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    Ablls Interpreting Results Self Study Guide

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    Liamariasabau
    This document provides guidance for interpreting results from the ABLLS-R assessment and developing IEP objectives for students with autism or developmental delays. It discusses determining which skills to target, teaching skills across different domains, and incorporating motor and academic skills into lessons. When creating IEPs, the document recommends including 5-10 measurable objectives focused on the student's current skill levels as identified in the ABLLS-R assessment, particularly in the basic learner skills section. Input from parents and professionals should also inform IEP goal selection. Overall, the document provides a framework for using ABLLS-R results to design individualized curriculum and intervention plans tailored to each student's profile and needs.

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    Ablls Interpreting Results Self Study Guide

    Uploaded by

    Liamariasabau
    1K views6 pages
    This document provides guidance for interpreting results from the ABLLS-R assessment and developing IEP objectives for students with autism or developmental delays. It discusses determining which skills to target, teaching skills across different domains, and incorporating motor and academic skills into lessons. When creating IEPs, the document recommends including 5-10 measurable objectives focused on the student's current skill levels as identified in the ABLLS-R assessment, particularly in the basic learner skills section. Input from parents and professionals should also inform IEP goal selection. Overall, the document provides a framework for using ABLLS-R results to design individualized curriculum and intervention plans tailored to each student's profile and needs.

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    This document provides guidance for interpreting results from the ABLLS-R assessment and developing IEP objectives for students with autism or developmental delays. It discusses determining which skills to target, teaching skills across different domains, and incorporating motor and academic skills into lessons. When creating IEPs, the document recommends including 5-10 measurable objectives focused on the student's current skill levels as identified in the ABLLS-R assessment, particularly in the basic learner skills section. Input from parents and professionals should also inform IEP goal selection. Overall, the document provides a framework for using ABLLS-R results to design individualized curriculum and intervention plans tailored to each student's profile and needs.

    Copyright:

    Attribution Non-Commercial (BY-NC)
    Download as DOC, PDF, TXT or read online from Scribd
    Download as doc, pdf, or txt
    1K views6 pages

    Ablls Interpreting Results Self Study Guide

    Uploaded by

    Liamariasabau
    This document provides guidance for interpreting results from the ABLLS-R assessment and developing IEP objectives for students with autism or developmental delays. It discusses determining which skills to target, teaching skills across different domains, and incorporating motor and academic skills into lessons. When creating IEPs, the document recommends including 5-10 measurable objectives focused on the student's current skill levels as identified in the ABLLS-R assessment, particularly in the basic learner skills section. Input from parents and professionals should also inform IEP goal selection. Overall, the document provides a framework for using ABLLS-R results to design individualized curriculum and intervention plans tailored to each student's profile and needs.

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    Assessment & Curriculum Design for Students with Autism or Developmental

    Delays Using the ABLLS-R

    Self-Study Guide:
    by March 10th

    Interpreting Results & Developing IEP objectives

    Due

    Read Pages 21- 95 of the Scoring Instructions & IEP Development Guide and fill in
    the answers to these questions.
    What does Dr. Partington feel would be a more efficient strategy when
    determining which skills to teach a child? (pg21
    __________________________________________________________________
    _________________________________________________________________________________
    Read Teaching Skills Across Repertoire Areas (p23). Give an example of a skill or
    lesson that you can teach that crosses repertoire areas, list the skills that could be
    worked on.
    _________________________________________________________________________________
    _________________________________________________________________________________
    How does Dr. Partington feel about teaching Academic Skills in relation to the Basic
    Learner Skills? (p24)
    _________________________________________________________________________________
    _________________________________________________________________________________
    How do you feel about the comment, Without the development of many critical
    language skills, the academic skills may not be useful to the child, and will not help
    to ensure that the child will be able to learn new skills in a regular education
    classroom. (p24) _______________________________________
    _________________________________________________________________________________
    Teaching Self-Help Skills should be done in conjunction with what other two skills?
    (p25)
    _________________________________________________________________________________
    Complete this statement by Dr. Partington, Motor Skills ________________ be
    incorporated into the instructional day in conjunction with, but not at the expense of
    ____________________ and the other ____________________. (p25)
    Dr. Partington lists several sources of problems that occur in the development of
    the actual IEP. What are they? (pg 27)
    ___________________________________________________________________
    _________________________________________________________________________________

    Assessment & Curriculum Design for Students with Autism or Developmental


    Delays Using the ABLLS-R

    What should the overall goal for the development of an IEP for a child with
    language delays be? (pg 28)
    _________________________________________________________________________________
    _________________________________________________________________________________
    _________________________________________________________________________________
    According to Dr. Partington an effective IEP will most often contain _____ to _____
    instructional objectives. (pg 28)
    Think about that, does that conflict with what you have been taught or have been
    doing? Can you see his point? We will talk about it more in our 5 th meeting.
    The selection of the educational objectives for an individual child must be based
    upon ________________________________________________. (p29)
    What book does Dr. Partington recommend as an additional resource? (p29)
    _________________________________________________________________________________
    Look to see if you have this book in your school or district lending library. Where is
    it located? ________
    What section of the assessment should the majority of the instructional objectives
    come from? (p29)
    _________________________________________________________________________________
    What proportion of objectives should come from the Basic Learner Skills Section?
    (p29)
    _________________________________________________________________________________
    Read about each area and record the number of objectives Dr. Partignton
    recommends come from each section and make any additional notes. We will add
    to this list when we meet again.
    A. Cooperation & Reinforcer Effectiveness
    _____________________________________________
    B. Visual Performance
    _____________________________________________________________
    C. Receptive Language
    _____________________________________________________________

    Assessment & Curriculum Design for Students with Autism or Developmental


    Delays Using the ABLLS-R

    D. Motor Imitation
    ________________________________________________________________
    E. Vocal Imitation (echoics)
    _________________________________________________________
    F. Requests (mands)
    _______________________________________________________________
    G. Labeling (Tacts)
    _________________________________________________________________
    H. Intraverbals
    ____________________________________________________________________
    I.

    Spontaneous Vocalizations
    ________________________________________________________

    J.

    Syntax & Grammar


    ______________________________________________________________

    K. Play/Leisure Skills
    _______________________________________________________________
    L. Social Interaction Skills
    ___________________________________________________________
    M. Group Instruction
    _______________________________________________________________

    Assessment & Curriculum Design for Students with Autism or Developmental


    Delays Using the ABLLS-R

    N. Classroom Routines
    ______________________________________________________________
    P. Generalized Responding
    __________________________________________________________
    Q-T. Academic Skills
    _______________________________________________________________
    U-X. Self Help Skills
    ________________________________________________________________
    Y. Gross Motor
    ___________________________________________________________________
    Z. Fine Motor
    _____________________________________________________________________
    While the ABLLS does not specifically address disruptive behaviors, should you
    include objectives to address these concerns? Why? (p38)
    _________________________________________________
    _________________________________________________________________________________
    When developing an IEP, it is important to consider input from
    ________________________. (38)

    Read through pages 41-54 & 55-75 that reviews an Early Learner ABLLS
    Profile and an Advanced Learner ABLLS Profile.
    Look at how they were able to write a present level of functioning statement based
    off the data collected from each section.
    Look at the objectives that were written. Are they clear and measurable?
    What does Dr. Partington feel should be the emphasis of Sarahs educational
    program? (p50)
    _________________________________________________________________________________
    _________________________________________________________________________________
    What four areas of the Basic Learning Skills section did Dr. Partington feel were not
    appropriate for specific objectives? (p54)
    _________________________________________________________________________________

    Assessment & Curriculum Design for Students with Autism or Developmental


    Delays Using the ABLLS-R

    _________________________________________________________________________________
    Why didnt they include objectives to develop reading, math and spelling skills?
    (p54)
    _________________________________________________________________________________
    _________________________________________________________________________________

    Advanced Learner Profile Jason


    Look at the different skills he has. Where do you see strengths or weaknesses? We
    will talk about them more when we meet again.
    _________________________________________________________________________________
    _________________________________________________________________________________
    Read about the educational priorities for Jason. Did you see those connections
    when looking at the chart? Can you see any connections like this with the child you
    assessed?
    _________________________________________________________________________________
    _________________________________________________________________________________
    When objectives were being chosen did Dr. Partington recommend including any
    academic objectives? (p74)
    _________________________________________________________________________________
    What self-help skill does Dr. Partington feel needs to be addressed in both the home
    and school environment? (p75)
    _________________________________________________________________________________
    Appendix 1 contains information about what changes were made from the original
    ABLLS to this Revised edition. It is interesting to read about how and why they
    chose the objectives they did. Pages 77-81 are worth a quick read. I picked out a
    few main points.
    I found it interesting to see that the sample of students they used when making the
    criteria included children as young as 2 years old. Can you picture administering
    this to a 2 year old with developmental delays?
    The selection of skills to be taught to a student must be done on an
    ______________________ . (p81)
    Decisions regarding the selection of goals, objectives and learning tasks should be
    made with the input of planning teams involving ____________ and
    ___________________________. (p81)

    Assessment & Curriculum Design for Students with Autism or Developmental


    Delays Using the ABLLS-R

    At our next meeting we will review this information and I will


    share additional information that Dr. Partington shared on the
    DVD regarding choosing the educational priorities.

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