 settin	Math targets create opportunities to address maladaptive behavior triggered by academic tasks and maintained by escape from demands to complete these types of activities. Teaching tolerance for task demands typically present in schools will build LEARNER’s success in the natural environment and red
Academic	ABLLS	ABLLS Math R20	Math	1	R20	LEARNER will add 2 numbers 1-99 with carrying with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Math targets create opportunities to address maladaptive behavior triggered by academic tasks and maintained by escape from demands to complete these types of activities. Teaching tolerance for task demands typically present in schools will build LEARNER’s success in the natural environment and red
Academic	ABLLS	ABLLS Math R21	Math	1	R21	LEARNER will tell time to the nearest minute with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Math targets create opportunities to address maladaptive behavior triggered by academic tasks and maintained by escape from demands to complete these types of activities. Teaching tolerance for task demands typically present in schools will build LEARNER’s success in the natural environment and red
Academic	ABLLS	ABLLS Math R22	Math	1	R22	LEARNER will identify 4 coins by name with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Math targets create opportunities to address maladaptive behavior triggered by academic tasks and maintained by escape from demands to complete these types of activities. Teaching tolerance for task demands typically present in schools will build LEARNER’s success in the natural environment and red
Academic	ABLLS	ABLLS Math R23	Math	1	R23	LEARNER will identify the value of each coin for 4 different coins with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Math targets create opportunities to address maladaptive behavior triggered by academic tasks and maintained by escape from demands to complete these types of activities. Teaching tolerance for task demands typically present in schools will build LEARNER’s success in the natural environment and red
Academic	ABLLS	ABLLS Math R24	Math	1	R24	LEARNER will interchange coins to arrive at equal value up to $1 with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Math targets create opportunities to address maladaptive behavior triggered by academic tasks and maintained by escape from demands to complete these types of activities. Teaching tolerance for task demands typically present in schools will build LEARNER’s success in the natural environment and red
Academic	ABLLS	ABLLS Math R25	Math	1	R25	LEARNER will receptively identify and label examples of the word “equal” with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Math targets create opportunities to address maladaptive behavior triggered by academic tasks and maintained by escape from demands to complete these types of activities. Teaching tolerance for task demands typically present in schools will build LEARNER’s success in the natural environment and red
Academic	ABLLS	ABLLS Math R26	Math	1	R26	LEARNER will receptively identify and label examples of the word “unequal” with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Math targets create opportunities to address maladaptive behavior triggered by academic tasks and maintained by escape from demands to complete these types of activities. Teaching tolerance for task demands typically present in schools will build LEARNER’s success in the natural environment and red
Academic	ABLLS	ABLLS Math R27	Math	1	R27	LEARNER will receptively identify and label examples of the word “minus” with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Math targets create opportunities to address maladaptive behavior triggered by academic tasks and maintained by escape from demands to complete these types of activities. Teaching tolerance for task demands typically present in schools will build LEARNER’s success in the natural environment and red
Academic	ABLLS	ABLLS Math R28	Math	1	R28	LEARNER will receptively identify and label examples of the word “plus” with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Math targets create opportunities to address maladaptive behavior triggered by academic tasks and maintained by escape from demands to complete these types of activities. Teaching tolerance for task demands typically present in schools will build LEARNER’s success in the natural environment and red
Academic	ABLLS	ABLLS Math R29	Math	1	R29	LEARNER will receptively identify and label examples of the word “subtract/take away” with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Math targets create opportunities to address maladaptive behavior triggered by academic tasks and maintained by escape from demands to complete these types of activities. Teaching tolerance for task demands typically present in schools will build LEARNER’s success in the natural environment and red
Academic	ABLLS	ABLLS Writing S1	Writing	1	S1	LEARNER will make marks on paper.	Writing targets create opportunities to address maladaptive behavior triggered by academic tasks and maintained by escape from demands to complete these types of activities. Teaching tolerance for task demands typically present in schools will build LEARNER’s success in the natural environment and
Academic	ABLLS	ABLLS Writing S2	Writing	1	S2	LEARNER will color within lined areas with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Writing targets create opportunities to address maladaptive behavior triggered by academic tasks and maintained by escape from demands to complete these types of activities. Teaching tolerance for task demands typically present in schools will build LEARNER’s success in the natural environment and
Academic	ABLLS	ABLLS Writing S3	Writing	1	S3	LEARNER will trace lines and shapes including both straight and curved lines with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Writing targets create opportunities to address maladaptive behavior triggered by academic tasks and maintained by escape from demands to complete these types of activities. Teaching tolerance for task demands typically present in schools will build LEARNER’s success in the natural environment and
Academic	ABLLS	ABLLS Writing S4	Writing	1	S4	LEARNER will trace letters and numbers saying within 1/8 to 1/4 inch of sample with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Writing targets create opportunities to address maladaptive behavior triggered by academic tasks and maintained by escape from demands to complete these types of activities. Teaching tolerance for task demands typically present in schools will build LEARNER’s success in the natural environment and
Academic	ABLLS	ABLLS Writing S5	Writing	1	S5	LEARNER will copy straight lines and shapes matching size and orientation with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Writing targets create opportunities to address maladaptive behavior triggered by academic tasks and maintained by escape from demands to complete these types of activities. Teaching tolerance for task demands typically present in schools will build LEARNER’s success in the natural environment and
Academic	ABLLS	ABLLS Writing S6	Writing	1	S6	LEARNER will copy simple curved lines matching size, shape and orientation with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Writing targets create opportunities to address maladaptive behavior triggered by academic tasks and maintained by escape from demands to complete these types of activities. Teaching tolerance for task demands typically present in schools will build LEARNER’s success in the natural environment and
Academic	ABLLS	ABLLS Writing S7	Writing	1	S7	LEARNER will copy all upper and lower case letters accurately within lines with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Writing targets create opportunities to address maladaptive behavior triggered by academic tasks and maintained by escape from demands to complete these types of activities. Teaching tolerance for task demands typically present in schools will build LEARNER’s success in the natural environment and
Academic	ABLLS	ABLLS Writing S8	Writing	1	S8	LEARNER will copy numbers 1-100 with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Writing targets create opportunities to address maladaptive behavior triggered by academic tasks and maintained by escape from demands to complete these types of activities. Teaching tolerance for task demands typically present in schools will build LEARNER’s success in the natural environment and
Academic	ABLLS	ABLLS Writing S9	Writing	1	S9	LEARNER will print all upper and lower case letters without a model with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Writing targets create opportunities to address maladaptive behavior triggered by academic tasks and maintained by escape from demands to complete these types of activities. Teaching tolerance for task demands typically present in schools will build LEARNER’s success in the natural environment and
Academic	ABLLS	ABLLS Writing S10	Writing	1	S10	LEARNER will print numbers 1-100 without a model with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Writing targets create opportunities to address maladaptive behavior triggered by academic tasks and maintained by escape from demands to complete these types of activities. Teaching tolerance for task demands typically present in schools will build LEARNER’s success in the natural environment and
Academic	ABLLS	ABLLS Spelling T1	Spelling	1	T1	LEARNER will match identical letters to the letters on cards with single 5 letter words with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Spelling targets create opportunities to address maladaptive behavior triggered by academic tasks and maintained by escape from demands to complete these types of activities. Teaching tolerance for task demands typically present in schools will build LEARNER’s success in the natural environment and
Academic	ABLLS	ABLLS Spelling T2	Spelling	1	T2	Given a picture of an object and 2 or 3 letters provided, LEARNER will add a small letter card to complete 10 3-letter words with 80% independence across 2 people and 2 settings for 3 consecutive sess	Spelling targets create opportunities to address maladaptive behavior triggered by academic tasks and maintained by escape from demands to complete these types of activities. Teaching tolerance for task demands typically present in schools will build LEARNER’s success in the natural environment and
Academic	ABLLS	ABLLS Spelling T3	Spelling	1	T3	LEARNER will copy 6-letter words by typing or writing with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Spelling targets create opportunities to address maladaptive behavior triggered by academic tasks and maintained by escape from demands to complete these types of activities. Teaching tolerance for task demands typically present in schools will build LEARNER’s success in the natural environment and
Academic	ABLLS	ABLLS Spelling T4	Spelling	1	T4	Given a picture of an object and 2 or 3 letters provided, LEARNER will write in the missing letter to complete 10 3-letter words with 80% independence across 2 people and 2 settings for 3 consecutive	Spelling targets create opportunities to address maladaptive behavior triggered by academic tasks and maintained by escape from demands to complete these types of activities. Teaching tolerance for task demands typically present in schools will build LEARNER’s success in the natural environment and
Academic	ABLLS	ABLLS Spelling T5	Spelling	1	T5	LEARNER will spell 25 words vocally with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Spelling targets create opportunities to address maladaptive behavior triggered by academic tasks and maintained by escape from demands to complete these types of activities. Teaching tolerance for task demands typically present in schools will build LEARNER’s success in the natural environment and
Academic	ABLLS	ABLLS Spelling T6	Spelling	1	T6	LEARNER will write or type 25 dictated words with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Spelling targets create opportunities to address maladaptive behavior triggered by academic tasks and maintained by escape from demands to complete these types of activities. Teaching tolerance for task demands typically present in schools will build LEARNER’s success in the natural environment and
Academic	ABLLS	ABLLS Spelling T7	Spelling	1	T7	LEARNER will spell his own name both vocally and by writing or typing with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Spelling targets create opportunities to address maladaptive behavior triggered by academic tasks and maintained by escape from demands to complete these types of activities. Teaching tolerance for task demands typically present in schools will build LEARNER’s success in the natural environment and
None Selected	NoneSelected	None Selected		0

Attending

Assessment, Domain & Milestone:

Goal:

skilltype	assessment	Assessment, Domain & Milestone	domain	Level	Milestone	Goal	Medical Necessity Criteria
Attending	VB-MAPP	VB-MAPP Visual Perceptual and Matching-to Sample 1M	Visual Perceptual and Mat	1	1M	LEARNER will visually track moving stimuli for 2 seconds 5 times in 30 minutes across 2 people and 2 settings for 3 consecutive sessions.	VPMTS targets build LEARNERS foundational skills to establish his ability to develop more advanced play and academic skills. These foundational skills reduce the MO for maladaptive behavior maintained by escape from task demands.
Attending	VB-MAPP	VB-MAPP Visual Perceptual and Matching-to Sample 2M	Visual Perceptual and Mat	1	2M	LEARNER will grasp small objects with thumb and index finger 5 times.	VPMTS targets build LEARNERS foundational skills to establish his ability to develop more advanced play and academic skills. These foundational skills reduce the MO for maladaptive behavior maintained by escape from task demands.
Attending	VB-MAPP	VB-MAPP Visual Perceptual and Matching-to Sample 3M	Visual Perceptual and Mat	1	3M	LEARNER will visually attend to a toy or book for 30 seconds.	VPMTS targets build LEARNERS foundational skills to establish his ability to develop more advanced play and academic skills. These foundational skills reduce the MO for maladaptive behavior maintained by escape from task demands.
Attending	VB-MAPP	VB-MAPP Visual Perceptual and Matching-to Sample 4M	Visual Perceptual and Mat	1	4M	LEARNER will place 3 items in a container, stack 3 blocks or place 3 rings on a peg for 2 of these or similar activities with 80% independence across 2 people and 2 settings for 3 consecutive sessions	VPMTS targets build LEARNERS foundational skills to establish his ability to develop more advanced play and academic skills. These foundational skills reduce the MO for maladaptive behavior maintained by escape from task demands.
Attending	VB-MAPP	VB-MAPP Visual Perceptual and Matching-to Sample 5M	Visual Perceptual and Mat	1	5M	LEARNER will match any 10 identical items with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	VPMTS targets build LEARNERS foundational skills to establish his ability to develop more advanced play and academic skills. These foundational skills reduce the MO for maladaptive behavior maintained by escape from task demands.
Attending	VB-MAPP	VB-MAPP Motor Imitation 1M	Motor Imitation	1	1M	LEARNER will imitate 2 gross motor movements when prompted, Do this with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Motor imitation is a pivotal skill that improves the rate of skill acquisition as LEARNER learns new skills by imitating those around him.
Attending	VB-MAPP	VB-MAPP Motor Imitation 2M	Motor Imitation	1	2M	LEARNER will imitate 4 gross motor movements when prompted, Do this with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Motor imitation is a pivotal skill that improves the rate of skill acquisition as LEARNER learns new skills by imitating those around him.
Attending	VB-MAPP	VB-MAPP Motor Imitation 3M	Motor Imitation	1	3M	LEARNER will imitate 8 motor movements, 2 of which involve objects with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Motor imitation is a pivotal skill that improves the rate of skill acquisition as LEARNER learns new skills by imitating those around him.
Attending	VB-MAPP	VB-MAPP Motor Imitation 4M	Motor Imitation	1	4M	LEARNER will spontaneously imitate motor behavior of others on 5 occasions.	Motor imitation is a pivotal skill that improves the rate of skill acquisition as LEARNER learns new skills by imitating those around him.
Attending	VB-MAPP	VB-MAPP Motor Imitation 5M	Motor Imitation	1	5M	LEARNER will imitate 20 motor movements of any type with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Motor imitation is a pivotal skill that improves the rate of skill acquisition as LEARNER learns new skills by imitating those around him.
Attending	VB-MAPP	VB-MAPP Visual Perceptual and Matching-to Sample 6M	Visual Perceptual and Mat	2	6M	LEARNER will match identical objects or pictures in a messy array of 6 for 25 items with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	VPMTS targets build LEARNERS foundational skills to establish his ability to develop more advanced play and academic skills. These foundational skills reduce the MO for maladaptive behavior maintained by escape from task demands.
Attending	VB-MAPP	VB-MAPP Visual Perceptual and Matching-to Sample 7M	Visual Perceptual and Mat	2	7M	LEARNER will match similar colors and shapes for 10 different colors or shapes given models with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	VPMTS targets build LEARNERS foundational skills to establish his ability to develop more advanced play and academic skills. These foundational skills reduce the MO for maladaptive behavior maintained by escape from task demands.
Attending	VB-MAPP	VB-MAPP Visual Perceptual and Matching-to Sample 8M	Visual Perceptual and Mat	2	8M	LEARNER will match identical objects or pictures in a messy array of 8 for 25 items with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	VPMTS targets build LEARNERS foundational skills to establish his ability to develop more advanced play and academic skills. These foundational skills reduce the MO for maladaptive behavior maintained by escape from task demands.
Attending	VB-MAPP	VB-MAPP Visual Perceptual and Matching-to Sample 9M	Visual Perceptual and Mat	2	9M	LEARNER will match non-identical objects or pictures in a messy array of 10 for 25 items with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	VPMTS targets build LEARNERS foundational skills to establish his ability to develop more advanced play and academic skills. These foundational skills reduce the MO for maladaptive behavior maintained by escape from task demands.
Attending	VB-MAPP	VB-MAPP Visual Perceptual and Matching-to Sample 10M	Visual Perceptual and Mat	2	10M	LEARNER will match non-identical objects to pictures and/or vice versa in a messy array of 10 containing 3 similar stimuli for 25 items with 80% independence across 2 people and 2 settings for 3 conse	VPMTS targets build LEARNERS foundational skills to establish his ability to develop more advanced play and academic skills. These foundational skills reduce the MO for maladaptive behavior maintained by escape from task demands.
Attending	VB-MAPP	VB-MAPP Motor Imitation 6M	Motor Imitation	2	6M	LEARNER will imitate 10 actions that require selecting a specific object from an array with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Motor imitation is a pivotal skill that improves the rate of skill acquisition as LEARNER learns new skills by imitating those around him.
Attending	VB-MAPP	VB-MAPP Motor Imitation 7M	Motor Imitation	2	7M	LEARNER will imitate 20 different fine motor actions when prompted, Do this with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Motor imitation is a pivotal skill that improves the rate of skill acquisition as LEARNER learns new skills by imitating those around him.
Attending	VB-MAPP	VB-MAPP Motor Imitation 8M	Motor Imitation	2	8M	LEARNER will imitate 10 different three-component sequences of actions when prompted, Do this with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Motor imitation is a pivotal skill that improves the rate of skill acquisition as LEARNER learns new skills by imitating those around him.
Attending	VB-MAPP	VB-MAPP Motor Imitation 9M	Motor Imitation	2	9M	LEARNER will spontaneously imitate 5 functional skills in the natural environment.	Motor imitation is a pivotal skill that improves the rate of skill acquisition as LEARNER learns new skills by imitating those around him.
Attending	VB-MAPP	VB-MAPP Motor Imitation 10M	Motor Imitation	2	10M	LEARNER will imitate any novel motor action modeled by an adult with and without objects.	Motor imitation is a pivotal skill that improves the rate of skill acquisition as LEARNER learns new skills by imitating those around him.
Attending	VB-MAPP	VB-MAPP Visual Perceptual and Matching-to Sample 11M	Visual Perceptual and Mat	3	11M	LEARNER will spontaneously match any part of an arts and crafts activity to another person’s sample 2 times.	VPMTS targets build LEARNERS foundational skills to establish his ability to develop more advanced play and academic skills. These foundational skills reduce the MO for maladaptive behavior maintained by escape from task demands.
Attending	VB-MAPP	VB-MAPP Visual Perceptual and Matching-to Sample 12M	Visual Perceptual and Mat	3	12M	LEARNER will demonstrate generalized non-identical matching in a messy array of 10 with 3 similar stimuli for 25 items.	VPMTS targets build LEARNERS foundational skills to establish his ability to develop more advanced play and academic skills. These foundational skills reduce the MO for maladaptive behavior maintained by escape from task demands.
Attending	VB-MAPP	VB-MAPP Visual Perceptual and Matching-to Sample 13M	Visual Perceptual and Mat	3	13M	LEARNER will complete 20 different block designs, parquetry, shape puzzles, or similar tasks with at least 8 different pieces with 80% independence across 2 people and 2 settings for 3 consecutive ses	VPMTS targets build LEARNERS foundational skills to establish his ability to develop more advanced play and academic skills. These foundational skills reduce the MO for maladaptive behavior maintained by escape from task demands.
Attending	VB-MAPP	VB-MAPP Visual Perceptual and Matching-to Sample 14M	Visual Perceptual and Mat	3	14M	LEARNER will sort 5 items from 5 different categories without a model with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	VPMTS targets build LEARNERS foundational skills to establish his ability to develop more advanced play and academic skills. These foundational skills reduce the MO for maladaptive behavior maintained by escape from task demands.
Attending	VB-MAPP	VB-MAPP Visual Perceptual and Matching-to Sample 15M	Visual Perceptual and Mat	3	15M	LEARNER will continue 20 3-step patterns, sequences or seriation tasks with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	VPMTS targets build LEARNERS foundational skills to establish his ability to develop more advanced play and academic skills. These foundational skills reduce the MO for maladaptive behavior maintained by escape from task demands.
Attending	Social Skills Solutions	Social Skills Solutions Joint Attention/Attending 1-1	Joint Attention/Attending	1	1-1	LEARNER will look when called/come when called with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Joint attention is a foundational social skill. Teaching joint attention addresses one of the core deficits of autism and leads to more rapid skill acquisition.
Attending	Social Skills Solutions	Social Skills Solutions Joint Attention/Attending 1-1	Joint Attention/Attending	1	1-1	LEARNER will turn and orient toward a person when making requests with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Joint attention is a foundational social skill. Teaching joint attention addresses one of the core deficits of autism and leads to more rapid skill acquisition.
Attending	Social Skills Solutions	Social Skills Solutions Joint Attention/Attending 1-1	Joint Attention/Attending	1	1-1	LEARNER will follow eye gaze, point or gesture by others with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Joint attention is a foundational social skill. Teaching joint attention addresses one of the core deficits of autism and leads to more rapid skill acquisition.
Attending	Social Skills Solutions	Social Skills Solutions Joint Attention/Attending 1-1	Joint Attention/Attending	1	1-1	LEARNER will look, orient or respond to object presented with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Joint attention is a foundational social skill. Teaching joint attention addresses one of the core deficits of autism and leads to more rapid skill acquisition.
Attending	Social Skills Solutions	Social Skills Solutions Joint Attention/Attending 1-1	Joint Attention/Attending	1	1-1	LEARNER will look and orient when listening to others with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Joint attention is a foundational social skill. Teaching joint attention addresses one of the core deficits of autism and leads to more rapid skill acquisition.
Attending	Social Skills Solutions	Social Skills Solutions Joint Attention/Attending 1-1	Joint Attention/Attending	1	1-1	LEARNER will imitate 1-2 step motor tasks with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Joint attention is a foundational social skill. Teaching joint attention addresses one of the core deficits of autism and leads to more rapid skill acquisition.
Attending	Social Skills Solutions	Social Skills Solutions Joint Attention/Attending 1-1	Joint Attention/Attending	1	1-1	LEARNER will look expectantly for something to happen.	Joint attention is a foundational social skill. Teaching joint attention addresses one of the core deficits of autism and leads to more rapid skill acquisition.
Attending	Social Skills Solutions	Social Skills Solutions Joint Attention/Attending 1-1	Joint Attention/Attending	1	1-1	LEARNER will sit and attend to simple tasks for 10 minutes.	Joint attention is a foundational social skill. Teaching joint attention addresses one of the core deficits of autism and leads to more rapid skill acquisition.
Attending	Social Skills Solutions	Social Skills Solutions Joint Attention/Attending 1-1	Joint Attention/Attending	1	1-1	LEARNER will sit quietly during a group circle time for 10 minutes.	Joint attention is a foundational social skill. Teaching joint attention addresses one of the core deficits of autism and leads to more rapid skill acquisition.
Attending	Social Skills Solutions	Social Skills Solutions Joint Attention/Attending 1-1	Joint Attention/Attending	1	1-1	LEARNER will imitate hand movements during a group circle time with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Joint attention is a foundational social skill. Teaching joint attention addresses one of the core deficits of autism and leads to more rapid skill acquisition.
Attending	Social Skills Solutions	Social Skills Solutions Joint Attention/Attending 1-1	Joint Attention/Attending	1	1-1	LEARNER will call out in unison with a group of peers.	Joint attention is a foundational social skill. Teaching joint attention addresses one of the core deficits of autism and leads to more rapid skill acquisition.
Attending	Social Skills Solutions	Social Skills Solutions Joint Attention/Attending 1-1	Joint Attention/Attending	1	1-1	LEARNER will follow basic 1 and 2 step auditory directions directed at a group with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Joint attention is a foundational social skill. Teaching joint attention addresses one of the core deficits of autism and leads to more rapid skill acquisition.
Attending	Social Skills Solutions	Social Skills Solutions Joint Attention/Attending 1-1	Joint Attention/Attending	1	1-1	LEARNER will sit next to peers for 10 minutes without maladaptive behavior.	Joint attention is a foundational social skill. Teaching joint attention addresses one of the core deficits of autism and leads to more rapid skill acquisition.
Attending	Social Skills Solutions	Social Skills Solutions Joint Attention/Attending 1-1	Joint Attention/Attending	1	1-1	LEARNER will pass items to peers with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Joint attention is a foundational social skill. Teaching joint attention addresses one of the core deficits of autism and leads to more rapid skill acquisition.
Attending	Social Skills Solutions	Social Skills Solutions Joint Attention/Attending 1-1	Joint Attention/Attending	1	1-1	LEARNER will appropriately gain the attention of others with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Joint attention is a foundational social skill. Teaching joint attention addresses one of the core deficits of autism and leads to more rapid skill acquisition.
Attending	Social Skills Solutions	Social Skills Solutions Joint Attention/Attending 2-1	Joint Attention/Attending	2	2-1	LEARNER will orient toward a person when speaking or listening with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Joint attention is a foundational social skill. Teaching joint attention addresses one of the core deficits of autism and leads to more rapid skill acquisition. Additionally, these skills serve as adaptive replacement behaviors for maladaptive behaviors maintained by escape from social situations.
Attending	Social Skills Solutions	Social Skills Solutions Joint Attention/Attending 2-1	Joint Attention/Attending	2	2-1	LEARNER will listen quietly when appropriate with 80% independence across 2 people and 2 settings for 3 consecutive sessions..	Joint attention is a foundational social skill. Teaching joint attention addresses one of the core deficits of autism and leads to more rapid skill acquisition. Additionally, these skills serve as adaptive replacement behaviors for maladaptive behaviors maintained by escape from social situations.
Attending	Social Skills Solutions	Social Skills Solutions Joint Attention/Attending 2-1	Joint Attention/Attending	2	2-1	LEARNER will repeat back directions that have 2-3 steps and complete the action with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Joint attention is a foundational social skill. Teaching joint attention addresses one of the core deficits of autism and leads to more rapid skill acquisition. Additionally, these skills serve as adaptive replacement behaviors for maladaptive behaviors maintained by escape from social situations.
Attending	Social Skills Solutions	Social Skills Solutions Joint Attention/Attending 2-1	Joint Attention/Attending	2	2-1	LEARNER will sit and listen to group stories for 15 minutes with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Joint attention is a foundational social skill. Teaching joint attention addresses one of the core deficits of autism and leads to more rapid skill acquisition. Additionally, these skills serve as adaptive replacement behaviors for maladaptive behaviors maintained by escape from social situations.
Attending	Social Skills Solutions	Social Skills Solutions Joint Attention/Attending 2-1	Joint Attention/Attending	2	2-1	LEARNER will show others objects with the intent to share with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Joint attention is a foundational social skill. Teaching joint attention addresses one of the core deficits of autism and leads to more rapid skill acquisition. Additionally, these skills serve as adaptive replacement behaviors for maladaptive behaviors maintained by escape from social situations.
Attending	Social Skills Solutions	Social Skills Solutions Joint Attention/Attending 2-1	Joint Attention/Attending	2	2-1	LEARNER will point to objects to share with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Joint attention is a foundational social skill. Teaching joint attention addresses one of the core deficits of autism and leads to more rapid skill acquisition. Additionally, these skills serve as adaptive replacement behaviors for maladaptive behaviors maintained by escape from social situations.
Attending	Social Skills Solutions	Social Skills Solutions Joint Attention/Attending 2-1	Joint Attention/Attending	2	2-1	LEARNER will follow other’s eye gaze to objects with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Joint attention is a foundational social skill. Teaching joint attention addresses one of the core deficits of autism and leads to more rapid skill acquisition. Additionally, these skills serve as adaptive replacement behaviors for maladaptive behaviors maintained by escape from social situations.
Attending	Social Skills Solutions	Social Skills Solutions Joint Attention/Attending 2-1	Joint Attention/Attending	2	2-1	LEARNER will follow basic non-verbal commands with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Joint attention is a foundational social skill. Teaching joint attention addresses one of the core deficits of autism and leads to more rapid skill acquisition. Additionally, these skills serve as adaptive replacement behaviors for maladaptive behaviors maintained by escape from social situations.
Attending	Social Skills Solutions	Social Skills Solutions Joint Attention/Attending 2-1	Joint Attention/Attending	2	2-1	LEARNER will know his place and stay in line with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Joint attention is a foundational social skill. Teaching joint attention addresses one of the core deficits of autism and leads to more rapid skill acquisition. Additionally, these skills serve as adaptive replacement behaviors for maladaptive behaviors maintained by escape from social situations.
Attending	Social Skills Solutions	Social Skills Solutions Joint Attention/Attending 2-1	Joint Attention/Attending	2	2-1	LEARNER will walk in pace with others with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Joint attention is a foundational social skill. Teaching joint attention addresses one of the core deficits of autism and leads to more rapid skill acquisition. Additionally, these skills serve as adaptive replacement behaviors for maladaptive behaviors maintained by escape from social situations.
Attending	Social Skills Solutions	Social Skills Solutions Joint Attention/Attending 2-1	Joint Attention/Attending	2	2-1	LEARNER will look and judge it it’s ok to start by others’ body language or eye gaze with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Joint attention is a foundational social skill. Teaching joint attention addresses one of the core deficits of autism and leads to more rapid skill acquisition. Additionally, these skills serve as adaptive replacement behaviors for maladaptive behaviors maintained by escape from social situations.
Attending	Social Skills Solutions	Social Skills Solutions Joint Attention/Attending 2-1	Joint Attention/Attending	2	2-1	LEARNER will follow instructions to get items or supplies with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Joint attention is a foundational social skill. Teaching joint attention addresses one of the core deficits of autism and leads to more rapid skill acquisition. Additionally, these skills serve as adaptive replacement behaviors for maladaptive behaviors maintained by escape from social situations.
Attending	Social Skills Solutions	Social Skills Solutions Joint Attention/Attending 3-1	Joint Attention/Attending	3	3-1	LEARNER will repeat and perform 4-5 step directions with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Joint attention is a foundational social skill. Teaching joint attention addresses one of the core deficits of autism and leads to more rapid skill acquisition. Additionally, these skills serve as adaptive replacement behaviors for maladaptive behaviors maintained by escape from social situations.
Attending	Social Skills Solutions	Social Skills Solutions Joint Attention/Attending 3-1	Joint Attention/Attending	3	3-1	LEARNER will listen and take notes.	Joint attention is a foundational social skill. Teaching joint attention addresses one of the core deficits of autism and leads to more rapid skill acquisition. Additionally, these skills serve as adaptive replacement behaviors for maladaptive behaviors maintained by escape from social situations.
Attending	Social Skills Solutions	Social Skills Solutions Joint Attention/Attending 3-1	Joint Attention/Attending	3	3-1	LEARNER will notice and get the attention of others when necessary.	Joint attention is a foundational social skill. Teaching joint attention addresses one of the core deficits of autism and leads to more rapid skill acquisition. Additionally, these skills serve as adaptive replacement behaviors for maladaptive behaviors maintained by escape from social situations.
Attending	ABLLS	ABLLS Visual Performance B1	Visual Performance	1	B1	When given single, uniquely-shaped pieces from an inset puzzle, LEARNER will put the puzzle pieces into the puzzle frame with 80% independence across 2 people and 2 settings for 3 consecutive sessions	Visual performance targets build LEARNERS foundational skills to establish his ability to develop more advanced play and academic skills. These foundational skills reduce the MO for maladaptive behavior maintained by escape from task demands.
Attending	ABLLS	ABLLS Visual Performance B2	Visual Performance	1	B2	When provided a form box or shape sorter and its pieces, LEARNER will be able to put the pieces into the corresponding holes in the form box with 80% independence across 2 people and 2 settings for 3	Visual performance targets build LEARNERS foundational skills to establish his ability to develop more advanced play and academic skills. These foundational skills reduce the MO for maladaptive behavior maintained by escape from task demands.
Attending	ABLLS	ABLLS Visual Performance B3	Visual Performance	1	B3	When given an object LEARNER will match to an identical object in an array of 3 items with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Visual performance targets build LEARNERS foundational skills to establish his ability to develop more advanced play and academic skills. These foundational skills reduce the MO for maladaptive behavior maintained by escape from task demands.
Attending	ABLLS	ABLLS Visual Performance B4	Visual Performance	1	B4	When given an item, LEARNER will match the object to one of 3 pictures in an array with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Visual performance targets build LEARNERS foundational skills to establish his ability to develop more advanced play and academic skills. These foundational skills reduce the MO for maladaptive behavior maintained by escape from task demands.
Attending	ABLLS	ABLLS Visual Performance B5	Visual Performance	1	B5	When given a picture, LEARNER will match to an identical picture in an array of 3 pictures with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Visual performance targets build LEARNERS foundational skills to establish his ability to develop more advanced play and academic skills. These foundational skills reduce the MO for maladaptive behavior maintained by escape from task demands.
Attending	ABLLS	ABLLS Visual Performance B6	Visual Performance	1	B6	When given a picture of an item, LEARNER will match the picture to one of 3 objects in an array with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Visual performance targets build LEARNERS foundational skills to establish his ability to develop more advanced play and academic skills. These foundational skills reduce the MO for maladaptive behavior maintained by escape from task demands.
Attending	ABLLS	ABLLS Visual Performance B7	Visual Performance	1	B7	When given a group of ten pictures of items, LEARNER will match those pictures to an identical picture in an array of 10 pictures in quick succession with 80% independence across 2 people and 2 settin	Visual performance targets build LEARNERS foundational skills to establish his ability to develop more advanced play and academic skills. These foundational skills reduce the MO for maladaptive behavior maintained by escape from task demands.
Attending	ABLLS	ABLLS Visual Performance B8	Visual Performance	1	B8	When given a variety of non-identical objects or pictures representing 3 items, and given an array of sample items for each of the 3 items, LEARNER will sort non-identical items into the appropriate g	Visual performance targets build LEARNERS foundational skills to establish his ability to develop more advanced play and academic skills. These foundational skills reduce the MO for maladaptive behavior maintained by escape from task demands.
Attending	ABLLS	ABLLS Visual Performance B9	Visual Performance	1	B9	When given a block design card, LEARNER will place the blocks in the appropriate location on the design card disregarding extra blocks with 80% independence across 2 people and 2 settings for 3 consec	Visual performance targets build LEARNERS foundational skills to establish his ability to develop more advanced play and academic skills. These foundational skills reduce the MO for maladaptive behavior maintained by escape from task demands.
Attending	ABLLS	ABLLS Visual Performance B10	Visual Performance	1	B10	When given uniquely-shaped connecting puzzle pieces which fit into an irregularly shaped inset frame, LEARNER will complete the puzzle with 80% independence across 2 people and 2 settings for 3 consec	Visual performance targets build LEARNERS foundational skills to establish his ability to develop more advanced play and academic skills. These foundational skills reduce the MO for maladaptive behavior maintained by escape from task demands.
Attending	ABLLS	ABLLS Visual Performance B11	Visual Performance	1	B11	When given a square-edged framed puzzle, LEARNER will complete the puzzle with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Visual performance targets build LEARNERS foundational skills to establish his ability to develop more advanced play and academic skills. These foundational skills reduce the MO for maladaptive behavior maintained by escape from task demands.
Attending	ABLLS	ABLLS Visual Performance B12	Visual Performance	1	B12	When given a block design card, LEARNER will place blocks to make the design shown on the card with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Visual performance targets build LEARNERS foundational skills to establish his ability to develop more advanced play and academic skills. These foundational skills reduce the MO for maladaptive behavior maintained by escape from task demands.
Attending	ABLLS	ABLLS Visual Performance B13	Visual Performance	1	B13	When given a visual sequence pattern consisting of items (i.e. colored blocks), LEARNER will arrange items to match the pattern with 80% independence across 2 people and 2 settings for 3 consecutive s	Visual performance targets build LEARNERS foundational skills to establish his ability to develop more advanced play and academic skills. These foundational skills reduce the MO for maladaptive behavior maintained by escape from task demands.
Attending	ABLLS	ABLLS Visual Performance B14	Visual Performance	1	B14	When given irregularly-shaped, non-interlocking puzzle pieces, LEARNER will correctly juxtapose the pieces to form a picture with 80% independence across 2 people and 2 settings for 3 consecutive sess	Visual performance targets build LEARNERS foundational skills to establish his ability to develop more advanced play and academic skills. These foundational skills reduce the MO for maladaptive behavior maintained by escape from task demands.
Attending	ABLLS	ABLLS Visual Performance B15	Visual Performance	1	B15	When given a standard jigsaw puzzle (interlocking pieces without a frame), LEARNER will correctly complete the puzzle with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Visual performance targets build LEARNERS foundational skills to establish his ability to develop more advanced play and academic skills. These foundational skills reduce the MO for maladaptive behavior maintained by escape from task demands.
Attending	ABLLS	ABLLS Visual Performance B16	Visual Performance	1	B16	Given an array of items or pictures, LEARNER will be able to match an item that is associated with one of the items in the array (i.e. match a bat to a picture of a ball) with 80% independence across	Visual performance targets build LEARNERS foundational skills to establish his ability to develop more advanced play and academic skills. These foundational skills reduce the MO for maladaptive behavior maintained by escape from task demands.
Attending	ABLLS	ABLLS Visual Performance B17	Visual Performance	1	B17	When provided with a sample of 2 items that have different functions and shown a demonstration of matching another item that has the same function, LEARNER will be able to sort additional pictures tha	Visual performance targets build LEARNERS foundational skills to establish his ability to develop more advanced play and academic skills. These foundational skills reduce the MO for maladaptive behavior maintained by escape from task demands.
Attending	ABLLS	ABLLS Visual Performance B18	Visual Performance	1	B18	When provided with a sample of 2 items that have different features/parts and shown a demonstration of matching another item that has the same feature/part, LEARNER will be able to sort additional pic	Visual performance targets build LEARNERS foundational skills to establish his ability to develop more advanced play and academic skills. These foundational skills reduce the MO for maladaptive behavior maintained by escape from task demands.
Attending	ABLLS	ABLLS Visual Performance B19	Visual Performance	1	B19	When provided with a sample of 3 different classes of items and shown a demonstration of matching another member of each class, LEARNER will be able to sort additional pictures that match the class to	Visual performance targets build LEARNERS foundational skills to establish his ability to develop more advanced play and academic skills. These foundational skills reduce the MO for maladaptive behavior maintained by escape from task demands.
Attending	ABLLS	ABLLS Visual Performance B20	Visual Performance	1	B20	After having been shown a model of items in a specific sequence and then having the model removed, LEARNER will be able to replicate the sequence with 80% independence across 2 people and 2 settings f	Visual performance targets build LEARNERS foundational skills to establish his ability to develop more advanced play and academic skills. These foundational skills reduce the MO for maladaptive behavior maintained by escape from task demands.
Attending	ABLLS	ABLLS Visual Performance B21	Visual Performance	1	B21	When shown a specific item and it is removed, and 5 items are then presented (one being the same as the original item), LEARNER will be able to find the initial item with 80% independence across 2 peo	Visual performance targets build LEARNERS foundational skills to establish his ability to develop more advanced play and academic skills. These foundational skills reduce the MO for maladaptive behavior maintained by escape from task demands.
Attending	ABLLS	ABLLS Visual Performance B22	Visual Performance	1	B22	When given a model of items in a specific sequence (regular and irregular), LEARNER will be able to continue adding items in the correct sequence (i.e. ABABAB, ABCABC, ABBABB, AABAAB, ABBCABBC,) with	Visual performance targets build LEARNERS foundational skills to establish his ability to develop more advanced play and academic skills. These foundational skills reduce the MO for maladaptive behavior maintained by escape from task demands.
Attending	ABLLS	ABLLS Visual Performance B23	Visual Performance	1	B23	Given a set of blocks or other items and a model of a simple 3-dimensional object (i.e. a house, car), LEARNER will be able to arrange the blocks or other items to replicate the structure with 80% ind	Visual performance targets build LEARNERS foundational skills to establish his ability to develop more advanced play and academic skills. These foundational skills reduce the MO for maladaptive behavior maintained by escape from task demands.
Attending	ABLLS	ABLLS Visual Performance B24	Visual Performance	1	B24	LEARNER will be able to observe a person placing multiple identical objects on a table and then place a different item on each of those items immediately after each one of the first type of item has b	Visual performance targets build LEARNERS foundational skills to establish his ability to develop more advanced play and academic skills. These foundational skills reduce the MO for maladaptive behavior maintained by escape from task demands.
Attending	ABLLS	ABLLS Visual Performance B25	Visual Performance	1	B25	When given a model of the start and end of a continuum, LEARNER will be able to arrange additional task stimuli in the appropriate order by size, quantity, shade of color, and sequence with 80% indepe	Visual performance targets build LEARNERS foundational skills to establish his ability to develop more advanced play and academic skills. These foundational skills reduce the MO for maladaptive behavior maintained by escape from task demands.
Attending	ABLLS	ABLLS Visual Performance B26	Visual Performance	1	B26	LEARNER will be able to arrange a set of picture cards in the appropriate sequence with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Visual performance targets build LEARNERS foundational skills to establish his ability to develop more advanced play and academic skills. These foundational skills reduce the MO for maladaptive behavior maintained by escape from task demands.
Attending	ABLLS	ABLLS Visual Performance B27	Visual Performance	1	B27	LEARNER will be able to draw a line from the start to the end of simple mazes with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Visual performance targets build LEARNERS foundational skills to establish his ability to develop more advanced play and academic skills. These foundational skills reduce the MO for maladaptive behavior maintained by escape from task demands.
Attending	ABLLS	ABLLS Motor Imitation D1	Motor Imitation	1	D1	Upon request, LEARNER will imitate a motor activity with an object for 10 actions with 2 different actions for each object with 80% independence across 2 people and 2 settings for 3 consecutive sessio	Motor imitation is a pivotal skill that improves the rate of skill acquisition as LEARNER learns new skills by imitating those around him.
Attending	ABLLS	ABLLS Motor Imitation D2	Motor Imitation	1	D2	Upon request, LEARNER will imitate a motor activity requiring a discrimination of an object for at least 10 actions with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Motor imitation is a pivotal skill that improves the rate of skill acquisition as LEARNER learns new skills by imitating those around him.
Attending	ABLLS	ABLLS Motor Imitation D3	Motor Imitation	1	D3	Upon request, LEARNER will imitate a gross motor movement when provided with verbal prompts for 10 actions with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Motor imitation is a pivotal skill that improves the rate of skill acquisition as LEARNER learns new skills by imitating those around him.
Attending	ABLLS	ABLLS Motor Imitation D4	Motor Imitation	1	D4	Upon request, LEARNER will imitate a gross motor activity involving foot and leg movements for 10 actions with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Motor imitation is a pivotal skill that improves the rate of skill acquisition as LEARNER learns new skills by imitating those around him.
Attending	ABLLS	ABLLS Motor Imitation D5	Motor Imitation	1	D5	Upon request, LEARNER will imitate a gross motor activity involving arm and hand movements for 10 actions with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Motor imitation is a pivotal skill that improves the rate of skill acquisition as LEARNER learns new skills by imitating those around him.
Attending	ABLLS	ABLLS Motor Imitation D6	Motor Imitation	1	D6	Upon request, LEARNER will imitate similar actions that require discrimination whether the action requires either a static or kinetic motor movement for 10 pairs of actions with 80% independence acros	Motor imitation is a pivotal skill that improves the rate of skill acquisition as LEARNER learns new skills by imitating those around him.
Attending	ABLLS	ABLLS Motor Imitation D7	Motor Imitation	1	D7	LEARNER will imitate actions when any of a variety of instructions are used to indicate that he is to imitate an action.	Motor imitation is a pivotal skill that improves the rate of skill acquisition as LEARNER learns new skills by imitating those around him.
Attending	ABLLS	ABLLS Motor Imitation D8	Motor Imitation	1	D8	Upon request, LEARNER will imitate gross motor movements that he observes being modeled by others in a mirror for 10 actions with 80% independence across 2 people and 2 settings for 3 consecutive sess	Motor imitation is a pivotal skill that improves the rate of skill acquisition as LEARNER learns new skills by imitating those around him.
Attending	ABLLS	ABLLS Motor Imitation D9	Motor Imitation	1	D9	Upon request, LEARNER will imitate a gross motor activity that involves head movements for 3 actions with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Motor imitation is a pivotal skill that improves the rate of skill acquisition as LEARNER learns new skills by imitating those around him.
Attending	ABLLS	ABLLS Motor Imitation D10	Motor Imitation	1	D10	Upon request, LEARNER will imitate motor activity involving mouth and tongue movements for 4 actions with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Motor imitation is a pivotal skill that improves the rate of skill acquisition as LEARNER learns new skills by imitating those around him.
Attending	ABLLS	ABLLS Motor Imitation D11	Motor Imitation	1	D11	Upon request, LEARNER will imitate facial/oral motor movements that he observes being modeled by others in the mirror for 6 movements with 80% independence across 2 people and 2 settings for 3 consecu	Motor imitation is a pivotal skill that improves the rate of skill acquisition as LEARNER learns new skills by imitating those around him.
Attending	ABLLS	ABLLS Motor Imitation D12	Motor Imitation	1	D12	Upon request LEARNER will imitate a fine motor activity for 10 different actions with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Motor imitation is a pivotal skill that improves the rate of skill acquisition as LEARNER learns new skills by imitating those around him.
Attending	ABLLS	ABLLS Motor Imitation D13	Motor Imitation	1	D13	Upon request, LEARNER will imitate touching objects in a sequence at the same time as a person modeling the sequence, touching 4 of 6 objects with 80% independence across 2 people and 2 settings for 3	Motor imitation is a pivotal skill that improves the rate of skill acquisition as LEARNER learns new skills by imitating those around him.
Attending	ABLLS	ABLLS Motor Imitation D14	Motor Imitation	1	D14	Upon request, LEARNER will imitate both short and sustained blowing actions when modeled by others.	Motor imitation is a pivotal skill that improves the rate of skill acquisition as LEARNER learns new skills by imitating those around him.
Attending	ABLLS	ABLLS Motor Imitation D15	Motor Imitation	1	D15	Upon request, LEARNER will imitate a motor activity involving manipulating an object matching the speed of the ongoing model with 80% independence across 2 people and 2 settings for 3 consecutive sess	Motor imitation is a pivotal skill that improves the rate of skill acquisition as LEARNER learns new skills by imitating those around him.
Attending	ABLLS	ABLLS Motor Imitation D16	Motor Imitation	1	D16	Upon request, LEARNER will imitate a motor activity involving manipulating an object matching the speed of a recently modeled action with 80% independence across 2 people and 2 settings for 3 consecut	Motor imitation is a pivotal skill that improves the rate of skill acquisition as LEARNER learns new skills by imitating those around him.
Attending	ABLLS	ABLLS Motor Imitation D17	Motor Imitation	1	D17	Upon request, LEARNER will imitate a gross motor activity matching the speed of the model with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Motor imitation is a pivotal skill that improves the rate of skill acquisition as LEARNER learns new skills by imitating those around him.
Attending	ABLLS	ABLLS Motor Imitation D18	Motor Imitation	1	D18	Upon request, LEARNER will imitate touching 4 of 6 objects in a sequence after the sequence of items to be touched has been demonstrated with 80% independence across 2 people and 2 settings for 3 con	Motor imitation is a pivotal skill that improves the rate of skill acquisition as LEARNER learns new skills by imitating those around him.
Attending	ABLLS	ABLLS Motor Imitation D19	Motor Imitation	1	D19	Upon request, LEARNER will imitate a sequence of motor actions along with a model immediately switching from one action to another following the lead of the model for 6 actions with 80% independence a	Motor imitation is a pivotal skill that improves the rate of skill acquisition as LEARNER learns new skills by imitating those around him.
Attending	ABLLS	ABLLS Motor Imitation D20	Motor Imitation	1	D20	Upon request, LEARNER will imitate 10 sequences of 2 motor activities with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Motor imitation is a pivotal skill that improves the rate of skill acquisition as LEARNER learns new skills by imitating those around him.
Attending	ABLLS	ABLLS Motor Imitation D21	Motor Imitation	1	D21	Upon request, LEARNER will imitate a gross motor activity matching the intensity of the model with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Motor imitation is a pivotal skill that improves the rate of skill acquisition as LEARNER learns new skills by imitating those around him.
Attending	ABLLS	ABLLS Motor Imitation D22	Motor Imitation	1	D22	Upon request, LEARNER will imitate a motor movement for the same number of repetitions (up to 3 repetitions) as was just modeled with 80% independence across 2 people and 2 settings for 3 consecutive	Motor imitation is a pivotal skill that improves the rate of skill acquisition as LEARNER learns new skills by imitating those around him.
Attending	ABLLS	ABLLS Motor Imitation D23	Motor Imitation	1	D23	Upon request, LEARNER will imitate a motor movement along with a corresponding vocalization with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Motor imitation is a pivotal skill that improves the rate of skill acquisition as LEARNER learns new skills by imitating those around him.
Attending	ABLLS	ABLLS Motor Imitation D24	Motor Imitation	1	D24	Upon request, LEARNER will imitate 6 different sequences of 3 actions involving 4 objects with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Motor imitation is a pivotal skill that improves the rate of skill acquisition as LEARNER learns new skills by imitating those around him.
Attending	ABLLS	ABLLS Motor Imitation D25	Motor Imitation	1	D25	Without being told to imitate each action, LEARNER will imitate 10 gross motor actions modeled by an individual with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Motor imitation is a pivotal skill that improves the rate of skill acquisition as LEARNER learns new skills by imitating those around him.
Attending	ABLLS	ABLLS Motor Imitation D26	Motor Imitation	1	D26	LEARNER will spontaneously imitate a gross motor activity modeled by an individual who is not standing directly in front of LEARNER.	Motor imitation is a pivotal skill that improves the rate of skill acquisition as LEARNER learns new skills by imitating those around him.
Attending	ABLLS	ABLLS Motor Imitation D27	Motor Imitation	1	D27	Upon request or when labeling his own actions, LEARNER will be able to demonstrate actions which he observed 4 hours earlier in the day.	Motor imitation is a pivotal skill that improves the rate of skill acquisition as LEARNER learns new skills by imitating those around him.
Attending	ABLLS	ABLLS Generalized Responding P1	Generalized Responding	1	P1	LEARNER will use skills acquired with one item with similar examples of that item within 2 trials.	Group skills are critical to LEARNER’s success in school and other group settings. These targets address core deficits of autism and help build independence, reducing the overall cost of care. Additionally, these skills serve as adaptive alternative behavior for maladaptive behavior motivated by e
Attending	ABLLS	ABLLS Generalized Responding P2	Generalized Responding	1	P2	LEARNER will use skills learned with one instructor with novel instructors.	Group skills are critical to LEARNER’s success in school and other group settings. These targets address core deficits of autism and help build independence, reducing the overall cost of care. Additionally, these skills serve as adaptive alternative behavior for maladaptive behavior motivated by e
Attending	ABLLS	ABLLS Generalized Responding P3	Generalized Responding	1	P3	LEARNER will use skills acquired in training situations in other situations.	Group skills are critical to LEARNER’s success in school and other group settings. These targets address core deficits of autism and help build independence, reducing the overall cost of care. Additionally, these skills serve as adaptive alternative behavior for maladaptive behavior motivated by e
Attending	ABLLS	ABLLS Generalized Responding P4	Generalized Responding	1	P4	LEARNER will use skills acquired in individual teaching situations when in group situations with peers.	Group skills are critical to LEARNER’s success in school and other group settings. These targets address core deficits of autism and help build independence, reducing the overall cost of care. Additionally, these skills serve as adaptive alternative behavior for maladaptive behavior motivated by e
Attending	ABLLS	ABLLS Generalized Responding P5	Generalized Responding	1	P5	LEARNER will use other appropriate responses after learning in response to a given situation.	Group skills are critical to LEARNER’s success in school and other group settings. These targets address core deficits of autism and help build independence, reducing the overall cost of care. Additionally, these skills serve as adaptive alternative behavior for maladaptive behavior motivated by e
Attending	ABLLS	ABLLS Generalized Responding P6	Generalized Responding	1	P6	LEARNER will use words acquired during one type of language skill to other types of language skills.	Group skills are critical to LEARNER’s success in school and other group settings. These targets address core deficits of autism and help build independence, reducing the overall cost of care. Additionally, these skills serve as adaptive alternative behavior for maladaptive behavior motivated by e
None Selected	NoneSelected	None Selected		0

Behavior

Assessment, Domain & Milestone:

Goal:

skilltype	assessment	Assessment, Domain & Milestone	domain	Level	Milestone	Goal	Medical Necessity Criteria
Behavior	Social Skills Solutions	Social Skills Solutions Self Awareness 1-4	Self Awareness	1	1-4	LEARNER will tolerate new demands or tasks with support.	Self awareness targets directly address maladaptive behavior while creating opportunities to reinforce adaptive alternative behavior.
Behavior	Social Skills Solutions	Social Skills Solutions Self Awareness 1-4	Self Awareness	1	1-4	LEARNER will delay reinforcement up to 1-2 hours.	Self awareness targets directly address maladaptive behavior while creating opportunities to reinforce adaptive alternative behavior.
Behavior	Social Skills Solutions	Social Skills Solutions Self Awareness 1-4	Self Awareness	1	1-4	LEARNER will accept interruptions during a preferred activity with an alternative offered without engaging in maladaptive behavior.	Self awareness targets directly address maladaptive behavior while creating opportunities to reinforce adaptive alternative behavior.
Behavior	Social Skills Solutions	Social Skills Solutions Self Awareness 1-4	Self Awareness	1	1-4	LEARNER will accept interruptions during a preferred activity with no alternative offered without engaging in maladaptive behavior.	Self awareness targets directly address maladaptive behavior while creating opportunities to reinforce adaptive alternative behavior.
Behavior	Social Skills Solutions	Social Skills Solutions Self Awareness 1-4	Self Awareness	1	1-4	LEARNER will ask for help rather than engage in maladaptive behavior during a non-preferred or difficult task with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Self awareness targets directly address maladaptive behavior while creating opportunities to reinforce adaptive alternative behavior.
Behavior	Social Skills Solutions	Social Skills Solutions Self Awareness 1-4	Self Awareness	1	1-4	LEARNER will accept the end of a preferred activity without engaging in maladaptive behavior.	Self awareness targets directly address maladaptive behavior while creating opportunities to reinforce adaptive alternative behavior.
Behavior	Social Skills Solutions	Social Skills Solutions Self Awareness 1-4	Self Awareness	1	1-4	LEARNER will accept a transition to a less-preferred activity without engaging in maladaptive behavior.	Self awareness targets directly address maladaptive behavior while creating opportunities to reinforce adaptive alternative behavior.
Behavior	Social Skills Solutions	Social Skills Solutions Self Awareness 2-4	Self Awareness	2	2-4	LEARNER will tolerate new tasks willingly.	Self awareness targets directly address maladaptive behavior while creating opportunities to reinforce adaptive alternative behavior.
Behavior	Social Skills Solutions	Social Skills Solutions Self Awareness 2-4	Self Awareness	2	2-4	LEARNER will play games to the end.	Self awareness targets directly address maladaptive behavior while creating opportunities to reinforce adaptive alternative behavior.
Behavior	Social Skills Solutions	Social Skills Solutions Self Awareness 2-4	Self Awareness	2	2-4	LEARNER will delay reinforcement for several hours (until lunchtime or dismissal).	Self awareness targets directly address maladaptive behavior while creating opportunities to reinforce adaptive alternative behavior.
Behavior	Social Skills Solutions	Social Skills Solutions Self Awareness 2-4	Self Awareness	2	2-4	LEARNER will follow general classroom rules.	Self awareness targets directly address maladaptive behavior while creating opportunities to reinforce adaptive alternative behavior.
Behavior	Social Skills Solutions	Social Skills Solutions Self Awareness 2-4	Self Awareness	2	2-4	LEARNER will raise hand and wait to talk with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Self awareness targets directly address maladaptive behavior while creating opportunities to reinforce adaptive alternative behavior.
Behavior	Social Skills Solutions	Social Skills Solutions Self Awareness 2-4	Self Awareness	2	2-4	LEARNER will share materials with others calmly with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Self awareness targets directly address maladaptive behavior while creating opportunities to reinforce adaptive alternative behavior.
Behavior	Social Skills Solutions	Social Skills Solutions Self Awareness 2-4	Self Awareness	2	2-4	LEARNER will recognize and ask for breaks to calm himself with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Self awareness targets directly address maladaptive behavior while creating opportunities to reinforce adaptive alternative behavior.
Behavior	Social Skills Solutions	Social Skills Solutions Self Awareness 2-4	Self Awareness	2	2-4	LEARNER will accept “no” for an answer.	Self awareness targets directly address maladaptive behavior while creating opportunities to reinforce adaptive alternative behavior.
Behavior	Social Skills Solutions	Social Skills Solutions Self Awareness 2-4	Self Awareness	2	2-4	LEARNER will express anger appropriately.	Self awareness targets directly address maladaptive behavior while creating opportunities to reinforce adaptive alternative behavior.
Behavior	Social Skills Solutions	Social Skills Solutions Self Awareness 2-4	Self Awareness	2	2-4	LEARNER will accept when things are different than planned.	Self awareness targets directly address maladaptive behavior while creating opportunities to reinforce adaptive alternative behavior.
Behavior	Social Skills Solutions	Social Skills Solutions Self Awareness 2-4	Self Awareness	2	2-4	LEARNER will accepts feedback/being corrected/being wrong.	Self awareness targets directly address maladaptive behavior while creating opportunities to reinforce adaptive alternative behavior.
Behavior	Social Skills Solutions	Social Skills Solutions Self Awareness 2-4	Self Awareness	2	2-4	LEARNER will tell others to “stop.”	Self awareness targets directly address maladaptive behavior while creating opportunities to reinforce adaptive alternative behavior.
Behavior	Social Skills Solutions	Social Skills Solutions Self Awareness 2-4	Self Awareness	2	2-4	LEARNER will recognize his own space and avoid touching others.	Self awareness targets directly address maladaptive behavior while creating opportunities to reinforce adaptive alternative behavior.
Behavior	Social Skills Solutions	Social Skills Solutions Self Awareness 3-4	Self Awareness	3	3-4	LEARNER will work towards reinforcement for 1-2 days.	Self awareness targets directly address maladaptive behavior while creating opportunities to reinforce adaptive alternative behavior.
Behavior	Social Skills Solutions	Social Skills Solutions Self Awareness 3-4	Self Awareness	3	3-4	LEARNER will accept authority from adults/peers.	Self awareness targets directly address maladaptive behavior while creating opportunities to reinforce adaptive alternative behavior.
Behavior	Social Skills Solutions	Social Skills Solutions Self Awareness 3-4	Self Awareness	3	3-4	LEARNER will have fewer than 2 severe target behaviors per week.	Self awareness targets directly address maladaptive behavior while creating opportunities to reinforce adaptive alternative behavior.
Behavior	Social Skills Solutions	Social Skills Solutions Self Awareness 3-4	Self Awareness	3	3-4	LEARNER will accept making mistakes and accept the mistakes of others.	Self awareness targets directly address maladaptive behavior while creating opportunities to reinforce adaptive alternative behavior.
Behavior	Social Skills Solutions	Social Skills Solutions Self Awareness 3-4	Self Awareness	3	3-4	LEARNER will handle constructive criticism and make attempts to change.	Self awareness targets directly address maladaptive behavior while creating opportunities to reinforce adaptive alternative behavior.
Behavior	Social Skills Solutions	Social Skills Solutions Self Awareness 3-4	Self Awareness	3	3-4	LEARNER will refuse requests by others appropriately.	Self awareness targets directly address maladaptive behavior while creating opportunities to reinforce adaptive alternative behavior.
Behavior	Social Skills Solutions	Social Skills Solutions Self Awareness 3-4	Self Awareness	3	3-4	LEARNER will question what might be unjust.	Self awareness targets directly address maladaptive behavior while creating opportunities to reinforce adaptive alternative behavior.
Behavior	Social Skills Solutions	Social Skills Solutions Self Awareness 3-4	Self Awareness	3	3-4	LEARNER will respond appropriately to bullying.	Self awareness targets directly address maladaptive behavior while creating opportunities to reinforce adaptive alternative behavior.
Behavior	Social Skills Solutions	Social Skills Solutions Self Awareness 3-4	Self Awareness	3	3-4	LEARNER will respond to teasing appropriately.	Self awareness targets directly address maladaptive behavior while creating opportunities to reinforce adaptive alternative behavior.
Behavior	Social Skills Solutions	Social Skills Solutions Self Awareness 3-4	Self Awareness	3	3-4	LEARNER respond to physical assault appropriately.	Self awareness targets directly address maladaptive behavior while creating opportunities to reinforce adaptive alternative behavior.
Behavior	Social Skills Solutions	Social Skills Solutions Self Awareness 3-4	Self Awareness	3	3-4	LEARNER will self-regulate arousal level.	Self awareness targets directly address maladaptive behavior while creating opportunities to reinforce adaptive alternative behavior.
Behavior	Assessment of Functional Living Skills	Assessment of Functional Living Skills Self Management SM1	Self Management	1	SM1	LEARNER will not demonstrate aggression toward others.	Self management targets directly address maladaptive behavior while creating opportunities to reinforce adaptive alternative behavior.
Behavior	Assessment of Functional Living Skills	Assessment of Functional Living Skills Self Management SM2	Self Management	1	SM2	LEARNER will not demonstrate self-injurious behavior.	Self management targets directly address maladaptive behavior while creating opportunities to reinforce adaptive alternative behavior.
Behavior	Assessment of Functional Living Skills	Assessment of Functional Living Skills Self Management SM3	Self Management	1	SM3	LEARNER will not demonstrate disruptive behavior.	Self management targets directly address maladaptive behavior while creating opportunities to reinforce adaptive alternative behavior.
Behavior	Assessment of Functional Living Skills	Assessment of Functional Living Skills Self Management SM4	Self Management	1	SM4	LEARNER will demonstrate socially acceptable behavior in a variety of settings.	Self management targets directly address maladaptive behavior while creating opportunities to reinforce adaptive alternative behavior.
Behavior	Assessment of Functional Living Skills	Assessment of Functional Living Skills Self Management SM5	Self Management	1	SM5	LEARNER will follow directions from multiple caregivers.	Self management targets directly address maladaptive behavior while creating opportunities to reinforce adaptive alternative behavior.
Behavior	Assessment of Functional Living Skills	Assessment of Functional Living Skills Self Management SM6	Self Management	1	SM6	LEARNER will be cooperative and obey rules in 1 community setting.	Self management targets directly address maladaptive behavior while creating opportunities to reinforce adaptive alternative behavior.
Behavior	Assessment of Functional Living Skills	Assessment of Functional Living Skills Self Management SM6	Self Management	2	SM6	LEARNER will be cooperative and obey rules in 3 community settings but may be reminded of different rules for different settings.	Self management targets directly address maladaptive behavior while creating opportunities to reinforce adaptive alternative behavior.
Behavior	Assessment of Functional Living Skills	Assessment of Functional Living Skills Self Management SM6	Self Management	3	SM6	LEARNER will follow spoken and unspoken rules in 1 setting away from home.	Self management targets directly address maladaptive behavior while creating opportunities to reinforce adaptive alternative behavior.
Behavior	Assessment of Functional Living Skills	Assessment of Functional Living Skills Self Management SM6	Self Management	4	SM6	LEARNER will follow spoken rules and knows the unspoken rules in various locations.	Self management targets directly address maladaptive behavior while creating opportunities to reinforce adaptive alternative behavior.
Behavior	Assessment of Functional Living Skills	Assessment of Functional Living Skills Self Management SM7	Self Management	1	SM7	LEARNER will stay calm in his seat for 10 minutes in1 community setting.	Self management targets directly address maladaptive behavior while creating opportunities to reinforce adaptive alternative behavior.
Behavior	Assessment of Functional Living Skills	Assessment of Functional Living Skills Self Management SM7	Self Management	2	SM7	LEARNER will stay calm in his seat for 15 minutes in 3 community settings.	Self management targets directly address maladaptive behavior while creating opportunities to reinforce adaptive alternative behavior.
Behavior	Assessment of Functional Living Skills	Assessment of Functional Living Skills Self Management SM7	Self Management	3	SM7	LEARNER will stay calm in his seat for 25 minutes in 5 community settings.	Self management targets directly address maladaptive behavior while creating opportunities to reinforce adaptive alternative behavior.
Behavior	Assessment of Functional Living Skills	Assessment of Functional Living Skills Self Management SM7	Self Management	4	SM7	LEARNER will stay calm in his seat for 45 minutes in 5 community settings.	Self management targets directly address maladaptive behavior while creating opportunities to reinforce adaptive alternative behavior.
Behavior	Assessment of Functional Living Skills	Assessment of Functional Living Skills Self Management SM8	Self Management	1	SM8	LEARNER will react calmly or appropriately when there is a change in direction while walking or riding in the car.	Self management targets directly address maladaptive behavior while creating opportunities to reinforce adaptive alternative behavior.
Behavior	Assessment of Functional Living Skills	Assessment of Functional Living Skills Self Management SM9	Self Management	1	SM9	LEARNER will react calmly or appropriately when items are moved from a specific position.	Self management targets directly address maladaptive behavior while creating opportunities to reinforce adaptive alternative behavior.
Behavior	Assessment of Functional Living Skills	Assessment of Functional Living Skills Self Management SM10	Self Management	1	SM10	LEARNER will react calmly or appropriately when required to wear different clothing, shoes, etc.	Self management targets directly address maladaptive behavior while creating opportunities to reinforce adaptive alternative behavior.
Behavior	Assessment of Functional Living Skills	Assessment of Functional Living Skills Self Management SM11	Self Management	1	SM11	LEARNER will eat foods in each food group.	Self management targets directly address maladaptive behavior while creating opportunities to reinforce adaptive alternative behavior.
Behavior	Assessment of Functional Living Skills	Assessment of Functional Living Skills Self Management SM11	Self Management	2	SM11	LEARNER will eat a wide range of foods from each food group including foods of different textures, colors and types of food and eats those foods as they are typically prepared.	Self management targets directly address maladaptive behavior while creating opportunities to reinforce adaptive alternative behavior.
Behavior	Assessment of Functional Living Skills	Assessment of Functional Living Skills Self Management SM12	Self Management	1	SM12	LEARNER will react calmly and appropriately when loud or unexpected noises are present such as a hand dryer, baby crying, toilet flushing, etc.	Self management targets directly address maladaptive behavior while creating opportunities to reinforce adaptive alternative behavior.
Behavior	Assessment of Functional Living Skills	Assessment of Functional Living Skills Self Management SM13	Self Management	1	SM13	LEARNER will require minimal physical prompts to wait, tolerate schedule changes and when items are restricted.	Self management targets directly address maladaptive behavior while creating opportunities to reinforce adaptive alternative behavior.
Behavior	Assessment of Functional Living Skills	Assessment of Functional Living Skills Self Management SM13	Self Management	2	SM13	LEARNER will react calmly to schedule changes or item restriction with the use of visual prompts such as a visual schedule and verbal reminders.	Self management targets directly address maladaptive behavior while creating opportunities to reinforce adaptive alternative behavior.
Behavior	Assessment of Functional Living Skills	Assessment of Functional Living Skills Self Management SM13	Self Management	3	SM13	LEARNER will react calmly when minor schedule changes occur, preferred items are restricted, when told “no” and when made to wait for 5 minutes.	Self management targets directly address maladaptive behavior while creating opportunities to reinforce adaptive alternative behavior.
Behavior	Assessment of Functional Living Skills	Assessment of Functional Living Skills Self Management SM13	Self Management	4	SM13	LEARNER will react calmly when minor schedule changes occur, preferred items are restricted, when told “no” and when made to wait for 5 minutes.	Self management targets directly address maladaptive behavior while creating opportunities to reinforce adaptive alternative behavior.
Behavior	Assessment of Functional Living Skills	Assessment of Functional Living Skills Self Management SM14	Self Management	1	SM14	LEARNER will react calmly or appropriately to suddenly occurring or unexpected events such as a pencil breaking, a zipper getting stuck, spills, etc.	Self management targets directly address maladaptive behavior while creating opportunities to reinforce adaptive alternative behavior.
Behavior	Assessment of Functional Living Skills	Assessment of Functional Living Skills Self Management SM15	Self Management	1	SM15	LEARNER will react calmly or appropriately when there is a change in a common routine.	Self management targets directly address maladaptive behavior while creating opportunities to reinforce adaptive alternative behavior.
Behavior	Assessment of Functional Living Skills	Assessment of Functional Living Skills Self Management SM16	Self Management	1	SM16	LEARNER will react calmly or appropriately when missing required items for activities.	Self management targets directly address maladaptive behavior while creating opportunities to reinforce adaptive alternative behavior.
Behavior	Assessment of Functional Living Skills	Assessment of Functional Living Skills Self Management SM17	Self Management	1	SM17	LEARNER will react calmly or appropriately when having trouble performing difficult or multiple step tasks.	Self management targets directly address maladaptive behavior while creating opportunities to reinforce adaptive alternative behavior.
Behavior	Assessment of Functional Living Skills	Assessment of Functional Living Skills Self Management SM18	Self Management	1	SM18	LEARNER will react calmly when a decision is made by a friend or a group.	Self management targets directly address maladaptive behavior while creating opportunities to reinforce adaptive alternative behavior.
Behavior	Assessment of Functional Living Skills	Assessment of Functional Living Skills Self Management SM19	Self Management	1	SM19	LEARNER will cooperate with hygiene and grooming routines.	Self management targets directly address maladaptive behavior while creating opportunities to reinforce adaptive alternative behavior.
Behavior	Assessment of Functional Living Skills	Assessment of Functional Living Skills Self Management SM20	Self Management	1	SM20	LEARNER will allow hair to be cut.	Self management targets directly address maladaptive behavior while creating opportunities to reinforce adaptive alternative behavior.
Behavior	Assessment of Functional Living Skills	Assessment of Functional Living Skills Self Management SM21	Self Management	1	SM21	LEARNER will not touch others’ possessions.	Self management targets directly address maladaptive behavior while creating opportunities to reinforce adaptive alternative behavior.
Behavior	Assessment of Functional Living Skills	Assessment of Functional Living Skills Self Management SM22	Self Management	1	SM22	LEARNER will identify major rules in at least 1 setting.	Self management targets directly address maladaptive behavior while creating opportunities to reinforce adaptive alternative behavior.
Behavior	Assessment of Functional Living Skills	Assessment of Functional Living Skills Self Management SM22	Self Management	2	SM22	LEARNER will identify major rules in various community settings and identifies which behaviors are inappropriate in those settings.	Self management targets directly address maladaptive behavior while creating opportunities to reinforce adaptive alternative behavior.
Behavior	Assessment of Functional Living Skills	Assessment of Functional Living Skills Self Management SM23	Self Management	1	SM23	LEARNER will comply with various authority figures.	Self management targets directly address maladaptive behavior while creating opportunities to reinforce adaptive alternative behavior.
Behavior	Assessment of Functional Living Skills	Assessment of Functional Living Skills Self Management SM24	Self Management	1	SM24	LEARNER will obtain information about those who were observed doing harmful things with verbal prompts.	Self management targets directly address maladaptive behavior while creating opportunities to reinforce adaptive alternative behavior.
Behavior	Assessment of Functional Living Skills	Assessment of Functional Living Skills Self Management SM24	Self Management	2	SM24	LEARNER will tell a primary caregiver infractions of others regardless of severity.	Self management targets directly address maladaptive behavior while creating opportunities to reinforce adaptive alternative behavior.
Behavior	Assessment of Functional Living Skills	Assessment of Functional Living Skills Self Management SM24	Self Management	3	SM24	LEARNER will identify correct authorities or caregiver to report infractions to and independently report them.	Self management targets directly address maladaptive behavior while creating opportunities to reinforce adaptive alternative behavior.
Behavior	Assessment of Functional Living Skills	Assessment of Functional Living Skills Self Management SM24	Self Management	4	SM24	LEARNER will attempt to resolve less serious issues verbally and report more serious issues to proper caregivers or authorities.	Self management targets directly address maladaptive behavior while creating opportunities to reinforce adaptive alternative behavior.
Behavior	Assessment of Functional Living Skills	Assessment of Functional Living Skills Self Management SM25	Self Management	1	SM25	LEARNER will ask for reasonable accommodations in the environment from a caregiver.	Self management targets directly address maladaptive behavior while creating opportunities to reinforce adaptive alternative behavior.
Behavior	Assessment of Functional Living Skills	Assessment of Functional Living Skills Self Management SM25	Self Management	2	SM25	LEARNER will ask for reasonable accommodations in the environment from any person in charge.	Self management targets directly address maladaptive behavior while creating opportunities to reinforce adaptive alternative behavior.
Behavior	FBA	FBA Aggression	Aggression	0		LEARNER will decrease incidents of aggression by 50% in 6 months.	Aggression is a dangerous or potentially dangerous behavior that is not common in LEARNER’s same-aged peers. LEARNER engages in aggression because he does not have the skills he needs to achieve the same outcome with more adaptive behavior.
Behavior	FBA	FBA Aggression	Aggression	0		LEARNER will decrease incidents of aggression by 80% in 12 months.	Aggression is a dangerous or potentially dangerous behavior that is not common in LEARNER’s same-aged peers. LEARNER engages in aggression because he does not have the skills he needs to achieve the same outcome with more adaptive behavior.
Behavior	FBA	FBA Aggression	Aggression	0		LEARNER will decrease incidents of aggression to no more than 3 instances in 6 months.	Aggression is a dangerous or potentially dangerous behavior that is not common in LEARNER’s same-aged peers. LEARNER engages in aggression because he does not have the skills he needs to achieve the same outcome with more adaptive behavior.
Behavior	FBA	FBA Self-Injurious Behavior (SIB)	Self-Injurious Behavior (	0		LEARNER will decrease incidents of SIB by 50% in 6 months.	SIB is a dangerous or potentially dangerous behavior that is not common in LEARNER’s same-aged peers. LEARNER engages in SIB because he does not have the skills he needs to achieve the same outcome with more adaptive behavior.
Behavior	FBA	FBA Self-Injurious Behavior (SIB)	Self-Injurious Behavior (	0		LEARNER will decrease incidents of SIB by 80% in 12 months.	SIB is a dangerous or potentially dangerous behavior that is not common in LEARNER’s same-aged peers. LEARNER engages in SIB because he does not have the skills he needs to achieve the same outcome with more adaptive behavior.
Behavior	FBA	FBA Self-Injurious Behavior (SIB)	Self-Injurious Behavior (	0		LEARNER will decrease incidents of SIB to no more than 3 instances in 6 months.	SIB is a dangerous or potentially dangerous behavior that is not common in LEARNER’s same-aged peers. LEARNER engages in SIB because he does not have the skills he needs to achieve the same outcome with more adaptive behavior.
Behavior	FBA	FBA Tantrums	Tantrums	0		LEARNER will decrease the duration of tantrums by 50% in 6 months.	Tantrums inhibit participation in the natural environment and create stigma when they occur at a frequency or duration that is significantly out of line with their peers. LEARNER engages in tantrums because he does not have the skills he needs to achieve the same outcome with more adaptive behavior
Behavior	FBA	FBA Tantrums	Tantrums	0		LEARNER will decrease the duration of tantrums by 80% in 12 months.	Tantrums inhibit participation in the natural environment and create stigma when they occur at a frequency or duration that is significantly out of line with their peers. LEARNER engages in tantrums because he does not have the skills he needs to achieve the same outcome with more adaptive behavior
Behavior	FBA	FBA Tantrums	Tantrums	0		LEARNER will decrease the duration of tantrums to no longer than an average of 5 minutes per week in 6 months.	Tantrums inhibit participation in the natural environment and create stigma when they occur at a frequency or duration that is significantly out of line with their peers. LEARNER engages in tantrums because he does not have the skills he needs to achieve the same outcome with more adaptive behavior
Behavior	ABLLS	ABLLS Cooperation and Reinforcer Effectiveness A1	Cooperation and Reinforce	1	A1	When offered a known reinforcing item or activity, LEARNER will take/use the item or activity.	Cooperation and reinforcer effectiveness targets address the foundation for learning. Effective reinforcement leads to the acquisition of functionally-equivalent replacement behavior for maladaptive behavior.
Behavior	ABLLS	ABLLS Cooperation and Reinforcer Effectiveness A2	Cooperation and Reinforce	1	A2	When offered one reinforcing item or activity and another non-reinforcing item or activity, LEARNER will select the reinforcing item or activity.	Cooperation and reinforcer effectiveness targets address the foundation for learning. Effective reinforcement leads to the acquisition of functionally-equivalent replacement behavior for maladaptive behavior.
Behavior	ABLLS	ABLLS Cooperation and Reinforcer Effectiveness A3	Cooperation and Reinforce	1	A3	LEARNER will look at and track changes in location of a non-reinforcing item presented by an instructor.	Cooperation and reinforcer effectiveness targets address the foundation for learning. Effective reinforcement leads to the acquisition of functionally-equivalent replacement behavior for maladaptive behavior.
Behavior	ABLLS	ABLLS Cooperation and Reinforcer Effectiveness A4	Cooperation and Reinforce	1	A4	When offered a common object, LEARNER will take the item.	Cooperation and reinforcer effectiveness targets address the foundation for learning. Effective reinforcement leads to the acquisition of functionally-equivalent replacement behavior for maladaptive behavior.
Behavior	ABLLS	ABLLS Cooperation and Reinforcer Effectiveness A5	Cooperation and Reinforce	1	A5	When a specific tangible reinforcer is available and there is a clearly identified requirement for a known response to be performed, LEARNER will approach the instructor and perform the required respo	Cooperation and reinforcer effectiveness targets address the foundation for learning. Effective reinforcement leads to the acquisition of functionally-equivalent replacement behavior for maladaptive behavior.
Behavior	ABLLS	ABLLS Cooperation and Reinforcer Effectiveness A6	Cooperation and Reinforce	1	A6	LEARNER will work for instructor controlled reinforcement	Cooperation and reinforcer effectiveness targets address the foundation for learning. Effective reinforcement leads to the acquisition of functionally-equivalent replacement behavior for maladaptive behavior.
Behavior	ABLLS	ABLLS Cooperation and Reinforcer Effectiveness A7	Cooperation and Reinforce	1	A7	LEARNER will be able to demonstrate and use skills learned with one instructor when working with other instructors.	Cooperation and reinforcer effectiveness targets address the foundation for learning. Effective reinforcement leads to the acquisition of functionally-equivalent replacement behavior for maladaptive behavior.
Behavior	ABLLS	ABLLS Cooperation and Reinforcer Effectiveness A8	Cooperation and Reinforce	1	A8	When an instructor is attempting to engage LEARNER in learning activities (at a table, while seated on the floor, or standing near materials for an activity), LEARNER will wait calmly, remain generall	Cooperation and reinforcer effectiveness targets address the foundation for learning. Effective reinforcement leads to the acquisition of functionally-equivalent replacement behavior for maladaptive behavior.
Behavior	ABLLS	ABLLS Cooperation and Reinforcer Effectiveness A9	Cooperation and Reinforce	1	A9	When engaged in an obvious series of learning tasks, LEARNER will scan the materials and look at the instructor to seek the instruction for the next task.	Cooperation and reinforcer effectiveness targets address the foundation for learning. Effective reinforcement leads to the acquisition of functionally-equivalent replacement behavior for maladaptive behavior.
Behavior	ABLLS	ABLLS Cooperation and Reinforcer Effectiveness A10	Cooperation and Reinforce	1	A10	When an instruction is presented during a series of learning tasks that involve instructional materials, LEARNER will attend to the instruction then scan the materials prior to responding to the instr	Cooperation and reinforcer effectiveness targets address the foundation for learning. Effective reinforcement leads to the acquisition of functionally-equivalent replacement behavior for maladaptive behavior.
Behavior	ABLLS	ABLLS Cooperation and Reinforcer Effectiveness A11	Cooperation and Reinforce	1	A11	When engaged in a series of learning tasks, LEARNER will respond quickly when an instruction is presented.	Cooperation and reinforcer effectiveness targets address the foundation for learning. Effective reinforcement leads to the acquisition of functionally-equivalent replacement behavior for maladaptive behavior.
Behavior	ABLLS	ABLLS Cooperation and Reinforcer Effectiveness A12	Cooperation and Reinforce	1	A12	A variety of items and activities will serve as reinforcers for LEARNER.	Cooperation and reinforcer effectiveness targets address the foundation for learning. Effective reinforcement leads to the acquisition of functionally-equivalent replacement behavior for maladaptive behavior.
Behavior	ABLLS	ABLLS Cooperation and Reinforcer Effectiveness A13	Cooperation and Reinforce	1	A13	LEARNER will work for intermittent reinforcement.	Cooperation and reinforcer effectiveness targets address the foundation for learning. Effective reinforcement leads to the acquisition of functionally-equivalent replacement behavior for maladaptive behavior.
Behavior	ABLLS	ABLLS Cooperation and Reinforcer Effectiveness A14	Cooperation and Reinforce	1	A14	LEARNER will work for reinforcement that involves fun interaction with the instructor.	Cooperation and reinforcer effectiveness targets address the foundation for learning. Effective reinforcement leads to the acquisition of functionally-equivalent replacement behavior for maladaptive behavior.
Behavior	ABLLS	ABLLS Cooperation and Reinforcer Effectiveness A15	Cooperation and Reinforce	1	A15	After completing a task, when engaged in a series of learning activities, LEARNER will orient to the instructor such as to observe the changes in instructor’s facial expression and voice that provide	Cooperation and reinforcer effectiveness targets address the foundation for learning. Effective reinforcement leads to the acquisition of functionally-equivalent replacement behavior for maladaptive behavior.
Behavior	ABLLS	ABLLS Cooperation and Reinforcer Effectiveness A16	Cooperation and Reinforce	1	A16	Praise will serve as an effective reinforcer for LEARNER.	Cooperation and reinforcer effectiveness targets address the foundation for learning. Effective reinforcement leads to the acquisition of functionally-equivalent replacement behavior for maladaptive behavior.
Behavior	ABLLS	ABLLS Cooperation and Reinforcer Effectiveness A17	Cooperation and Reinforce	1	A17	LEARNER will be able to wait appropriately if a reinforcer is not delivered immediately following a behavior.	Cooperation and reinforcer effectiveness targets address the foundation for learning. Effective reinforcement leads to the acquisition of functionally-equivalent replacement behavior for maladaptive behavior.
Behavior	ABLLS	ABLLS Cooperation and Reinforcer Effectiveness A18	Cooperation and Reinforce	1	A18	LEARNER will seek recognition for his accomplishments.	Cooperation and reinforcer effectiveness targets address the foundation for learning. Effective reinforcement leads to the acquisition of functionally-equivalent replacement behavior for maladaptive behavior.
Behavior	ABLLS	ABLLS Cooperation and Reinforcer Effectiveness A19	Cooperation and Reinforce	1	A19	Completion of a task serves as an effective reinforcer for LEARNER.	Cooperation and reinforcer effectiveness targets address the foundation for learning. Effective reinforcement leads to the acquisition of functionally-equivalent replacement behavior for maladaptive behavior.
None Selected	NoneSelected	None Selected		0

Communication

Assessment, Domain & Milestone:

Goal:

skilltype	assessment	Assessment, Domain & Milestone	domain	Level	Milestone	Goal	Medical Necessity Criteria
Communication	VB-MAPP	VB-MAPP Mand 2M	Mand	1	2M	LEARNER will emit 4 different mands for preferred items using a visual, sign or verbal approximation with 80% independence for 3 consecutive sessions.	Manding serves as a replacement for maladaptive behavior maintained by access or escape. Manding allows LEARNER to access preferred items or escape non-preferred situations using language rather than maladaptive behavior.
Communication	VB-MAPP	VB-MAPP Mand 3M	Mand	1	3M	LEARNER will generalize 6 mands using a visual, sign or verbal approximation across 2 people, 2 settings, and 2 different examples of a reinforcer with 80% independence for 3 consecutive sessions.	Manding serves as a replacement for maladaptive behavior maintained by access or escape. Manding allows LEARNER to access preferred items or escape non-preferred situations using language rather than maladaptive behavior.
Communication	VB-MAPP	VB-MAPP Mand 4M	Mand	1	4M	LEARNER will spontaneously emit 5 mands in 60 minutes using a visual, sign or verbal approximation across 2 people and 2 settings with 80% independence for 3 consecutive sessions.	Manding serves as a replacement for maladaptive behavior maintained by access or escape. Manding allows LEARNER to access preferred items or escape non-preferred situations using language rather than maladaptive behavior.
Communication	VB-MAPP	VB-MAPP Mand 5M	Mand	1	5M	LEARNER will emit 10 different mands using a visual, sign or verbal approximation across 2 people and 2 settings with 80% independence for 3 consecutive sessions.	Manding serves as a replacement for maladaptive behavior maintained by access or escape. Manding allows LEARNER to access preferred items or escape non-preferred situations using language rather than maladaptive behavior.
Communication	VB-MAPP	VB-MAPP Tact 1M	Tact	1	1M	LEARNER will tact 2 reinforcing items with echoic or imitative prompts across 2 people and 2 settings with 80% independence for 3 consecutive sessions.	Tacting serves to build beginning social and conversation skills as well as early joint attention. These skills reduce escape-maintained behavior by teaching skills needed for successful participation in activities with others.
Communication	VB-MAPP	VB-MAPP Tact 2M	Tact	1	2M	LEARNER will tact any 4 items without echoic or imitative prompts across 2 people and 2 settings with 80% independence for 3 consecutive sessions.	Tacting serves to build beginning social and conversation skills as well as early joint attention. These skills reduce escape-maintained behavior by teaching skills needed for successful participation in activities with others.
Communication	VB-MAPP	VB-MAPP Tact 3M	Tact	1	3M	LEARNER will tacts 6 non-reinforcing items across 2 people and 2 settings with 80% independence for 3 consecutive sessions.	Tacting serves to build beginning social and conversation skills as well as early joint attention. These skills reduce escape-maintained behavior by teaching skills needed for successful participation in activities with others.
Communication	VB-MAPP	VB-MAPP Tact 4M	Tact	1	4M	LEARNER will spontaneously tact 2 different items in 60 minutes across 2 people and 2 settings with 80% independence for 3 consecutive sessions.	Tacting serves to build beginning social and conversation skills as well as early joint attention. These skills reduce escape-maintained behavior by teaching skills needed for successful participation in activities with others.
Communication	VB-MAPP	VB-MAPP Tact 5M	Tact	1	5M	LEARNER will tact 10 items across 2 people and 2 settings with 80% independence for 3 consecutive sessions.	Tacting serves to build beginning social and conversation skills as well as early joint attention. These skills reduce escape-maintained behavior by teaching skills needed for successful participation in activities with others.
Communication	VB-MAPP	VB-MAPP Listener Responding 1M	Listener Responding	1	1M	LEARNER will attend to a speaker’s voice by making eye contact 5 times in 30 minutes across 2 people and 2 settings with 80% independence for 3 consecutive sessions.	Listener responding targets serve as replacement skills for maladaptive behavior including task refusal. As LEARNER’s listener skills improve, motivation for maladaptive behavior maintained by escape decreases.
Communication	VB-MAPP	VB-MAPP Listener Responding 2M	Listener Responding	1	2M	LEARNER will respond to hearing his own name 5 times across 2 people and 2 settings with 80% independence for 3 consecutive sessions.	Listener responding targets serve as replacement skills for maladaptive behavior including task refusal. As LEARNER’s listener skills improve, motivation for maladaptive behavior maintained by escape decreases.
Communication	VB-MAPP	VB-MAPP Listener Responding 3M	Listener Responding	1	3M	LEARNER will look at, touch, or point to the correct family member, pet, or other reinforcer when presented in an array of 2, for 5 different items across 2 people and 2 settings with 80% independence	Listener responding targets serve as replacement skills for maladaptive behavior including task refusal. As LEARNER’s listener skills improve, motivation for maladaptive behavior maintained by escape decreases.
Communication	VB-MAPP	VB-MAPP Listener Responding 4M	Listener Responding	1	4M	LEARNER will perform 4 different motor actions on command across 2 people and 2 settings with 80% independence for 3 consecutive sessions.	Listener responding targets serve as replacement skills for maladaptive behavior including task refusal. As LEARNER’s listener skills improve, motivation for maladaptive behavior maintained by escape decreases.
Communication	VB-MAPP	VB-MAPP Listener Responding 5M	Listener Responding	1	5M	LEARNER will select the correct item from an array of 4 for 20 different objects or pictures across 2 people and 2 settings with 80% independence for 3 consecutive sessions.	Listener responding targets serve as replacement skills for maladaptive behavior including task refusal. As LEARNER’s listener skills improve, motivation for maladaptive behavior maintained by escape decreases.
Communication	VB-MAPP	VB-MAPP Echoic 1M	Echoic	1	1M	LEARNER will score at least 2 on the EESA subtest.	Echoic and other verbal behavior targets build a communicative repertoire that serves as a replacement for maladaptive behavior as LEARNER learns to use language to get his needs met. These skills also target social communication deficits which is at the core of an autism diagnosis.
Communication	VB-MAPP	VB-MAPP Echoic 2M	Echoic	1	2M	LEARNER will score at least 5 on the EESA subtest.	Echoic and other verbal behavior targets build a communicative repertoire that serves as a replacement for maladaptive behavior as LEARNER learns to use language to get his needs met. These skills also target social communication deficits which is at the core of an autism diagnosis.
Communication	VB-MAPP	VB-MAPP Echoic 3M	Echoic	1	3M	LEARNER will score at least 10 on the EESA subtest.	Echoic and other verbal behavior targets build a communicative repertoire that serves as a replacement for maladaptive behavior as LEARNER learns to use language to get his needs met. These skills also target social communication deficits which is at the core of an autism diagnosis.
Communication	VB-MAPP	VB-MAPP Echoic 4M	Echoic	1	4M	LEARNER will score at least 15 on the EESA subtest.	Echoic and other verbal behavior targets build a communicative repertoire that serves as a replacement for maladaptive behavior as LEARNER learns to use language to get his needs met. These skills also target social communication deficits which is at the core of an autism diagnosis.
Communication	VB-MAPP	VB-MAPP Echoic 5M	Echoic	1	5M	LEARNER will score at least 20 on the EESA subtest.	Echoic and other verbal behavior targets build a communicative repertoire that serves as a replacement for maladaptive behavior as LEARNER learns to use language to get his needs met. These skills also target social communication deficits which is at the core of an autism diagnosis.
Communication	VB-MAPP	VB-MAPP Spontaneous Vocal Behavior 1M	Spontaneous Vocal Behavio	1	1M	LEARNER will spontaneously emit an average of 5 sounds each hour.	Echoic and other verbal behavior targets build a communicative repertoire that serves as a replacement for maladaptive behavior as LEARNER learns to use language to get his needs met. These skills also target social communication deficits which is at the core of an autism diagnosis.
Communication	VB-MAPP	VB-MAPP Spontaneous Vocal Behavior 2M	Spontaneous Vocal Behavio	1	2M	LEARNER will spontaneously emit 5 different sounds, averaging 10 total sounds each hour.	Echoic and other verbal behavior targets build a communicative repertoire that serves as a replacement for maladaptive behavior as LEARNER learns to use language to get his needs met. These skills also target social communication deficits which is at the core of an autism diagnosis.
Communication	VB-MAPP	VB-MAPP Spontaneous Vocal Behavior 3M	Spontaneous Vocal Behavio	1	3M	LEARNER will spontaneously emit 10 different sounds with varying intonations, averaging 25 total sounds each hour.	Echoic and other verbal behavior targets build a communicative repertoire that serves as a replacement for maladaptive behavior as LEARNER learns to use language to get his needs met. These skills also target social communication deficits which is at the core of an autism diagnosis.
Communication	VB-MAPP	VB-MAPP Spontaneous Vocal Behavior 4M	Spontaneous Vocal Behavio	1	4M	LEARNER will spontaneously emits 5 different whole word approximations in an hour.	Echoic and other verbal behavior targets build a communicative repertoire that serves as a replacement for maladaptive behavior as LEARNER learns to use language to get his needs met. These skills also target social communication deficits which is at the core of an autism diagnosis.
Communication	VB-MAPP	VB-MAPP Spontaneous Vocal Behavior 5M	Spontaneous Vocal Behavio	1	5M	LEARNER will spontaneously vocalize 15 whole words or phrases with appropriate intonation and rhythm in an hour.	Echoic and other verbal behavior targets build a communicative repertoire that serves as a replacement for maladaptive behavior as LEARNER learns to use language to get his needs met. These skills also target social communication deficits which is at the core of an autism diagnosis.
Communication	VB-MAPP	VB-MAPP Mand 6M	Mand	2	6M	LEARNER will mand for 20 different missing items without prompts with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Manding serves as a replacement for maladaptive behavior maintained by access or escape. Manding allows LEARNER to access preferred items or escape non-preferred situations using language rather than maladaptive behavior.
Communication	VB-MAPP	VB-MAPP Mand 7M	Mand	2	7M	LEARNER will mand for others to emit 5 different actions needed to enjoy a desired activity with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Manding serves as a replacement for maladaptive behavior maintained by access or escape. Manding allows LEARNER to access preferred items or escape non-preferred situations using language rather than maladaptive behavior.
Communication	VB-MAPP	VB-MAPP Mand 8M	Mand	2	8M	LEARNER will emit 5 different mands that contain 2 or more words with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Manding serves as a replacement for maladaptive behavior maintained by access or escape. Manding allows LEARNER to access preferred items or escape non-preferred situations using language rather than maladaptive behavior.
Communication	VB-MAPP	VB-MAPP Mand 9M	Mand	2	9M	LEARNER will spontaneously emit 15 different mands in 30 minutes.	Manding serves as a replacement for maladaptive behavior maintained by access or escape. Manding allows LEARNER to access preferred items or escape non-preferred situations using language rather than maladaptive behavior.
Communication	VB-MAPP	VB-MAPP Mand 10M	Mand	2	10M	LEARNER will emit 10 new mands without specific mand training.	Manding serves as a replacement for maladaptive behavior maintained by access or escape. Manding allows LEARNER to access preferred items or escape non-preferred situations using language rather than maladaptive behavior.
Communication	VB-MAPP	VB-MAPP Tact 6M	Tact	2	6M	LEARNER will tact 25 items when asked, What’s that? with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Tacting serves to build beginning social and conversation skills as well as early joint attention. These skills reduce escape-maintained behavior by teaching skills needed for successful participation in activities with others.
Communication	VB-MAPP	VB-MAPP Tact 7M	Tact	2	7M	LEARNER will generalize tacts across 3 examples of 50 items with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Tacting serves to build beginning social and conversation skills as well as early joint attention. These skills reduce escape-maintained behavior by teaching skills needed for successful participation in activities with others.
Communication	VB-MAPP	VB-MAPP Tact 8M	Tact	2	8M	LEARNER will tact 10 actions with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Tacting serves to build beginning social and conversation skills as well as early joint attention. These skills reduce escape-maintained behavior by teaching skills needed for successful participation in activities with others.
Communication	VB-MAPP	VB-MAPP Tact 9M	Tact	2	9M	LEARNER will tact 50 two-component verb-noun and/or noun-verb combinations with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Tacting serves to build beginning social and conversation skills as well as early joint attention. These skills reduce escape-maintained behavior by teaching skills needed for successful participation in activities with others.
Communication	VB-MAPP	VB-MAPP Tact 10M	Tact	2	10M	LEARNER will tact a total of 200 nouns and/or verbs.	Tacting serves to build beginning social and conversation skills as well as early joint attention. These skills reduce escape-maintained behavior by teaching skills needed for successful participation in activities with others.
Communication	VB-MAPP	VB-MAPP Listener Responding 6M	Listener Responding	2	6M	LEARNER will select the correct item from a messy array of 6, for 40 different objects or pictures with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Listener responding targets serve as replacement skills for maladaptive behavior including task refusal. As LEARNER’s listener skills improve, motivation for maladaptive behavior maintained by escape decreases.
Communication	VB-MAPP	VB-MAPP Listener Responding 7M	Listener Responding	2	7M	LEARNER will generalize listener discriminations in a messy array of 8, for 3 different examples of 50 items with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Listener responding targets serve as replacement skills for maladaptive behavior including task refusal. As LEARNER’s listener skills improve, motivation for maladaptive behavior maintained by escape decreases.
Communication	VB-MAPP	VB-MAPP Listener Responding 8M	Listener Responding	2	8M	LEARNER will perform 10 specific motor actions on command with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Listener responding targets serve as replacement skills for maladaptive behavior including task refusal. As LEARNER’s listener skills improve, motivation for maladaptive behavior maintained by escape decreases.
Communication	VB-MAPP	VB-MAPP Listener Responding 9M	Listener Responding	2	9M	LEARNER will follow 50 two-component noun-verb and/or verb-noun instructions with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Listener responding targets serve as replacement skills for maladaptive behavior including task refusal. As LEARNER’s listener skills improve, motivation for maladaptive behavior maintained by escape decreases.
Communication	VB-MAPP	VB-MAPP Listener Responding 10M	Listener Responding	2	10M	LEARNER will select the correct item in a book, picture scene, or natural environment when named for 250 items.	Listener responding targets serve as replacement skills for maladaptive behavior including task refusal. As LEARNER’s listener skills improve, motivation for maladaptive behavior maintained by escape decreases.
Communication	VB-MAPP	VB-MAPP Echoic 6M	Echoic	2	6M	LEARNER will score at least 50 on the EESA subtest.	Echoic and other verbal behavior targets build a communicative repertoire that serves as a replacement for maladaptive behavior as LEARNER learns to use language to get his needs met. These skills also target social communication deficits which is at the core of an autism diagnosis.
Communication	VB-MAPP	VB-MAPP Echoic 7M	Echoic	2	7M	LEARNER will score at least 60 on the EESA subtest.	Echoic and other verbal behavior targets build a communicative repertoire that serves as a replacement for maladaptive behavior as LEARNER learns to use language to get his needs met. These skills also target social communication deficits which is at the core of an autism diagnosis.
Communication	VB-MAPP	VB-MAPP Echoic 8M	Echoic	2	8M	LEARNER will score at least 70 on the EESA subtest.	Echoic and other verbal behavior targets build a communicative repertoire that serves as a replacement for maladaptive behavior as LEARNER learns to use language to get his needs met. These skills also target social communication deficits which is at the core of an autism diagnosis.
Communication	VB-MAPP	VB-MAPP Echoic 9M	Echoic	2	9M	LEARNER will score at least 80 on the EESA subtest.	Echoic and other verbal behavior targets build a communicative repertoire that serves as a replacement for maladaptive behavior as LEARNER learns to use language to get his needs met. These skills also target social communication deficits which is at the core of an autism diagnosis.
Communication	VB-MAPP	VB-MAPP Echoic 10M	Echoic	2	10M	LEARNER will score at least 90 on the EESA subtest.	Echoic and other verbal behavior targets build a communicative repertoire that serves as a replacement for maladaptive behavior as LEARNER learns to use language to get his needs met. These skills also target social communication deficits which is at the core of an autism diagnosis.
Communication	VB-MAPP	VB-MAPP Listener Responding by Function, Feature and Class 6M	Listener Responding by Fu	2	6M	LEARNER will select 5 different foods or drinks when each is presented in an array of 5 and asked the verbal fill-ins You eat… and You drink… with 80% independence across 2 people and 2 settings for	LRFFC targets seek to build more complex listener behavior. This reduces the motivation for escape when LEARNER is presented with tasks requiring this type of language. Additionally, these targets address social communication deficits which is a core deficit of autism.
Communication	VB-MAPP	VB-MAPP Listener Responding by Function, Feature and Class 7M	Listener Responding by Fu	2	7M	LEARNER will select the correct item from an array of 8 for 25 different LRFFC fill-in statements of any type with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	LRFFC targets seek to build more complex listener behavior. This reduces the motivation for escape when LEARNER is presented with tasks requiring this type of language. Additionally, these targets address social communication deficits which is a core deficit of autism.
Communication	VB-MAPP	VB-MAPP Listener Responding by Function, Feature and Class 8M	Listener Responding by Fu	2	8M	LEARNER will select the correct item from an array of 10 (or from a book) for 25 different verb-noun LRFFC what, which, or who questions with 80% independence across 2 people and 2 settings for 3 cons	LRFFC targets seek to build more complex listener behavior. This reduces the motivation for escape when LEARNER is presented with tasks requiring this type of language. Additionally, these targets address social communication deficits which is a core deficit of autism.
Communication	VB-MAPP	VB-MAPP Listener Responding by Function, Feature and Class 9M	Listener Responding by Fu	2	9M	LEARNER will select an item given 3 different verbal statements about each item when independently presented for 25 items with 80% independence across 2 people and 2 settings for 3 consecutive session	LRFFC targets seek to build more complex listener behavior. This reduces the motivation for escape when LEARNER is presented with tasks requiring this type of language. Additionally, these targets address social communication deficits which is a core deficit of autism.
Communication	VB-MAPP	VB-MAPP Listener Responding by Function, Feature and Class 10M	Listener Responding by Fu	2	10M	LEARNER will spontaneously tact the item on 50% of the LRFFC trials across 2 people and 2 settings for 3 consecutive sessions.	LRFFC targets seek to build more complex listener behavior. This reduces the motivation for escape when LEARNER is presented with tasks requiring this type of language. Additionally, these targets address social communication deficits which is a core deficit of autism.
Communication	VB-MAPP	VB-MAPP Intraverbal 6M	Intraverbal	2	6M	LEARNER will complete 10 different fill-in-the-blank phrases of any type with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Intraverbal targets build a communicative repertoire that serves as a replacement for maladaptive behavior as LEARNER learns to use language to get his needs met. Intraverbal skills also reduce motivation for escape from situations requiring more advanced communication skills. These skills also ta
Communication	VB-MAPP	VB-MAPP Intraverbal 7M	Intraverbal	2	7M	LEARNER will provide first name when asked, what’s your name? with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Intraverbal targets build a communicative repertoire that serves as a replacement for maladaptive behavior as LEARNER learns to use language to get his needs met. Intraverbal skills also reduce motivation for escape from situations requiring more advanced communication skills. These skills also ta
Communication	VB-MAPP	VB-MAPP Intraverbal 8M	Intraverbal	2	8M	LEARNER will complete 25 different fill-in-the-blank phrases with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Intraverbal targets build a communicative repertoire that serves as a replacement for maladaptive behavior as LEARNER learns to use language to get his needs met. Intraverbal skills also reduce motivation for escape from situations requiring more advanced communication skills. These skills also ta
Communication	VB-MAPP	VB-MAPP Intraverbal 9M	Intraverbal	2	9M	LEARNER will answer 25 different what questions with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Intraverbal targets build a communicative repertoire that serves as a replacement for maladaptive behavior as LEARNER learns to use language to get his needs met. Intraverbal skills also reduce motivation for escape from situations requiring more advanced communication skills. These skills also ta
Communication	VB-MAPP	VB-MAPP Intraverbal 10M	Intraverbal	2	10M	LEARNER will answer 25 different who or where questions with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Intraverbal targets build a communicative repertoire that serves as a replacement for maladaptive behavior as LEARNER learns to use language to get his needs met. Intraverbal skills also reduce motivation for escape from situations requiring more advanced communication skills. These skills also ta
Communication	VB-MAPP	VB-MAPP Linguistic Structure 6M	Linguistic Structure	2	6M	LEARNER’s articulation of 10 tacts can be understood by familiar adults who cannot see the item tacted.	Verbal behavior targets build a communicative repertoire that serves as a replacement for maladaptive behavior as LEARNER learns to use language to get his needs met. These skills also target social communication deficits which is at the core of an autism diagnosis.
Communication	VB-MAPP	VB-MAPP Linguistic Structure 7M	Linguistic Structure	2	7M	LEARNER has a total listener vocabulary of 100 words.	Verbal behavior targets build a communicative repertoire that serves as a replacement for maladaptive behavior as LEARNER learns to use language to get his needs met. These skills also target social communication deficits which is at the core of an autism diagnosis.
Communication	VB-MAPP	VB-MAPP Linguistic Structure 8M	Linguistic Structure	2	8M	LEARNER emits 10 different 2-word utterances per day of any type except echoic.	Verbal behavior targets build a communicative repertoire that serves as a replacement for maladaptive behavior as LEARNER learns to use language to get his needs met. These skills also target social communication deficits which is at the core of an autism diagnosis.
Communication	VB-MAPP	VB-MAPP Linguistic Structure 9M	Linguistic Structure	2	9M	LEARNER emits functional prosody on 5 occasions in one day.	Verbal behavior targets build a communicative repertoire that serves as a replacement for maladaptive behavior as LEARNER learns to use language to get his needs met. These skills also target social communication deficits which is at the core of an autism diagnosis.
Communication	VB-MAPP	VB-MAPP Linguistic Structure 10M	Linguistic Structure	2	10M	LEARNER has a total speaker vocabulary size of 300 words across all verbal operants.	Verbal behavior targets build a communicative repertoire that serves as a replacement for maladaptive behavior as LEARNER learns to use language to get his needs met. These skills also target social communication deficits which is at the core of an autism diagnosis.
Communication	VB-MAPP	VB-MAPP Mand 11M	Mand	3	11M	LEARNER spontaneously mands for different verbal information using a WH question word 5 times in 60 minutes.	Manding serves as a replacement for maladaptive behavior maintained by access or escape. Manding allows LEARNER to access preferred items or escape non-preferred situations using language rather than maladaptive behavior.
Communication	VB-MAPP	VB-MAPP Mand 12M	Mand	3	12M	LEARNER politely mands to stop an undesirable activity or remove any aversive MO under 5 different circumstances.	Manding serves as a replacement for maladaptive behavior maintained by access or escape. Manding allows LEARNER to access preferred items or escape non-preferred situations using language rather than maladaptive behavior.
Communication	VB-MAPP	VB-MAPP Mand 13M	Mand	3	13M	LEARNER mands with 10 different adjectives, prepositions or adverbs in 60 minutes.	Manding serves as a replacement for maladaptive behavior maintained by access or escape. Manding allows LEARNER to access preferred items or escape non-preferred situations using language rather than maladaptive behavior.
Communication	VB-MAPP	VB-MAPP Mand 14M	Mand	3	14M	LEARNER gives directions, instructions, or explanations as to how to do something or how to participate in an activity 5 times.	Manding serves as a replacement for maladaptive behavior maintained by access or escape. Manding allows LEARNER to access preferred items or escape non-preferred situations using language rather than maladaptive behavior.
Communication	VB-MAPP	VB-MAPP Mand 15M	Mand	3	15M	LEARNER mands for others to attend to his own intraverbal behavior 5 times.	Manding serves as a replacement for maladaptive behavior maintained by access or escape. Manding allows LEARNER to access preferred items or escape non-preferred situations using language rather than maladaptive behavior.
Communication	VB-MAPP	VB-MAPP Tact 11M	Tact	3	11M	LEARNER will tact the color, shape, and function of 5 objects when each object and question is presented in mixed order with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Tacting serves to build beginning social and conversation skills as well as early joint attention. These skills reduce escape-maintained behavior by teaching skills needed for successful participation in activities with others.
Communication	VB-MAPP	VB-MAPP Tact 12M	Tact	3	12M	LEARNER will attack 4 different prepositions and 4 pronouns with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Tacting serves to build beginning social and conversation skills as well as early joint attention. These skills reduce escape-maintained behavior by teaching skills needed for successful participation in activities with others.
Communication	VB-MAPP	VB-MAPP Tact 13M	Tact	3	13M	LEARNER will tact 4 different adjectives and 4 different adverbs, excluding colors and shapes with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Tacting serves to build beginning social and conversation skills as well as early joint attention. These skills reduce escape-maintained behavior by teaching skills needed for successful participation in activities with others.
Communication	VB-MAPP	VB-MAPP Tact 14M	Tact	3	14M	LEARNER will tact with complete sentences containing 4 or more words, 20 times.	Tacting serves to build beginning social and conversation skills as well as early joint attention. These skills reduce escape-maintained behavior by teaching skills needed for successful participation in activities with others.
Communication	VB-MAPP	VB-MAPP Tact 15M	Tact	3	15M	LEARNER will have a tact vocabulary of 1000 words.	Tacting serves to build beginning social and conversation skills as well as early joint attention. These skills reduce escape-maintained behavior by teaching skills needed for successful participation in activities with others.
Communication	VB-MAPP	VB-MAPP Listener Responding 11M	Listener Responding	3	11M	LEARNER will select items by color and shape from an array of 6 similar stimuli for 4 colors and 4 shapes with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Listener responding targets serve as replacement skills for maladaptive behavior including task refusal. As LEARNER’s listener skills improve, motivation for maladaptive behavior maintained by escape decreases.
Communication	VB-MAPP	VB-MAPP Listener Responding 12M	Listener Responding	3	12M	LEARNER will follow 2 instructions involving 6 different prepositions and 4 different pronouns with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Listener responding targets serve as replacement skills for maladaptive behavior including task refusal. As LEARNER’s listener skills improve, motivation for maladaptive behavior maintained by escape decreases.
Communication	VB-MAPP	VB-MAPP Listener Responding 13M	Listener Responding	3	13M	LEARNER will select items from an array of similar stimuli based on 4 pairs of relative adjectives and demonstrates actions based on 4 pairs of relative adverbs with 80% independence across 2 people a	Listener responding targets serve as replacement skills for maladaptive behavior including task refusal. As LEARNER’s listener skills improve, motivation for maladaptive behavior maintained by escape decreases.
Communication	VB-MAPP	VB-MAPP Listener Responding 14M	Listener Responding	3	14M	LEARNER will follow 3-step directions for 10 different directions with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Listener responding targets serve as replacement skills for maladaptive behavior including task refusal. As LEARNER’s listener skills improve, motivation for maladaptive behavior maintained by escape decreases.
Communication	VB-MAPP	VB-MAPP Listener Responding 15M	Listener Responding	3	15M	LEARNER will have a total listener repertoire of 1200 words.	Listener responding targets serve as replacement skills for maladaptive behavior including task refusal. As LEARNER’s listener skills improve, motivation for maladaptive behavior maintained by escape decreases.
Communication	VB-MAPP	VB-MAPP Listener Responding by Function, Feature and Class 11M	Listener Responding by Fu	3	11M	LEARNER will select the correct item from an array of 10 that contains 3 similar stimuli for 25 different WH question LRFFC tasks with 80% independence across 2 people and 2 settings for 3 consecutive	LRFFC targets seek to build more complex listener behavior. This reduces the motivation for escape when LEARNER is presented with tasks requiring this type of language. Additionally, these targets address social communication deficits which is a core deficit of autism.
Communication	VB-MAPP	VB-MAPP Listener Responding by Function, Feature and Class 12M	Listener Responding by Fu	3	12M	LEARNER will select items from a book based on 2 verbal components: either a feature, function or class for 25 LRFFC tasks with 80% independence across 2 people and 2 settings for 3 consecutive sessio	LRFFC targets seek to build more complex listener behavior. This reduces the motivation for escape when LEARNER is presented with tasks requiring this type of language. Additionally, these targets address social communication deficits which is a core deficit of autism.
Communication	VB-MAPP	VB-MAPP Listener Responding by Function, Feature and Class 13M	Listener Responding by Fu	3	13M	LEARNER will select items from a page in a book or in the natural environment based on 3 verbal components (i.e. verb, adjective, preposition, pronoun) for 25 WH question LRFFC tasks with 80% independ	LRFFC targets seek to build more complex listener behavior. This reduces the motivation for escape when LEARNER is presented with tasks requiring this type of language. Additionally, these targets address social communication deficits which is a core deficit of autism.
Communication	VB-MAPP	VB-MAPP Listener Responding by Function, Feature and Class 14M	Listener Responding by Fu	3	14M	LEARNER will select the correct items from a book or the natural environment given 4 different rotating LRFFC questions about a single topic for 25 different topics with 80% independence across 2 peop	LRFFC targets seek to build more complex listener behavior. This reduces the motivation for escape when LEARNER is presented with tasks requiring this type of language. Additionally, these targets address social communication deficits which is a core deficit of autism.
Communication	VB-MAPP	VB-MAPP Listener Responding by Function, Feature and Class 15M	Listener Responding by Fu	3	15M	LEARNER will demonstrate 1000 different LRFFC responses.	LRFFC targets seek to build more complex listener behavior. This reduces the motivation for escape when LEARNER is presented with tasks requiring this type of language. Additionally, these targets address social communication deficits which is a core deficit of autism.
Communication	VB-MAPP	VB-MAPP Intraverbal 11M	Intraverbal	3	11M	LEARNER will spontaneously emit 20 intraverbal comments.	Intraverbal targets build a communicative repertoire that serves as a replacement for maladaptive behavior as LEARNER learns to use language to get his needs met. Intraverbal skills also reduce motivation for escape from situations requiring more advanced communication skills. These skills also ta
Communication	VB-MAPP	VB-MAPP Intraverbal 12M	Intraverbal	3	12M	LEARNER will demonstrate 300 different intraverbal responses.	Intraverbal targets build a communicative repertoire that serves as a replacement for maladaptive behavior as LEARNER learns to use language to get his needs met. Intraverbal skills also reduce motivation for escape from situations requiring more advanced communication skills. These skills also ta
Communication	VB-MAPP	VB-MAPP Intraverbal 13M	Intraverbal	3	13M	LEARNER answers 2 questions after being read short passages (15+ words) from books for 25 passages with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Intraverbal targets build a communicative repertoire that serves as a replacement for maladaptive behavior as LEARNER learns to use language to get his needs met. Intraverbal skills also reduce motivation for escape from situations requiring more advanced communication skills. These skills also ta
Communication	VB-MAPP	VB-MAPP Intraverbal 14M	Intraverbal	3	14M	LEARNER describes 25 different events, videos, stories, etc. with 8+ words with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Intraverbal targets build a communicative repertoire that serves as a replacement for maladaptive behavior as LEARNER learns to use language to get his needs met. Intraverbal skills also reduce motivation for escape from situations requiring more advanced communication skills. These skills also ta
Communication	VB-MAPP	VB-MAPP Intraverbal 15M	Intraverbal	3	15M	LEARNER answers 4 different rotating WH questions about a single topic for 10 topics with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Intraverbal targets build a communicative repertoire that serves as a replacement for maladaptive behavior as LEARNER learns to use language to get his needs met. Intraverbal skills also reduce motivation for escape from situations requiring more advanced communication skills. These skills also ta
Communication	VB-MAPP	VB-MAPP Linguistic Structure 11M	Linguistic Structure	3	11M	LEARNER will emit noun inflections by combining 10 root nouns with suffixes for plurals and possessions with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Verbal behavior targets build a communicative repertoire that serves as a replacement for maladaptive behavior as LEARNER learns to use language to get his needs met. These skills also target social communication deficits which is at the core of an autism diagnosis.
Communication	VB-MAPP	VB-MAPP Linguistic Structure 12M	Linguistic Structure	3	12M	LEARNER will emit verb inflections by combining 10 root verbs with affixes for regular past tense and future tense with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Verbal behavior targets build a communicative repertoire that serves as a replacement for maladaptive behavior as LEARNER learns to use language to get his needs met. These skills also target social communication deficits which is at the core of an autism diagnosis.
Communication	VB-MAPP	VB-MAPP Linguistic Structure 13M	Linguistic Structure	3	13M	LEARNER will emit 10 different noun phrases containing at least 3 words with 2 modifiers with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Verbal behavior targets build a communicative repertoire that serves as a replacement for maladaptive behavior as LEARNER learns to use language to get his needs met. These skills also target social communication deficits which is at the core of an autism diagnosis.
Communication	VB-MAPP	VB-MAPP Linguistic Structure 14M	Linguistic Structure	3	14M	LEARNER will emit 10 different verb phrases containing at least 3 words with 2 modifiers with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Verbal behavior targets build a communicative repertoire that serves as a replacement for maladaptive behavior as LEARNER learns to use language to get his needs met. These skills also target social communication deficits which is at the core of an autism diagnosis.
Communication	VB-MAPP	VB-MAPP Linguistic Structure 15M	Linguistic Structure	3	15M	LEARNER will combine noun and verb phrases to produce 10 different syntactically correct clauses or sentences containing at least 5 words.	Verbal behavior targets build a communicative repertoire that serves as a replacement for maladaptive behavior as LEARNER learns to use language to get his needs met. These skills also target social communication deficits which is at the core of an autism diagnosis.
Communication	Social Skills Solutions	Social Skills Solutions Greetings 1-2	Greetings	1	1-2	LEARNER will wave to a peer or an adult when they walk into view with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Greetings are an important part of social interactions. Teaching greetings addresses one of the core deficits of autism and leads to greater success in social environments such as school. Appropriate greetings reduces motivation to engage in maladaptive behavior maintained by access to attention,
Communication	Social Skills Solutions	Social Skills Solutions Greetings 1-2	Greetings	1	1-2	LEARNER will say “Hi” in response to greetings with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Greetings are an important part of social interactions. Teaching greetings addresses one of the core deficits of autism and leads to greater success in social environments such as school. Appropriate greetings reduces motivation to engage in maladaptive behavior maintained by access to attention,
Communication	Social Skills Solutions	Social Skills Solutions Greetings 1-2	Greetings	1	1-2	LEARNER will walk up to others to greet with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Greetings are an important part of social interactions. Teaching greetings addresses one of the core deficits of autism and leads to greater success in social environments such as school. Appropriate greetings reduces motivation to engage in maladaptive behavior maintained by access to attention,
Communication	Social Skills Solutions	Social Skills Solutions Greetings 1-2	Greetings	1	1-2	LEARNER will say “bye” when a peer or adult moves to leave with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Greetings are an important part of social interactions. Teaching greetings addresses one of the core deficits of autism and leads to greater success in social environments such as school. Appropriate greetings reduces motivation to engage in maladaptive behavior maintained by access to attention,
Communication	Social Skills Solutions	Social Skills Solutions Greetings 1-2	Greetings	1	1-2	LEARNER will say “Please” when asking for something of a peer or adult with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Greetings are an important part of social interactions. Teaching greetings addresses one of the core deficits of autism and leads to greater success in social environments such as school. Appropriate greetings reduces motivation to engage in maladaptive behavior maintained by access to attention,
Communication	Social Skills Solutions	Social Skills Solutions Greetings 1-2	Greetings	1	1-2	LEARNER will reciprocate affection either verbally (i.e. saying “I like you” or “I love you”) or physically (i.e. initiating a hug) with a family member or close family friend.	Greetings are an important part of social interactions. Teaching greetings addresses one of the core deficits of autism and leads to greater success in social environments such as school. Appropriate greetings reduces motivation to engage in maladaptive behavior maintained by access to attention,
Communication	Social Skills Solutions	Social Skills Solutions Conversations 1-5	Conversations	1	1-5	LEARNER will mand 30+ times per day with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Conversation targets address a core deficit of autism and prepare LEARNER for success in social environments such as school. Additionally, conversation skills serve as adaptive replacement behavior for maladaptive behavior maintained by escape from social situations.
Communication	Social Skills Solutions	Social Skills Solutions Conversations 1-5	Conversations	1	1-5	LEARNER will tact up to 100 items with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Conversation targets address a core deficit of autism and prepare LEARNER for success in social environments such as school. Additionally, conversation skills serve as adaptive replacement behavior for maladaptive behavior maintained by escape from social situations.
Communication	Social Skills Solutions	Social Skills Solutions Conversations 1-5	Conversations	1	1-5	LEARNER will identify others by name with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Conversation targets address a core deficit of autism and prepare LEARNER for success in social environments such as school. Additionally, conversation skills serve as adaptive replacement behavior for maladaptive behavior maintained by escape from social situations.
Communication	Social Skills Solutions	Social Skills Solutions Conversations 1-5	Conversations	1	1-5	LEARNER will answer 1-3 social questions with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Conversation targets address a core deficit of autism and prepare LEARNER for success in social environments such as school. Additionally, conversation skills serve as adaptive replacement behavior for maladaptive behavior maintained by escape from social situations.
Communication	Social Skills Solutions	Social Skills Solutions Conversations 1-5	Conversations	1	1-5	LEARNER will answer questions by others without echolalia with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Conversation targets address a core deficit of autism and prepare LEARNER for success in social environments such as school. Additionally, conversation skills serve as adaptive replacement behavior for maladaptive behavior maintained by escape from social situations.
Communication	Social Skills Solutions	Social Skills Solutions Conversations 1-5	Conversations	1	1-5	LEARNER will summon or call others with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Conversation targets address a core deficit of autism and prepare LEARNER for success in social environments such as school. Additionally, conversation skills serve as adaptive replacement behavior for maladaptive behavior maintained by escape from social situations.
Communication	Social Skills Solutions	Social Skills Solutions Conversations 1-5	Conversations	1	1-5	LEARNER will answer yes/no questions appropriately with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Conversation targets address a core deficit of autism and prepare LEARNER for success in social environments such as school. Additionally, conversation skills serve as adaptive replacement behavior for maladaptive behavior maintained by escape from social situations.
Communication	Social Skills Solutions	Social Skills Solutions Conversations 1-5	Conversations	1	1-5	LEARNER will ask for information with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Conversation targets address a core deficit of autism and prepare LEARNER for success in social environments such as school. Additionally, conversation skills serve as adaptive replacement behavior for maladaptive behavior maintained by escape from social situations.
Communication	Social Skills Solutions	Social Skills Solutions Conversations 1-5	Conversations	1	1-5	LEARNER will complete intraverbal fill-ins with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Conversation targets address a core deficit of autism and prepare LEARNER for success in social environments such as school. Additionally, conversation skills serve as adaptive replacement behavior for maladaptive behavior maintained by escape from social situations.
Communication	Social Skills Solutions	Social Skills Solutions Conversations 1-5	Conversations	1	1-5	LEARNER will intraverbally provide items by categories with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Conversation targets address a core deficit of autism and prepare LEARNER for success in social environments such as school. Additionally, conversation skills serve as adaptive replacement behavior for maladaptive behavior maintained by escape from social situations.
Communication	Social Skills Solutions	Social Skills Solutions Conversations 1-5	Conversations	1	1-5	LEARNER will answer “who” questions with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Conversation targets address a core deficit of autism and prepare LEARNER for success in social environments such as school. Additionally, conversation skills serve as adaptive replacement behavior for maladaptive behavior maintained by escape from social situations.
Communication	Social Skills Solutions	Social Skills Solutions Conversations 1-5	Conversations	1	1-5	LEARNER will answer “what” questions with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Conversation targets address a core deficit of autism and prepare LEARNER for success in social environments such as school. Additionally, conversation skills serve as adaptive replacement behavior for maladaptive behavior maintained by escape from social situations.
Communication	Social Skills Solutions	Social Skills Solutions Conversations 1-5	Conversations	1	1-5	LEARNER will describe or common on his own actions with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Conversation targets address a core deficit of autism and prepare LEARNER for success in social environments such as school. Additionally, conversation skills serve as adaptive replacement behavior for maladaptive behavior maintained by escape from social situations.
Communication	Social Skills Solutions	Social Skills Solutions Conversations 1-5	Conversations	1	1-5	LEARNER will ask for attention with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Conversation targets address a core deficit of autism and prepare LEARNER for success in social environments such as school. Additionally, conversation skills serve as adaptive replacement behavior for maladaptive behavior maintained by escape from social situations.
Communication	Social Skills Solutions	Social Skills Solutions Conversations 1-5	Conversations	1	1-5	LEARNER will wait to be called on in a group with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Conversation targets address a core deficit of autism and prepare LEARNER for success in social environments such as school. Additionally, conversation skills serve as adaptive replacement behavior for maladaptive behavior maintained by escape from social situations.
Communication	Social Skills Solutions	Social Skills Solutions Conversations 1-5	Conversations	1	1-5	LEARNER will volunteer information on a topic with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Conversation targets address a core deficit of autism and prepare LEARNER for success in social environments such as school. Additionally, conversation skills serve as adaptive replacement behavior for maladaptive behavior maintained by escape from social situations.
Communication	Social Skills Solutions	Social Skills Solutions Conversations 1-5	Conversations	1	1-5	LEARNER will offer information about his school day when asked.	Conversation targets address a core deficit of autism and prepare LEARNER for success in social environments such as school. Additionally, conversation skills serve as adaptive replacement behavior for maladaptive behavior maintained by escape from social situations.
Communication	Social Skills Solutions	Social Skills Solutions Greetings 2-2	Greetings	2	2-2	LEARNER will greet or wave “hi” with the person’s name with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Greetings are an important part of social interactions. Teaching greetings addresses one of the core deficits of autism and leads to greater success in social environments such as school. Appropriate greetings reduces motivation to engage in maladaptive behavior maintained by access to attention,
Communication	Social Skills Solutions	Social Skills Solutions Greetings 2-2	Greetings	2	2-2	LEARNER will wave or say “bye” with the person’s name with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Greetings are an important part of social interactions. Teaching greetings addresses one of the core deficits of autism and leads to greater success in social environments such as school. Appropriate greetings reduces motivation to engage in maladaptive behavior maintained by access to attention,
Communication	Social Skills Solutions	Social Skills Solutions Greetings 2-2	Greetings	2	2-2	LEARNER will use “thank you” appropriately with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Greetings are an important part of social interactions. Teaching greetings addresses one of the core deficits of autism and leads to greater success in social environments such as school. Appropriate greetings reduces motivation to engage in maladaptive behavior maintained by access to attention,
Communication	Social Skills Solutions	Social Skills Solutions Greetings 2-2	Greetings	2	2-2	LEARNER will use “sorry” appropriately with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Greetings are an important part of social interactions. Teaching greetings addresses one of the core deficits of autism and leads to greater success in social environments such as school. Appropriate greetings reduces motivation to engage in maladaptive behavior maintained by access to attention,
Communication	Social Skills Solutions	Social Skills Solutions Greetings 2-2	Greetings	2	2-2	LEARNER will ask for affection/attention with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Greetings are an important part of social interactions. Teaching greetings addresses one of the core deficits of autism and leads to greater success in social environments such as school. Appropriate greetings reduces motivation to engage in maladaptive behavior maintained by access to attention,
Communication	Social Skills Solutions	Social Skills Solutions Greetings 2-2	Greetings	2	2-2	LEARNER will provide help to others when asked with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Greetings are an important part of social interactions. Teaching greetings addresses one of the core deficits of autism and leads to greater success in social environments such as school. Appropriate greetings reduces motivation to engage in maladaptive behavior maintained by access to attention,
Communication	Social Skills Solutions	Social Skills Solutions Conversations 2-5	Conversations	2	2-5	LEARNER will use appropriate voice volume/tone.	Conversation targets address a core deficit of autism and prepare LEARNER for success in social environments such as school. Additionally, conversation skills serve as adaptive replacement behavior for maladaptive behavior maintained by escape from social situations.
Communication	Social Skills Solutions	Social Skills Solutions Conversations 2-5	Conversations	2	2-5	LEARNER will gain attention appropriately with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Conversation targets address a core deficit of autism and prepare LEARNER for success in social environments such as school. Additionally, conversation skills serve as adaptive replacement behavior for maladaptive behavior maintained by escape from social situations.
Communication	Social Skills Solutions	Social Skills Solutions Conversations 2-5	Conversations	2	2-5	LEARNER will answer 5 questions of his own interest with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Conversation targets address a core deficit of autism and prepare LEARNER for success in social environments such as school. Additionally, conversation skills serve as adaptive replacement behavior for maladaptive behavior maintained by escape from social situations.
Communication	Social Skills Solutions	Social Skills Solutions Conversations 2-5	Conversations	2	2-5	LEARNER will answer 5 questions of someone else’s interest with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Conversation targets address a core deficit of autism and prepare LEARNER for success in social environments such as school. Additionally, conversation skills serve as adaptive replacement behavior for maladaptive behavior maintained by escape from social situations.
Communication	Social Skills Solutions	Social Skills Solutions Conversations 2-5	Conversations	2	2-5	LEARNER will use pronouns with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Conversation targets address a core deficit of autism and prepare LEARNER for success in social environments such as school. Additionally, conversation skills serve as adaptive replacement behavior for maladaptive behavior maintained by escape from social situations.
Communication	Social Skills Solutions	Social Skills Solutions Conversations 2-5	Conversations	2	2-5	LEARNER will describe using pronouns with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Conversation targets address a core deficit of autism and prepare LEARNER for success in social environments such as school. Additionally, conversation skills serve as adaptive replacement behavior for maladaptive behavior maintained by escape from social situations.
Communication	Social Skills Solutions	Social Skills Solutions Conversations 2-5	Conversations	2	2-5	LEARNER will ask for things using pronouns with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Conversation targets address a core deficit of autism and prepare LEARNER for success in social environments such as school. Additionally, conversation skills serve as adaptive replacement behavior for maladaptive behavior maintained by escape from social situations.
Communication	Social Skills Solutions	Social Skills Solutions Conversations 2-5	Conversations	2	2-5	LEARNER will use adjectives and adverbs with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Conversation targets address a core deficit of autism and prepare LEARNER for success in social environments such as school. Additionally, conversation skills serve as adaptive replacement behavior for maladaptive behavior maintained by escape from social situations.
Communication	Social Skills Solutions	Social Skills Solutions Conversations 2-5	Conversations	2	2-5	LEARNER will comment on actions in games with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Conversation targets address a core deficit of autism and prepare LEARNER for success in social environments such as school. Additionally, conversation skills serve as adaptive replacement behavior for maladaptive behavior maintained by escape from social situations.
Communication	Social Skills Solutions	Social Skills Solutions Conversations 2-5	Conversations	2	2-5	LEARNER will state common likes/interests with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Conversation targets address a core deficit of autism and prepare LEARNER for success in social environments such as school. Additionally, conversation skills serve as adaptive replacement behavior for maladaptive behavior maintained by escape from social situations.
Communication	Social Skills Solutions	Social Skills Solutions Conversations 2-5	Conversations	2	2-5	LEARNER will compare own items with others with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Conversation targets address a core deficit of autism and prepare LEARNER for success in social environments such as school. Additionally, conversation skills serve as adaptive replacement behavior for maladaptive behavior maintained by escape from social situations.
Communication	Social Skills Solutions	Social Skills Solutions Conversations 2-5	Conversations	2	2-5	LEARNER will talk about immediate past/future with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Conversation targets address a core deficit of autism and prepare LEARNER for success in social environments such as school. Additionally, conversation skills serve as adaptive replacement behavior for maladaptive behavior maintained by escape from social situations.
Communication	Social Skills Solutions	Social Skills Solutions Conversations 2-5	Conversations	2	2-5	LEARNER will talk about current events/movies with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Conversation targets address a core deficit of autism and prepare LEARNER for success in social environments such as school. Additionally, conversation skills serve as adaptive replacement behavior for maladaptive behavior maintained by escape from social situations.
Communication	Social Skills Solutions	Social Skills Solutions Conversations 2-5	Conversations	2	2-5	LEARNER will tell 3 simple jokes with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Conversation targets address a core deficit of autism and prepare LEARNER for success in social environments such as school. Additionally, conversation skills serve as adaptive replacement behavior for maladaptive behavior maintained by escape from social situations.
Communication	Social Skills Solutions	Social Skills Solutions Conversations 2-5	Conversations	2	2-5	LEARNER will answer complex intraverbals with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Conversation targets address a core deficit of autism and prepare LEARNER for success in social environments such as school. Additionally, conversation skills serve as adaptive replacement behavior for maladaptive behavior maintained by escape from social situations.
Communication	Social Skills Solutions	Social Skills Solutions Conversations 2-5	Conversations	2	2-5	LEARNER will tell time of events with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Conversation targets address a core deficit of autism and prepare LEARNER for success in social environments such as school. Additionally, conversation skills serve as adaptive replacement behavior for maladaptive behavior maintained by escape from social situations.
Communication	Social Skills Solutions	Social Skills Solutions Conversations 2-5	Conversations	2	2-5	LEARNER will answer “where” questions with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Conversation targets address a core deficit of autism and prepare LEARNER for success in social environments such as school. Additionally, conversation skills serve as adaptive replacement behavior for maladaptive behavior maintained by escape from social situations.
Communication	Social Skills Solutions	Social Skills Solutions Conversations 2-5	Conversations	2	2-5	LEARNER will answer “why” questions with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Conversation targets address a core deficit of autism and prepare LEARNER for success in social environments such as school. Additionally, conversation skills serve as adaptive replacement behavior for maladaptive behavior maintained by escape from social situations.
Communication	Social Skills Solutions	Social Skills Solutions Conversations 2-5	Conversations	2	2-5	LEARNER will comment on other’s actions or activities with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Conversation targets address a core deficit of autism and prepare LEARNER for success in social environments such as school. Additionally, conversation skills serve as adaptive replacement behavior for maladaptive behavior maintained by escape from social situations.
Communication	Social Skills Solutions	Social Skills Solutions Advanced Language 2-8	Advanced Language	2	2-8	LEARNER will use pragmatic language.	Advanced language targets address a core deficit of autism and prepare LEARNER for success in social environments such as school as social interactions often require the use and understanding of complex language. Additionally, advanced language skills serve as adaptive replacement behavior for mala
Communication	Social Skills Solutions	Social Skills Solutions Advanced Language 2-8	Advanced Language	2	2-8	LEARNER will understand 10-15 common idioms.	Advanced language targets address a core deficit of autism and prepare LEARNER for success in social environments such as school as social interactions often require the use and understanding of complex language. Additionally, advanced language skills serve as adaptive replacement behavior for mala
Communication	Social Skills Solutions	Social Skills Solutions Advanced Language 2-8	Advanced Language	2	2-8	LEARNER will understand lies vs. truths.	Advanced language targets address a core deficit of autism and prepare LEARNER for success in social environments such as school as social interactions often require the use and understanding of complex language. Additionally, advanced language skills serve as adaptive replacement behavior for mala
Communication	Social Skills Solutions	Social Skills Solutions Advanced Language 2-8	Advanced Language	2	2-8	LEARNER will talk about plans for the future.	Advanced language targets address a core deficit of autism and prepare LEARNER for success in social environments such as school as social interactions often require the use and understanding of complex language. Additionally, advanced language skills serve as adaptive replacement behavior for mala
Communication	Social Skills Solutions	Social Skills Solutions Advanced Language 2-8	Advanced Language	2	2-8	LEARNER will compare items and explain same and different with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Advanced language targets address a core deficit of autism and prepare LEARNER for success in social environments such as school as social interactions often require the use and understanding of complex language. Additionally, advanced language skills serve as adaptive replacement behavior for mala
Communication	Social Skills Solutions	Social Skills Solutions Advanced Language 2-8	Advanced Language	2	2-8	LEARNER will explain the main idea of a simple story with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Advanced language targets address a core deficit of autism and prepare LEARNER for success in social environments such as school as social interactions often require the use and understanding of complex language. Additionally, advanced language skills serve as adaptive replacement behavior for mala
Communication	Social Skills Solutions	Social Skills Solutions Advanced Language 2-8	Advanced Language	2	2-8	LEARNER will demonstrate early reading skills.	Advanced language targets address a core deficit of autism and prepare LEARNER for success in social environments such as school as social interactions often require the use and understanding of complex language. Additionally, advanced language skills serve as adaptive replacement behavior for mala
Communication	Social Skills Solutions	Social Skills Solutions Joint Attention/Attending 3-1	Joint Attention/Attending	3	3-1	LEARNER will use gestures to communicate	Joint attention is a foundational social skill. Teaching joint attention addresses one of the core deficits of autism and leads to more rapid skill acquisition. Additionally, these skills serve as adaptive replacement behaviors for maladaptive behaviors maintained by escape from social situations.
Communication	Social Skills Solutions	Social Skills Solutions Greetings 3-2	Greetings	3	3-2	LEARNER use a 3-part greeting such as “Hi! How are you? What’s your name?”	Greetings are an important part of social interactions. Teaching greetings addresses one of the core deficits of autism and leads to greater success in social environments such as school. Appropriate greetings reduces motivation to engage in maladaptive behavior maintained by access to attention,
Communication	Social Skills Solutions	Social Skills Solutions Greetings 3-2	Greetings	3	3-2	LEARNER will use 2-3 part inquires such as “Where is…your brother?”	Greetings are an important part of social interactions. Teaching greetings addresses one of the core deficits of autism and leads to greater success in social environments such as school. Appropriate greetings reduces motivation to engage in maladaptive behavior maintained by access to attention,
Communication	Social Skills Solutions	Social Skills Solutions Greetings 3-2	Greetings	3	3-2	LEARNER will acknowledge bumping into others with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Greetings are an important part of social interactions. Teaching greetings addresses one of the core deficits of autism and leads to greater success in social environments such as school. Appropriate greetings reduces motivation to engage in maladaptive behavior maintained by access to attention,
Communication	Social Skills Solutions	Social Skills Solutions Greetings 3-2	Greetings	3	3-2	LEARNER will ask family members or friends about their day.	Greetings are an important part of social interactions. Teaching greetings addresses one of the core deficits of autism and leads to greater success in social environments such as school. Appropriate greetings reduces motivation to engage in maladaptive behavior maintained by access to attention,
Communication	Social Skills Solutions	Social Skills Solutions Greetings 3-2	Greetings	3	3-2	LEARNER will respond “you’re welcome” appropriately.	Greetings are an important part of social interactions. Teaching greetings addresses one of the core deficits of autism and leads to greater success in social environments such as school. Appropriate greetings reduces motivation to engage in maladaptive behavior maintained by access to attention,
Communication	Social Skills Solutions	Social Skills Solutions Greetings 3-2	Greetings	3	3-2	LEARNER will correct others nicely or politely overlook mistakes.	Greetings are an important part of social interactions. Teaching greetings addresses one of the core deficits of autism and leads to greater success in social environments such as school. Appropriate greetings reduces motivation to engage in maladaptive behavior maintained by access to attention,
Communication	Social Skills Solutions	Social Skills Solutions Greetings 3-2	Greetings	3	3-2	LEARNER will show concern for others and ask, for example, “are you ok?”	Greetings are an important part of social interactions. Teaching greetings addresses one of the core deficits of autism and leads to greater success in social environments such as school. Appropriate greetings reduces motivation to engage in maladaptive behavior maintained by access to attention,
Communication	Social Skills Solutions	Social Skills Solutions Greetings 3-2	Greetings	3	3-2	LEARNER will receive a compliment well.	Greetings are an important part of social interactions. Teaching greetings addresses one of the core deficits of autism and leads to greater success in social environments such as school. Appropriate greetings reduces motivation to engage in maladaptive behavior maintained by access to attention,
Communication	Social Skills Solutions	Social Skills Solutions Conversations 3-5	Conversations	3	3-5	LEARNER will remain quiet when others talk.	Conversation targets address a core deficit of autism and prepare LEARNER for success in social environments such as school. Additionally, conversation skills serve as adaptive replacement behavior for maladaptive behavior maintained by escape from social situations.
Communication	Social Skills Solutions	Social Skills Solutions Conversations 3-5	Conversations	3	3-5	LEARNER will pace self and waits for pauses to answer or start questions.	Conversation targets address a core deficit of autism and prepare LEARNER for success in social environments such as school. Additionally, conversation skills serve as adaptive replacement behavior for maladaptive behavior maintained by escape from social situations.
Communication	Social Skills Solutions	Social Skills Solutions Conversations 3-5	Conversations	3	3-5	LEARNER will interrupt appropriately.	Conversation targets address a core deficit of autism and prepare LEARNER for success in social environments such as school. Additionally, conversation skills serve as adaptive replacement behavior for maladaptive behavior maintained by escape from social situations.
Communication	Social Skills Solutions	Social Skills Solutions Conversations 3-5	Conversations	3	3-5	LEARNER will maintain conversation for 6 exchanges by asking and answering questions to gather information.	Conversation targets address a core deficit of autism and prepare LEARNER for success in social environments such as school. Additionally, conversation skills serve as adaptive replacement behavior for maladaptive behavior maintained by escape from social situations.
Communication	Social Skills Solutions	Social Skills Solutions Conversations 3-5	Conversations	3	3-5	LEARNER will identify topic and comment on the topic.	Conversation targets address a core deficit of autism and prepare LEARNER for success in social environments such as school. Additionally, conversation skills serve as adaptive replacement behavior for maladaptive behavior maintained by escape from social situations.
Communication	Social Skills Solutions	Social Skills Solutions Conversations 3-5	Conversations	3	3-5	LEARNER will discuss common interests.	Conversation targets address a core deficit of autism and prepare LEARNER for success in social environments such as school. Additionally, conversation skills serve as adaptive replacement behavior for maladaptive behavior maintained by escape from social situations.
Communication	Social Skills Solutions	Social Skills Solutions Conversations 3-5	Conversations	3	3-5	LEARNER will initiate topics and hold a conversation.	Conversation targets address a core deficit of autism and prepare LEARNER for success in social environments such as school. Additionally, conversation skills serve as adaptive replacement behavior for maladaptive behavior maintained by escape from social situations.
Communication	Social Skills Solutions	Social Skills Solutions Conversations 3-5	Conversations	3	3-5	LEARNER will request information from others.	Conversation targets address a core deficit of autism and prepare LEARNER for success in social environments such as school. Additionally, conversation skills serve as adaptive replacement behavior for maladaptive behavior maintained by escape from social situations.
Communication	Social Skills Solutions	Social Skills Solutions Conversations 3-5	Conversations	3	3-5	LEARNER will tell 5 jokes to a peer or group.	Conversation targets address a core deficit of autism and prepare LEARNER for success in social environments such as school. Additionally, conversation skills serve as adaptive replacement behavior for maladaptive behavior maintained by escape from social situations.
Communication	Social Skills Solutions	Social Skills Solutions Conversations 3-5	Conversations	3	3-5	LEARNER will shift topic up to 3 different topics.	Conversation targets address a core deficit of autism and prepare LEARNER for success in social environments such as school. Additionally, conversation skills serve as adaptive replacement behavior for maladaptive behavior maintained by escape from social situations.
Communication	Social Skills Solutions	Social Skills Solutions Conversations 3-5	Conversations	3	3-5	LEARNER will watch for listener confirmation before continuing conversation.	Conversation targets address a core deficit of autism and prepare LEARNER for success in social environments such as school. Additionally, conversation skills serve as adaptive replacement behavior for maladaptive behavior maintained by escape from social situations.
Communication	Social Skills Solutions	Social Skills Solutions Conversations 3-5	Conversations	3	3-5	LEARNER will end conversation appropriately.	Conversation targets address a core deficit of autism and prepare LEARNER for success in social environments such as school. Additionally, conversation skills serve as adaptive replacement behavior for maladaptive behavior maintained by escape from social situations.
Communication	Social Skills Solutions	Social Skills Solutions Critical Thinking Skills 3-7	Critical Thinking Skills	3	3-7	LEARNER will ask for clarification.	Critical thinking skills are important in building independence and for success in group settings such as school. These targets serve as adaptive replacement behaviors for maladaptive behaviors maintained by escape.
Communication	Social Skills Solutions	Social Skills Solutions Critical Thinking Skills 3-7	Critical Thinking Skills	3	3-7	LEARNER will recall and discuss 3 past events.	Critical thinking skills are important in building independence and for success in group settings such as school. These targets serve as adaptive replacement behaviors for maladaptive behaviors maintained by escape.
Communication	Social Skills Solutions	Social Skills Solutions Critical Thinking Skills 3-7	Critical Thinking Skills	3	3-7	LEARNER will make predictions such as what will happen and why.	Critical thinking skills are important in building independence and for success in group settings such as school. These targets serve as adaptive replacement behaviors for maladaptive behaviors maintained by escape.
Communication	Social Skills Solutions	Social Skills Solutions Critical Thinking Skills 3-7	Critical Thinking Skills	3	3-7	LEARNER will interpret idioms.	Critical thinking skills are important in building independence and for success in group settings such as school. These targets serve as adaptive replacement behaviors for maladaptive behaviors maintained by escape.
Communication	Social Skills Solutions	Social Skills Solutions Critical Thinking Skills 3-7	Critical Thinking Skills	3	3-7	LEARNER will understand inferences and paraphrases.	Critical thinking skills are important in building independence and for success in group settings such as school. These targets serve as adaptive replacement behaviors for maladaptive behaviors maintained by escape.
Communication	Social Skills Solutions	Social Skills Solutions Critical Thinking Skills 3-7	Critical Thinking Skills	3	3-7	LEARNER will relay pertinent information.	Critical thinking skills are important in building independence and for success in group settings such as school. These targets serve as adaptive replacement behaviors for maladaptive behaviors maintained by escape.
Communication	Social Skills Solutions	Social Skills Solutions Critical Thinking Skills 3-7	Critical Thinking Skills	3	3-7	LEARNER will explain cause and effect and how to change.	Critical thinking skills are important in building independence and for success in group settings such as school. These targets serve as adaptive replacement behaviors for maladaptive behaviors maintained by escape.
Communication	Assessment of Functional Living Skills	Assessment of Functional Living Skills Basic Communication BC1	Basic Communication	1	BC1	LEARNER will deliver or retrieve specified items from a person or location when provided with only verbal prompts with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Basic communication targets serve as replacement skills for maladaptive behavior including task refusal. As LEARNER’s listener skills improve, motivation for maladaptive behavior maintained by escape decreases.
Communication	Assessment of Functional Living Skills	Assessment of Functional Living Skills Basic Communication BC1	Basic Communication	2	BC1	LEARNER will follow at least 10 directions to go to locations or people and retrieve, deliver or place specified items with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Basic communication targets serve as replacement skills for maladaptive behavior including task refusal. As LEARNER’s listener skills improve, motivation for maladaptive behavior maintained by escape decreases.
Communication	Assessment of Functional Living Skills	Assessment of Functional Living Skills Basic Communication BC1	Basic Communication	3	BC1	LEARNER will follow at least 10 directions to go to locations or people and retrieve, deliver and place specified items with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Basic communication targets serve as replacement skills for maladaptive behavior including task refusal. As LEARNER’s listener skills improve, motivation for maladaptive behavior maintained by escape decreases.
Communication	Assessment of Functional Living Skills	Assessment of Functional Living Skills Basic Communication BC1	Basic Communication	4	BC1	LEARNER will follow at least 20 directions to go to locations or people and retrieve, place and deliver specified items with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Basic communication targets serve as replacement skills for maladaptive behavior including task refusal. As LEARNER’s listener skills improve, motivation for maladaptive behavior maintained by escape decreases.
Communication	Assessment of Functional Living Skills	Assessment of Functional Living Skills Basic Communication BC2	Basic Communication	1	BC2	LEARNER will follow 2 known instructions after hearing the instructions verbally with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Basic communication targets serve as replacement skills for maladaptive behavior including task refusal. As LEARNER’s listener skills improve, motivation for maladaptive behavior maintained by escape decreases.
Communication	Assessment of Functional Living Skills	Assessment of Functional Living Skills Basic Communication BC3	Basic Communication	1	BC3	LEARNER will use an electronic communication device or picture system to request desired items and activities and answer questions with 80% independence across 2 people and 2 settings for 3 consecutiv	Basic communication targets serve as replacement skills for maladaptive behavior including task refusal. As LEARNER’s listener skills improve, motivation for maladaptive behavior maintained by escape decreases.
Communication	Assessment of Functional Living Skills	Assessment of Functional Living Skills Basic Communication BC4	Basic Communication	1	BC4	LEARNER will spontaneously ask for at least 10 items using a specific response when the items are not present with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Basic communication targets serve as replacement skills for maladaptive behavior including task refusal. As LEARNER’s listener skills improve, motivation for maladaptive behavior maintained by escape decreases.
Communication	Assessment of Functional Living Skills	Assessment of Functional Living Skills Basic Communication BC4	Basic Communication	1	BC4	LEARNER will spontaneously ask for others to engage in at least 10 specified activities.	Basic communication targets serve as replacement skills for maladaptive behavior including task refusal. As LEARNER’s listener skills improve, motivation for maladaptive behavior maintained by escape decreases.
Communication	Assessment of Functional Living Skills	Assessment of Functional Living Skills Basic Communication BC5	Basic Communication	1	BC5	LEARNER will ask for 1 missing item needed to complete an activity with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Basic communication targets serve as replacement skills for maladaptive behavior including task refusal. As LEARNER’s listener skills improve, motivation for maladaptive behavior maintained by escape decreases.
Communication	Assessment of Functional Living Skills	Assessment of Functional Living Skills Basic Communication BC5	Basic Communication	2	BC5	LEARNER will ask for 3 missing items needed to complete an activity with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Basic communication targets serve as replacement skills for maladaptive behavior including task refusal. As LEARNER’s listener skills improve, motivation for maladaptive behavior maintained by escape decreases.
Communication	Assessment of Functional Living Skills	Assessment of Functional Living Skills Basic Communication BC5	Basic Communication	3	BC5	LEARNER will ask for 6 missing items needed to complete an activity with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Basic communication targets serve as replacement skills for maladaptive behavior including task refusal. As LEARNER’s listener skills improve, motivation for maladaptive behavior maintained by escape decreases.
Communication	Assessment of Functional Living Skills	Assessment of Functional Living Skills Basic Communication BC5	Basic Communication	4	BC5	LEARNER will ask for 10 missing items needed to complete an activity with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Basic communication targets serve as replacement skills for maladaptive behavior including task refusal. As LEARNER’s listener skills improve, motivation for maladaptive behavior maintained by escape decreases.
Communication	Assessment of Functional Living Skills	Assessment of Functional Living Skills Basic Communication BC6	Basic Communication	1	BC6	LEARNER will ask for help in 1-2 specific situations with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Basic communication targets serve as replacement skills for maladaptive behavior including task refusal. As LEARNER’s listener skills improve, motivation for maladaptive behavior maintained by escape decreases.
Communication	Assessment of Functional Living Skills	Assessment of Functional Living Skills Basic Communication BC6	Basic Communication	2	BC6	LEARNER will ask for help in a variety of situations with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Basic communication targets serve as replacement skills for maladaptive behavior including task refusal. As LEARNER’s listener skills improve, motivation for maladaptive behavior maintained by escape decreases.
Communication	Assessment of Functional Living Skills	Assessment of Functional Living Skills Basic Communication BC6	Basic Communication	3	BC6	LEARNER will appropriately gain the attention of others and ask for help in a variety of situations with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Basic communication targets serve as replacement skills for maladaptive behavior including task refusal. As LEARNER’s listener skills improve, motivation for maladaptive behavior maintained by escape decreases.
Communication	Assessment of Functional Living Skills	Assessment of Functional Living Skills Basic Communication BC6	Basic Communication	4	BC6	LEARNER will appropriately gain the attention of others and asks for help while describing the need for assistance with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Basic communication targets serve as replacement skills for maladaptive behavior including task refusal. As LEARNER’s listener skills improve, motivation for maladaptive behavior maintained by escape decreases.
Communication	Assessment of Functional Living Skills	Assessment of Functional Living Skills Basic Communication BC7	Basic Communication	1	BC7	LEARNER will ask for information using at least 1 type of question (who, what, where, when) with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Basic communication targets serve as replacement skills for maladaptive behavior including task refusal. As LEARNER’s listener skills improve, motivation for maladaptive behavior maintained by escape decreases.
Communication	Assessment of Functional Living Skills	Assessment of Functional Living Skills Basic Communication BC7	Basic Communication	2	BC7	LEARNER will ask for information using at least 2 types of questions (who, what, where, when) with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Basic communication targets serve as replacement skills for maladaptive behavior including task refusal. As LEARNER’s listener skills improve, motivation for maladaptive behavior maintained by escape decreases.
Communication	Assessment of Functional Living Skills	Assessment of Functional Living Skills Basic Communication BC7	Basic Communication	3	BC7	LEARNER will ask for information using at least 3 types of questions (who, what, where, when) with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Basic communication targets serve as replacement skills for maladaptive behavior including task refusal. As LEARNER’s listener skills improve, motivation for maladaptive behavior maintained by escape decreases.
Communication	Assessment of Functional Living Skills	Assessment of Functional Living Skills Basic Communication BC7	Basic Communication	4	BC7	LEARNER will ask for information using at least 4 types of questions (who, what, where, when) with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Basic communication targets serve as replacement skills for maladaptive behavior including task refusal. As LEARNER’s listener skills improve, motivation for maladaptive behavior maintained by escape decreases.
Communication	Assessment of Functional Living Skills	Assessment of Functional Living Skills Basic Communication BC8	Basic Communication	1	BC8	LEARNER will ask for information using either “how” or “why” questions with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Basic communication targets serve as replacement skills for maladaptive behavior including task refusal. As LEARNER’s listener skills improve, motivation for maladaptive behavior maintained by escape decreases.
Communication	Assessment of Functional Living Skills	Assessment of Functional Living Skills Basic Communication BC8	Basic Communication	2	BC8	LEARNER will ask for information using both “how” and “why” questions with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Basic communication targets serve as replacement skills for maladaptive behavior including task refusal. As LEARNER’s listener skills improve, motivation for maladaptive behavior maintained by escape decreases.
Communication	Assessment of Functional Living Skills	Assessment of Functional Living Skills Basic Communication BC9	Basic Communication	1	BC9	LEARNER will label 50 objects including specific parts of objects which are commonly found in their environment with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Basic communication targets serve as replacement skills for maladaptive behavior including task refusal. As LEARNER’s listener skills improve, motivation for maladaptive behavior maintained by escape decreases.
Communication	Assessment of Functional Living Skills	Assessment of Functional Living Skills Basic Communication BC9	Basic Communication	2	BC9	LEARNER will label 100 objects including specific parts of objects which are commonly found in their environment with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Basic communication targets serve as replacement skills for maladaptive behavior including task refusal. As LEARNER’s listener skills improve, motivation for maladaptive behavior maintained by escape decreases.
Communication	Assessment of Functional Living Skills	Assessment of Functional Living Skills Basic Communication BC9	Basic Communication	3	BC9	LEARNER will label 150 objects including specific parts of objects which are commonly found in their environment with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Basic communication targets serve as replacement skills for maladaptive behavior including task refusal. As LEARNER’s listener skills improve, motivation for maladaptive behavior maintained by escape decreases.
Communication	Assessment of Functional Living Skills	Assessment of Functional Living Skills Basic Communication BC9	Basic Communication	4	BC9	LEARNER will label 200 objects including specific parts of objects which are commonly found in their environment with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Basic communication targets serve as replacement skills for maladaptive behavior including task refusal. As LEARNER’s listener skills improve, motivation for maladaptive behavior maintained by escape decreases.
Communication	Assessment of Functional Living Skills	Assessment of Functional Living Skills Basic Communication BC10	Basic Communication	1	BC10	LEARNER will label 5 people in the environment with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Basic communication targets serve as replacement skills for maladaptive behavior including task refusal. As LEARNER’s listener skills improve, motivation for maladaptive behavior maintained by escape decreases.
Communication	Assessment of Functional Living Skills	Assessment of Functional Living Skills Basic Communication BC10	Basic Communication	2	BC10	LEARNER will label 10 people in the environment with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Basic communication targets serve as replacement skills for maladaptive behavior including task refusal. As LEARNER’s listener skills improve, motivation for maladaptive behavior maintained by escape decreases.
Communication	Assessment of Functional Living Skills	Assessment of Functional Living Skills Basic Communication BC10	Basic Communication	3	BC10	LEARNER will label 15 people in the environment with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Basic communication targets serve as replacement skills for maladaptive behavior including task refusal. As LEARNER’s listener skills improve, motivation for maladaptive behavior maintained by escape decreases.
Communication	Assessment of Functional Living Skills	Assessment of Functional Living Skills Basic Communication BC10	Basic Communication	4	BC10	LEARNER will label 20 people in the environment with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Basic communication targets serve as replacement skills for maladaptive behavior including task refusal. As LEARNER’s listener skills improve, motivation for maladaptive behavior maintained by escape decreases.
Communication	Assessment of Functional Living Skills	Assessment of Functional Living Skills Basic Communication BC11	Basic Communication	1	BC11	LEARNER will label 2 actions with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Basic communication targets serve as replacement skills for maladaptive behavior including task refusal. As LEARNER’s listener skills improve, motivation for maladaptive behavior maintained by escape decreases.
Communication	Assessment of Functional Living Skills	Assessment of Functional Living Skills Basic Communication BC11	Basic Communication	2	BC11	LEARNER will label 5 actions with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Basic communication targets serve as replacement skills for maladaptive behavior including task refusal. As LEARNER’s listener skills improve, motivation for maladaptive behavior maintained by escape decreases.
Communication	Assessment of Functional Living Skills	Assessment of Functional Living Skills Basic Communication BC11	Basic Communication	3	BC11	LEARNER will label 10 actions with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Basic communication targets serve as replacement skills for maladaptive behavior including task refusal. As LEARNER’s listener skills improve, motivation for maladaptive behavior maintained by escape decreases.
Communication	Assessment of Functional Living Skills	Assessment of Functional Living Skills Basic Communication BC11	Basic Communication	4	BC11	LEARNER will label 20 actions with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Basic communication targets serve as replacement skills for maladaptive behavior including task refusal. As LEARNER’s listener skills improve, motivation for maladaptive behavior maintained by escape decreases.
Communication	Assessment of Functional Living Skills	Assessment of Functional Living Skills Basic Communication BC12	Basic Communication	1	BC12	LEARNER will label 5 locations in the home, school or community with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Basic communication targets serve as replacement skills for maladaptive behavior including task refusal. As LEARNER’s listener skills improve, motivation for maladaptive behavior maintained by escape decreases.
Communication	Assessment of Functional Living Skills	Assessment of Functional Living Skills Basic Communication BC12	Basic Communication	2	BC12	LEARNER will label 10 locations in the home, school or community with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Basic communication targets serve as replacement skills for maladaptive behavior including task refusal. As LEARNER’s listener skills improve, motivation for maladaptive behavior maintained by escape decreases.
Communication	Assessment of Functional Living Skills	Assessment of Functional Living Skills Basic Communication BC12	Basic Communication	3	BC12	LEARNER will label 15 locations in the home, school or community with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Basic communication targets serve as replacement skills for maladaptive behavior including task refusal. As LEARNER’s listener skills improve, motivation for maladaptive behavior maintained by escape decreases.
Communication	Assessment of Functional Living Skills	Assessment of Functional Living Skills Basic Communication BC12	Basic Communication	4	BC12	LEARNER will label 20 locations in the home, school or community with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Basic communication targets serve as replacement skills for maladaptive behavior including task refusal. As LEARNER’s listener skills improve, motivation for maladaptive behavior maintained by escape decreases.
Communication	Assessment of Functional Living Skills	Assessment of Functional Living Skills Basic Communication BC13	Basic Communication	1	BC13	LEARNER will use 1 adjective with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Basic communication targets serve as replacement skills for maladaptive behavior including task refusal. As LEARNER’s listener skills improve, motivation for maladaptive behavior maintained by escape decreases.
Communication	Assessment of Functional Living Skills	Assessment of Functional Living Skills Basic Communication BC13	Basic Communication	2	BC13	LEARNER will use 5 adjectives (may be all colors) with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Basic communication targets serve as replacement skills for maladaptive behavior including task refusal. As LEARNER’s listener skills improve, motivation for maladaptive behavior maintained by escape decreases.
Communication	Assessment of Functional Living Skills	Assessment of Functional Living Skills Basic Communication BC13	Basic Communication	3	BC13	LEARNER will use 10 adjectives (5 of which are not colors) with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Basic communication targets serve as replacement skills for maladaptive behavior including task refusal. As LEARNER’s listener skills improve, motivation for maladaptive behavior maintained by escape decreases.
Communication	Assessment of Functional Living Skills	Assessment of Functional Living Skills Basic Communication BC13	Basic Communication	4	BC13	LEARNER will use 20 adjectives including at least 3 colors, 2 shapes, and 2 sizes with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Basic communication targets serve as replacement skills for maladaptive behavior including task refusal. As LEARNER’s listener skills improve, motivation for maladaptive behavior maintained by escape decreases.
Communication	Assessment of Functional Living Skills	Assessment of Functional Living Skills Basic Communication BC14	Basic Communication	1	BC14	LEARNER will label the position of an item in relation to other items using 2 prepositions with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Basic communication targets serve as replacement skills for maladaptive behavior including task refusal. As LEARNER’s listener skills improve, motivation for maladaptive behavior maintained by escape decreases.
Communication	Assessment of Functional Living Skills	Assessment of Functional Living Skills Basic Communication BC14	Basic Communication	2	BC14	LEARNER will label the position of an item in relation to other items using 4 prepositions with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Basic communication targets serve as replacement skills for maladaptive behavior including task refusal. As LEARNER’s listener skills improve, motivation for maladaptive behavior maintained by escape decreases.
Communication	Assessment of Functional Living Skills	Assessment of Functional Living Skills Basic Communication BC14	Basic Communication	3	BC14	LEARNER will label the position of an item in relation to other items using 6 prepositions with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Basic communication targets serve as replacement skills for maladaptive behavior including task refusal. As LEARNER’s listener skills improve, motivation for maladaptive behavior maintained by escape decreases.
Communication	Assessment of Functional Living Skills	Assessment of Functional Living Skills Basic Communication BC14	Basic Communication	4	BC14	LEARNER will label the position of an item in relation to other items using 10 prepositions with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Basic communication targets serve as replacement skills for maladaptive behavior including task refusal. As LEARNER’s listener skills improve, motivation for maladaptive behavior maintained by escape decreases.
Communication	Assessment of Functional Living Skills	Assessment of Functional Living Skills Basic Communication BC15	Basic Communication	1	BC15	LEARNER will provide 1 piece of information about himself with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Basic communication targets serve as replacement skills for maladaptive behavior including task refusal. As LEARNER’s listener skills improve, motivation for maladaptive behavior maintained by escape decreases.
Communication	Assessment of Functional Living Skills	Assessment of Functional Living Skills Basic Communication BC15	Basic Communication	2	BC15	LEARNER will provide 2 pieces of information about himself with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Basic communication targets serve as replacement skills for maladaptive behavior including task refusal. As LEARNER’s listener skills improve, motivation for maladaptive behavior maintained by escape decreases.
Communication	Assessment of Functional Living Skills	Assessment of Functional Living Skills Basic Communication BC15	Basic Communication	3	BC15	LEARNER will provide 3 pieces of information about himself with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Basic communication targets serve as replacement skills for maladaptive behavior including task refusal. As LEARNER’s listener skills improve, motivation for maladaptive behavior maintained by escape decreases.
Communication	Assessment of Functional Living Skills	Assessment of Functional Living Skills Basic Communication BC15	Basic Communication	4	BC15	LEARNER will provide 4 pieces of information about himself with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Basic communication targets serve as replacement skills for maladaptive behavior including task refusal. As LEARNER’s listener skills improve, motivation for maladaptive behavior maintained by escape decreases.
Communication	Assessment of Functional Living Skills	Assessment of Functional Living Skills Basic Communication BC16	Basic Communication	1	BC16	LEARNER will answer 10 “where” questions pertaining to home, school, or the community with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Basic communication targets serve as replacement skills for maladaptive behavior including task refusal. As LEARNER’s listener skills improve, motivation for maladaptive behavior maintained by escape decreases.
Communication	Assessment of Functional Living Skills	Assessment of Functional Living Skills Basic Communication BC16	Basic Communication	2	BC16	LEARNER will answer 20 “where” questions pertaining to home, school, or the community with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Basic communication targets serve as replacement skills for maladaptive behavior including task refusal. As LEARNER’s listener skills improve, motivation for maladaptive behavior maintained by escape decreases.
Communication	Assessment of Functional Living Skills	Assessment of Functional Living Skills Basic Communication BC16	Basic Communication	3	BC16	LEARNER will answer 40 “where” questions pertaining to home, school, or the community with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Basic communication targets serve as replacement skills for maladaptive behavior including task refusal. As LEARNER’s listener skills improve, motivation for maladaptive behavior maintained by escape decreases.
Communication	Assessment of Functional Living Skills	Assessment of Functional Living Skills Basic Communication BC16	Basic Communication	4	BC16	LEARNER will answer 50 “where” questions pertaining to home, school, or the community with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Basic communication targets serve as replacement skills for maladaptive behavior including task refusal. As LEARNER’s listener skills improve, motivation for maladaptive behavior maintained by escape decreases.
Communication	Assessment of Functional Living Skills	Assessment of Functional Living Skills Basic Communication BC17	Basic Communication	1	BC17	LEARNER will answer 10 “what” questions pertaining to home, school, or the community with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Basic communication targets serve as replacement skills for maladaptive behavior including task refusal. As LEARNER’s listener skills improve, motivation for maladaptive behavior maintained by escape decreases.
Communication	Assessment of Functional Living Skills	Assessment of Functional Living Skills Basic Communication BC17	Basic Communication	2	BC17	LEARNER will answer 20 “what” questions pertaining to home, school, or the community with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Basic communication targets serve as replacement skills for maladaptive behavior including task refusal. As LEARNER’s listener skills improve, motivation for maladaptive behavior maintained by escape decreases.
Communication	Assessment of Functional Living Skills	Assessment of Functional Living Skills Basic Communication BC17	Basic Communication	3	BC17	LEARNER will answer 40 “what” questions pertaining to home, school, or the community with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Basic communication targets serve as replacement skills for maladaptive behavior including task refusal. As LEARNER’s listener skills improve, motivation for maladaptive behavior maintained by escape decreases.
Communication	Assessment of Functional Living Skills	Assessment of Functional Living Skills Basic Communication BC17	Basic Communication	4	BC17	LEARNER will answer 50 “what” questions pertaining to home, school, or the community with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Basic communication targets serve as replacement skills for maladaptive behavior including task refusal. As LEARNER’s listener skills improve, motivation for maladaptive behavior maintained by escape decreases.
Communication	Assessment of Functional Living Skills	Assessment of Functional Living Skills Basic Communication BC18	Basic Communication	1	BC18	LEARNER will state people and their activities immediately after the observation (i.e. Mommy was cooking) with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Basic communication targets serve as replacement skills for maladaptive behavior including task refusal. As LEARNER’s listener skills improve, motivation for maladaptive behavior maintained by escape decreases.
Communication	Assessment of Functional Living Skills	Assessment of Functional Living Skills Basic Communication BC18	Basic Communication	2	BC18	LEARNER will state people and their activities 15 minutes after the observation (i.e. Mommy was cooking) with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Basic communication targets serve as replacement skills for maladaptive behavior including task refusal. As LEARNER’s listener skills improve, motivation for maladaptive behavior maintained by escape decreases.
Communication	Assessment of Functional Living Skills	Assessment of Functional Living Skills Basic Communication BC18	Basic Communication	3	BC18	LEARNER will state people and their activities 30 minutes after the observation (i.e. Mommy was cooking) with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Basic communication targets serve as replacement skills for maladaptive behavior including task refusal. As LEARNER’s listener skills improve, motivation for maladaptive behavior maintained by escape decreases.
Communication	Assessment of Functional Living Skills	Assessment of Functional Living Skills Basic Communication BC18	Basic Communication	4	BC18	LEARNER will state people and their activities 60 minutes after the observation (i.e. Mommy was cooking) with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Basic communication targets serve as replacement skills for maladaptive behavior including task refusal. As LEARNER’s listener skills improve, motivation for maladaptive behavior maintained by escape decreases.
Communication	Assessment of Functional Living Skills	Assessment of Functional Living Skills Basic Communication BC19	Basic Communication	1	BC19	LEARNER will read 5 words with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Reading targets create opportunities to address maladaptive behavior triggered by academic tasks and maintained by escape from demands to complete these types of activities. Teaching tolerance for task demands typically present in schools will build LEARNER’s success in the natural environment and
Communication	Assessment of Functional Living Skills	Assessment of Functional Living Skills Basic Communication BC19	Basic Communication	2	BC19	LEARNER will read 10 words with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Reading targets create opportunities to address maladaptive behavior triggered by academic tasks and maintained by escape from demands to complete these types of activities. Teaching tolerance for task demands typically present in schools will build LEARNER’s success in the natural environment and
Communication	Assessment of Functional Living Skills	Assessment of Functional Living Skills Basic Communication BC19	Basic Communication	3	BC19	LEARNER will read 20 words with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Reading targets create opportunities to address maladaptive behavior triggered by academic tasks and maintained by escape from demands to complete these types of activities. Teaching tolerance for task demands typically present in schools will build LEARNER’s success in the natural environment and
Communication	Assessment of Functional Living Skills	Assessment of Functional Living Skills Basic Communication BC19	Basic Communication	4	BC19	LEARNER will read 50 words with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Reading targets create opportunities to address maladaptive behavior triggered by academic tasks and maintained by escape from demands to complete these types of activities. Teaching tolerance for task demands typically present in schools will build LEARNER’s success in the natural environment and
Communication	Assessment of Functional Living Skills	Assessment of Functional Living Skills Basic Communication BC20	Basic Communication	1	BC20	LEARNER will label 5 functional words, universal symbols or safety signs commonly found in the community with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Basic communication targets serve as replacement skills for maladaptive behavior including task refusal. As LEARNER’s listener skills improve, motivation for maladaptive behavior maintained by escape decreases. Additionally, understanding important signs and symbols in the community will lead to g
Communication	Assessment of Functional Living Skills	Assessment of Functional Living Skills Basic Communication BC20	Basic Communication	2	BC20	LEARNER will label 10 functional words, universal symbols or safety signs commonly found in the community with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Basic communication targets serve as replacement skills for maladaptive behavior including task refusal. As LEARNER’s listener skills improve, motivation for maladaptive behavior maintained by escape decreases. Additionally, understanding important signs and symbols in the community will lead to g
Communication	Assessment of Functional Living Skills	Assessment of Functional Living Skills Basic Communication BC21	Basic Communication	1	BC21	LEARNER will type or write his first name with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Writing targets create opportunities to address maladaptive behavior triggered by academic tasks and maintained by escape from demands to complete these types of activities. Teaching tolerance for task demands typically present in schools will build LEARNER’s success in the natural environment and
Communication	Assessment of Functional Living Skills	Assessment of Functional Living Skills Basic Communication BC21	Basic Communication	2	BC21	LEARNER will type or write his first and last name with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Writing targets create opportunities to address maladaptive behavior triggered by academic tasks and maintained by escape from demands to complete these types of activities. Teaching tolerance for task demands typically present in schools will build LEARNER’s success in the natural environment and
Communication	Assessment of Functional Living Skills	Assessment of Functional Living Skills Basic Communication BC22	Basic Communication	1	BC22	LEARNER will type or write 2 dictated words with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Writing targets create opportunities to address maladaptive behavior triggered by academic tasks and maintained by escape from demands to complete these types of activities. Teaching tolerance for task demands typically present in schools will build LEARNER’s success in the natural environment and
Communication	Assessment of Functional Living Skills	Assessment of Functional Living Skills Basic Communication BC22	Basic Communication	2	BC22	LEARNER will type or write 5 dictated words with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Writing targets create opportunities to address maladaptive behavior triggered by academic tasks and maintained by escape from demands to complete these types of activities. Teaching tolerance for task demands typically present in schools will build LEARNER’s success in the natural environment and
Communication	Assessment of Functional Living Skills	Assessment of Functional Living Skills Basic Communication BC22	Basic Communication	3	BC22	LEARNER will type or write 10 dictated words with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Writing targets create opportunities to address maladaptive behavior triggered by academic tasks and maintained by escape from demands to complete these types of activities. Teaching tolerance for task demands typically present in schools will build LEARNER’s success in the natural environment and
Communication	Assessment of Functional Living Skills	Assessment of Functional Living Skills Basic Communication BC22	Basic Communication	4	BC22	LEARNER will type or write 25 dictated words with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Writing targets create opportunities to address maladaptive behavior triggered by academic tasks and maintained by escape from demands to complete these types of activities. Teaching tolerance for task demands typically present in schools will build LEARNER’s success in the natural environment and
Communication	Other	Other Tact	Tact	0		LEARNER will describe objects using 2 attributes and the object label with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Tacting serves to build beginning social and conversation skills as well as early joint attention. These skills reduce escape-maintained behavior by teaching skills needed for successful participation in activities with others.
Communication	Other	Other Mand with AAC	Mand with AAC	0		LEARNER will request a desired item with PECS or other AAC including a descriptive attribute with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Manding serves as a replacement for maladaptive behavior maintained by access or escape. Manding allows LEARNER to access preferred items or escape non-preferred situations using language rather than maladaptive behavior.
Communication	Other	Other Tact	Tact	0		During activities such as “Mr. Potato Head” LEARNER will request which body part he sees or needs with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Tacting serves to build beginning social and conversation skills as well as early joint attention. These skills reduce escape-maintained behavior by teaching skills needed for successful participation in activities with others.
Communication	Other	Other Listener Responding	Listener Responding	0		LEARNER will follow 1 step verbal directions with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Listener responding targets serve as replacement skills for maladaptive behavior including task refusal. As LEARNER’s listener skills improve, motivation for maladaptive behavior maintained by escape decreases.
Communication	Other	Other Listener Responding	Listener Responding	0		When given a picture and the verbal direction “Get this,” LEARNER will get the item with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Listener responding targets serve as replacement skills for maladaptive behavior including task refusal. As LEARNER’s listener skills improve, motivation for maladaptive behavior maintained by escape decreases.
Communication	Other	Other PECS/AAC	PECS/AAC	0		When needing a communicative partner’s attention, LEARNER will approach, gain eye-contact and then deliver his message with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	PECS/AAD targets serve to teach functional communication which serves as a replacement behavior for maladaptive behavior maintained by access or escape.
Communication	Other	Other PECS/AAC	PECS/AAC	0		When needing staff attention, LEARNER will approach an adult and tap them on the upper arm with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	PECS/AAD targets serve to teach functional communication which serves as a replacement behavior for maladaptive behavior maintained by access or escape.
Communication	Other	Other PECS/AAC	PECS/AAC	0		When LEARNER has completed an activity, he will let an adult know by exchanging a “finished” picture, using AAC to say “finished” or by vocalizing “finished” with 80% independence across 2 people and	PECS/AAD targets serve to teach functional communication which serves as a replacement behavior for maladaptive behavior maintained by access or escape.
Communication	Other	Other PECS/AAC	PECS/AAC	0		During undesirable activities or situations, LEARNER will request a break when needed with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	PECS/AAD targets serve to teach functional communication which serves as a replacement behavior for maladaptive behavior maintained by access or escape.
Communication	Other	Other PECS/AAC	PECS/AAC	0		When LEARNER cannot open an item or needs help with an activity, he will exchange a visual symbol for “help” to a communicative partner or access his AAC to request help with 80% independence across 2	PECS/AAD targets serve to teach functional communication which serves as a replacement behavior for maladaptive behavior maintained by access or escape.
Communication	ABLLS	ABLLS Receptive Language C	Receptive Language	1	C	LEARNER will look at or come to a person when called by his name with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Receptive language targets serve as replacement skills for maladaptive behavior including task refusal. As LEARNER’s receptive language skills improve, motivation for maladaptive behavior maintained by escape decreases.
Communication	ABLLS	ABLLS Receptive Language C1	Receptive Language	1	C1	LEARNER will look at or come to a person when called by his name with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Receptive language targets serve as replacement skills for maladaptive behavior including task refusal. As LEARNER’s receptive language skills improve, motivation for maladaptive behavior maintained by escape decreases.
Communication	ABLLS	ABLLS Receptive Language C2	Receptive Language	1	C2	When given instructions to do a preferred activity in the context of the ongoing activity, LEARNER will comply with the instructions with 80% independence across 2 people and 2 settings for 3 consecut	Receptive language targets serve as replacement skills for maladaptive behavior including task refusal. As LEARNER’s receptive language skills improve, motivation for maladaptive behavior maintained by escape decreases.
Communication	ABLLS	ABLLS Receptive Language C3	Receptive Language	1	C3	Upon request, LEARNER will look at a reinforcing item held by an instructor with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Receptive language targets serve as replacement skills for maladaptive behavior including task refusal. As LEARNER’s receptive language skills improve, motivation for maladaptive behavior maintained by escape decreases.
Communication	ABLLS	ABLLS Receptive Language C4	Receptive Language	1	C4	Upon instruction, LEARNER will touch a preferred item held in various positions with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Receptive language targets serve as replacement skills for maladaptive behavior including task refusal. As LEARNER’s receptive language skills improve, motivation for maladaptive behavior maintained by escape decreases.
Communication	ABLLS	ABLLS Receptive Language C5	Receptive Language	1	C5	Upon instruction, LEARNER will touch a common item held in various positions with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Receptive language targets serve as replacement skills for maladaptive behavior including task refusal. As LEARNER’s receptive language skills improve, motivation for maladaptive behavior maintained by escape decreases.
Communication	ABLLS	ABLLS Receptive Language C6	Receptive Language	1	C6	LEARNER will comply with instructions to do a preferred activity even though it is not occurring at the that time with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Receptive language targets serve as replacement skills for maladaptive behavior including task refusal. As LEARNER’s receptive language skills improve, motivation for maladaptive behavior maintained by escape decreases.
Communication	ABLLS	ABLLS Receptive Language C7	Receptive Language	1	C7	LEARNER will comply with the instructions to do a non-preferred activity when the activity is presently occurring with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Receptive language targets serve as replacement skills for maladaptive behavior including task refusal. As LEARNER’s receptive language skills improve, motivation for maladaptive behavior maintained by escape decreases.
Communication	ABLLS	ABLLS Receptive Language C8	Receptive Language	1	C8	LEARNER will follow instructions which require him to give a named, non-reinforcing item with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Receptive language targets serve as replacement skills for maladaptive behavior including task refusal. As LEARNER’s receptive language skills improve, motivation for maladaptive behavior maintained by escape decreases.
Communication	ABLLS	ABLLS Receptive Language C9	Receptive Language	1	C9	LEARNER will comply with instructions to do a simple motor task (i.e. clap, turn around, arms up) with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Receptive language targets serve as replacement skills for maladaptive behavior including task refusal. As LEARNER’s receptive language skills improve, motivation for maladaptive behavior maintained by escape decreases.
Communication	ABLLS	ABLLS Receptive Language C10	Receptive Language	1	C10	When asked to touch an object that is being held and an empty hand is held out as a distracter (or the object is placed on a table with another neutral item such as a Styrofoam cube used as a distract	Receptive language targets serve as replacement skills for maladaptive behavior including task refusal. As LEARNER’s receptive language skills improve, motivation for maladaptive behavior maintained by escape decreases.
Communication	ABLLS	ABLLS Receptive Language C11	Receptive Language	1	C11	When asked, LEARNER will select a named reinforcing item from an array of 2 objects held or placed in any position in front of LEARNER with 80% independence across 2 people and 2 settings for 3 consec	Receptive language targets serve as replacement skills for maladaptive behavior including task refusal. As LEARNER’s receptive language skills improve, motivation for maladaptive behavior maintained by escape decreases.
Communication	ABLLS	ABLLS Receptive Language C12	Receptive Language	1	C12	Upon request, LEARNER will be able to select an object named by the instructor from an array of 2 reinforcing objects held or placed in any position in front of LEARNER with 80% independence across 2	Receptive language targets serve as replacement skills for maladaptive behavior including task refusal. As LEARNER’s receptive language skills improve, motivation for maladaptive behavior maintained by escape decreases.
Communication	ABLLS	ABLLS Receptive Language C13	Receptive Language	1	C13	Upon request, LEARNER will be able to select 2 objects named by the instructor from an array of 2 common objects held or placed in any position in front of LEARNER with 80% independence across 2 peopl	Receptive language targets serve as replacement skills for maladaptive behavior including task refusal. As LEARNER’s receptive language skills improve, motivation for maladaptive behavior maintained by escape decreases.
Communication	ABLLS	ABLLS Receptive Language C13	Receptive Language	2	C13	Upon request, LEARNER will be able to select 10 objects named by the instructor from an array of 2 common objects held or placed in any position in front of LEARNER with 80% independence across 2 peop	Receptive language targets serve as replacement skills for maladaptive behavior including task refusal. As LEARNER’s receptive language skills improve, motivation for maladaptive behavior maintained by escape decreases.
Communication	ABLLS	ABLLS Receptive Language C13	Receptive Language	3	C13	Upon request, LEARNER will be able to select 25 objects named by the instructor from an array of 2 common objects held or placed in any position in front of LEARNER with 80% independence across 2 peop	Receptive language targets serve as replacement skills for maladaptive behavior including task refusal. As LEARNER’s receptive language skills improve, motivation for maladaptive behavior maintained by escape decreases.
Communication	ABLLS	ABLLS Receptive Language C13	Receptive Language	4	C13	Upon request, LEARNER will be able to select 50 objects named by the instructor from an array of 2 common objects held or placed in any position in front of LEARNER with 80% independence across 2 peop	Receptive language targets serve as replacement skills for maladaptive behavior including task refusal. As LEARNER’s receptive language skills improve, motivation for maladaptive behavior maintained by escape decreases.
Communication	ABLLS	ABLLS Receptive Language C14	Receptive Language	1	C14	Upon request, LEARNER will select a picture named by the instructor from an array of 2 pictures of common items held or placed in any position in front of LEARNER with 80% independence across 2 people	Receptive language targets serve as replacement skills for maladaptive behavior including task refusal. As LEARNER’s receptive language skills improve, motivation for maladaptive behavior maintained by escape decreases.
Communication	ABLLS	ABLLS Receptive Language C15	Receptive Language	1	C15	LEARNER will be able to follow directions to touch parts of his own body with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Receptive language targets serve as replacement skills for maladaptive behavior including task refusal. As LEARNER’s receptive language skills improve, motivation for maladaptive behavior maintained by escape decreases.
Communication	ABLLS	ABLLS Receptive Language C16	Receptive Language	1	C16	LEARNER will select a specified object for 5 common objects when the object is presented in an array of 6 or more objects on a table in any position in front of LEARNER with 80% independence across 2	Receptive language targets serve as replacement skills for maladaptive behavior including task refusal. As LEARNER’s receptive language skills improve, motivation for maladaptive behavior maintained by escape decreases.
Communication	ABLLS	ABLLS Receptive Language C16	Receptive Language	2	C16	LEARNER will select a specified object for 10 common objects when the object is presented in an array of 6 or more objects on a table in any position in front of LEARNER with 80% independence across 2	Receptive language targets serve as replacement skills for maladaptive behavior including task refusal. As LEARNER’s receptive language skills improve, motivation for maladaptive behavior maintained by escape decreases.
Communication	ABLLS	ABLLS Receptive Language C16	Receptive Language	3	C16	LEARNER will select a specified object for 50 common objects when the object is presented in an array of 6 or more objects on a table in any position in front of LEARNER with 80% independence across 2	Receptive language targets serve as replacement skills for maladaptive behavior including task refusal. As LEARNER’s receptive language skills improve, motivation for maladaptive behavior maintained by escape decreases.
Communication	ABLLS	ABLLS Receptive Language C16	Receptive Language	4	C16	LEARNER will select a specified object for 100 common objects when the object is presented in an array of 6 or more objects on a table in any position in front of LEARNER with 80% independence across	Receptive language targets serve as replacement skills for maladaptive behavior including task refusal. As LEARNER’s receptive language skills improve, motivation for maladaptive behavior maintained by escape decreases.
Communication	ABLLS	ABLLS Receptive Language C17	Receptive Language	1	C17	LEARNER will select a specified picture for 5 common objects when the picture is presented in an array of 6 on a table in any position with 80% independence across 2 people and 2 settings for 3 consec	Receptive language targets serve as replacement skills for maladaptive behavior including task refusal. As LEARNER’s receptive language skills improve, motivation for maladaptive behavior maintained by escape decreases.
Communication	ABLLS	ABLLS Receptive Language C17	Receptive Language	2	C17	LEARNER will select a specified picture for 10 common objects when the picture is presented in an array of 6 on a table in any position with 80% independence across 2 people and 2 settings for 3 conse	Receptive language targets serve as replacement skills for maladaptive behavior including task refusal. As LEARNER’s receptive language skills improve, motivation for maladaptive behavior maintained by escape decreases.
Communication	ABLLS	ABLLS Receptive Language C17	Receptive Language	3	C17	LEARNER will select a specified picture for 50 common objects when the picture is presented in an array of 6 on a table in any position with 80% independence across 2 people and 2 settings for 3 conse	Receptive language targets serve as replacement skills for maladaptive behavior including task refusal. As LEARNER’s receptive language skills improve, motivation for maladaptive behavior maintained by escape decreases.
Communication	ABLLS	ABLLS Receptive Language C17	Receptive Language	4	C17	LEARNER will select a specified picture for 100 common objects when the picture is presented in an array of 6 on a table in any position with 80% independence across 2 people and 2 settings for 3 cons	Receptive language targets serve as replacement skills for maladaptive behavior including task refusal. As LEARNER’s receptive language skills improve, motivation for maladaptive behavior maintained by escape decreases.
Communication	ABLLS	ABLLS Receptive Language C18	Receptive Language	1	C18	LEARNER will be able to acquire selection skills for many new common objects or pictures of items after being required to select the items less than 5 times.	Receptive language targets serve as replacement skills for maladaptive behavior including task refusal. As LEARNER’s receptive language skills improve, motivation for maladaptive behavior maintained by escape decreases.
Communication	ABLLS	ABLLS Receptive Language C19	Receptive Language	1	C19	LEARNER will be able to point to or select known items from an array upon request when presented in quick succession.	Receptive language targets serve as replacement skills for maladaptive behavior including task refusal. As LEARNER’s receptive language skills improve, motivation for maladaptive behavior maintained by escape decreases.
Communication	ABLLS	ABLLS Receptive Language C20	Receptive Language	1	C20	LEARNER will be able to select objects and pictures named by the instructor while using a variety of instructions to select those items (i.e. “show me___,” “where is the ____,” “Can you find the ____,	Receptive language targets serve as replacement skills for maladaptive behavior including task refusal. As LEARNER’s receptive language skills improve, motivation for maladaptive behavior maintained by escape decreases.
Communication	ABLLS	ABLLS Receptive Language C21	Receptive Language	1	C21	LEARNER will be able to follow directions to point to body parts of other people or touch pictures of body parts with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Receptive language targets serve as replacement skills for maladaptive behavior including task refusal. As LEARNER’s receptive language skills improve, motivation for maladaptive behavior maintained by escape decreases.
Communication	ABLLS	ABLLS Receptive Language C22	Receptive Language	1	C22	LEARNER will be able to follow directions to touch clothing items on his own body with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Receptive language targets serve as replacement skills for maladaptive behavior including task refusal. As LEARNER’s receptive language skills improve, motivation for maladaptive behavior maintained by escape decreases.
Communication	ABLLS	ABLLS Receptive Language C23	Receptive Language	1	C23	LEARNER will be able to follow directions to touch specified parts of items (i.e.e door and window of a house, wheel and door of a car, etc.) with 80% independence across 2 people and 2 settings for 3	Receptive language targets serve as replacement skills for maladaptive behavior including task refusal. As LEARNER’s receptive language skills improve, motivation for maladaptive behavior maintained by escape decreases.
Communication	ABLLS	ABLLS Receptive Language C24	Receptive Language	1	C24	LEARNER will be able to select between 2 similar items that vary on one dimension (i.e. adjectives) with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Receptive language targets serve as replacement skills for maladaptive behavior including task refusal. As LEARNER’s receptive language skills improve, motivation for maladaptive behavior maintained by escape decreases.
Communication	ABLLS	ABLLS Receptive Language C25	Receptive Language	1	C25	LEARNER will be able to select an item by attending to the eye orientation of another person with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Receptive language targets serve as replacement skills for maladaptive behavior including task refusal. As LEARNER’s receptive language skills improve, motivation for maladaptive behavior maintained by escape decreases.
Communication	ABLLS	ABLLS Receptive Language C26	Receptive Language	1	C26	LEARNER will be able to follow hand signals from an adult to come, sit, stand, go to a location, and performa an action when signaled (i.e. stand up or clap hands when point to LEARNER) with 80% indep	Receptive language targets serve as replacement skills for maladaptive behavior including task refusal. As LEARNER’s receptive language skills improve, motivation for maladaptive behavior maintained by escape decreases.
Communication	ABLLS	ABLLS Receptive Language C27	Receptive Language	1	C27	LEARNER will be able to walk across the room to go to a specified person with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Receptive language targets serve as replacement skills for maladaptive behavior including task refusal. As LEARNER’s receptive language skills improve, motivation for maladaptive behavior maintained by escape decreases.
Communication	ABLLS	ABLLS Receptive Language C28	Receptive Language	1	C28	LEARNER will be able to walk across the room to go to a specified place or person and place or deliver an item with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Receptive language targets serve as replacement skills for maladaptive behavior including task refusal. As LEARNER’s receptive language skills improve, motivation for maladaptive behavior maintained by escape decreases.
Communication	ABLLS	ABLLS Receptive Language C29	Receptive Language	1	C29	LEARNER will be able to walk across the room to go to a specified place or person and get a requested item with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Receptive language targets serve as replacement skills for maladaptive behavior including task refusal. As LEARNER’s receptive language skills improve, motivation for maladaptive behavior maintained by escape decreases.
Communication	ABLLS	ABLLS Receptive Language C30	Receptive Language	1	C30	LEARNER will be able o walk across the room to go to a specified person and perform a stated action (i.e. give Jim a hug) with 80% independence across 2 people and 2 settings for 3 consecutive session	Receptive language targets serve as replacement skills for maladaptive behavior including task refusal. As LEARNER’s receptive language skills improve, motivation for maladaptive behavior maintained by escape decreases.
Communication	ABLLS	ABLLS Receptive Language C31	Receptive Language	1	C31	LEARNER will select common objects and pictures with a specific motor response when given a variety of instructions specifying the response required to select those times (i.e. “touch,” “point to,” “g	Receptive language targets serve as replacement skills for maladaptive behavior including task refusal. As LEARNER’s receptive language skills improve, motivation for maladaptive behavior maintained by escape decreases.
Communication	ABLLS	ABLLS Receptive Language C32	Receptive Language	1	C32	LEARNER will comply with instructions to do simple action when presented with several objects, one of which is used to perform the action with 80% independence across 2 people and 2 settings for 3 con	Receptive language targets serve as replacement skills for maladaptive behavior including task refusal. As LEARNER’s receptive language skills improve, motivation for maladaptive behavior maintained by escape decreases.
Communication	ABLLS	ABLLS Receptive Language C33	Receptive Language	1	C33	LEARNER will be able to perform a specified action with a specific object, when several objects are present that could be used to demonstrate the requested action with 80% independence across 2 people	Receptive language targets serve as replacement skills for maladaptive behavior including task refusal. As LEARNER’s receptive language skills improve, motivation for maladaptive behavior maintained by escape decreases.
Communication	ABLLS	ABLLS Receptive Language C34	Receptive Language	1	C34	LEARNER will comply with instructions to do a pretend activity with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Receptive language targets serve as replacement skills for maladaptive behavior including task refusal. As LEARNER’s receptive language skills improve, motivation for maladaptive behavior maintained by escape decreases.
Communication	ABLLS	ABLLS Receptive Language C35	Receptive Language	1	C35	Upon request, LEARNER will select 2 specified action pictures from an array of 3 pictures on a table in any position in front of LEARNER with 80% independence across 2 people and 2 settings for 3 cons	Receptive language targets serve as replacement skills for maladaptive behavior including task refusal. As LEARNER’s receptive language skills improve, motivation for maladaptive behavior maintained by escape decreases.
Communication	ABLLS	ABLLS Receptive Language C35	Receptive Language	2	C35	Upon request, LEARNER will select 5 specified action pictures from an array of 3 pictures on a table in any position in front of LEARNER with 80% independence across 2 people and 2 settings for 3 cons	Receptive language targets serve as replacement skills for maladaptive behavior including task refusal. As LEARNER’s receptive language skills improve, motivation for maladaptive behavior maintained by escape decreases.
Communication	ABLLS	ABLLS Receptive Language C35	Receptive Language	3	C35	Upon request, LEARNER will select 10 specified action pictures from an array of 3 pictures on a table in any position in front of LEARNER with 80% independence across 2 people and 2 settings for 3 con	Receptive language targets serve as replacement skills for maladaptive behavior including task refusal. As LEARNER’s receptive language skills improve, motivation for maladaptive behavior maintained by escape decreases.
Communication	ABLLS	ABLLS Receptive Language C35	Receptive Language	4	C35	Upon request, LEARNER will select 20 specified action pictures from an array of 3 pictures on a table in any position in front of LEARNER with 80% independence across 2 people and 2 settings for 3 con	Receptive language targets serve as replacement skills for maladaptive behavior including task refusal. As LEARNER’s receptive language skills improve, motivation for maladaptive behavior maintained by escape decreases.
Communication	ABLLS	ABLLS Receptive Language C36	Receptive Language	1	C36	Given an array of items or pictures and asked, “what goes with this?,” LEARNER will be able to select 1 related item which is used with the item being shown for 5 items with 80% independence across 2	Receptive language targets serve as replacement skills for maladaptive behavior including task refusal. As LEARNER’s receptive language skills improve, motivation for maladaptive behavior maintained by escape decreases.
Communication	ABLLS	ABLLS Receptive Language C36	Receptive Language	2	C36	Given an array of items or pictures and asked, “what goes with this?,” LEARNER will be able to select 1 related item which is used with the item being shown for 10 items with 80% independence across 2	Receptive language targets serve as replacement skills for maladaptive behavior including task refusal. As LEARNER’s receptive language skills improve, motivation for maladaptive behavior maintained by escape decreases.
Communication	ABLLS	ABLLS Receptive Language C36	Receptive Language	3	C36	Given an array of items or pictures and asked, “what goes with this?,” LEARNER will be able to select 2 related items which is used with the item being shown for 10 items with 80% independence across	Receptive language targets serve as replacement skills for maladaptive behavior including task refusal. As LEARNER’s receptive language skills improve, motivation for maladaptive behavior maintained by escape decreases.
Communication	ABLLS	ABLLS Receptive Language C36	Receptive Language	4	C36	Given an array of items or pictures and asked, “what goes with this?,” LEARNER will be able to select 2 related items which is used with the item being shown for 20 items with 80% independence across	Receptive language targets serve as replacement skills for maladaptive behavior including task refusal. As LEARNER’s receptive language skills improve, motivation for maladaptive behavior maintained by escape decreases.
Communication	ABLLS	ABLLS Receptive Language C37	Receptive Language	1	C37	LEARNER will be able to select objects or pictures of items when told the item’s function for 2 items with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Receptive language targets serve as replacement skills for maladaptive behavior including task refusal. As LEARNER’s receptive language skills improve, motivation for maladaptive behavior maintained by escape decreases.
Communication	ABLLS	ABLLS Receptive Language C37	Receptive Language	2	C37	LEARNER will be able to select objects or pictures of items when told the item’s function for 5 items with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Receptive language targets serve as replacement skills for maladaptive behavior including task refusal. As LEARNER’s receptive language skills improve, motivation for maladaptive behavior maintained by escape decreases.
Communication	ABLLS	ABLLS Receptive Language C37	Receptive Language	3	C37	LEARNER will be able to select objects or pictures of items when told the item’s function for 25 items with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Receptive language targets serve as replacement skills for maladaptive behavior including task refusal. As LEARNER’s receptive language skills improve, motivation for maladaptive behavior maintained by escape decreases.
Communication	ABLLS	ABLLS Receptive Language C37	Receptive Language	4	C37	LEARNER will be able to select 2 objects or pictures of items when told the item’s function for 25 functions with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Receptive language targets serve as replacement skills for maladaptive behavior including task refusal. As LEARNER’s receptive language skills improve, motivation for maladaptive behavior maintained by escape decreases.
Communication	ABLLS	ABLLS Receptive Language C38	Receptive Language	1	C38	LEARNER will be able to select objects or pictures of items when told 1 of the items features or parts for 2 items with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Receptive language targets serve as replacement skills for maladaptive behavior including task refusal. As LEARNER’s receptive language skills improve, motivation for maladaptive behavior maintained by escape decreases.
Communication	ABLLS	ABLLS Receptive Language C38	Receptive Language	2	C38	LEARNER will be able to select objects or pictures of items when told 1 of the items features or parts for 5 items with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Receptive language targets serve as replacement skills for maladaptive behavior including task refusal. As LEARNER’s receptive language skills improve, motivation for maladaptive behavior maintained by escape decreases.
Communication	ABLLS	ABLLS Receptive Language C38	Receptive Language	3	C38	LEARNER will be able to select objects or pictures of items when told 2 of the items features or parts for 25 items with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Receptive language targets serve as replacement skills for maladaptive behavior including task refusal. As LEARNER’s receptive language skills improve, motivation for maladaptive behavior maintained by escape decreases.
Communication	ABLLS	ABLLS Receptive Language C38	Receptive Language	4	C38	LEARNER will be able to select 2 objects or pictures of items when told 2 of the items features or parts for 25 items with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Receptive language targets serve as replacement skills for maladaptive behavior including task refusal. As LEARNER’s receptive language skills improve, motivation for maladaptive behavior maintained by escape decreases.
Communication	ABLLS	ABLLS Receptive Language C39	Receptive Language	1	C39	LEARNER will be able to select objects or pictures of items when told the class to which the item belongs with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Receptive language targets serve as replacement skills for maladaptive behavior including task refusal. As LEARNER’s receptive language skills improve, motivation for maladaptive behavior maintained by escape decreases.
Communication	ABLLS	ABLLS Receptive Language C40	Receptive Language	1	C40	Upon request, LEARNER will select 2 specified objects or pictures from an array of 10 on the table with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Receptive language targets serve as replacement skills for maladaptive behavior including task refusal. As LEARNER’s receptive language skills improve, motivation for maladaptive behavior maintained by escape decreases.
Communication	ABLLS	ABLLS Receptive Language C41	Receptive Language	1	C41	Upon request, LEARNER will select 2 specified objects or pictures, in the order requested, from an array of 10 with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Receptive language targets serve as replacement skills for maladaptive behavior including task refusal. As LEARNER’s receptive language skills improve, motivation for maladaptive behavior maintained by escape decreases.
Communication	ABLLS	ABLLS Receptive Language C42	Receptive Language	1	C42	LEARNER will be able to select pictures of 4 common community helpers with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Receptive language targets serve as replacement skills for maladaptive behavior including task refusal. As LEARNER’s receptive language skills improve, motivation for maladaptive behavior maintained by escape decreases.
Communication	ABLLS	ABLLS Receptive Language C43	Receptive Language	1	C43	Learner will be able to locate pictures of objects within a larger, complex picture with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Receptive language targets serve as replacement skills for maladaptive behavior including task refusal. As LEARNER’s receptive language skills improve, motivation for maladaptive behavior maintained by escape decreases.
Communication	ABLLS	ABLLS Receptive Language C44	Receptive Language	1	C44	LEARNER will be able to locate objects when only shown parts of the objects within a larger complex picture with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Receptive language targets serve as replacement skills for maladaptive behavior including task refusal. As LEARNER’s receptive language skills improve, motivation for maladaptive behavior maintained by escape decreases.
Communication	ABLLS	ABLLS Receptive Language C45	Receptive Language	1	C45	LEARNER will select appropriate pictures when the sound which is paired with the item is heard with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Receptive language targets serve as replacement skills for maladaptive behavior including task refusal. As LEARNER’s receptive language skills improve, motivation for maladaptive behavior maintained by escape decreases.
Communication	ABLLS	ABLLS Receptive Language C46	Receptive Language	1	C46	LEARNER will be able to follow directions to select 2 examples of a specified item in an array of 4 items with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Receptive language targets serve as replacement skills for maladaptive behavior including task refusal. As LEARNER’s receptive language skills improve, motivation for maladaptive behavior maintained by escape decreases.
Communication	ABLLS	ABLLS Receptive Language C46	Receptive Language	2	C46	LEARNER will be able to follow directions to select 3 examples of a specified item in an array of 6 items with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Receptive language targets serve as replacement skills for maladaptive behavior including task refusal. As LEARNER’s receptive language skills improve, motivation for maladaptive behavior maintained by escape decreases.
Communication	ABLLS	ABLLS Receptive Language C46	Receptive Language	3	C46	LEARNER will be able to follow directions to select 3 examples of a specified item in an array of 10 items with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Receptive language targets serve as replacement skills for maladaptive behavior including task refusal. As LEARNER’s receptive language skills improve, motivation for maladaptive behavior maintained by escape decreases.
Communication	ABLLS	ABLLS Receptive Language C46	Receptive Language	4	C46	LEARNER will be able to follow directions to select 6 examples of a specified item in an array of 15 items with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Receptive language targets serve as replacement skills for maladaptive behavior including task refusal. As LEARNER’s receptive language skills improve, motivation for maladaptive behavior maintained by escape decreases.
Communication	ABLLS	ABLLS Receptive Language C47	Receptive Language	1	C47	Given a scene or a varied set of objects or pictures, LEARNER will be able to select a specified item which has the 2 specified characteristics for 20 2-component combinations (i.e. the big red ball,	Receptive language targets serve as replacement skills for maladaptive behavior including task refusal. As LEARNER’s receptive language skills improve, motivation for maladaptive behavior maintained by escape decreases.
Communication	ABLLS	ABLLS Receptive Language C48	Receptive Language	1	C48	Given a set of objects or pictures which vary only on a single characteristic, LEARNER will be able to select all of the items which have a single specified characteristic for 20 adjectives with 80% i	Receptive language targets serve as replacement skills for maladaptive behavior including task refusal. As LEARNER’s receptive language skills improve, motivation for maladaptive behavior maintained by escape decreases.
Communication	ABLLS	ABLLS Receptive Language C49	Receptive Language	1	C49	Given a varied set of objects or pictures, LEARNER will be able to select all of the items which have 2 specified characteristics (i.e. adjectives, parts or other features, function, or class of the i	Receptive language targets serve as replacement skills for maladaptive behavior including task refusal. As LEARNER’s receptive language skills improve, motivation for maladaptive behavior maintained by escape decreases.
Communication	ABLLS	ABLLS Receptive Language C50	Receptive Language	1	C50	LEARNER will be able to select 3 items in a specified sequence with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Receptive language targets serve as replacement skills for maladaptive behavior including task refusal. As LEARNER’s receptive language skills improve, motivation for maladaptive behavior maintained by escape decreases.
Communication	ABLLS	ABLLS Receptive Language C51	Receptive Language	1	C51	LEARNER will be able to follow instructions which include selections involving prepositions for 6 different prepositions with 80% independence across 2 people and 2 settings for 3 consecutive sessions	Receptive language targets serve as replacement skills for maladaptive behavior including task refusal. As LEARNER’s receptive language skills improve, motivation for maladaptive behavior maintained by escape decreases.
Communication	ABLLS	ABLLS Receptive Language C52	Receptive Language	1	C52	LEARNER will be able to follow instructions which include selections involving pronouns for 8 different pronouns with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Receptive language targets serve as replacement skills for maladaptive behavior including task refusal. As LEARNER’s receptive language skills improve, motivation for maladaptive behavior maintained by escape decreases.
Communication	ABLLS	ABLLS Receptive Language C53	Receptive Language	1	C53	LEARNER will be able to select pictures of scenes or pictures of activities for 4 pictures depicting locations or activities with 80% independence across 2 people and 2 settings for 3 consecutive sess	Receptive language targets serve as replacement skills for maladaptive behavior including task refusal. As LEARNER’s receptive language skills improve, motivation for maladaptive behavior maintained by escape decreases.
Communication	ABLLS	ABLLS Receptive Language C54	Receptive Language	1	C54	LEARNER will be able to select pictures of faces depicting various emotions for 4 different emotions with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Receptive language targets serve as replacement skills for maladaptive behavior including task refusal. As LEARNER’s receptive language skills improve, motivation for maladaptive behavior maintained by escape decreases.
Communication	ABLLS	ABLLS Receptive Language C55	Receptive Language	1	C55	When LEARNER is provided with a display of 2 items then shown a third item which matches one of the two displayed items and told either to “Find same, “ or to “find different,” LEARNER will select the	Receptive language targets serve as replacement skills for maladaptive behavior including task refusal. As LEARNER’s receptive language skills improve, motivation for maladaptive behavior maintained by escape decreases.
Communication	ABLLS	ABLLS Receptive Language C56	Receptive Language	1	C56	LEARNER will be able to point to or select items which are non-examples of a specified category of items (i.e. not food, not yellow, not used to cook, does not have a tail) for 3 examples from 10 cate	Receptive language targets serve as replacement skills for maladaptive behavior including task refusal. As LEARNER’s receptive language skills improve, motivation for maladaptive behavior maintained by escape decreases.
Communication	ABLLS	ABLLS Receptive Language C57	Receptive Language	1	C57	LEARNER will be able to select pictures representing a variety of social interactions for 4 different social interactions with 80% independence across 2 people and 2 settings for 3 consecutive session	Receptive language targets serve as replacement skills for maladaptive behavior including task refusal. As LEARNER’s receptive language skills improve, motivation for maladaptive behavior maintained by escape decreases.
Communication	ABLLS	ABLLS Vocal Imitation E1	Vocal Imitation	1	E1	LEARNER will imitate 2 sounds when you say, “Say ____.”	Vocal imitation targets build a communicative repertoire that serves as a replacement for maladaptive behavior as LEARNER learns to use language to get his needs met. These skills also target social communication deficits which is at the core of an autism diagnosis.
Communication	ABLLS	ABLLS Vocal Imitation E1	Vocal Imitation	2	E1	LEARNER will imitate 5 sounds when you say, “Say ____.”	Vocal imitation targets build a communicative repertoire that serves as a replacement for maladaptive behavior as LEARNER learns to use language to get his needs met. These skills also target social communication deficits which is at the core of an autism diagnosis.
Communication	ABLLS	ABLLS Vocal Imitation E1	Vocal Imitation	3	E1	LEARNER will imitate 15 sounds when you say, “Say ____.”	Vocal imitation targets build a communicative repertoire that serves as a replacement for maladaptive behavior as LEARNER learns to use language to get his needs met. These skills also target social communication deficits which is at the core of an autism diagnosis.
Communication	ABLLS	ABLLS Vocal Imitation E1	Vocal Imitation	4	E1	LEARNER will imitate almost any sounds when you say, “Say ____.”	Vocal imitation targets build a communicative repertoire that serves as a replacement for maladaptive behavior as LEARNER learns to use language to get his needs met. These skills also target social communication deficits which is at the core of an autism diagnosis.
Communication	ABLLS	ABLLS Vocal Imitation E2	Vocal Imitation	1	E2	LEARNER will be able to repeat a series of 5 individual sounds presented in quick succession.	Vocal imitation targets build a communicative repertoire that serves as a replacement for maladaptive behavior as LEARNER learns to use language to get his needs met. These skills also target social communication deficits which is at the core of an autism diagnosis.
Communication	ABLLS	ABLLS Vocal Imitation E2	Vocal Imitation	2	E2	LEARNER will be able to repeat a series of 10 individual sounds presented in quick succession.	Vocal imitation targets build a communicative repertoire that serves as a replacement for maladaptive behavior as LEARNER learns to use language to get his needs met. These skills also target social communication deficits which is at the core of an autism diagnosis.
Communication	ABLLS	ABLLS Vocal Imitation E3	Vocal Imitation	1	E3	When a word is modeled for LEARNER, he will be able to imitate the initial sounds of that word for 2 sounds.	Vocal imitation targets build a communicative repertoire that serves as a replacement for maladaptive behavior as LEARNER learns to use language to get his needs met. These skills also target social communication deficits which is at the core of an autism diagnosis.
Communication	ABLLS	ABLLS Vocal Imitation E3	Vocal Imitation	2	E3	When a word is modeled for LEARNER, he will be able to imitate the initial sounds of that word for 5 sounds.	Vocal imitation targets build a communicative repertoire that serves as a replacement for maladaptive behavior as LEARNER learns to use language to get his needs met. These skills also target social communication deficits which is at the core of an autism diagnosis.
Communication	ABLLS	ABLLS Vocal Imitation E3	Vocal Imitation	3	E3	When a word is modeled for LEARNER, he will be able to imitate the initial sounds of that word for 15 sounds.	Vocal imitation targets build a communicative repertoire that serves as a replacement for maladaptive behavior as LEARNER learns to use language to get his needs met. These skills also target social communication deficits which is at the core of an autism diagnosis.
Communication	ABLLS	ABLLS Vocal Imitation E3	Vocal Imitation	4	E3	When a word is modeled for LEARNER, he will be able to imitate the initial sounds of that word for almost any word.	Vocal imitation targets build a communicative repertoire that serves as a replacement for maladaptive behavior as LEARNER learns to use language to get his needs met. These skills also target social communication deficits which is at the core of an autism diagnosis.
Communication	ABLLS	ABLLS Vocal Imitation E4	Vocal Imitation	1	E4	LEARNER will be able to repeat 4 pairs of sound combinations for 4 starting sounds.	Vocal imitation targets build a communicative repertoire that serves as a replacement for maladaptive behavior as LEARNER learns to use language to get his needs met. These skills also target social communication deficits which is at the core of an autism diagnosis.
Communication	ABLLS	ABLLS Vocal Imitation E5	Vocal Imitation	1	E5	LEARNER will be able to repeat sounds matching the speed of the presented sound.	Vocal imitation targets build a communicative repertoire that serves as a replacement for maladaptive behavior as LEARNER learns to use language to get his needs met. These skills also target social communication deficits which is at the core of an autism diagnosis.
Communication	ABLLS	ABLLS Vocal Imitation E6	Vocal Imitation	1	E6	Upon request, LEARNER will imitate a sound for the same number of repetitions as was just modeled for up to 3 repetitions.	Vocal imitation targets build a communicative repertoire that serves as a replacement for maladaptive behavior as LEARNER learns to use language to get his needs met. These skills also target social communication deficits which is at the core of an autism diagnosis.
Communication	ABLLS	ABLLS Vocal Imitation E7	Vocal Imitation	1	E7	LEARNER will be able to repeat sound combinations in which the model requires LEARNER to hold or elongate the first sound and smoothly transition to a second sound for 4 sounds.	Vocal imitation targets build a communicative repertoire that serves as a replacement for maladaptive behavior as LEARNER learns to use language to get his needs met. These skills also target social communication deficits which is at the core of an autism diagnosis.
Communication	ABLLS	ABLLS Vocal Imitation E8	Vocal Imitation	1	E8	LEARNER will be able to repeat sound combinations in which the model requires LEARNER to repeat consonant-vowel and vowel-consonant combinations for 3 of each type.	Vocal imitation targets build a communicative repertoire that serves as a replacement for maladaptive behavior as LEARNER learns to use language to get his needs met. These skills also target social communication deficits which is at the core of an autism diagnosis.
Communication	ABLLS	ABLLS Vocal Imitation E9	Vocal Imitation	1	E9	LEARNER will be able to repeat sound combinations in which the model requires LEARNER to repeat consonant-vowel-consonant-vowel combinations for 6 of combinations.	Vocal imitation targets build a communicative repertoire that serves as a replacement for maladaptive behavior as LEARNER learns to use language to get his needs met. These skills also target social communication deficits which is at the core of an autism diagnosis.
Communication	ABLLS	ABLLS Vocal Imitation E10	Vocal Imitation	1	E10	LEARNER will be able to repeat sound combinations in which the model requires LEARNER to repeat consonant-vowel-consonant combinations for 12 of each type.	Vocal imitation targets build a communicative repertoire that serves as a replacement for maladaptive behavior as LEARNER learns to use language to get his needs met. These skills also target social communication deficits which is at the core of an autism diagnosis.
Communication	ABLLS	ABLLS Vocal Imitation E11	Vocal Imitation	1	E11	When a word which contains consonant blends is modeled for LEARNER, he will be able to accurately imitate the word for 2 words.	Vocal imitation targets build a communicative repertoire that serves as a replacement for maladaptive behavior as LEARNER learns to use language to get his needs met. These skills also target social communication deficits which is at the core of an autism diagnosis.
Communication	ABLLS	ABLLS Vocal Imitation E11	Vocal Imitation	2	E11	When a word which contains consonant blends is modeled for LEARNER, he will be able to accurately imitate the word for 5 words.	Vocal imitation targets build a communicative repertoire that serves as a replacement for maladaptive behavior as LEARNER learns to use language to get his needs met. These skills also target social communication deficits which is at the core of an autism diagnosis.
Communication	ABLLS	ABLLS Vocal Imitation E11	Vocal Imitation	3	E11	When a word which contains consonant blends is modeled for LEARNER, he will be able to accurately imitate the word for 15 words.	Vocal imitation targets build a communicative repertoire that serves as a replacement for maladaptive behavior as LEARNER learns to use language to get his needs met. These skills also target social communication deficits which is at the core of an autism diagnosis.
Communication	ABLLS	ABLLS Vocal Imitation E11	Vocal Imitation	4	E11	When a word which contains consonant blends is modeled for LEARNER, he will be able to accurately imitate the word for almost any word.	Vocal imitation targets build a communicative repertoire that serves as a replacement for maladaptive behavior as LEARNER learns to use language to get his needs met. These skills also target social communication deficits which is at the core of an autism diagnosis.
Communication	ABLLS	ABLLS Vocal Imitation E12	Vocal Imitation	1	E12	LEARNER will imitate 2 words when you say, “Say _____.”	Vocal imitation targets build a communicative repertoire that serves as a replacement for maladaptive behavior as LEARNER learns to use language to get his needs met. These skills also target social communication deficits which is at the core of an autism diagnosis.
Communication	ABLLS	ABLLS Vocal Imitation E12	Vocal Imitation	2	E12	LEARNER will imitate 5 words when you say, “Say _____.”	Vocal imitation targets build a communicative repertoire that serves as a replacement for maladaptive behavior as LEARNER learns to use language to get his needs met. These skills also target social communication deficits which is at the core of an autism diagnosis.
Communication	ABLLS	ABLLS Vocal Imitation E12	Vocal Imitation	3	E12	LEARNER will imitate 15 words when you say, “Say _____.”	Vocal imitation targets build a communicative repertoire that serves as a replacement for maladaptive behavior as LEARNER learns to use language to get his needs met. These skills also target social communication deficits which is at the core of an autism diagnosis.
Communication	ABLLS	ABLLS Vocal Imitation E12	Vocal Imitation	4	E12	LEARNER will imitate almost any word when you say, “Say _____.”	Vocal imitation targets build a communicative repertoire that serves as a replacement for maladaptive behavior as LEARNER learns to use language to get his needs met. These skills also target social communication deficits which is at the core of an autism diagnosis.
Communication	ABLLS	ABLLS Vocal Imitation E13	Vocal Imitation	1	E13	LEARNER will imitate 2-word phrases.	Vocal imitation targets build a communicative repertoire that serves as a replacement for maladaptive behavior as LEARNER learns to use language to get his needs met. These skills also target social communication deficits which is at the core of an autism diagnosis.
Communication	ABLLS	ABLLS Vocal Imitation E13	Vocal Imitation	2	E13	LEARNER will imitate 3-word phrases.	Vocal imitation targets build a communicative repertoire that serves as a replacement for maladaptive behavior as LEARNER learns to use language to get his needs met. These skills also target social communication deficits which is at the core of an autism diagnosis.
Communication	ABLLS	ABLLS Vocal Imitation E13	Vocal Imitation	3	E13	LEARNER will imitate 4-word phrases.	Vocal imitation targets build a communicative repertoire that serves as a replacement for maladaptive behavior as LEARNER learns to use language to get his needs met. These skills also target social communication deficits which is at the core of an autism diagnosis.
Communication	ABLLS	ABLLS Vocal Imitation E13	Vocal Imitation	4	E13	LEARNER will imitate 6-word phrases.	Vocal imitation targets build a communicative repertoire that serves as a replacement for maladaptive behavior as LEARNER learns to use language to get his needs met. These skills also target social communication deficits which is at the core of an autism diagnosis.
Communication	ABLLS	ABLLS Vocal Imitation E14	Vocal Imitation	1	E14	LEARNER will imitate a sequence of 2 numbers.	Vocal imitation targets build a communicative repertoire that serves as a replacement for maladaptive behavior as LEARNER learns to use language to get his needs met. These skills also target social communication deficits which is at the core of an autism diagnosis.
Communication	ABLLS	ABLLS Vocal Imitation E14	Vocal Imitation	2	E14	LEARNER will imitate a sequence of 3 numbers.	Vocal imitation targets build a communicative repertoire that serves as a replacement for maladaptive behavior as LEARNER learns to use language to get his needs met. These skills also target social communication deficits which is at the core of an autism diagnosis.
Communication	ABLLS	ABLLS Vocal Imitation E14	Vocal Imitation	3	E14	LEARNER will imitate a sequence of 4 numbers.	Vocal imitation targets build a communicative repertoire that serves as a replacement for maladaptive behavior as LEARNER learns to use language to get his needs met. These skills also target social communication deficits which is at the core of an autism diagnosis.
Communication	ABLLS	ABLLS Vocal Imitation E14	Vocal Imitation	4	E14	LEARNER will imitate a sequence of 7 numbers.	Vocal imitation targets build a communicative repertoire that serves as a replacement for maladaptive behavior as LEARNER learns to use language to get his needs met. These skills also target social communication deficits which is at the core of an autism diagnosis.
Communication	ABLLS	ABLLS Vocal Imitation E15	Vocal Imitation	1	E15	LEARNER will imitate saying words both at a faster and slower than normal rate of speaking.	Vocal imitation targets build a communicative repertoire that serves as a replacement for maladaptive behavior as LEARNER learns to use language to get his needs met. These skills also target social communication deficits which is at the core of an autism diagnosis.
Communication	ABLLS	ABLLS Vocal Imitation E16	Vocal Imitation	1	E16	LEARNER will imitate sounds or words matching the volume of the model.	Vocal imitation targets build a communicative repertoire that serves as a replacement for maladaptive behavior as LEARNER learns to use language to get his needs met. These skills also target social communication deficits which is at the core of an autism diagnosis.
Communication	ABLLS	ABLLS Vocal Imitation E17	Vocal Imitation	1	E17	LEARNER will imitate sounds or words matching the pitch/tone of the model.	Vocal imitation targets build a communicative repertoire that serves as a replacement for maladaptive behavior as LEARNER learns to use language to get his needs met. These skills also target social communication deficits which is at the core of an autism diagnosis.
Communication	ABLLS	ABLLS Vocal Imitation E18	Vocal Imitation	1	E18	LEARNER will repeat a 3-word phrase after going 10 feet to deliver the message.	Vocal imitation targets build a communicative repertoire that serves as a replacement for maladaptive behavior as LEARNER learns to use language to get his needs met. These skills also target social communication deficits which is at the core of an autism diagnosis.
Communication	ABLLS	ABLLS Vocal Imitation E19	Vocal Imitation	1	E19	LEARNER will spontaneously imitate 20 words per day.	Vocal imitation targets build a communicative repertoire that serves as a replacement for maladaptive behavior as LEARNER learns to use language to get his needs met. These skills also target social communication deficits which is at the core of an autism diagnosis.
Communication	ABLLS	ABLLS Vocal Imitation E20	Vocal Imitation	1	E20	LEARNER will spontaneously imitate phrases of 6 words 3 times per day.	Vocal imitation targets build a communicative repertoire that serves as a replacement for maladaptive behavior as LEARNER learns to use language to get his needs met. These skills also target social communication deficits which is at the core of an autism diagnosis.
Communication	ABLLS	ABLLS Requests F1	Requests	1	F1	LEARNER will be able to make 5 requests per day that include 3 different items or activities by pointing to, pulling to, or standing by the particular item and activities.	Requesting serves as a replacement for maladaptive behavior maintained by access or escape. Manding allows LEARNER to access preferred items or escape non-preferred situations using language rather than maladaptive behavior.
Communication	ABLLS	ABLLS Requests F2	Requests	1	F2	LEARNER will ask for 10 items or activities when the reinforcer is present and a word or a sign is given.	Requesting serves as a replacement for maladaptive behavior maintained by access or escape. Manding allows LEARNER to access preferred items or escape non-preferred situations using language rather than maladaptive behavior.
Communication	ABLLS	ABLLS Requests F3	Requests	1	F3	LEARNER will ask for 10 items or activities with the reinforcer present using either words or AAC with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Requesting serves as a replacement for maladaptive behavior maintained by access or escape. Manding allows LEARNER to access preferred items or escape non-preferred situations using language rather than maladaptive behavior.
Communication	ABLLS	ABLLS Requests F4	Requests	1	F4	LEARNER will ask for 10 items or activities with no reinforcer present with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Requesting serves as a replacement for maladaptive behavior maintained by access or escape. Manding allows LEARNER to access preferred items or escape non-preferred situations using language rather than maladaptive behavior.
Communication	ABLLS	ABLLS Requests F5	Requests	1	F5	LEARNER will spontaneously ask for 10 items he wants using a specific response (spoken word or AAC) when the items are present.	Requesting serves as a replacement for maladaptive behavior maintained by access or escape. Manding allows LEARNER to access preferred items or escape non-preferred situations using language rather than maladaptive behavior.
Communication	ABLLS	ABLLS Requests F6	Requests	1	F6	LEARNER will spontaneously ask for 10 items he wants using a specific response (spoken word or AAC) when the items are not present.	Requesting serves as a replacement for maladaptive behavior maintained by access or escape. Manding allows LEARNER to access preferred items or escape non-preferred situations using language rather than maladaptive behavior.
Communication	ABLLS	ABLLS Requests F7	Requests	1	F7	LEARNER will make eye contact when asking a person for items, actions or information.	Requesting serves as a replacement for maladaptive behavior maintained by access or escape. Manding allows LEARNER to access preferred items or escape non-preferred situations using language rather than maladaptive behavior.
Communication	ABLLS	ABLLS Requests F8	Requests	1	F8	LEARNER will be able to ask others to perform 10 specified actions.	Requesting serves as a replacement for maladaptive behavior maintained by access or escape. Manding allows LEARNER to access preferred items or escape non-preferred situations using language rather than maladaptive behavior.
Communication	ABLLS	ABLLS Requests F9	Requests	1	F9	When only given some of the items necessary to do an activity, LEARNER will ask for 10 missing items.	Requesting serves as a replacement for maladaptive behavior maintained by access or escape. Manding allows LEARNER to access preferred items or escape non-preferred situations using language rather than maladaptive behavior.
Communication	ABLLS	ABLLS Requests F10	Requests	1	F10	LEARNER will be able to ask for or reject offered items and activities using head movements to specify “yes” or “no.”	Requesting serves as a replacement for maladaptive behavior maintained by access or escape. Manding allows LEARNER to access preferred items or escape non-preferred situations using language rather than maladaptive behavior.
Communication	ABLLS	ABLLS Requests F11	Requests	1	F11	LEARNER will ask questions in a sentence form to obtain items, actions, or information using 3 words.	Requesting serves as a replacement for maladaptive behavior maintained by access or escape. Manding allows LEARNER to access preferred items or escape non-preferred situations using language rather than maladaptive behavior.
Communication	ABLLS	ABLLS Requests F12	Requests	1	F12	LEARNER will ask for help when he needs assistance in a wide variety of situations.	Requesting serves as a replacement for maladaptive behavior maintained by access or escape. Manding allows LEARNER to access preferred items or escape non-preferred situations using language rather than maladaptive behavior.
Communication	ABLLS	ABLLS Requests F13	Requests	1	F13	LEARNER will be able to acquire new requests for many new objects actions, or information after being	Requesting serves as a replacement for maladaptive behavior maintained by access or escape. Manding allows LEARNER to access preferred items or escape non-preferred situations using language rather than maladaptive behavior.
Communication	ABLLS	ABLLS Requests F14	Requests	1	F14	LEARNER will make 10 requests per day asking others to attend to his actions.	Requesting serves as a replacement for maladaptive behavior maintained by access or escape. Manding allows LEARNER to access preferred items or escape non-preferred situations using language rather than maladaptive behavior.
Communication	ABLLS	ABLLS Requests F15	Requests	1	F15	LEARNER will spontaneously ask others to remove an item or stop an activity.	Requesting serves as a replacement for maladaptive behavior maintained by access or escape. Manding allows LEARNER to access preferred items or escape non-preferred situations using language rather than maladaptive behavior.
Communication	ABLLS	ABLLS Requests F16	Requests	1	F16	LEARNER will ask for items using 4 adjectives.	Requesting serves as a replacement for maladaptive behavior maintained by access or escape. Manding allows LEARNER to access preferred items or escape non-preferred situations using language rather than maladaptive behavior.
Communication	ABLLS	ABLLS Requests F17	Requests	1	F17	LEARNER will ask for items using 4 prepositions.	Requesting serves as a replacement for maladaptive behavior maintained by access or escape. Manding allows LEARNER to access preferred items or escape non-preferred situations using language rather than maladaptive behavior.
Communication	ABLLS	ABLLS Requests F18	Requests	1	F18	LEARNER will spontaneously ask for items or actions which he may be able to obtain a day in the future.	Requesting serves as a replacement for maladaptive behavior maintained by access or escape. Manding allows LEARNER to access preferred items or escape non-preferred situations using language rather than maladaptive behavior.
Communication	ABLLS	ABLLS Requests F19	Requests	1	F19	LEARNER will ask “what” questions to obtain information.	Requesting serves as a replacement for maladaptive behavior maintained by access or escape. Manding allows LEARNER to access preferred items or escape non-preferred situations using language rather than maladaptive behavior.
Communication	ABLLS	ABLLS Requests F20	Requests	1	F20	LEARNER will ask “where” questions to obtain information.	Requesting serves as a replacement for maladaptive behavior maintained by access or escape. Manding allows LEARNER to access preferred items or escape non-preferred situations using language rather than maladaptive behavior.
Communication	ABLLS	ABLLS Requests F21	Requests	1	F21	LEARNER will ask “who” questions to obtain information.	Requesting serves as a replacement for maladaptive behavior maintained by access or escape. Manding allows LEARNER to access preferred items or escape non-preferred situations using language rather than maladaptive behavior.
Communication	ABLLS	ABLLS Requests F22	Requests	1	F22	LEARNER will be able to ask for actions using 4 adverbs.	Requesting serves as a replacement for maladaptive behavior maintained by access or escape. Manding allows LEARNER to access preferred items or escape non-preferred situations using language rather than maladaptive behavior.
Communication	ABLLS	ABLLS Requests F23	Requests	1	F23	LEARNER will be able to ask for items using 4 pronouns.	Requesting serves as a replacement for maladaptive behavior maintained by access or escape. Manding allows LEARNER to access preferred items or escape non-preferred situations using language rather than maladaptive behavior.
Communication	ABLLS	ABLLS Requests F24	Requests	1	F24	LEARNER will ask “which” questions to obtain information.	Requesting serves as a replacement for maladaptive behavior maintained by access or escape. Manding allows LEARNER to access preferred items or escape non-preferred situations using language rather than maladaptive behavior.
Communication	ABLLS	ABLLS Requests F25	Requests	1	F25	LEARNER will ask “when” questions to obtain information.	Requesting serves as a replacement for maladaptive behavior maintained by access or escape. Manding allows LEARNER to access preferred items or escape non-preferred situations using language rather than maladaptive behavior.
Communication	ABLLS	ABLLS Requests F26	Requests	1	F26	LEARNER will ask “how” questions to obtain information.	Requesting serves as a replacement for maladaptive behavior maintained by access or escape. Manding allows LEARNER to access preferred items or escape non-preferred situations using language rather than maladaptive behavior.
Communication	ABLLS	ABLLS Requests F27	Requests	1	F27	Learner will spontaneously use 2 forms of non “wh”-type questions to obtain information.	Requesting serves as a replacement for maladaptive behavior maintained by access or escape. Manding allows LEARNER to access preferred items or escape non-preferred situations using language rather than maladaptive behavior.
Communication	ABLLS	ABLLS Requests F28	Requests	1	F28	LEARNER will ask “whyt” questions to obtain information.	Requesting serves as a replacement for maladaptive behavior maintained by access or escape. Manding allows LEARNER to access preferred items or escape non-preferred situations using language rather than maladaptive behavior.
Communication	ABLLS	ABLLS Requests F29	Requests	1	F29	LEARNER will spontaneously request objects, actions, or information at least 20 times per day.	Requesting serves as a replacement for maladaptive behavior maintained by access or escape. Manding allows LEARNER to access preferred items or escape non-preferred situations using language rather than maladaptive behavior.
Communication	ABLLS	ABLLS Labeling G1	Labeling	1	G1	LEARNER will label 10 reinforcing items with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Labeling serves to build beginning social and conversation skills as well as early joint attention. These skills reduce escape-maintained behavior by teaching skills needed for successful participation in activities with others.
Communication	ABLLS	ABLLS Labeling G2	Labeling	1	G2	LEARNER will label 100 objects which are commonly found in the environment with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Labeling serves to build beginning social and conversation skills as well as early joint attention. These skills reduce escape-maintained behavior by teaching skills needed for successful participation in activities with others.
Communication	ABLLS	ABLLS Labeling G3	Labeling	1	G3	LEARNER will label 10 people in the environment with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Labeling serves to build beginning social and conversation skills as well as early joint attention. These skills reduce escape-maintained behavior by teaching skills needed for successful participation in activities with others.
Communication	ABLLS	ABLLS Labeling G4	Labeling	1	G4	LEARNER will label 100 pictures of items which are commonly found in the environment with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Labeling serves to build beginning social and conversation skills as well as early joint attention. These skills reduce escape-maintained behavior by teaching skills needed for successful participation in activities with others.
Communication	ABLLS	ABLLS Labeling G5	Labeling	1	G5	LEARNER will label 20 body parts on himself or others with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Labeling serves to build beginning social and conversation skills as well as early joint attention. These skills reduce escape-maintained behavior by teaching skills needed for successful participation in activities with others.
Communication	ABLLS	ABLLS Labeling G6	Labeling	1	G6	LEARNER will label 4 clothing items with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Labeling serves to build beginning social and conversation skills as well as early joint attention. These skills reduce escape-maintained behavior by teaching skills needed for successful participation in activities with others.
Communication	ABLLS	ABLLS Labeling G7	Labeling	1	G7	LEARNER will label 20 common actions with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Labeling serves to build beginning social and conversation skills as well as early joint attention. These skills reduce escape-maintained behavior by teaching skills needed for successful participation in activities with others.
Communication	ABLLS	ABLLS Labeling G8	Labeling	1	G8	LEARNER will label 20 pictures of common actions with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Labeling serves to build beginning social and conversation skills as well as early joint attention. These skills reduce escape-maintained behavior by teaching skills needed for successful participation in activities with others.
Communication	ABLLS	ABLLS Labeling G9	Labeling	1	G9	LEARNER will 10 known items in 15 seconds with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Labeling serves to build beginning social and conversation skills as well as early joint attention. These skills reduce escape-maintained behavior by teaching skills needed for successful participation in activities with others.
Communication	ABLLS	ABLLS Labeling G10	Labeling	1	G10	LEARNER will be able to acquire labels for many new common items or pictures of items after only hearing the name of those items used by others (no direct training).	Labeling serves to build beginning social and conversation skills as well as early joint attention. These skills reduce escape-maintained behavior by teaching skills needed for successful participation in activities with others.
Communication	ABLLS	ABLLS Labeling G11	Labeling	1	G11	LEARNER will be able to use a variety of carrier phrases when labeling items and will frequently use those carrier phrases without prompting.
Communication	ABLLS	ABLLS Labeling G12	Labeling	1	G12	LEARNER will be able to label 3 parts or features of 10 objects with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Labeling serves to build beginning social and conversation skills as well as early joint attention. These skills reduce escape-maintained behavior by teaching skills needed for successful participation in activities with others.
Communication	ABLLS	ABLLS Labeling G13	Labeling	1	G13	LEARNER will be able to use 20 adjectives with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Labeling serves to build beginning social and conversation skills as well as early joint attention. These skills reduce escape-maintained behavior by teaching skills needed for successful participation in activities with others.
Communication	ABLLS	ABLLS Labeling G14	Labeling	1	G14	When presented with an array of items or pictures and then shown another item or picture and asked, “what goes with this?,” LEARNER will be able to label one of the items which is associated with the	Labeling serves to build beginning social and conversation skills as well as early joint attention. These skills reduce escape-maintained behavior by teaching skills needed for successful participation in activities with others.
Communication	ABLLS	ABLLS Labeling G15	Labeling	1	G15	LEARNER will be able to label 25 items including 4 examples of 6 functions when told the function of the item with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Labeling serves to build beginning social and conversation skills as well as early joint attention. These skills reduce escape-maintained behavior by teaching skills needed for successful participation in activities with others.
Communication	ABLLS	ABLLS Labeling G16	Labeling	1	G16	LEARNER will be able to label 25 items including 2 examples of 6 features when told the feature of the item with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Labeling serves to build beginning social and conversation skills as well as early joint attention. These skills reduce escape-maintained behavior by teaching skills needed for successful participation in activities with others.
Communication	ABLLS	ABLLS Labeling G17	Labeling	1	G17	LEARNER will be able to label 5 items for 4 classes when only told the class of the item with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Labeling serves to build beginning social and conversation skills as well as early joint attention. These skills reduce escape-maintained behavior by teaching skills needed for successful participation in activities with others.
Communication	ABLLS	ABLLS Labeling G18	Labeling	1	G18	LEARNER will be able to label 20 pairs when a set of items is given to him with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Labeling serves to build beginning social and conversation skills as well as early joint attention. These skills reduce escape-maintained behavior by teaching skills needed for successful participation in activities with others.
Communication	ABLLS	ABLLS Labeling G19	Labeling	1	G19	LEARNER will be able to label 20 pairs of items when more than one item is presented on a picture card with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Labeling serves to build beginning social and conversation skills as well as early joint attention. These skills reduce escape-maintained behavior by teaching skills needed for successful participation in activities with others.
Communication	ABLLS	ABLLS Labeling G20	Labeling	1	G20	LEARNER will be able to use a variety of carrier phrases when labeling multiple items, and will frequently use those carrier phrases without prompting.	Labeling serves to build beginning social and conversation skills as well as early joint attention. These skills reduce escape-maintained behavior by teaching skills needed for successful participation in activities with others.
Communication	ABLLS	ABLLS Labeling G21	Labeling	1	G21	LEARNER will be able to label 10 verbs with a variety of nouns with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Labeling serves to build beginning social and conversation skills as well as early joint attention. These skills reduce escape-maintained behavior by teaching skills needed for successful participation in activities with others.
Communication	ABLLS	ABLLS Labeling G22	Labeling	1	G22	LEARNER will be able tot label 20 adjectives with a variety of nouns with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Labeling serves to build beginning social and conversation skills as well as early joint attention. These skills reduce escape-maintained behavior by teaching skills needed for successful participation in activities with others.
Communication	ABLLS	ABLLS Labeling G23	Labeling	1	G23	LEARNER will be able to answer “yes” or “no” or move head to indicate “yes” or “no” to identify the name of an item or to identify if an item or activity meets a pre-specified criterion.	Labeling serves to build beginning social and conversation skills as well as early joint attention. These skills reduce escape-maintained behavior by teaching skills needed for successful participation in activities with others.
Communication	ABLLS	ABLLS Labeling G24	Labeling	1	G24	LEARNER will be able to label the function of 25 items including 4 examples of 6 functions when asked “What do you do with this?”	Labeling serves to build beginning social and conversation skills as well as early joint attention. These skills reduce escape-maintained behavior by teaching skills needed for successful participation in activities with others.
Communication	ABLLS	ABLLS Labeling G25	Labeling	1	G25	LEARNER will be able to label 5 items for 10 categories when given the item with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Labeling serves to build beginning social and conversation skills as well as early joint attention. These skills reduce escape-maintained behavior by teaching skills needed for successful participation in activities with others.
Communication	ABLLS	ABLLS Labeling G26	Labeling	1	G26	LEARNER will be able to discriminate whether he is being asked to label the name, function, color, or ownership of an item for 3 aspects of an item with 80% independence across 2 people and 2 settings	Labeling serves to build beginning social and conversation skills as well as early joint attention. These skills reduce escape-maintained behavior by teaching skills needed for successful participation in activities with others.
Communication	ABLLS	ABLLS Labeling G27	Labeling	1	G27	LEARNER will be able to look at a picture or set of actual items and be able to label the class of the set of items for 5 items from 10 categories with 80% independence across 2 people and 2 settings	Labeling serves to build beginning social and conversation skills as well as early joint attention. These skills reduce escape-maintained behavior by teaching skills needed for successful participation in activities with others.
Communication	ABLLS	ABLLS Labeling G28	Labeling	1	G28	LEARNER will be able to label parts of items of a given picture which are either missing or obviously incorrect for 5 examples of each.	Labeling serves to build beginning social and conversation skills as well as early joint attention. These skills reduce escape-maintained behavior by teaching skills needed for successful participation in activities with others.
Communication	ABLLS	ABLLS Labeling G29	Labeling	1	G29	When presented with a set of items in which all except one of the items belongs to a specified category of items (can be based on functions, features, or classes), LEARNER will be able to name the ite	Labeling serves to build beginning social and conversation skills as well as early joint attention. These skills reduce escape-maintained behavior by teaching skills needed for successful participation in activities with others.
Communication	ABLLS	ABLLS Labeling G30	Labeling	1	G30	LEARNER will be able to identify an obvious problem or emergency for 3 situations with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Labeling serves to build beginning social and conversation skills as well as early joint attention. These skills reduce escape-maintained behavior by teaching skills needed for successful participation in activities with others.
Communication	ABLLS	ABLLS Labeling G31	Labeling	1	G31	LEARNER will be able to label pictures of common community helpers in the environment for 4 helpers with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Labeling serves to build beginning social and conversation skills as well as early joint attention. These skills reduce escape-maintained behavior by teaching skills needed for successful participation in activities with others.
Communication	ABLLS	ABLLS Labeling G32	Labeling	1	G32	LEARNER will label significant objects that are 100 feet away with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Labeling serves to build beginning social and conversation skills as well as early joint attention. These skills reduce escape-maintained behavior by teaching skills needed for successful participation in activities with others.
Communication	ABLLS	ABLLS Labeling G33	Labeling	1	G33	LEARNER will label 8 common sounds in the environment with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Labeling serves to build beginning social and conversation skills as well as early joint attention. These skills reduce escape-maintained behavior by teaching skills needed for successful participation in activities with others.
Communication	ABLLS	ABLLS Labeling G34	Labeling	1	G34	LEARNER will use a carrier phrase when labeling combinations of nouns with verbs or adjectives and will frequently use those carrier phrases without prompting.	Labeling serves to build beginning social and conversation skills as well as early joint attention. These skills reduce escape-maintained behavior by teaching skills needed for successful participation in activities with others.
Communication	ABLLS	ABLLS Labeling G35	Labeling	1	G35	LEARNER will be able to label 10 prepositions of items in relation to other items with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Labeling serves to build beginning social and conversation skills as well as early joint attention. These skills reduce escape-maintained behavior by teaching skills needed for successful participation in activities with others.
Communication	ABLLS	ABLLS Labeling G36	Labeling	1	G36	LEARNER will be able to use a carrier phrase when using prepositions and will frequently use those carrier phrases without prompting.	Labeling serves to build beginning social and conversation skills as well as early joint attention. These skills reduce escape-maintained behavior by teaching skills needed for successful participation in activities with others.
Communication	ABLLS	ABLLS Labeling G37	Labeling	1	G37	LEARNER will label 8 pronouns with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Labeling serves to build beginning social and conversation skills as well as early joint attention. These skills reduce escape-maintained behavior by teaching skills needed for successful participation in activities with others.
Communication	ABLLS	ABLLS Labeling G38	Labeling	1	G38	LEARNER will be able to use a carrier phrase when using pronouns and will frequently use those carrier phrases without prompting.	Labeling serves to build beginning social and conversation skills as well as early joint attention. These skills reduce escape-maintained behavior by teaching skills needed for successful participation in activities with others.
Communication	ABLLS	ABLLS Labeling G39	Labeling	1	G39	When shown a picture of a scene or an activity and asked to “tell me about this picture;” LEARNER will label and describe 4 aspects of the event, items and activities presented in the scene with 80% i	Labeling serves to build beginning social and conversation skills as well as early joint attention. These skills reduce escape-maintained behavior by teaching skills needed for successful participation in activities with others.
Communication	ABLLS	ABLLS Labeling G40	Labeling	1	G40	When provided with information regarding a certain part of a scene, LEARNER will label specified parts of the pictures with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Labeling serves to build beginning social and conversation skills as well as early joint attention. These skills reduce escape-maintained behavior by teaching skills needed for successful participation in activities with others.
Communication	ABLLS	ABLLS Labeling G41	Labeling	1	G41	LEARNER will label 10 adverbs with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Labeling serves to build beginning social and conversation skills as well as early joint attention. These skills reduce escape-maintained behavior by teaching skills needed for successful participation in activities with others.
Communication	ABLLS	ABLLS Labeling G42	Labeling	1	G42	LEARNER will label ongoing facial and behavioral examples of 4 emotions and pictures of faces depicting 4 emotions with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Labeling serves to build beginning social and conversation skills as well as early joint attention. These skills reduce escape-maintained behavior by teaching skills needed for successful participation in activities with others.
Communication	ABLLS	ABLLS Labeling G43	Labeling	1	G43	LEARNER will label internal events and emotions which are not directly observable by others.	Labeling serves to build beginning social and conversation skills as well as early joint attention. These skills reduce escape-maintained behavior by teaching skills needed for successful participation in activities with others.
Communication	ABLLS	ABLLS Labeling G44	Labeling	1	G44	LEARNER will emit labels containing 6 words with 4 different parts of speech.	Labeling serves to build beginning social and conversation skills as well as early joint attention. These skills reduce escape-maintained behavior by teaching skills needed for successful participation in activities with others.
Communication	ABLLS	ABLLS Labeling G45	Labeling	1	G45	LEARNER will use a variety of carrier phrases when using labels containing 3 separate components and will frequently use those carrier phrases without prompting.	Labeling serves to build beginning social and conversation skills as well as early joint attention. These skills reduce escape-maintained behavior by teaching skills needed for successful participation in activities with others.
Communication	ABLLS	ABLLS Labeling G46	Labeling	1	G46	LEARNER will label the nature of 10 ongoing social interactions with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Labeling serves to build beginning social and conversation skills as well as early joint attention. These skills reduce escape-maintained behavior by teaching skills needed for successful participation in activities with others.
Communication	ABLLS	ABLLS Labeling G47	Labeling	1	G47	LEARNER will spontaneously label items and events throughout the day.	Labeling serves to build beginning social and conversation skills as well as early joint attention. These skills reduce escape-maintained behavior by teaching skills needed for successful participation in activities with others.
Communication	ABLLS	ABLLS Intraverbal H1	Intraverbal	1	H1	While others are singing a song, LEARNER will fill in 3 phrases from 6 songs with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Intraverbal targets build a communicative repertoire that serves as a replacement for maladaptive behavior as LEARNER learns to use language to get his needs met. Intraverbal skills also reduce motivation for escape from situations requiring more advanced communication skills. These skills also ta
Communication	ABLLS	ABLLS Intraverbal H2	Intraverbal	1	H2	LEARNER will complete an open-ended phrase by supplying the missing word regarding fun items and activities for 10 fill-ins with 80% independence across 2 people and 2 settings for 3 consecutive sess	Intraverbal targets build a communicative repertoire that serves as a replacement for maladaptive behavior as LEARNER learns to use language to get his needs met. Intraverbal skills also reduce motivation for escape from situations requiring more advanced communication skills. These skills also ta
Communication	ABLLS	ABLLS Intraverbal H3	Intraverbal	1	H3	LEARNER will provide a sign or use AAC when given the English word for 25 words with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Intraverbal targets build a communicative repertoire that serves as a replacement for maladaptive behavior as LEARNER learns to use language to get his needs met. Intraverbal skills also reduce motivation for escape from situations requiring more advanced communication skills. These skills also ta
Communication	ABLLS	ABLLS Intraverbal H4	Intraverbal	1	H4	LEARNER will provide the name of the animal when given the animal sound and vice versa for 8 animals with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Intraverbal targets build a communicative repertoire that serves as a replacement for maladaptive behavior as LEARNER learns to use language to get his needs met. Intraverbal skills also reduce motivation for escape from situations requiring more advanced communication skills. These skills also ta
Communication	ABLLS	ABLLS Intraverbal H5	Intraverbal	1	H5	LEARNER will provide answers to questions regarding personal information for 4 pieces of information with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Intraverbal targets build a communicative repertoire that serves as a replacement for maladaptive behavior as LEARNER learns to use language to get his needs met. Intraverbal skills also reduce motivation for escape from situations requiring more advanced communication skills. These skills also ta
Communication	ABLLS	ABLLS Intraverbal H6	Intraverbal	1	H6	LEARNER will fill in the remaining word of a phrase describing an ongoing action for 10 actions with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Intraverbal targets build a communicative repertoire that serves as a replacement for maladaptive behavior as LEARNER learns to use language to get his needs met. Intraverbal skills also reduce motivation for escape from situations requiring more advanced communication skills. These skills also ta
Communication	ABLLS	ABLLS Intraverbal H7	Intraverbal	1	H7	When asked, “what goes with ____?,” LEARNER will say some items which are associated with the stated item for 2 related items for 20 named items with 80% independence across 2 people and 2 settings fo	Intraverbal targets build a communicative repertoire that serves as a replacement for maladaptive behavior as LEARNER learns to use language to get his needs met. Intraverbal skills also reduce motivation for escape from situations requiring more advanced communication skills. These skills also ta
Communication	ABLLS	ABLLS Intraverbal H8	Intraverbal	1	H8	LEARNER will fill in the remaining word naming the item in a phrase related to the function of that item for 20 fill-ins with 2 responses with 80% independence across 2 people and 2 settings for 3 con	Intraverbal targets build a communicative repertoire that serves as a replacement for maladaptive behavior as LEARNER learns to use language to get his needs met. Intraverbal skills also reduce motivation for escape from situations requiring more advanced communication skills. These skills also ta
Communication	ABLLS	ABLLS Intraverbal H9	Intraverbal	1	H9	LEARNER will fill in the remaining word in a phrase naming the function of an item for 20 fill-ins with 2 responses with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Intraverbal targets build a communicative repertoire that serves as a replacement for maladaptive behavior as LEARNER learns to use language to get his needs met. Intraverbal skills also reduce motivation for escape from situations requiring more advanced communication skills. These skills also ta
Communication	ABLLS	ABLLS Intraverbal H10	Intraverbal	1	H10	LEARNER will answer "what" questions regarding items found in the home for 30 questions with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Intraverbal targets build a communicative repertoire that serves as a replacement for maladaptive behavior as LEARNER learns to use language to get his needs met. Intraverbal skills also reduce motivation for escape from situations requiring more advanced communication skills. These skills also ta
Communication	ABLLS	ABLLS Intraverbal H11	Intraverbal	1	H11	LEARNER will answer “what” questions regarding the function of items for 50 questions with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Intraverbal targets build a communicative repertoire that serves as a replacement for maladaptive behavior as LEARNER learns to use language to get his needs met. Intraverbal skills also reduce motivation for escape from situations requiring more advanced communication skills. These skills also ta
Communication	ABLLS	ABLLS Intraverbal H12	Intraverbal	1	H12	LEARNER will answer "where" questions regarding items found in the home or classroom for 30 questions with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Intraverbal targets build a communicative repertoire that serves as a replacement for maladaptive behavior as LEARNER learns to use language to get his needs met. Intraverbal skills also reduce motivation for escape from situations requiring more advanced communication skills. These skills also ta
Communication	ABLLS	ABLLS Intraverbal H13	Intraverbal	1	H13	LEARNER will answer "where" questions regarding activities done at home or at school for 30 questions with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Intraverbal targets build a communicative repertoire that serves as a replacement for maladaptive behavior as LEARNER learns to use language to get his needs met. Intraverbal skills also reduce motivation for escape from situations requiring more advanced communication skills. These skills also ta
Communication	ABLLS	ABLLS Intraverbal H14	Intraverbal	1	H14	LEARNER will fill in the remaining word of a phrase to name an item/example of a specified class of items for 20 fill-ins with 2 responses with 80% independence across 2 people and 2 settings for 3 co	Intraverbal targets build a communicative repertoire that serves as a replacement for maladaptive behavior as LEARNER learns to use language to get his needs met. Intraverbal skills also reduce motivation for escape from situations requiring more advanced communication skills. These skills also ta
Communication	ABLLS	ABLLS Intraverbal H15	Intraverbal	1	H15	LEARNER will verbally provide members of specific categories for 20 categories with 4 responses with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Intraverbal targets build a communicative repertoire that serves as a replacement for maladaptive behavior as LEARNER learns to use language to get his needs met. Intraverbal skills also reduce motivation for escape from situations requiring more advanced communication skills. These skills also ta
Communication	ABLLS	ABLLS Intraverbal H16	Intraverbal	1	H16	When told the name of the item, LEARNER will fill in the remaining word in a phrase naming a feature of the item for 20 fill-ins with 2 responses with 80% independence across 2 people and 2 settings f	Intraverbal targets build a communicative repertoire that serves as a replacement for maladaptive behavior as LEARNER learns to use language to get his needs met. Intraverbal skills also reduce motivation for escape from situations requiring more advanced communication skills. These skills also ta
Communication	ABLLS	ABLLS Intraverbal H17	Intraverbal	1	H17	When told the feature of an item, LEARNER will fill in the remaining word in a phrase to name the item for 20 fill-ins with 2 responses with 80% independence across 2 people and 2 settings for 3 conse	Intraverbal targets build a communicative repertoire that serves as a replacement for maladaptive behavior as LEARNER learns to use language to get his needs met. Intraverbal skills also reduce motivation for escape from situations requiring more advanced communication skills. These skills also ta
Communication	ABLLS	ABLLS Intraverbal H18	Intraverbal	1	H18	LEARNER will fill in the remaining word or a phrase to specify the class of a given item/example for 20 fill-ins with 2 responses with 80% independence across 2 people and 2 settings for 3 consecutive	Intraverbal targets build a communicative repertoire that serves as a replacement for maladaptive behavior as LEARNER learns to use language to get his needs met. Intraverbal skills also reduce motivation for escape from situations requiring more advanced communication skills. These skills also ta
Communication	ABLLS	ABLLS Intraverbal H19	Intraverbal	1	H19	LEARNER will name items which have previously been observed for 2 items one hour after observation with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Intraverbal targets build a communicative repertoire that serves as a replacement for maladaptive behavior as LEARNER learns to use language to get his needs met. Intraverbal skills also reduce motivation for escape from situations requiring more advanced communication skills. These skills also ta
Communication	ABLLS	ABLLS Intraverbal H20	Intraverbal	1	H20	LEARNER will name an activity one hour after observing the activity.	Intraverbal targets build a communicative repertoire that serves as a replacement for maladaptive behavior as LEARNER learns to use language to get his needs met. Intraverbal skills also reduce motivation for escape from situations requiring more advanced communication skills. These skills also ta
Communication	ABLLS	ABLLS Intraverbal H21	Intraverbal	1	H21	LEARNER will name 2 people one hour after observing them.	Intraverbal targets build a communicative repertoire that serves as a replacement for maladaptive behavior as LEARNER learns to use language to get his needs met. Intraverbal skills also reduce motivation for escape from situations requiring more advanced communication skills. These skills also ta
Communication	ABLLS	ABLLS Intraverbal H22	Intraverbal	1	H22	LEARNER will comment on 20 pictures (not including naming items) with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Intraverbal targets build a communicative repertoire that serves as a replacement for maladaptive behavior as LEARNER learns to use language to get his needs met. Intraverbal skills also reduce motivation for escape from situations requiring more advanced communication skills. These skills also ta
Communication	ABLLS	ABLLS Intraverbal H23	Intraverbal	1	H23	LEARNER will give 20 single response answers regarding questions concerning what he might see in various locations in the community with 80% independence across 2 people and 2 settings for 3 consecuti	Intraverbal targets build a communicative repertoire that serves as a replacement for maladaptive behavior as LEARNER learns to use language to get his needs met. Intraverbal skills also reduce motivation for escape from situations requiring more advanced communication skills. These skills also ta
Communication	ABLLS	ABLLS Intraverbal H24	Intraverbal	1	H24	LEARNER will give 20 single response answers regarding questions concerning what he could do in various locations in the community with 80% independence across 2 people and 2 settings for 3 consecutiv	Intraverbal targets build a communicative repertoire that serves as a replacement for maladaptive behavior as LEARNER learns to use language to get his needs met. Intraverbal skills also reduce motivation for escape from situations requiring more advanced communication skills. These skills also ta
Communication	ABLLS	ABLLS Intraverbal H25	Intraverbal	1	H25	LEARNER will answer "where" questions regarding activities and items found in the community for 20 questions with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Intraverbal targets build a communicative repertoire that serves as a replacement for maladaptive behavior as LEARNER learns to use language to get his needs met. Intraverbal skills also reduce motivation for escape from situations requiring more advanced communication skills. These skills also ta
Communication	ABLLS	ABLLS Intraverbal H26	Intraverbal	1	H26	LEARNER will provide several answers to questions concerning his immediate community for 20 categories with 3 responses with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Intraverbal targets build a communicative repertoire that serves as a replacement for maladaptive behavior as LEARNER learns to use language to get his needs met. Intraverbal skills also reduce motivation for escape from situations requiring more advanced communication skills. These skills also ta
Communication	ABLLS	ABLLS Intraverbal H27	Intraverbal	1	H27	LEARNER will identify the class when told 2 items from the class for 20 classes with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Intraverbal targets build a communicative repertoire that serves as a replacement for maladaptive behavior as LEARNER learns to use language to get his needs met. Intraverbal skills also reduce motivation for escape from situations requiring more advanced communication skills. These skills also ta
Communication	ABLLS	ABLLS Intraverbal H28	Intraverbal	1	H28	LEARNER will answer 50 “who/whose” questions with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Intraverbal targets build a communicative repertoire that serves as a replacement for maladaptive behavior as LEARNER learns to use language to get his needs met. Intraverbal skills also reduce motivation for escape from situations requiring more advanced communication skills. These skills also ta
Communication	ABLLS	ABLLS Intraverbal H29	Intraverbal	1	H29	LEARNER will answer 50 “when” questions with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Intraverbal targets build a communicative repertoire that serves as a replacement for maladaptive behavior as LEARNER learns to use language to get his needs met. Intraverbal skills also reduce motivation for escape from situations requiring more advanced communication skills. These skills also ta
Communication	ABLLS	ABLLS Intraverbal H30	Intraverbal	1	H30	When discussing an item or activity, LEARNER will discriminate whether he is being asked a “what,” “where,” “who,” or “when” question.	Intraverbal targets build a communicative repertoire that serves as a replacement for maladaptive behavior as LEARNER learns to use language to get his needs met. Intraverbal skills also reduce motivation for escape from situations requiring more advanced communication skills. These skills also ta
Communication	ABLLS	ABLLS Intraverbal H31	Intraverbal	1	H31	LEARNER will answer 50 “which” questions with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Intraverbal targets build a communicative repertoire that serves as a replacement for maladaptive behavior as LEARNER learns to use language to get his needs met. Intraverbal skills also reduce motivation for escape from situations requiring more advanced communication skills. These skills also ta
Communication	ABLLS	ABLLS Intraverbal H32	Intraverbal	1	H32	LEARNER will answer 50 “how” questions with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Intraverbal targets build a communicative repertoire that serves as a replacement for maladaptive behavior as LEARNER learns to use language to get his needs met. Intraverbal skills also reduce motivation for escape from situations requiring more advanced communication skills. These skills also ta
Communication	ABLLS	ABLLS Intraverbal H33	Intraverbal	1	H33	LEARNER will answer 50 “why” questions with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Intraverbal targets build a communicative repertoire that serves as a replacement for maladaptive behavior as LEARNER learns to use language to get his needs met. Intraverbal skills also reduce motivation for escape from situations requiring more advanced communication skills. These skills also ta
Communication	ABLLS	ABLLS Intraverbal H34	Intraverbal	1	H34	LEARNER will state 5 steps in at least 2 sequences of daily activities with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Intraverbal targets build a communicative repertoire that serves as a replacement for maladaptive behavior as LEARNER learns to use language to get his needs met. Intraverbal skills also reduce motivation for escape from situations requiring more advanced communication skills. These skills also ta
Communication	ABLLS	ABLLS Intraverbal H35	Intraverbal	1	H35	LEARNER will state the activity being described when told a sequence of actions for 20 activities with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Intraverbal targets build a communicative repertoire that serves as a replacement for maladaptive behavior as LEARNER learns to use language to get his needs met. Intraverbal skills also reduce motivation for escape from situations requiring more advanced communication skills. These skills also ta
Communication	ABLLS	ABLLS Intraverbal H36	Intraverbal	1	H36	LEARNER will give the name of an item after being provided with multiple aspects of the item for 20 items with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Intraverbal targets build a communicative repertoire that serves as a replacement for maladaptive behavior as LEARNER learns to use language to get his needs met. Intraverbal skills also reduce motivation for escape from situations requiring more advanced communication skills. These skills also ta
Communication	ABLLS	ABLLS Intraverbal H37	Intraverbal	1	H37	LEARNER will move his head or say “yes” or “no” to answer 50 questions about an item or activity which is not present with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Intraverbal targets build a communicative repertoire that serves as a replacement for maladaptive behavior as LEARNER learns to use language to get his needs met. Intraverbal skills also reduce motivation for escape from situations requiring more advanced communication skills. These skills also ta
Communication	ABLLS	ABLLS Intraverbal H38	Intraverbal	1	H38	LEARNER will provide 4 responses to 5 different questions which contain 2ncritical stimuli with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Intraverbal targets build a communicative repertoire that serves as a replacement for maladaptive behavior as LEARNER learns to use language to get his needs met. Intraverbal skills also reduce motivation for escape from situations requiring more advanced communication skills. These skills also ta
Communication	ABLLS	ABLLS Intraverbal H39	Intraverbal	1	H39	LEARNER will provide 4 responses to 5 different questions which contain 3 critical stimuli with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Intraverbal targets build a communicative repertoire that serves as a replacement for maladaptive behavior as LEARNER learns to use language to get his needs met. Intraverbal skills also reduce motivation for escape from situations requiring more advanced communication skills. These skills also ta
Communication	ABLLS	ABLLS Intraverbal H40	Intraverbal	1	H40	LEARNER will describe 20 items stating 3 relevant details about the items by identifying what you do with the item, some of its features and/or its class with 80% independence across 2 people and 2 se	Intraverbal targets build a communicative repertoire that serves as a replacement for maladaptive behavior as LEARNER learns to use language to get his needs met. Intraverbal skills also reduce motivation for escape from situations requiring more advanced communication skills. These skills also ta
Communication	ABLLS	ABLLS Intraverbal H41	Intraverbal	1	H41	LEARNER will state the steps which occurs before and after a given step in sequence of a daily activity for 10 activities with 80% independence across 2 people and 2 settings for 3 consecutive session	Intraverbal targets build a communicative repertoire that serves as a replacement for maladaptive behavior as LEARNER learns to use language to get his needs met. Intraverbal skills also reduce motivation for escape from situations requiring more advanced communication skills. These skills also ta
Communication	ABLLS	ABLLS Intraverbal H42	Intraverbal	1	H42	LEARNER will answer questions which require a single response concerning his past and upcoming events for 4 questions about events over a month away with 80% independence across 2 people and 2 setting	Intraverbal targets build a communicative repertoire that serves as a replacement for maladaptive behavior as LEARNER learns to use language to get his needs met. Intraverbal skills also reduce motivation for escape from situations requiring more advanced communication skills. These skills also ta
Communication	ABLLS	ABLLS Intraverbal H43	Intraverbal	1	H43	LEARNER will maintain a conversation on a single topic for 5 verbal exchanges on 10 different topics including LEARNER asking one novel question or making one novel comment.	Intraverbal targets build a communicative repertoire that serves as a replacement for maladaptive behavior as LEARNER learns to use language to get his needs met. Intraverbal skills also reduce motivation for escape from situations requiring more advanced communication skills. These skills also ta
Communication	ABLLS	ABLLS Intraverbal H44	Intraverbal	1	H44	LEARNER will answer questions asked in a different way than was originally taught for 20 questions.	Intraverbal targets build a communicative repertoire that serves as a replacement for maladaptive behavior as LEARNER learns to use language to get his needs met. Intraverbal skills also reduce motivation for escape from situations requiring more advanced communication skills. These skills also ta
Communication	ABLLS	ABLLS Intraverbal H45	Intraverbal	1	H45	LEARNER will answer questions concerning current events for 20 questions with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Intraverbal targets build a communicative repertoire that serves as a replacement for maladaptive behavior as LEARNER learns to use language to get his needs met. Intraverbal skills also reduce motivation for escape from situations requiring more advanced communication skills. These skills also ta
Communication	ABLLS	ABLLS Spontaneous Vocalizations I1	Spontaneous Vocalizations	1	I1	LEARNER will make a variety of spontaneous vocalizations that include speech sounds totaling 10 minutes per hour.	Verbal behavior targets build a communicative repertoire that serves as a replacement for maladaptive behavior as LEARNER learns to use language to get his needs met. These skills also target social communication deficits which is at the core of an autism diagnosis.
Communication	ABLLS	ABLLS Spontaneous Vocalizations I2	Spontaneous Vocalizations	1	I2	LEARNER will spontaneously say a variety of words or approximations at a rate of 30 words per hour, including 5 different words.	Verbal behavior targets build a communicative repertoire that serves as a replacement for maladaptive behavior as LEARNER learns to use language to get his needs met. These skills also target social communication deficits which is at the core of an autism diagnosis.
Communication	ABLLS	ABLLS Spontaneous Vocalizations I3	Spontaneous Vocalizations	1	I3	LEARNER will spontaneously say a variety of phrases at a rate of 30 phrases per day, including 5 different words.	Verbal behavior targets build a communicative repertoire that serves as a replacement for maladaptive behavior as LEARNER learns to use language to get his needs met. These skills also target social communication deficits which is at the core of an autism diagnosis.
Communication	ABLLS	ABLLS Spontaneous Vocalizations I4	Spontaneous Vocalizations	1	I4	LEARNER will spontaneously sing songs while others are singing, while watching videos, or listening to other sources including 2 phrases from 5 songs.	Verbal behavior targets build a communicative repertoire that serves as a replacement for maladaptive behavior as LEARNER learns to use language to get his needs met. These skills also target social communication deficits which is at the core of an autism diagnosis.
Communication	ABLLS	ABLLS Spontaneous Vocalizations I5	Spontaneous Vocalizations	1	I5	LEARNER will spontaneously sing songs without models including 2 phrases from 5 songs.	Verbal behavior targets build a communicative repertoire that serves as a replacement for maladaptive behavior as LEARNER learns to use language to get his needs met. These skills also target social communication deficits which is at the core of an autism diagnosis.
Communication	ABLLS	ABLLS Spontaneous Vocalizations I6	Spontaneous Vocalizations	1	I6	LEARNER will spontaneously repeat words said by others at a rate of 5 times per day.	Verbal behavior targets build a communicative repertoire that serves as a replacement for maladaptive behavior as LEARNER learns to use language to get his needs met. These skills also target social communication deficits which is at the core of an autism diagnosis.
Communication	ABLLS	ABLLS Spontaneous Vocalizations I7	Spontaneous Vocalizations	1	I7	LEARNER will spontaneously request items, actions, or activities 10 times per day.	Verbal behavior targets build a communicative repertoire that serves as a replacement for maladaptive behavior as LEARNER learns to use language to get his needs met. These skills also target social communication deficits which is at the core of an autism diagnosis.
Communication	ABLLS	ABLLS Spontaneous Vocalizations I8	Spontaneous Vocalizations	1	I8	LEARNER will spontaneously label items, actions, or events 10 times per day.	Verbal behavior targets build a communicative repertoire that serves as a replacement for maladaptive behavior as LEARNER learns to use language to get his needs met. These skills also target social communication deficits which is at the core of an autism diagnosis.
Communication	ABLLS	ABLLS Spontaneous Vocalizations I9	Spontaneous Vocalizations	1	I9	LEARNER will spontaneously add or make appropriate related comments during an ongoing conversation of discussion 10 times per day.	Verbal behavior targets build a communicative repertoire that serves as a replacement for maladaptive behavior as LEARNER learns to use language to get his needs met. These skills also target social communication deficits which is at the core of an autism diagnosis.
Communication	ABLLS	ABLLS Syntax and Grammer J1	Syntax and Grammer	1	J1	LEARNER will speak in phrases or sentences of 5 words with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Verbal behavior targets build a communicative repertoire that serves as a replacement for maladaptive behavior as LEARNER learns to use language to get his needs met. These skills also target social communication deficits which is at the core of an autism diagnosis.
Communication	ABLLS	ABLLS Syntax and Grammer J2	Syntax and Grammer	1	J2	LEARNER will combine 4 words sentences using correct word order with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Verbal behavior targets build a communicative repertoire that serves as a replacement for maladaptive behavior as LEARNER learns to use language to get his needs met. These skills also target social communication deficits which is at the core of an autism diagnosis.
Communication	ABLLS	ABLLS Syntax and Grammer J3	Syntax and Grammer	1	J3	LEARNER will include articles (i.e. a, an, the) when speaking in phrases or sentences with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Verbal behavior targets build a communicative repertoire that serves as a replacement for maladaptive behavior as LEARNER learns to use language to get his needs met. These skills also target social communication deficits which is at the core of an autism diagnosis.
Communication	ABLLS	ABLLS Syntax and Grammer J4	Syntax and Grammer	1	J4	LEARNER will indicate regular present tense by adding “ing” to the end of verbs with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Verbal behavior targets build a communicative repertoire that serves as a replacement for maladaptive behavior as LEARNER learns to use language to get his needs met. These skills also target social communication deficits which is at the core of an autism diagnosis.
Communication	ABLLS	ABLLS Syntax and Grammer J5	Syntax and Grammer	1	J5	LEARNER will add an “s” sound at the end of words to indicate plurals with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Verbal behavior targets build a communicative repertoire that serves as a replacement for maladaptive behavior as LEARNER learns to use language to get his needs met. These skills also target social communication deficits which is at the core of an autism diagnosis.
Communication	ABLLS	ABLLS Syntax and Grammer J6	Syntax and Grammer	1	J6	LEARNER will indicate past tense by changing the form of verbs (i.e. swim-swam, fall-fell) with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Verbal behavior targets build a communicative repertoire that serves as a replacement for maladaptive behavior as LEARNER learns to use language to get his needs met. These skills also target social communication deficits which is at the core of an autism diagnosis.
Communication	ABLLS	ABLLS Syntax and Grammer J7	Syntax and Grammer	1	J7	LEARNER will use contractions when speaking in phrases or sentences with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Verbal behavior targets build a communicative repertoire that serves as a replacement for maladaptive behavior as LEARNER learns to use language to get his needs met. These skills also target social communication deficits which is at the core of an autism diagnosis.
Communication	ABLLS	ABLLS Syntax and Grammer J8	Syntax and Grammer	1	J8	LEARNER will indicate present tense by combining “am” and “is” with verbs when speaking in phrases or sentences with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Verbal behavior targets build a communicative repertoire that serves as a replacement for maladaptive behavior as LEARNER learns to use language to get his needs met. These skills also target social communication deficits which is at the core of an autism diagnosis.
Communication	ABLLS	ABLLS Syntax and Grammer J9	Syntax and Grammer	1	J9	LEARNER will indicate regular past tense by adding “d” or “ed” with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Verbal behavior targets build a communicative repertoire that serves as a replacement for maladaptive behavior as LEARNER learns to use language to get his needs met. These skills also target social communication deficits which is at the core of an autism diagnosis.
Communication	ABLLS	ABLLS Syntax and Grammer J10	Syntax and Grammer	1	J10	LEARNER will indicate possession by adding “s” to nouns and pronouns with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Verbal behavior targets build a communicative repertoire that serves as a replacement for maladaptive behavior as LEARNER learns to use language to get his needs met. These skills also target social communication deficits which is at the core of an autism diagnosis.
Communication	ABLLS	ABLLS Syntax and Grammer J11	Syntax and Grammer	1	J11	LEARNER will indicate negation (i.e. didn’t, won’t, doesn’t, isn’t, not, no) when speaking in phrases or sentences with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Verbal behavior targets build a communicative repertoire that serves as a replacement for maladaptive behavior as LEARNER learns to use language to get his needs met. These skills also target social communication deficits which is at the core of an autism diagnosis.
Communication	ABLLS	ABLLS Syntax and Grammer J12	Syntax and Grammer	1	J12	LEARNER will indicate location (i.e. here, there) when speaking in phrases or sentences with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Verbal behavior targets build a communicative repertoire that serves as a replacement for maladaptive behavior as LEARNER learns to use language to get his needs met. These skills also target social communication deficits which is at the core of an autism diagnosis.
Communication	ABLLS	ABLLS Syntax and Grammer J13	Syntax and Grammer	1	J13	LEARNER will indicate future tense when speaking in phrases or sentences with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Verbal behavior targets build a communicative repertoire that serves as a replacement for maladaptive behavior as LEARNER learns to use language to get his needs met. These skills also target social communication deficits which is at the core of an autism diagnosis.
Communication	ABLLS	ABLLS Syntax and Grammer J14	Syntax and Grammer	1	J14	LEARNER will use conjunctions to combine words and phrases (i.e. and, but, if, given, nor, or, because, then, only) with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Verbal behavior targets build a communicative repertoire that serves as a replacement for maladaptive behavior as LEARNER learns to use language to get his needs met. These skills also target social communication deficits which is at the core of an autism diagnosis.
Communication	ABLLS	ABLLS Syntax and Grammer J15	Syntax and Grammer	1	J15	LEARNER will use irregular plurals with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Verbal behavior targets build a communicative repertoire that serves as a replacement for maladaptive behavior as LEARNER learns to use language to get his needs met. These skills also target social communication deficits which is at the core of an autism diagnosis.
Communication	ABLLS	ABLLS Syntax and Grammer J16	Syntax and Grammer	1	J16	LEARNER will add suffixes to words to indicate comparisons with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Verbal behavior targets build a communicative repertoire that serves as a replacement for maladaptive behavior as LEARNER learns to use language to get his needs met. These skills also target social communication deficits which is at the core of an autism diagnosis.
Communication	ABLLS	ABLLS Syntax and Grammer J17	Syntax and Grammer	1	J17	LEARNER will indicate specific items when speaking in phrases or sentences with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Verbal behavior targets build a communicative repertoire that serves as a replacement for maladaptive behavior as LEARNER learns to use language to get his needs met. These skills also target social communication deficits which is at the core of an autism diagnosis.
Communication	ABLLS	ABLLS Syntax and Grammer J18	Syntax and Grammer	1	J18	LEARNER will use words or phrases to describe his certainty of his response with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Verbal behavior targets build a communicative repertoire that serves as a replacement for maladaptive behavior as LEARNER learns to use language to get his needs met. These skills also target social communication deficits which is at the core of an autism diagnosis.
Communication	ABLLS	ABLLS Syntax and Grammer J19	Syntax and Grammer	1	J19	LEARNER will use words or phrases to quantify a verbal response with 80% independence across 2 people and 2 settings for 3 consecutive sessions.	Verbal behavior targets build a communicative repertoire that serves as a replacement for maladaptive behavior as LEARNER learns to use language to get his needs met. These skills also target social communication deficits which is at the core of an autism diagnosis.
Communication	ABLLS	ABLLS Syntax and Grammer J20	Syntax and Grammer	1	J20	LEARNER will use words or phrases to describe an emotional state related to a statement (i.e. I regret to inform you…, I’m sorry but…, I’m happy to say…) with 80% independence across 2 people and 2 se	Verbal behavior targets build a communicative repertoire that serves as a replacement for maladaptive behavior as LEARNER learns to use language to get his needs met. These skills also target social communication deficits which is at the core of an autism diagnosis.
None Selected	NoneSelected	None Selected		0

Feeding

Assessment, Domain & Milestone:

Goal: