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. |
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