Milestones Assessment: L EVEL 1 (0-18 MONTHS )

(T) = Direct testing; (O) = Observation; (E) = Either testing or observation; (TO) = Timed observation

ASSESSMENT
1ST 2ND 3RD 4TH
MAND TOTAL SCORE:

Does the child use words, signs, or pictures to ask for desired items or activities?
1ST 2ND 3RD 4TH 1. Emits 2 words, signs, or PECS, but may require echoic, imitative, or other prompts, but no
physical prompts (e.g., cracker, book) (E)
1ST 2ND 3RD 4TH 2. Emits 4 different mands without prompts (except What do you want?) — the desired item can
be present (e.g., music, slinky, ball) (T)
1ST 2ND 3RD 4TH 3. Generalizes 6 mands across 2 people, 2 settings, and 2 different examples of a reinforcer
(e.g., mands bubbles from mom and dad, inside and outside, a red bottle and a blue bottle) (E)
1ST 2ND 3RD 4TH 4. Spontaneously emits (no verbal prompts) 5 mands — the desired item can be present
(TO: 60 min.)
1ST 2ND 3RD 4TH 5. Emits 10 different mands without prompts (except, What do you want?) — the desired item
can be present (e.g., apple, swing, car, juice) (E)
Comments/notes:

ASSESSMENT
1ST 2ND 3RD 4TH
TACT TOTAL SCORE:

Does the child tact people, objects, body parts, or pictures?

1ST 2ND 3RD 4TH 1. Tacts 2 items (e.g., people, pets, characters, or favorite objects) (T)

1ST 2ND 3RD 4TH 2. Tacts any 4 items (e.g., people, pets, characters, or other objects) (T)

1ST 2ND 3RD 4TH 3. Tacts 6 non-reinforcing items (e.g., shoe, hat, spoon, car, cup, bed) (T)

1ST 2ND 3RD 4TH 4. Spontaneously tacts (no verbal prompts) 2 different items (TO: 60 min.)

1ST 2ND 3RD 4TH 5. Tacts 10 items (e.g., common objects, people, body parts, or pictures) (T)

Comments/notes:

6 VB-MAPP Milestones Assessment: Level 1 Copyright © 2008 Mark L. Sundberg

VB-MAPP All Pages 2011.indd 6 4/21/11 10:27:06 AM

 Milestones Assessment: L EVEL 2 (18-30 MONTHS )
(T) = Direct
Direct testing; (O) = Obser
Observation;
vation; (E) = Either testing or obser
observation;
vation; (T
(TO)
O) = Timed obser
observation
vation

ASSESSMENT
1ST 2ND 3RD 4TH
MAND TOTAL SCORE:

SCO

Does the child demonstrate frequent and spontaneous manding primarily controlled by
motivation (MOs)?
1ST 2ND 3RD 4TH 6. Mands for 20 different missing items without prompts (except, e.g., What do you need?) (e.g.,
mands for paper when given a crayon) (E)
1ST 2ND 3RD 4TH 7. Mands for others to emit 5 different actions or missing actions needed to enjoy a desired
activity (e.g., open to get outside, push when on a swing) (E)
1ST 2ND 3RD 4TH 8. Emits 5 different mands that contain 2 or more words (not including, I want) (e.g., Go fast. My
turn. Pour juice.) (TO: 60 min.)
1ST 2ND 3RD 4TH 9. Spontaneously emits 15 different mands (e.g., Let’s play. Open. I want book.) (TO: 30 min.)

1ST 2ND 3RD 4TH 10. Emits 10 new mands without specific training (e.g., spontaneously says Where kitty go? without
formal mand training) (O)
Comments/notes:

ASSESSMENT
1ST 2ND 3RD 4TH
TACT TOTAL SC
TO ORE:

SCO

Does the child tact nouns and verbs?

1ST 2ND 3RD 4TH 6. Tacts 25 items when asked, What’s that? (e.g., book, shoe, car, dog, hat) (T)

1ST 2ND 3RD 4TH 7. Generalizes tacts across 3 examples of 50 items, tested or from a list of known generalizations
(e.g., tacts 3 different cars) (T)
1ST 2ND 3RD 4TH 8. Tacts 10 actions when asked, for example, What am I doing? (e.g., jumping, sleeping, eating) (T)

1ST 2ND 3RD 4TH 9. Tacts 50 two-component verb-noun or noun-verb combinations, tested or from a list of
known two-component tacts (e.g., washing face, Joe swinging, baby sleeping) (T)
1ST 2ND 3RD 4TH 10. Tacts a total of 200 nouns and/or verbs (or other parts of speech), tested or from an accumu­
accumu-
lated list of known tacts (T)
Comments/notes:

Copyright © 2008 Mark L. Sundberg VB-MAPP Milestones Assessment: Level 2 11

VB-MAPP All Pages 2011.indd 11 4/21/11 10:27:08 AM

 Milestones Assessment: L EVEL 3 (30-48 MONTHS )
(T) = Direct testing; (O) = Observation; (E) = Either testing or observation; (TO) = Timed observation

ASSESSMENT
1ST 2ND 3RD 4TH
MAND TOTAL SCORE:

Does the child mand for information, mand with different parts of speech, and give
directions to others?
1ST 2ND 3RD 4TH 11. Spontaneously mands for different verbal information using a WH question word 5 times (e.g.,
What’s your name? Where do I go?) (TO: 60 min.)
1ST 2ND 3RD 4TH 12. Politely mands to stop an undesirable activity, or remove any aversive MO under 5 different
circumstances (e.g., Please stop pushing me. No thank you. Excuse me, can you move?) (E)
1ST 2ND 3RD 4TH 13. Mands with 10 different adjectives, prepositions, or adverbs (e.g., My crayon is broken. Don’t
take it out. Go fast.) (TO: 60 min.)
1ST 2ND 3RD 4TH 14. Gives directions, instructions, or explanations as to how to do something or how to partici­
pate in an activity 5 times (e.g., You put the glue on first, then stick it.You sit here while I get a
book.) (O)
1ST 2ND 3RD 4TH 15. Mands for others to attend to his own intraverbal behavior 5 times (e.g., Listen to me... I’ll tell
you... Here’s what happened... I’m telling the story...) (O)

Comments/notes:

ASSESSMENT
1ST 2ND 3RD 4TH
TACT TOTAL SCORE:

Does the child emit a wide variety of tacts, and do they contain several different parts of
speech?
1ST 2ND 3RD 4TH 11. Tacts the color, shape, and function of 5 objects (15 trials) when each object and question is
presented in a mixed order (e.g., What color is the refrigerator? What shape is the valentine?
What do you do with the ball?) (This is part tact and part intraverbal.) (T)
1ST 2ND 3RD 4TH 12. Tacts 4 different prepositions (e.g., in, out, on, under) and 4 pronouns (e.g., I, you, me, mine) (E)

1ST 2ND 3RD 4TH 13. Tacts 4 different adjectives, excluding colors and shapes (e.g., big, little, long, short) and 4
adverbs (e.g., fast, slow, quietly, gently) (E)
1ST 2ND 3RD 4TH 14. Tacts with complete sentences containing 4 or more words, 20 times (E)

1ST 2ND 3RD 4TH 15. Has a tact vocabulary of 1000 words (nouns, verbs, adjectives, etc.), tested or from an accumu­
lated list of known tacts (T)

Comments/notes:

Copyright © 2008 Mark L. Sundberg VB-MAPP Milestones Assessment: Level 3 17

VB-MAPP All Pages 2011.indd 17 4/21/11 10:27:12 AM

 CHAPTER 4

Milestones Scoring Instructions: Level 2

This chapter contains the specific instructions for administering Level 2 of the VB-MAPP
Milestones Assessment. There are four new skills areas added to Level 2: Listener Responding by
Function, Feature, and Class (LRFFC), Intraverbal, Classroom Routines and Group Skills, and
Linguistic Structure. These areas were not included in Level 1 because most typically developing
18 month children have not acquired them yet. In addition, they should be avoided as part of the
curriculum for a child with language delays whose scores fall primarily in Level 1. It is hoped that
by presenting these skills in Level 2 it makes it clearer what skills to focus on for a child scoring in
each of the levels. One skill area, Spontaneous Vocal Behavior, is not included in Level 2 because
it is less of a target area for a child who has acquired echoic behavior. As a reminder, the four
methods of assessing a specific skill are: 1) formal testing (T), 2) observation (O), 3) either
observation or testing (E), and 4) a timed observation (TO).

MAND – LEVEL 2
MAND Mands for 20 different missing items without prompts (except, e.g., What do you
6-M need?) (e.g., mands for paper when given a crayon). (E)

Objective: To determine if a child mands for items when a part of a desired item is missing
from a toy or desired activity.

Materials: Gather items that are reinforcing for a child that have multiple parts, such as a
Play Doh set. The removal of one part of a toy will create motivation (MOs) for
that part, when the entire toy is presented.

Examples: A child is playing with Play Doh and wants to make star shapes, but the star
form has been removed. When asked, “What’s missing?” does the child ask for
the missing star form? If the child likes juice and drinks it with a straw, give
him a juice box without a straw and test if he mands for straw.

1 point score: Give the child 1 point if he mands for 20 different missing items without
prompts (other than verbal prompts such as, “What’s missing?” or “What do
you need?”). It is important that the item that is missing be valuable to the child
at that moment, (i.e., there must be a current MO at strength for the item).

½ point score: Give the child ½ point if he mands for 10 different missing items without
prompts.

Copyright © 2008 Mark L. Sundberg VB-MAPP Milestones Scoring Instructions: Level 2 47

TRANSITION

The Transition Assessment Scoring Instructions

Figure 7-1
A sample Transition Scoring Form.

VB-MAPP Transition Scoring Form

Key: Score Date Color Tester
Child’s name: Isabella 1ST TEST: 53 5-03-08 MS
Date of birth: 3-27-03 2ND TEST:
Age at testing: 1 5 yrs. 2 3 4 3RD TEST:
4TH TEST:

VB-MAPP Milestones VB-MAPP Negative Behaviors and Classroom Routines Social Skills Independent
Score Barriers Score Instructional Control Group Skills and Social Play Academic Work

1
1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4

Range of Rate of Skill Retention of Natural Environment Transfer Without

Generalization Reinforcers Acquisition New Skills Learning Training

1
1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4

Adaptability to Spontaneous Self-Directed General

Change Behaviors Leisure Time Self-help Toileting Skills Eating Skills

1
1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4

130
VB-MAPP Chapter 7
 LEVEL 2
Interpreting the Level 2 Assessment: Curriculum Placement and Writing IEP Goals

SOCIAL Engages in sustained social play with peers for 3 minutes without adult prompts or
8-M reinforcement (e.g., cooperatively setting up a play set, water play).

If the target child is now spontaneously engaging in cooperative social play that involves imitation
and echoic behavior, as well as manding and perhaps some tacting, there can be an increased focus on
responding to peer mands, turn taking, sharing, and beginning intraverbal behavior. Also, aspects of
creative and imaginative play can be introduced allowing the child to move beyond concrete play. The
child’s increased ability to engage in social play with fewer adult prompts may indicate a readiness for
“play dates” that may provide social interaction with peers in a looser and more natural environment.
More complex social skills may still need to be established in a more structured environment.

SOCIAL Spontaneously responds to the mands from peers 5 times (e.g., Pull me in the
9-M wagon. I want the train.).

Once a child is manding to a peer and responding to the peer’s mands, other more complex
verbal and nonverbal interactions may naturally develop. Much of what is called “friendship”
involves the delivery of reinforcers (including attention) and the removal of aversives. Manding
can do this. Once a peer becomes a conditioned reinforcer, imitating his behavior becomes fun for
the child and new behaviors are learned this way. Wanting to be with other children can be a fragile
process, and even many typically developing children have trouble with successful social interaction
because of the many complicated variables involved (i.e., the complex verbal, nonverbal, and
listener skills that form the basis of effective social interaction). If a child is successful at manding
for reinforcers from peers, this increases the probability that the target child will “invite” the peer
to join an activity, hang out with him, or cooperate in some other social game or interaction.
Specific teaching procedures to prompt and reinforce a target child to include other children in
activities can be valuable in starting this important social process.

SOCIAL Spontaneously mands to peers to participate in games, social play, etc., 2 times
10-M (e.g., Come on you guys. Let's dig a hole.).

This milestone represents a significant step for most children with autism or other
developmental disabilities. It demonstrates that the necessary motivating variables for social
interaction are operative, and are effective in evoking behaviors that can lead to further emotional
and social development. Verbal behavior is an essential component of social behavior, and any
opportunity to encourage children to verbally interact during social play should be taken. Once
children are imitating and manding to each other, additional types of verbal interactions can be
developed through social play. Narrating play activities is a type of tacting, but it may have mand
and intraverbal elements as well; it is thus a complicated form of behavior that will only begin to
emerge at this point, but should nevertheless be encouraged. For example, a child says, “I’m
shooting webs from my hand like Spiderman” (a type of tact, but also a mand for attention). The
second child may respond “Me too. Look out!” (an intraverbal and a mand). Thus, this forms the
beginning of verbal exchanges on a single topic, and represents a very healthy type of social
behavior. The more time that the target child spends in verbal and nonverbal interaction with peers,
the higher the probability that social behavior will become more comfortable and productive for
the child. A focus on cooperation to achieve a result, sharing responsibilities, turn taking, and
verbal interactions using mands for information and intraverbal responses between children, will
be an important component of the program at this point.

Chapter 9 VB-MAPP 187

LEVEL 2

Interpreting the Level 2 Assessment: Curriculum Placement and Writing IEP Goals

Suggested IEP Goals for Social Behavior and Social Play: Level 2 (select only 1 or 2 goals and
modify them as appropriate for the individual child).
• The child will spontaneously mand to peers at least 25 times per day.
• The child will spontaneously respond to the mands from peers 25 times in a single day.
• The child will engage in cooperative, constructive, or physical play activities with peers lasting
at least 5 minutes.
• The child will spontaneously mand to peers using questions, directions, instructions, etc.
(e.g., “What’s that?” “Where is your lunch?” “Come on, get your bike”) at least an average
of 25 times per day.
• The child will take turns and share reinforcers with peers without prompts at least 5 times
in a day.

MOTOR IMITATION – LEVEL 2

IMITATION Imitates 10 actions that require selecting a specific object from an array (e.g.,
6-M selects a drumstick from an array also containing a horn and a bell, and imitates
an adult's drumming).

A child who scores at this level is learning to imitate the behavior of others, but this skill may
be under the multiple control of adult verbal prompts such as “do this.” The formal teaching of
imitation skills can have several valuable payoffs for a child. For example, imitation helps to teach
a child to attend to the behavior of others (a major deficit for many children with autism), and can
become a powerful vehicle for teaching new behaviors such as play, self-help, group responding,
general compliance, and social skills. Imitation can also strengthen fine and gross motor skills, as
well as promote physical fitness. The goal at this point is to encourage spontaneous imitation and
imitation of others in the child’s natural play and social (group) contexts. In addition, adults should
focus on increasing the number of different imitative behaviors, as well as teaching more complex
imitation with objects (e.g., building a block house, tooth brushing, putting on a shoe), and
functional imitation in the child’s day-to-day natural environment. Motor imitation along with
vocal imitation (echoic) should be encouraged as well (e.g., pretending to be sleeping and snoring,
pretending to be driving a car and saying “beep-beep”). A variety of additional activities for this
level and the upcoming levels can be found in the VB-MAPP Imitation Task Analysis.

IMITATION Imitates 20 different fine motor actions when prompted, Do this (e.g., wiggling
7-M fingers, pinching, making a fist, making a butterfly).

The ability to imitate small motor movements will help set the stage for the development of a
number of skills such as self-help, eating, drawing, writing, connecting things, assembling things,
etc. Eventually, imitation begins to occur spontaneously and frequently, and as it does, it should
become less of a formal target of the daily intervention program (as in intensive discrete trial
training). For many children, acting like others becomes automatically reinforcing. In fact, the
establishment of automatic reinforcement is one of the primary goals in developing both motor and
vocal imitation. The reinforcers that maintain echoic and imitative behavior should gradually shift
from contrived reinforcers to natural and automatic reinforcers, like in typical child development.
Initially children may need to be taught to imitate others, but eventually children imitate others

188
VB-MAPP Chapter 9
31-34_Transition Assessment:VB-MAPP Transition Assessment 8/29/08 2:28 PM Page 31

VB-MAPP Transition Assessment

Rate the Child on a Scale of 1 to 5 for Each Area
ASSESSMENT
1ST 2ND 3RD 4TH
1. VB-MAPP Milestones Assessment Score SCORE:

1. Scores 0 to 25 on the Milestones Assessment

2. Scores 26 to 50 on the Milestones Assessment
3. Scores 51 to 100 on the Milestones Assessment
4. Scores 101 to 135 on the Milestones Assessment
5. Scores 136 to 170 on the Milestones Assessment

ASSESSMENT
1ST 2ND 3RD 4TH
2. Overall VB-MAPP Barriers Assessment Score SCORE:

1. Scores 56 to 96 on the Barriers Assessment

2. Scores 31 to 55 on the Barriers Assessment
3. Scores 21 to 30 on the Barriers Assessment
4. Scores 11 to 20 on the Barriers Assessment
5. Scores 0 to 10 on the Barriers Assessment

ASSESSMENT
3. VB-MAPP Barriers Assessment Score on Negative
1ST 2ND 3RD 4TH

Behaviors and Instructional Control SCORE:

1. A total score of 6 or 7 on negative behaviors and instructional control on the Barriers Assessment
2. A total score of 5 on negative behaviors and instructional control on the Barriers Assessment
3. A total score of 3 or 4 on negative behaviors and instructional control on the Barriers Assessment
4. A total score of 2 on negative behaviors and instructional control on the Barriers Assessment
5. The child has no behavioral issues, demonstrated by a score of 0 or 1 on Barriers Assessment

ASSESSMENT
4. VB-MAPP Milestones Assessment Score on
1ST 2ND 3RD 4TH

Classroom Routines and Group Skills SCORE:

1. Scores 2 points on classroom routines and group skills in the Milestones Assessment
2. Scores 3 to 4 points on classroom routines and group skills in the Milestones Assessment
3. Scores 5 to 7 points on classroom routines and group skills in the Milestones Assessment
4. Scores 8 to 9 points on classroom routines and group skills in the Milestones Assessment
5. Scores 10 points on the classroom routines and group skills in the Milestones Assessment

ASSESSMENT
5. VB-MAPP Milestones Assessment Score on Social
1ST 2ND 3RD 4TH

Behavior and Social Play SCORE:

1. Scores 2 or 3 points on social behavior and social play in the Milestones Assessment
2. Scores 4 or 5 points on social behavior and social play in the Milestones Assessment
3. Scores 6 to 9 points on social behavior and social play in the Milestones Assessment
4. Scores 10 to 12 points on social behavior and social play in the Milestones Assessment
5. Scores 13 to 15 points on social behavior and social play in the Milestones Assessment

Copyright © 2008 Mark L. Sundberg VB-MAPP Transition Assessment 31

25-29_Barriers Assessment:Barriers 8/29/08 2:16 PM Page 25

VB-MAPP Barriers Assessment

0 = No problem; 1 = Occasional problem; 2 = Moderate problem; 3 = Persisent problem 4 = Severe problem
ASSESSMENT
1ST 2ND 3RD 4TH
1. Negative Behaviors SCORE:

0. Does not demonstrate any significant negative behaviors

1. Engages in some minor negative behaviors weekly, but recovery is quick
2. Emits a variety of minor negative behaviors daily (e.g., crying, verbal refusal, falling to the floor)
3. Emits more severe negative behavior daily (e.g., tantrums, throwing things, property destruction)
4. Often emits severe negative behavior that is a danger to himself or others (e.g., aggression, self-injury)

ASSESSMENT
2. Instructional Control (Escape and Avoidance
1ST 2ND 3RD 4TH
of Instructional Demands) SCORE:

0. Typically cooperative with adult instructions and demands

1. Some demands will evoke minor noncompliant behavior, but recovery is quick
2. Emits noncompliant behavior a few times a day, with minor tantrums, or other minor behaviors
3. Emits noncompliant behavior several times a day, with longer tantrums and more severe behaviors
4. Noncompliant behavior dominates the child’s day, negative behaviors can be severe and dangerous

ASSESSMENT
1ST 2ND 3RD 4TH

3. Absent,Weak, or Defective Mand Repertoire SCORE:

0. The mand repertoire is growing consistently and is in proportion with the other Milestones
1. Mands occur, echoics are strong, but the tact and listener skills (LDs) Milestone scores are higher than the mand
2. Mands are limited to a small set of consumable reinforcers, despite strong tacts, LDs, and echoic skills
3. Mands are very limited, are prompt bound, are rote, scrolling occurs, responses do not match the motivating
operations (MOs), negative behaviors function as mands, excessive or inappropriate mands occur
4. No effective mands, associated negative behaviors, same problems in #3 above may occur

ASSESSMENT
1ST 2ND 3RD 4TH

4. Absent,Weak, or Defective Tact Repertoire SCORE:

0. The tact repertoire is growing consistently and is in proportion with the other Milestones
1. Tacts occur, echoics are strong, but listener skills (LDs) markedly outnumber tacts
2. Tact errors occur, strong echoic and LDs, tacts are prompt bound or scrolled, maintenance required
3. Many tact errors occur, echoic and LDs are strong, stuck at nouns and verbs, rote tacts, single word tacts despite
multiple-word LDs, no spontaneity, fails to generalize
4. Minimal tact skills despite strong echoic and LDs, many failed attempts at teaching tacts

ASSESSMENT
1ST 2ND 3RD 4TH
5. Absent,Weak, or Defective Motor Imitation SCORE:

0. The motor imitation repertoire is growing consistently and is in proportion with the other Milestones
1. Motor imitation occurs, but the scores are lower than those on the other Milestone skills
2. Imitation doesn’t easily generalize, is inappropriate, or there is a dependence on imitative prompts
3. Imitation is prompt bound physically or verbally, weak MOs to imitate, has abilities in other areas
4. Has no imitation skills, or does have imitation skills but they never occur in any functional way

Copyright © 2008 Mark L. Sundberg VB-MAPP Barriers Assessment 25

38-72_Task Analysis Section:Layout 1 8/29/08 2:34 PM Page 57

Task Analysis and Skills Tracking: L EVEL 3 (30-48 MONTHS )

(T) = Direct testing; (O) = Observation; (E) = Either testing or observation; (TO) = Timed observation

Skill MAND — LEVEL 3 Met

11-a Mands to peers 5 times (O)
11-b Spontaneously mands for attention 5 times (e.g., Teacher! Hey! Excuse me.) (O)
11-c The child emits 100 or more different mands in a one week period (TO: 1 week)
11-d Mands contain 3-word phrases 10 times (e.g., Can I see?) (O)
11-e Mands for a specific quantity of reinforcers 2 times (e.g., two gummy bears) (O)
11-M Spontaneously mands for different verbal information using a WH question or question word
5 times (e.g., What’s your name? Where do I go?) (TO: 60 min.)

12-a Mands to remove an aversive item or activity 2 times (e.g., Let go. Give it back.) (E)
12-b Mands for others to perform a two-step action 2 times (e.g., Come here and watch me.) (O)
12-c Says please and thank you with indirect adult verbal prompts (e.g., What do you say?) (E)
12-d Demonstrates MO generalization by asking for 2 different reinforcers with the same words
(e.g., when wanting attention saying let’s draw, and when wanting to get out of work saying let’s draw) (O)
12-e Mands for others to participate in an activity 2 times (e.g., Come play. Help dig.) (O)
12-M Politely mands to stop an undesirable activity or remove any aversive MO under 5 different
circumstances (e.g., Please stop pushing me. No thank you. Excuse me, can you move?) (E)

13-a Spontaneously mands to use the bathroom 2 times (O)

13-b Mands for others to attend to his own nonverbal behavior 2 times (e.g., watch me) (O)
13-c Mands for others to attend to some aspect of the environment 2 times (e.g., Look, it’s a truck.) (O)
13-d Mands with 2 different adjectives (e.g., I want the red gummy bear.) (O)
13-e Mands with 2 different prepositions (e.g., Put it in the house.) (O)
13-f Mands with 2 different adverbs (e.g., Slow down.) (O)
13-M Mands with 10 different adjectives, prepositions, or adverbs (e.g., My crayon is broken.
Don’t take it out. Go fast.) (TO: 60 min.)

14-a Mands for sympathy or other emotional support 2 times (e.g., He’s mean.) (O)
14-b Mands for others to deliver a specific object to another person 2 times (e.g., Give it to Sarah.) (E)
14-c Mands for instructions for completing a task 2 times (e.g., Where does it go? How do I do it?) (O)
14-d Spontaneously mands with 3 different major parts of speech (e.g., noun-verb-adjective) in one sentence
2 times (e.g., Push the big bike fast.) (O)
14-M Gives directions, instructions, or explanations as to how to do something or how to
participate in an activity 5 times (e.g., You put the glue on first, then stick it.You sit here while
I get a book.) (O)

Comments/notes:

Copyright © 2008 Mark L. Sundberg VB-MAPP Task Analysis and Skills Tracking: Level 3 57
 SELF-CARE CHECKLISTS

The focus of the VB-MAPP is primarily on communication and social

skills. However, self-care skills are an important part of the child’s growing
independence. The following self-care checklists can be used for assessment
and skills tracking. The list can be downloaded and printed as needed to
complete your child’s program. As always, the procedures derived from
applied behavior analysis provide the best way to teach these skills.

Print as Needed VB-MAPP Supplement - Self-care www.avbpress.com

DRESSING – BY ABOUT 18 MONTHS

___ Pulls a hat off

___ Pulls socks off
___ Pulls mittens off
___ Pulls shoes off (may need help with laces, buckles and velcro straps)
___ Pulls coat off (may need assistance unbuttoning and unzipping)
___ Pulls pants down (may need assistance unbuttoning and unzipping)
___ Pulls pants up (but may need help getting pants over a diaper, and with
buttoning, snapping and zipping)

DRESSING – BY ABOUT 30 MONTHS

___ Unties shoe laces

___ Unbuttons front buttons
___ Unsnaps
___ Fastens and unfastens velcro
___ Unzips front zippers (smaller zippers may be difficult)
___ Removes shirt (tight shirts may require assistance)
___ Removes pants or skirts (may need help unzipping and unbuttoning)
___ Puts on shoes (needs help discriminating right from left and tying)
___ Puts on pants (may need help zipping and buttoning up)
___ Adjusts clothing
___ Matches own socks
___ Matches own shoes
___ Puts dirty clothes in a hamper

DRESSING – BY ABOUT 48 MONTHS

___ Undresses (but may need help with tight pullover clothes)
___ Dresses (may need help with back buttons and zippers such as on a dress)
___ Puts on coat
___ Puts on socks
___ Puts on pants
___ Buckles and unbuckles most buckles (some may be more difficult)
___ Zips and unzips front zippers
___ Buttons and unbuttons front buttons
___ Snaps and unsnaps front snaps
___ Attempts to lace shoes
___ Puts on shoes (discriminating right from left with a stimulus prompt)
___ Attempts to tie shoes
___ Hangs up own clothes on a hook
___ Hangs up own clothes on a hanger (with assistance)
___ Folds own clothes
___ Puts clothes in drawer

Print as Needed VB-MAPP Supplement - Self-care www.avbpress.com

BATHING AND GOOMING – BY ABOUT 18 MONTHS

___ Wipes nose with a tissue (with assistance)

___ Washes hands (with assistance)
___ Dries hands (with assistance)
___ Attempts toothbrushing (with assistance)

BATHING AND GROOMING – BY ABOUT 30 MONTHS

___ Attempts to use a washcloth and soap while bathing (with assistance)

___ Brushes teeth (with assistance)

___ Washes face (with assistance)

___ Dries face

___ Attempts to wash hands independently

___ Dries hands

___ Attempts to brush hair (but needs assistance)

BATHING AND GROOMING – BY ABOUT 48 MONTHS

___ Wipes nose with a tissue and puts it in the trash

___ Uses a washcloth and soap when bathing
___ Washes hair (with assistance for longer hair)
___ Brushes teeth
___ Flosses teeth (with assistance)
___ Washes hands
___ Washes face
___ Dries both face and hands
___ Hangs up towel after washing
___ Brushes hair (with assistance for longer hair)

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FEEDING – BY ABOUT 18 MONTHS

___ Eats finger foods

___ Drinks from a cup by self
___ Uses a spoon to scoop food
___ Sucks from a straw

FEEDING – BY ABOUT 30 MONTHS

___ Uses a fork to pick up food

___ Uses a napkin
___ Carries own lunch box or plate to table
___ Opens own lunch box
___ Opens ziploc bags
___ Unwraps partially opened food packaging
___ Puts a straw into a juice box
___ Peels a banana
___ Takes off own bib

FEEDING – BY ABOUT 48 MONTHS

___ Uses side of fork to cut softer foods

___ Uses a knife for spreading
___ Uses a knife for cutting (softer foods)
___ Keeps eating area reasonably clean while eating
___ Unwraps most food packaging
___ Opens milk or juice container
___ Pours liquids into a cup or bowl (from a small pitcher or lunch thermos)
___ Helps to prepare simple foods (spreading, stirring, using cookie cutters,
holding a beater, measuring ingredients, pouring ingredients)
___ Helps to set the table for meals
___ Takes dishes to the sink
___ Wipes the table with a sponge or dish towel

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TOILETING – READINESS SKILLS - BY ABOUT 24 MONTHS

___ Responds to reinforcement

___ Follows simple directions
___ Seems uncomfortable in soiled diapers
___ Remains dry for 2 hours at a time
___ Bowel movements are predictable and regular
___ Pulls pants down
___ Pulls pants up
___ Can sit still for 2 minutes at a time

TOILETING – BY ABOUT 36 MONTHS

___ Has learned a word, sign or PECS for using the toilet (e.g., potty, pee, sign
for toilet)
___ Mands to use the toilet
___ Unbuttons, unsnaps or unzips pants
___ Sits on toilet
___ Urinates on toilet
___ Wipes after urinating (girls)
___ Deficates on toilet
___ Wipes after deficating (with assistance)
___ Pulls underwear up
___ Pulls pants up
___ Zips, snaps or buttons pants (with some assistance)
___ Flushes toilet
___ Washes hands (with some assistance)
___ Dries hands

TOILETING – BY ABOUT 48 MONTHS

___ Aims into toilet standing (boys)

___ Wipes self (girls wipe from front to back)
___ Zips front zippers
___ Buttons front buttons
___ Snaps front snaps
___ Washes and dries hands - as part of the toileting routine
___ Night-time trained (may still have accidents)

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