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ABLLS-R:From Theory to Practicality –

Educational Perspectives

Mary Jimerson, B.A., M.A.

Theresa Pohl, B.A. M.A.

Kate Osmunson, B.A.

Monica Valdez, B.A., M.A.

.

Abstract

• This presentation is designed to go beyond the theoretical framework of using the ABLLS-R in a direct setting to an elementary classroom (i.e. small group) setting. The presenters will review components of the ABLLS-R, provide practical information regarding implementation, and creation of environmental structure. This presentation will also provide participants with information on developing a program that targets the ABLLS -R domains and ways to expose students to general education curricula. The presenters will also describe ways to connect to the Common Core Standards and IEP goals. Lastly, the presenters will embed their personal journeys regarding the development of a program that educates students with ASD.

Objectives

• Describe 3 domains that can be utilized in the classroom using the ABLLS - R.

• Describe how educators can connect the ABLLS-R to IEP goals.

• Describe 3 ABLLS-R tasks that can be implemented into classroom routines/rotations.

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Variation of People MapsYes/No

• This can be used as an icebreaker, a way to get people to share commonalities amongst each other and provides a movement break.

• The left side of the room is for no responses

• The right side of the room is for yes response

People Map

• Have you ever had to vacuum your own classroom/office?

• Have you eaten a chicken-ring from the lunch room?

• Have you ever hidden in the bathroom to take a 5 minute break?

• Have you ever faked an errand to the nurse’s office or another classroom, just to get away?

Presentation Agenda

• Baseline assessment• Environmental arrangement • Organization of materials (i.e. task boxes, work stations,

and creating rotations) • Rotations/Schedules • Ongoing data collection • Incorporating general ed. curricula in small group settings

(i.e. ReadyGen and Eureka)• Daily social skills lessons • Involving administrative, ancillary, paraprofessionals, and

general education staff• Utilizing ABLLS-R during ESY to increase maintenance and

generalization of skills

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Components of the ABLLS-R• Assessment

• Curriculum guide

• Data collection system/tracking

• Task analysis Assessment of Basic Language and Learning Skills- Revised

Special Features of the ABLLS-R Curriculum(Addresses core deficits of ASD)

• Language

• Motivation

• Generalization• Executive Function

• Spontaneity• Fluency

• Joint Attention

• Learner Readiness• Social Skills Development

• Imitation

Domains A to Z

• Social Skills

• Academic Skills

• Life Skills

Domains A-P

Domains Q - T

DomainsU - X

+Cooperation+Visual performance

Reading Dressing

+Receptive language+imitation

Math Eating

+vocal imitation+requests

Writing Grooming

+labeling+intraverbals

Spelling Toileting

+spontaneous vocalization+syntax, Grammar

+play & leisure+social interaction

+group interaction+classroom routines+generalized responding

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Baseline

• Create baseline packets for each student

• Delegate domains to teaching and ancillary staff

• Collect & organize materials

• Begin assessment - pull students for 5-10 minute

sessions at least 3x/day

• Continue the process until all phase 1 domains are

completed

Instructional Priorities

Stage 1

•Immediately follows baseline

•Domains A, C,D, F, G, H, K, N

Stage 2

•Begin after 1-2 months of data

•Continue Stage 1 domains, and expand baseline to E, L, M, P, Q*, R*, S*, T*, Z, and self help if needed

Stage 3

•Use the ABLLS-R throughout the entire classroom day

•Baseline remaining domains and expand lesson planning to include all domains

* Should not spend more time on these

domains than Stage 1 domains

Environmental Arrangements

Whole GroupSmall Group IndividualLeisure/Break

Define and create spaces that include the following:

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Classroom Spaces

Create areas for student(s) in the classroom that contain:

• Minimal distractions and clutter

• Clearly defined areas

• Access to personal items

Organization of Materials Binder system, Bin system, or Task boxes

Organization of Materials …continued

Bins, Ziploc bags, and File Folders

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Creating Learning Rotations and Daily Schedule

Stations Rotations

• Tables are color coded and each match icon in children’s schedule

• Icons for computer table and white board are also included

• Make sure to have a “waiting” station – pink table

Blue TableGreen Table

Black Table

Red Table

Yellow Table

Pink Table

Classroom Rotations

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Visual Supports at Station Rotations

Full day lesson plan (found on Teachers Pay Teachers)- Page 1

Lesson Plan - Page 2

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Lesson Plan- Page 3

Lesson Planning and Progress Monitoring

ABLLS –R Lesson Plan Daily Data Collection

Lesson Plans and Schedules

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Individual Student Schedules: Phase 1

Individual Student Schedules: Phase 2

Social Skill Schedules are used to facilitate skills such as turn taking and playing game. Colors are permanent but the students pictures can be moved to encourage partner flexibility.

Medicine Box Schedule can be used for station rotations. Reinforcers are placed inside such as skittles, stickers or small tangibles.

Paint Stick Schedules can be used during stations or can be used as a full day schedule – once a task is complete student places icon on the back of the stick

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Implementation of the ABLLS-R

• Ideal to be taught:

• 1:1

• 3-5x/day for 5-15 minute sessions

• Data collected on first probe(mini baseline)

• Every additional session is a teaching session

ABLLS: Labeling Section:GPage 35

Match Picture to Object

• IEP Goal:When given an object and a picture, with no more than 1 prompt (i.e. verbal, gestural), the student will match and label 8/10 objects/pictures for 4/5 days.

*This task could also address teaching ACC or PECS

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Picture cards can be used to label common food items to increase vocabulary and language development. Often these picture cards are used during discrete trials. In addition, they can be integrated into teaching early literacy skills, such as matching pictures/symbols to print/words.

Picture Card #1 Picture Card #2

ABLLS: Reading Section: Q

Page 72

Red and Yellow Tables:

Associations

Reading Comprehension

Picture/word match

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Computer Table:

Hooked on Phonics

Story Time : Books read to them

White Board:

Match word to word

Write words

Black Table:

Comprehension worksheets can be used from general education curriculum, such as Treasures or any district adopted curriculum.

Phonics

Discrete Trials

Black Table Assessment:

Discrete Trial Checklist for Vocabulary

Green Table: Teacher Lead

Projects

Sight Words – functional sight words, Dolce, sight words connected to general education curricula

Green Table Assessment:

Sight Word Checklist

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Blue Table: Teacher Lead

School-wide leveled library is used for students to read with teacher. These books are based on their NWEA and DRA assessments.

Writing

Blue Table Assessment:

Journal Writing

ABLLS: Math Section: RPage 75

Red and Yellow Table:

Counting Clip cards

Number/Color Objects

Addition/subtraction

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White Board:

Number Bonds

After reviewing concepts from our district adopted math program, tasks are created and integrated into stations.

Computer Table:

Splash Math

Hooda Math

Black Table: Teacher Lead

Place Value

Addition

Subtraction

Black Table Assessments

Green Table:

Place Value

Counting

Blue Table:

Time

Money

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Next Steps – After all this work what does our lovely consultant ask of us?

Data Collection –Show me the data!

You Can’t Handle the Data!

Show Me

the DATA!

You Can’t

Handle

the

DATA!

Daily Monitoring

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Student protocols ABLLS-R graph on computerABLLS-R assessment

Phonics Lessons – students put stickers when completed

Sticker Chart for completed stations – data collection form and reinforcement system

Read and answer comprehension questions

Quick assessment on top right of each sheet:

Found on Teachers Pay Teachers

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IEP Goal Writing with the ABLLS-R• The ABLLS-R basically writes your goals for you!

• Use the task name, task objective, and criteria to create the framework for a specific and

measureable goal

• Use your graph to guide which targets to select

as goals(Color coding will help with average time of skill acquisition)

• Use backwards planning when addressing

academic and Common Core goals and objectives

• See sample IEP goals in the appendix

Task Boxes

Math Boxes Reading Boxes

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More Ideas for Tasks

Fill in missing letters Clip cards – end of word sounds

Slide CVC Words

Reading CVC words

Fill in letters of 3 letter words

Math

Same/Different Place value

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Connecting to General Education Curricula

ABLLS-R within the Classroom

How to use your ABLLs baseline data in conjunction with General Ed Curricula to

meet the needs of your students.

and

Once you’ve finished ABLLS-R baseline

assessments, instructors are able to identify missing skills within each domain.

Aligning these skills to CCSS enables

appropriate IEP goals to ensure proper academic

growth within grade level curriculum.

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and

and

Social Skills Lesson with Ancillary Staff Members

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ABLLS-R with Ancillary Staff Social WorkDomains: Play and Leisure (K), Social Interaction (L) and Group Interaction (M)

Speech Language Pathologist - Social-communication, language, and articulation skills

Occupational Therapist Domains:Fine Motor (Z) and Adaptive skills

Physical Therapist Domains: (Y) Gross Motor Skills

Social Worker and SLP • Collaboration with

Ancillary

• Video Modeling

• Priming and pre-teaching

• Role playing

Daily Social Skills LessonSocial Skills Binders and Regular Lesson Planning

Jeopardy Friday

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Daily Social Skills Lessons

Michelle Garcia Winner: is a Congressional-award-winning speech-language

pathologist who specializes in treating students who are experiencing social and communication challenges.

Super Flex

Daily Social Skills LessonsSchool Wide Community Building Programs to help

with Generalization of Skills

Implementing ABLLS-R: From Classroom to Administration

• In the classroom educational assistants should be utilized as teachers-it was always a compliment when someone walked into our classroom and did not know who the teacher was

• Important to advocate for EA's to be given training opportunities

• RBT and ABLLS-R trainings are beneficial for teachers and EAs to understand the "whys" and "how's" of implementing a good program for our students

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• As a SEIL (i.e. special education instructional leader) the role was a bit different- I was able to see a different view of programs, but continued to be an advocate for educators. • Advocate for training and support (UNM -CDD)

• Able to have conversations with my administrators on the needs of the students and teachers (e.g. some teachers wanted more support than others and I have to respect that)

• Amazing to work with two administrators who have backgrounds in special education

• Due to educational budget cuts we had to make adjustments to our programs. As an administrative team, we reviewed the needs of our school and our students to plan for continued training and support to particular teachers.

• This coming school year we are creating another small group program

• We identified a teacher who would be dedicated and interested in teaching students with ASD and developmental disabilities

• I advocated for her to get help and support through UNM CDD which started this year and will continue on next year even though she will be in a different program

• The newly identified teacher will have priority in choosing the paraprofessionals that will join her educational team. Collaborative teaming is necessary in quality programming.

• This teacher was also a student teacher in Ms. Pohl's classroom; therefore giving her an opportunity to become familiar with ABLLS-R and working in a small group classroom with diverse student.

• She received support from UNM-CDD at the end of last year to give her a jump start prior to creating her program.

• She will have the opportunity to go to our district trainings and this institute to prepare her for next year

• Lastly, I intend to be available to her throughout the year as support-especially to get started

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Preparing Students for ESY

Special Thanks

We would like to extend our deepest appreciation to all the students, family members, and educational staff members that helped in creating this presentation.

Questions or Comments?

Thank you for your participation!

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References

Gilland, T. (2010). Using the ablls-r to address individual student

program of study for students with autism. Proceedings of the Georgia department of education autism academy.

Partington, J. (2008). The assessment of basic language and l

learning skills. Pleasant Hill, CA: Behavior Analysts.

Resources Purchase ABLLS-R: http://www.partingtonbehavioranalysts.com/shop/ABLLS-R-The-

Assessment-of-Basic-Language-and-Learning-Skills-Revised.html

Purchase ABLLS-R Binder Set:

https://www.teacherspayteachers.com/Product/ABLLS-Resource-Kit-1670632

ABLLS Graph: http://www.janpalmer.ca/downloads.html

AutismEducators.com

Teachers Pay Teachers

ABLLS-R protocol

www.trackingsheets.com

Handsinautism.iupui.edu

Pinterest

Appendix – Sample IEP Goals

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Language Arts - IEP GoalAnnual Goal:

CC.1.R.F.2 Phonological Awareness: Demonstrate understanding of spoken words, syllables, and sounds. By November 2, 2018, student will increase his reading skills and understanding of spoken words.

Objective 1: When given c-v-c words and a multisensory reading strategy, student will blend 3 letter sounds to independently read words with 80% accuracy by November 2, 2018.

Objective 2: When given Dolch pre-primer sight word cards and a matching board, student will read and match sight words with 80% accuracy by November 2, 2018.

Reading IEP Goal

Annual Goal:

CC.1.R.F.2 Phonological Awareness: Demonstrate

understanding of spoken words, syllables, and sounds. By

November 2, 2018, student will increase his reading skills and

understanding of spoken words.

Objective 1: When given c-v-c words and a multisensory

reading strategy, student will blend 3 letter sounds to

independently read words with 80% accuracy by November

2, 2018.

Objective 2: When given Dolch pre-primer sight word cards

and a matching board, student will read and match sight

words with 80% accuracy by November 2,2018.

Vocabulary IEP Goal

Annual Goal:

CC.1.SL.2 Comprehension and Collaboration: Ask and answer

questions about key details in a text read aloud or information

presented orally or through other media. All measured by the

following objectives:

Objective 1: When given picture cards containing no text,

student will increase vocabulary skills by saying what the object is

and up to two related attributes, with 80% accuracy, by April 26,

2018.

Objective 2: When given a picture depicting a real-life situation,

student will describe the picture by answering “wh” questions

(who/what/where/when/why) with 80% accuracy, by April 26,

2018.