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Treatment Plan

Client Information

Client Name:
Date of Birth:
Client Age:
Diagnosis:
Guardian:
Guardian Phone:
Guardian Address:

Provider Information

wdt_ID Provider Name Provider Number Phone Address Email userid

Assessment Information

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

Medical Rationale for ABA Services

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

Coordination of Treatment with Other Providers

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

Behavior Reduction Goals

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

Progress Toward Behavior Reduction Goals

wdt_ID Target Behavior Definition Baseline Current Level userid
Target Behavior

Skills Assessment

wdt_ID Client Name Assessment description userid
Client Name

Programming

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

Academic

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

Attending

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

Behavior

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

Communication

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

Feeding

skilltype assessment Assessment, Domain & Milestone domain Level Milestone Goal Medical Necessity Criteria
Feeding Assessment of Functional Living Skills Assessment of Functional Living Skills Meals at Home MH1 Meals at Home 1 MH1 LEARNER will identify 6 finger foods versus non-finger foods with 80% independence across 2 people and 2 settings for 3 consecutive sessions. Feeding targets support independent functioning at home, school and in the community and reduce the burden of care for children with autism. Teaching these skills reduces motivation for maladaptive behavior maintained by escape from demands. Additionally, mealtime is frequently an important social
Feeding Assessment of Functional Living Skills Assessment of Functional Living Skills Meals at Home MH2 Meals at Home 1 MH2 LEARNER will scoop both small food items and soft and sticky foods and deliver to mouth with 80% independence across 2 people and 2 settings for 3 consecutive sessions. Feeding targets support independent functioning at home, school and in the community and reduce the burden of care for children with autism. Teaching these skills reduces motivation for maladaptive behavior maintained by escape from demands. Additionally, mealtime is frequently an important social
Feeding Assessment of Functional Living Skills Assessment of Functional Living Skills Meals at Home MH3 Meals at Home 1 MH3 LEARNER will scoop liquids and food containing liquids and deliver to mouth without spilling with 80% independence across 2 people and 2 settings for 3 consecutive sessions. Feeding targets support independent functioning at home, school and in the community and reduce the burden of care for children with autism. Teaching these skills reduces motivation for maladaptive behavior maintained by escape from demands. Additionally, mealtime is frequently an important social
Feeding Assessment of Functional Living Skills Assessment of Functional Living Skills Meals at Home MH4 Meals at Home 1 MH4 LEARNER will stab hard foods and scoop soft or small foods and deliver bite to mouth with 80% independence across 2 people and 2 settings for 3 consecutive sessions. Feeding targets support independent functioning at home, school and in the community and reduce the burden of care for children with autism. Teaching these skills reduces motivation for maladaptive behavior maintained by escape from demands. Additionally, mealtime is frequently an important social
Feeding Assessment of Functional Living Skills Assessment of Functional Living Skills Meals at Home MH5 Meals at Home 1 MH5 LEARNER will cut soft food items with the side of a fork with 80% independence across 2 people and 2 settings for 3 consecutive sessions. Feeding targets support independent functioning at home, school and in the community and reduce the burden of care for children with autism. Teaching these skills reduces motivation for maladaptive behavior maintained by escape from demands. Additionally, mealtime is frequently an important social
Feeding Assessment of Functional Living Skills Assessment of Functional Living Skills Meals at Home MH6 Meals at Home 1 MH6 LEARNER will us a knife and fork together to cut and to slide food onto fork with 80% independence across 2 people and 2 settings for 3 consecutive sessions. Feeding targets support independent functioning at home, school and in the community and reduce the burden of care for children with autism. Teaching these skills reduces motivation for maladaptive behavior maintained by escape from demands. Additionally, mealtime is frequently an important social
Feeding Assessment of Functional Living Skills Assessment of Functional Living Skills Meals at Home MH7 Meals at Home 1 MH7 LEARNER will hold a glass or container and drink from a straw. Feeding targets support independent functioning at home, school and in the community and reduce the burden of care for children with autism. Teaching these skills reduces motivation for maladaptive behavior maintained by escape from demands. Additionally, mealtime is frequently an important social
Feeding Assessment of Functional Living Skills Assessment of Functional Living Skills Meals at Home MH8 Meals at Home 1 MH8 LEARNER will drink from a cup or glass without spilling. Feeding targets support independent functioning at home, school and in the community and reduce the burden of care for children with autism. Teaching these skills reduces motivation for maladaptive behavior maintained by escape from demands. Additionally, mealtime is frequently an important social
Feeding Assessment of Functional Living Skills Assessment of Functional Living Skills Meals at Home MH9 Meals at Home 1 MH9 LEARNER will consistently place a cup or glass in a location to decrease chance of it being knocked over while eating with 80% independence across 2 people and 2 settings for 3 consecutive sessions. Feeding targets support independent functioning at home, school and in the community and reduce the burden of care for children with autism. Teaching these skills reduces motivation for maladaptive behavior maintained by escape from demands. Additionally, mealtime is frequently an important social
Feeding Assessment of Functional Living Skills Assessment of Functional Living Skills Meals at Home MH10 Meals at Home 1 MH10 LEARNER will carry plates of food, bowls, and glasses with liquids to a table without spilling. Feeding targets support independent functioning at home, school and in the community and reduce the burden of care for children with autism. Teaching these skills reduces motivation for maladaptive behavior maintained by escape from demands. Additionally, mealtime is frequently an important social
Feeding Assessment of Functional Living Skills Assessment of Functional Living Skills Meals at Home MH11 Meals at Home 1 MH11 LEARNER will serve solid foods from larger dish onto a plate. Feeding targets support independent functioning at home, school and in the community and reduce the burden of care for children with autism. Teaching these skills reduces motivation for maladaptive behavior maintained by escape from demands. Additionally, mealtime is frequently an important social
Feeding Assessment of Functional Living Skills Assessment of Functional Living Skills Meals at Home MH12 Meals at Home 1 MH12 LEARNER will serve liquid foods from a larger dish. Feeding targets support independent functioning at home, school and in the community and reduce the burden of care for children with autism. Teaching these skills reduces motivation for maladaptive behavior maintained by escape from demands. Additionally, mealtime is frequently an important social
Feeding Assessment of Functional Living Skills Assessment of Functional Living Skills Meals at Home MH13 Meals at Home 1 MH13 LEARNER will serve self a reasonable sized portion of each food dish to allow others to have some of each dish. Feeding targets support independent functioning at home, school and in the community and reduce the burden of care for children with autism. Teaching these skills reduces motivation for maladaptive behavior maintained by escape from demands. Additionally, mealtime is frequently an important social
Feeding Assessment of Functional Living Skills Assessment of Functional Living Skills Meals at Home MH14 Meals at Home 1 MH14 LEARNER will keep the table clean by consistently placing dirty utensils on a plate. Feeding targets support independent functioning at home, school and in the community and reduce the burden of care for children with autism. Teaching these skills reduces motivation for maladaptive behavior maintained by escape from demands. Additionally, mealtime is frequently an important social
Feeding Assessment of Functional Living Skills Assessment of Functional Living Skills Meals at Home MH15 Meals at Home 1 MH15 LEARNER will wipe mouth, face, and hands when dirty during and after a meal. Feeding targets support independent functioning at home, school and in the community and reduce the burden of care for children with autism. Teaching these skills reduces motivation for maladaptive behavior maintained by escape from demands. Additionally, mealtime is frequently an important social
Feeding Assessment of Functional Living Skills Assessment of Functional Living Skills Meals at Home MH16 Meals at Home 1 MH16 LEARNER will sit at a meal table for 30 minutes without getting out of seat or disrupting meal. Feeding targets support independent functioning at home, school and in the community and reduce the burden of care for children with autism. Teaching these skills reduces motivation for maladaptive behavior maintained by escape from demands. Additionally, mealtime is frequently an important social
Feeding Assessment of Functional Living Skills Assessment of Functional Living Skills Meals at Home MH17 Meals at Home 1 MH17 LEARNER will consistently take appropriate size bites of food. Feeding targets support independent functioning at home, school and in the community and reduce the burden of care for children with autism. Teaching these skills reduces motivation for maladaptive behavior maintained by escape from demands. Additionally, mealtime is frequently an important social
Feeding Assessment of Functional Living Skills Assessment of Functional Living Skills Meals at Home MH18 Meals at Home 1 MH18 LEARNER will consistently eat at an appropriate pace, only puts food in mouth after last bite has been consumed, and finishes eating a meal in a reasonable amount of time. Feeding targets support independent functioning at home, school and in the community and reduce the burden of care for children with autism. Teaching these skills reduces motivation for maladaptive behavior maintained by escape from demands. Additionally, mealtime is frequently an important social
Feeding Assessment of Functional Living Skills Assessment of Functional Living Skills Meals at Home MH19 Meals at Home 1 MH19 LEARNER will consistently chew food with mouth closed. Feeding targets support independent functioning at home, school and in the community and reduce the burden of care for children with autism. Teaching these skills reduces motivation for maladaptive behavior maintained by escape from demands. Additionally, mealtime is frequently an important social
Feeding Assessment of Functional Living Skills Assessment of Functional Living Skills Meals at Home MH20 Meals at Home 1 MH20 LEARNER will pass serving dishes to others upon request. Feeding targets support independent functioning at home, school and in the community and reduce the burden of care for children with autism. Teaching these skills reduces motivation for maladaptive behavior maintained by escape from demands. Additionally, mealtime is frequently an important social
Feeding Assessment of Functional Living Skills Assessment of Functional Living Skills Meals at Home MH21 Meals at Home 1 MH21 LEARNER will consistently excuse self prior to reaching in front of others to get a food item or serving dish. Feeding targets support independent functioning at home, school and in the community and reduce the burden of care for children with autism. Teaching these skills reduces motivation for maladaptive behavior maintained by escape from demands. Additionally, mealtime is frequently an important social
Feeding Assessment of Functional Living Skills Assessment of Functional Living Skills Meals at Home MH22 Meals at Home 1 MH22 LEARNER will, when food items or dishes are not within reach, ask others to pass food item or serving dish. Feeding targets support independent functioning at home, school and in the community and reduce the burden of care for children with autism. Teaching these skills reduces motivation for maladaptive behavior maintained by escape from demands. Additionally, mealtime is frequently an important social
Feeding Assessment of Functional Living Skills Assessment of Functional Living Skills Meals at Home MH23 Meals at Home 1 MH23 During meals, LEARNER will consistently engage in only appropriate conversation and not make disruptive noises. Feeding targets support independent functioning at home, school and in the community and reduce the burden of care for children with autism. Teaching these skills reduces motivation for maladaptive behavior maintained by escape from demands. Additionally, mealtime is frequently an important social
Feeding Assessment of Functional Living Skills Assessment of Functional Living Skills Meals at Home MH24 Meals at Home 1 MH24 LEARNER will consistently speak at an appropriate volume while eating. Feeding targets support independent functioning at home, school and in the community and reduce the burden of care for children with autism. Teaching these skills reduces motivation for maladaptive behavior maintained by escape from demands. Additionally, mealtime is frequently an important social
Feeding Assessment of Functional Living Skills Assessment of Functional Living Skills Meals at Home MH25 Meals at Home 1 MH25 LEARNER will only talk when mouth is free of food. Feeding targets support independent functioning at home, school and in the community and reduce the burden of care for children with autism. Teaching these skills reduces motivation for maladaptive behavior maintained by escape from demands. Additionally, mealtime is frequently an important social
Feeding Assessment of Functional Living Skills Assessment of Functional Living Skills Meals at Home MH26 Meals at Home 1 MH26 LEARNER will throw all meal-related trash into a garbage can with 80% independence across 2 people and 2 settings for 3 consecutive sessions. Feeding targets support independent functioning at home, school and in the community and reduce the burden of care for children with autism. Teaching these skills reduces motivation for maladaptive behavior maintained by escape from demands. Additionally, mealtime is frequently an important social
Feeding Assessment of Functional Living Skills Assessment of Functional Living Skills Meals at Home MH27 Meals at Home 1 MH27 LEARNER will take all items from table and return them to correct locations with 80% independence across 2 people and 2 settings for 3 consecutive sessions. Feeding targets support independent functioning at home, school and in the community and reduce the burden of care for children with autism. Teaching these skills reduces motivation for maladaptive behavior maintained by escape from demands. Additionally, mealtime is frequently an important social
Feeding Assessment of Functional Living Skills Assessment of Functional Living Skills Meals at Home MH28 Meals at Home 1 MH28 LEARNER will clean table after a meal with 80% independence across 2 people and 2 settings for 3 consecutive sessions. Feeding targets support independent functioning at home, school and in the community and reduce the burden of care for children with autism. Teaching these skills reduces motivation for maladaptive behavior maintained by escape from demands. Additionally, mealtime is frequently an important social
Feeding Assessment of Functional Living Skills Assessment of Functional Living Skills Meals at Home MH29 Meals at Home 1 MH29 LEARNER will attend to whether or not a person has food in mouth when asking a question and wait patiently for the person to swallow before receiving an answer. Feeding targets support independent functioning at home, school and in the community and reduce the burden of care for children with autism. Teaching these skills reduces motivation for maladaptive behavior maintained by escape from demands. Additionally, mealtime is frequently an important social
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Assessment, Domain & Milestone Goal

Group Skills

skilltype assessment Assessment, Domain & Milestone domain Level Milestone Goal Medical Necessity Criteria
Group Skills VB-MAPP VB-MAPP Classroom Routines and Group Skills 6M Classroom Routines and Gr 2 6M LEARNER will sit at a group snack or lunch table without negative behavior for 3 minutes across 2 people and 2 settings for 3 consecutive sessions. Classroom routines and group skills are critical to LEARNER’s success in school and other group settings. These targets address core deficits of autism and help build independence, reducing the overall cost of care. Additionally, these skills serve as adaptive alternative behavior for maladaptive
Group Skills VB-MAPP VB-MAPP Classroom Routines and Group Skills 7M Classroom Routines and Gr 2 7M LEARNER will put away personal items, line up and come to a table with only 1 verbal prompt with 80% independence across 2 people and 2 settings for 3 consecutive sessions. Classroom routines and group skills are critical to LEARNER’s success in school and other group settings. These targets address core deficits of autism and help build independence, reducing the overall cost of care. Additionally, these skills serve as adaptive alternative behavior for maladaptive
Group Skills VB-MAPP VB-MAPP Classroom Routines and Group Skills 8M Classroom Routines and Gr 2 8M LEARNER will transition between activities with no more than 1 gestural of verbal prompt with 80% independence across 2 people and 2 settings for 3 consecutive sessions. Classroom routines and group skills are critical to LEARNER’s success in school and other group settings. These targets address core deficits of autism and help build independence, reducing the overall cost of care. Additionally, these skills serve as adaptive alternative behavior for maladaptive
Group Skills VB-MAPP VB-MAPP Classroom Routines and Group Skills 9M Classroom Routines and Gr 2 9M LEARNER will sit in a small group for 5 minutes without disruptive behavior or attempting to leave the group. Classroom routines and group skills are critical to LEARNER’s success in school and other group settings. These targets address core deficits of autism and help build independence, reducing the overall cost of care. Additionally, these skills serve as adaptive alternative behavior for maladaptive
Group Skills VB-MAPP VB-MAPP Classroom Routines and Group Skills 10M Classroom Routines and Gr 2 10M LEARNER will sit in a small group for 10 minutes, attend to the teacher or material for 50% of the period, and respond to 5 of the teacher’s SDs. Classroom routines and group skills are critical to LEARNER’s success in school and other group settings. These targets address core deficits of autism and help build independence, reducing the overall cost of care. Additionally, these skills serve as adaptive alternative behavior for maladaptive
Group Skills VB-MAPP VB-MAPP Classroom Routines and Group Skills 11M Classroom Routines and Gr 3 11M LEARNER will use the toilet and wash hands with only 1 verbal prompt with 80% independence across 2 people and 2 settings for 3 consecutive sessions. Classroom routines and group skills are critical to LEARNER’s success in school and other group settings. These targets address core deficits of autism and help build independence, reducing the overall cost of care. Additionally, these skills serve as adaptive alternative behavior for maladaptive
Group Skills VB-MAPP VB-MAPP Classroom Routines and Group Skills 12M Classroom Routines and Gr 3 12M LEARNER will respond to 5 different group instructions or questions without direct prompts in a group of 3 or more children. Classroom routines and group skills are critical to LEARNER’s success in school and other group settings. These targets address core deficits of autism and help build independence, reducing the overall cost of care. Additionally, these skills serve as adaptive alternative behavior for maladaptive
Group Skills VB-MAPP VB-MAPP Classroom Routines and Group Skills 13M Classroom Routines and Gr 3 13M LEARNER will work independently for 5 minutes in a group, and stay on task for 50% of the period. Classroom routines and group skills are critical to LEARNER’s success in school and other group settings. These targets address core deficits of autism and help build independence, reducing the overall cost of care. Additionally, these skills serve as adaptive alternative behavior for maladaptive
Group Skills VB-MAPP VB-MAPP Classroom Routines and Group Skills 14M Classroom Routines and Gr 3 14M LEARNER will acquire 2 new behaviors during a 15-minute group-teaching format involving 5 or more children. Classroom routines and group skills are critical to LEARNER’s success in school and other group settings. These targets address core deficits of autism and help build independence, reducing the overall cost of care. Additionally, these skills serve as adaptive alternative behavior for maladaptive
Group Skills VB-MAPP VB-MAPP Classroom Routines and Group Skills 15M Classroom Routines and Gr 3 15M LEARNER will site in a 20-minute group session involving 5 children without disruptive behavior and answer 5 intraverbal questions. Classroom routines and group skills are critical to LEARNER’s success in school and other group settings. These targets address core deficits of autism and help build independence, reducing the overall cost of care. Additionally, these skills serve as adaptive alternative behavior for maladaptive
Group Skills Social Skills Solutions Social Skills Solutions Joint Attention/Attending 3-1 Joint Attention/Attending 3 3-1 LEARNER will follow and complete large group instruction with 80% independence across 2 people and 2 settings for 3 consecutive sessions. Joint attention is a foundational social skill. Teaching joint attention addresses one of the core deficits of autism and leads to more rapid skill acquisition. Additionally, these skills serve as adaptive replacement behaviors for maladaptive behaviors maintained by escape from social situations.
Group Skills ABLLS ABLLS Group Instruction M1 Group Instruction 1 M1 LEARNER will sit in a 1:4 group for 15 minutes without engaging in disruptive behavior during small group instruction. Group skills are critical to LEARNER’s success in school and other group settings. These targets address core deficits of autism and help build independence, reducing the overall cost of care. Additionally, these skills serve as adaptive alternative behavior for maladaptive behavior motivated by e
Group Skills ABLLS ABLLS Group Instruction M2 Group Instruction 1 M2 LEARNER will sit in a 1:16 group for 15 minutes without engaging in disruptive behavior during group instruction. Group skills are critical to LEARNER’s success in school and other group settings. These targets address core deficits of autism and help build independence, reducing the overall cost of care. Additionally, these skills serve as adaptive alternative behavior for maladaptive behavior motivated by e
Group Skills ABLLS ABLLS Group Instruction M3 Group Instruction 1 M3 LEARNER will attend to a teacher 75% of the time during small group (1:4) instruction. Group skills are critical to LEARNER’s success in school and other group settings. These targets address core deficits of autism and help build independence, reducing the overall cost of care. Additionally, these skills serve as adaptive alternative behavior for maladaptive behavior motivated by e
Group Skills ABLLS ABLLS Group Instruction M4 Group Instruction 1 M4 LEARNER will attend to the responses given by other students 75% of the time during small group (1:4) instruction. Group skills are critical to LEARNER’s success in school and other group settings. These targets address core deficits of autism and help build independence, reducing the overall cost of care. Additionally, these skills serve as adaptive alternative behavior for maladaptive behavior motivated by e
Group Skills ABLLS ABLLS Group Instruction M5 Group Instruction 1 M5 LEARNER will follow 75% of known instructions presented to a group (1:4) of students. Group skills are critical to LEARNER’s success in school and other group settings. These targets address core deficits of autism and help build independence, reducing the overall cost of care. Additionally, these skills serve as adaptive alternative behavior for maladaptive behavior motivated by e
Group Skills ABLLS ABLLS Group Instruction M6 Group Instruction 1 M6 LEARNER will follow 75% of known instructions presented to a group (1:4) of students. Group skills are critical to LEARNER’s success in school and other group settings. These targets address core deficits of autism and help build independence, reducing the overall cost of care. Additionally, these skills serve as adaptive alternative behavior for maladaptive behavior motivated by e
Group Skills ABLLS ABLLS Group Instruction M7 Group Instruction 1 M7 LEARNER will raise his hand to respond to questions 50% of opportunities presented to a group of at least 8 students regarding who would like to do an activity. Group skills are critical to LEARNER’s success in school and other group settings. These targets address core deficits of autism and help build independence, reducing the overall cost of care. Additionally, these skills serve as adaptive alternative behavior for maladaptive behavior motivated by e
Group Skills ABLLS ABLLS Group Instruction M8 Group Instruction 1 M8 LEARNER will raise his hand to answer simple questions. Group skills are critical to LEARNER’s success in school and other group settings. These targets address core deficits of autism and help build independence, reducing the overall cost of care. Additionally, these skills serve as adaptive alternative behavior for maladaptive behavior motivated by e
Group Skills ABLLS ABLLS Group Instruction M9 Group Instruction 1 M9 LEARNER will raise his hand and name an item being displayed with 80% independence across 2 people and 2 settings for 3 consecutive sessions. Group skills are critical to LEARNER’s success in school and other group settings. These targets address core deficits of autism and help build independence, reducing the overall cost of care. Additionally, these skills serve as adaptive alternative behavior for maladaptive behavior motivated by e
Group Skills ABLLS ABLLS Group Instruction M10 Group Instruction 1 M10 LEARNER will raise his hand to answer simple questions about items that are not present with 80% independence across 2 people and 2 settings for 3 consecutive sessions. Group skills are critical to LEARNER’s success in school and other group settings. These targets address core deficits of autism and help build independence, reducing the overall cost of care. Additionally, these skills serve as adaptive alternative behavior for maladaptive behavior motivated by e
Group Skills ABLLS ABLLS Group Instruction M11 Group Instruction 1 M11 LEARNER will appropriately take turns with other students during group instruction activities during 75% of opportunities. Group skills are critical to LEARNER’s success in school and other group settings. These targets address core deficits of autism and help build independence, reducing the overall cost of care. Additionally, these skills serve as adaptive alternative behavior for maladaptive behavior motivated by e
Group Skills ABLLS ABLLS Group Instruction M12 Group Instruction 1 M12 LEARNER will readily acquire new academic skills during group instruction activities. Group skills are critical to LEARNER’s success in school and other group settings. These targets address core deficits of autism and help build independence, reducing the overall cost of care. Additionally, these skills serve as adaptive alternative behavior for maladaptive behavior motivated by e
Group Skills ABLLS ABLLS Follow Classroom Routines N1 Follow Classroom Routines 1 N1 LEARNER will independently follow daily classroom schedule. Group skills are critical to LEARNER’s success in school and other group settings. These targets address core deficits of autism and help build independence, reducing the overall cost of care. Additionally, these skills serve as adaptive alternative behavior for maladaptive behavior motivated by e
Group Skills ABLLS ABLLS Follow Classroom Routines N2 Follow Classroom Routines 1 N2 LEARNER will work independently for 20 minutes on non-educational or leisure-type activities. Group skills are critical to LEARNER’s success in school and other group settings. These targets address core deficits of autism and help build independence, reducing the overall cost of care. Additionally, these skills serve as adaptive alternative behavior for maladaptive behavior motivated by e
Group Skills ABLLS ABLLS Follow Classroom Routines N3 Follow Classroom Routines 1 N3 When seated during classroom transitions, LEARNER will wait appropriately for 2 minutes for the next activity to begin. Group skills are critical to LEARNER’s success in school and other group settings. These targets address core deficits of autism and help build independence, reducing the overall cost of care. Additionally, these skills serve as adaptive alternative behavior for maladaptive behavior motivated by e
Group Skills ABLLS ABLLS Follow Classroom Routines N4 Follow Classroom Routines 1 N4 LEARNER will make appropriate transitions while following directions to move from one area to another in the classroom to change educational activities. Group skills are critical to LEARNER’s success in school and other group settings. These targets address core deficits of autism and help build independence, reducing the overall cost of care. Additionally, these skills serve as adaptive alternative behavior for maladaptive behavior motivated by e
Group Skills ABLLS ABLLS Follow Classroom Routines N5 Follow Classroom Routines 1 N5 LEARNER will wait appropriately for 2 minutes for his turn during classroom activities. Group skills are critical to LEARNER’s success in school and other group settings. These targets address core deficits of autism and help build independence, reducing the overall cost of care. Additionally, these skills serve as adaptive alternative behavior for maladaptive behavior motivated by e
Group Skills ABLLS ABLLS Follow Classroom Routines N6 Follow Classroom Routines 1 N6 LEARNER will follow instructions to form a line and wait appropriately while standing in the line. Group skills are critical to LEARNER’s success in school and other group settings. These targets address core deficits of autism and help build independence, reducing the overall cost of care. Additionally, these skills serve as adaptive alternative behavior for maladaptive behavior motivated by e
Group Skills ABLLS ABLLS Follow Classroom Routines N7 Follow Classroom Routines 1 N7 LEARNER will work independently on known educational activities for 20 minutes. Group skills are critical to LEARNER’s success in school and other group settings. These targets address core deficits of autism and help build independence, reducing the overall cost of care. Additionally, these skills serve as adaptive alternative behavior for maladaptive behavior motivated by e
Group Skills ABLLS ABLLS Follow Classroom Routines N8 Follow Classroom Routines 1 N8 LEARNER will follow instructions to get and return his own educational materials Group skills are critical to LEARNER’s success in school and other group settings. These targets address core deficits of autism and help build independence, reducing the overall cost of care. Additionally, these skills serve as adaptive alternative behavior for maladaptive behavior motivated by e
Group Skills ABLLS ABLLS Follow Classroom Routines N9 Follow Classroom Routines 1 N9 LEARNER will follow instructions to complete a task and bring the work to the teacher or return his own educational materials. Group skills are critical to LEARNER’s success in school and other group settings. These targets address core deficits of autism and help build independence, reducing the overall cost of care. Additionally, these skills serve as adaptive alternative behavior for maladaptive behavior motivated by e
Group Skills ABLLS ABLLS Follow Classroom Routines N10 Follow Classroom Routines 1 N10 During classroom transitions LEARNER will stand and wait appropriately for 3 minutes for the next activity to begin. Group skills are critical to LEARNER’s success in school and other group settings. These targets address core deficits of autism and help build independence, reducing the overall cost of care. Additionally, these skills serve as adaptive alternative behavior for maladaptive behavior motivated by e
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Assessment, Domain & Milestone Goal

Life Skills

skilltype assessment Assessment, Domain & Milestone domain Level Milestone Goal Medical Necessity Criteria
Life skills Social Skills Solutions Social Skills Solutions Community/Home Life 1-10 Community/Home Life 1 1-10 LEARNER will void in the toilet without accidents. Community/home life targets build LEARNER’s independence in family and social situations, reducing the burden of care and addressing core deficits of autism. These targets serve as adaptive replacement behaviors for maladaptive behaviors maintained by escape.
Life skills Social Skills Solutions Social Skills Solutions Community/Home Life 1-10<