Assessment of Basic Language and Learning Skllls-Revised

Student
Skill Tracking System
9 O @
AsSassor Date Color Code c •2 o i
C

11r
C51 O[ ]

H49 O
H48 O
G47 O W47 O
G46 O / Hd6 O
C44 O G45 O H45 O

* 1 L H42 O
C40 O| [ G41G l H41 U
G40 Q H40 O
C39 O j | G39 O H39 O
C38 °l U1 G38 O H3 O
G37 O[ O37 O } H37 O
C36 O | ] [ G36 O H36 O
C35 O | ) j | ” G35 O | H3S O
C34 I I G34 O H34 O
C33 O| | G33 O | Ft33 O
C32 O G32 O H32 O
°•1 ui i 1 i— e›* o i *' o
C30 i I I G3o Q H30 O
O[ C29 ] [ } fi28 O G29 O l H2P O
O] C25 F26 O G25 O H26 O
B27 O 0# CZ7 J D27 O } F27 O G27 O J M27 O
B26 O O| C26 /Ç} D26 O F26 O G26 O H26 O
B25 O O| C2S } D2S O F2S O G25 O H25 O
B24 O Q[ C24 ] } 024 O F24 O G24 O H24 O
Q(
B23 O C23 OÇ | ] } D23 O F23 O G23 O H23 O
B22 O C22 O| D22 O F22 O G22 O H22 O
B21 O C31 O[ } | 02\ O F21 O G21 O H2J U

A19 O BZ0 O C20 O| L D20 O T E20 o 1 F30 O G20. H20 O

A18 O B19 O Ct9 O| D19 O í E18 F18 O O G19 Ht9 O
A17 O BIS O C18 DIB O O F1ã O O G18 H18 O
B17 O O[ C17 D17 O E18 O F17 O O G17 H17 O
O E17 O O
A16 O B16 O cos o{ [j obs o eus rua s‹s o Hrs o
A15 O B15 O C15 OÇ D15 O o o G15 O HIS O
E15 O F15 O
At4 O B14 O C14 O f 1 I D14 E14 O } F14 O { G14 H14 O
O O
C13 OÇ D13 O E13 O P13 O G13 O H13 O
A12 O B12 O C12 O[ D12 O ] / E12 O J F12 O G12 O H12 O
a1t o ^s AI OI J 1 i B11 o O B6 O
A10 O AS O , ]’{ B g8 B5 O {
A9 O A4 O 10 Q B4 O
AB O A3 O [ O B7 B3 O
A7 O AZ O B9 O B2 O
BI O| ] C IO O } || E11 O F11 O G11 O H11 O
1 C9 O E10 O FIO O G10 O H10 U
1 C6 O E9 O F9 O j G9 Q H9 O t9 O
] E6 O F6 O } Gg O H6 O T O
O C7 O E7 O F7 Q G7 O H7 O l7 O
C6 O E6 O F6 O | ] G6 O H6 O 18 O
D CS O E5 O F5 O } } G5 O HS O IS O
1 } E4 O F4 O | } G4 O H4 O IB O
1 C4 O E3 O ] P3 O ] G3 O H3 O 13 O
C3 O E2 O F2 0 1 1 ** H2 O t2 U
O | E1 O| FI O{ | GI O , , | H1 O t1 O
C2 O ,
C C1 O [
Cooperation & Visual
Relnforcer Perfomance Receptlve Motor Vocal Requests Intraverbats Spontaneous
Effectlveness Langua9• tmltatlon lmitation
VocaJizationS
Copa right & 1994-2006 Bi Behavior Analysis. Inc Please do hot duplicete
 Assessment of Basic Language and Learning Skills-Revised
Skill Tracking System
Student

Assessor Date COlOR

COÓB

L29 O R29 O
L28 O R28 O
L27 O R27 O
L28 O R26 O
MS O R25 O
L24 O R24 O
M3 Rz3 Q
O fi.22 O
R21 O [
LZ2 O
pgg Q
J20 O L19 O
J19 O R18 O
L18 O
J18 O L17 Gt Q17 O R17 O
J17 O L16 O Q16 O R16 O
J16 O Lt5 O Q15 O R15 O
L14 O Qt4 O R14 O
L13 Q13 O ] [ R13 O
O | M12 O Q12 O R12 O
J12 W K12 GI L12 O MII O Q11 O ) ) R11 O
J1J O K1t O L11O M10 Q N10 O Q10 U R10 O
Jt0 O Kt0 O UO Q MB O N9 O Q9 O R9 O
L9 O MB O I48 O Q6 O R8 O I
LB O M7 O N7 O Q7 O R7 O
L7 O N6 O
W O K6 O M5 O NS O PS O
J6 O K5 O L6 O ?M O P4 O
J4 O K4 O L4 O Nl3 O N3 O P3 O
{| ] } VC i )
J3 O K3 O L3 O M2 O NF O P2 O
J2 O K2 O L2 O M1 O N# O PA O Q1 O RI O
J1 O

Syntax and Play and Social Group Classroom Gsneraltzed Readlng l¥tath
Grammar Lelsure Interaction lnstructlon Routlnes Respondlng

Cop}’rlght @ 1994-3006 B1 Beha\ lar Ans1\°sts. tnc. Please do not dt›pIicate

 Assessment of Basic Language and Learning Skills-
Revlsed Skill Tracking System

Y27 O ZZ7 O
Y26 O Z26 O
Y25 O Z25 O
Y23 O Y22 O
Z23 O
Z22 O
Z20 O

Y18 O Y17 O Z16 O

Y16 O Z17 O
Y15 O Z16 O
U15 O

U13 O U12 O U11 O U10 O U9 O Y13 O Y12 O Y1t O Y'l0 O Z13 O

U8 O Z12 O
U7 O
S10 O 88 O ue o X10 O X9 O
57 O V9 O M8 D
US O
U4 O VB O X7 O Y6 O
V6 Q X6 O Z7 U
T6 O U3 O W6 O Y6 O Z6 O
VS O X5 O
T5 O T4 O T3 OU2 O W5 O W4 O W3 O Y5 O M O
UI O V3 O J4 O
T2 O W2 O Y4 O Z4 O
S3 O T# 0
V2 O
W1 O X2 O Y3 O Z3 O
XI O Y2 O Z2 O
SI O Y1 O f O
Dresslng Eatlng Groomlng Toiletlng Grocs Motor Fine Motor

Copyright & i 994-2006 Bv Beha›ior Analysis, Inc Please do not duplicate

hA&h6bhb6hb h
Assessment of Beale Languege and Leamlng Skills - Revlsed
COOPERATION ANO REINFORCER EFFECTIVENESS

TASK SCORE TASK NAãgE TASK OBJECTIVO EXAUPLES CRfTERtA NOTES

A 0 \ 2 Take re/nforcer When offered a known Whan you hold out M& kb taken and eaten 2- takoa wtthin 3 secando all the
0 1 2 when otfered reinforcing item or activíty, the anó ofter a knowri Modified
0 1 2 studeot will take/ use the reinforcer, witl the time, t= esther not all the time
item student take the or takes mole than 3 saconds
0 1 2 or activity. reintorcer? to respond
A 2 0 1 2 Take a reinforcer When otfared one reinforcing When you hokl out M & M vs. shoe, witl take 2- takes within 3 saconds all 1he
0 1 2 from two item or actlvlty and another and ofler a reinforcer Modified M & M time,
and a 1= elther not all the ttme or
0 1 2 choces of items non-reintofctng item or activity, non-reínforcing itam, wãl takes more than 3 seconda to
0 1 2 the mudent witl sefect the student take respond
the rantorcing item or lha reinforcer?
activtty
A 3 0 1 2 3 4 Look at a non-
Student will bok at and tf you hotd up a nan- When yoM hold up a 4= wiff track the movement of Modlfied
0 1 2 3 4 reintorcing item
track chamas In k›cation reinforcíng item, will the shoe and ask the student item to 8 different posltlons
0 34
of a non- reinforcing cem the student look at it in a 10 fo k›ok at the shoe,second period, 3= wall track
presented by and the
01234 an watch it as you move it to student will look at it and rrovement of the item to 4
instructor.
dlfferent bcatlons in watch It as you rrove it positions in 10 seconds, 2=
tront of the student? finds fo a varietr of posltons it in any positÓn
(Mp/downJeft/
in front of him (e.g., up/ right} within 3 seconds, 1=
wili downJeft/right) look at item but FB€}MífOS af\
additÓnal prompt to look ot
takes more than 3 seconds to
respond
A4 0 2 Take a When offered a Wf›en you hold out When you hold out a 2= takas within 3 seconds aif the
comrnon common object, the and ofter an sem, will shoe, student wlll take Modified time, 1= either not all the time
0 1 2 ob)ect when student wiI1 take the item, me studant take the it or
0 1 2 ottered object? takes more than 3 seconds
012 to respond
A 5 0 1 2 3 4 Apptoaches
When a specific tangíbte When one at the Instructor has raisins that 4= will approach and sit a table New
chitd's
0 1 2 3 4 when a relntorcer Is avallable and rainfo cers is the student enjoys and perform multiple responses to
available (and
0 1 2 3 4 response is there is a clearly identited but the child must engage student is hungry), get reinforcers (each response is
the
0 1 2 3 4 requirad requirement for a known in a knowri response mudent walks across the reinforced), 3- wílt approach and
for to
reinforcemsnt response to be perfomed, the receive the room and performs perform multlple responses (each
reintorcer, an
student wi\t approach the does the student imitatlve response to get response is relnforced), 2= will

Copyright 1994-2006 By Behavior Analysis, Page \ The ABLLS’"-R

Inc Protocol
 instructor and perform the approach and pertorm a raisin from readily and repeatedly
required response (i e., the the response being the approach and perform a
studem knows that there is a requeated† Do instructor variety of known singte
reinforcer avallable but that he reinforcefs maintain responses, 1= wíll
thelr will need to approach the value when occasionally approach and
simple instructor and do a simple task responses perlórm at least one response
(beyond for the reinforcer
to get the reínforcer). approach and taking) are
required?

Copyright 1994-2006 By Behavior Analysis, Page \ The ABLLS’"-R

Inc Protocol
 Assessment of Basic Language and Learning Skills - Revísed
COOPERATION AND REINFORCER EFFECTfVENESS (Contlnued)
i ASK SCORE TASK TASK OBJECTIVE
NAME
A6 O12 spondsf0
Ah student wíll work torr e nd
other
instructor contrclled tartgible items maintain of a puzzfe. one at a
0 1 ? 3 4 controTled reinforcemsnt. their reintorcing value time, the st«dent will
0 1 2 3 4 retiJforcers when delivsred
severas
times fotlowing requested frame to get a raisin (a maintenance responses for 5
responses
The student All ba abre
to demonstrate and use
skilis Jearned with ona
ins1ructor when working
with other instructurs.
A R U 1 2 Was wtou Wnen an instructor is
0 1 2 touchng stmui attempting to engage the
01 2 student in learning ace
0 1 2 vities (at a table, white
seated on
the floor, or standing
near
materiais for an activity),
the
stude‹Jt wild wart calrr4y,
‹emain gensrally oriented
towards the instructor gnd
materiais, and will keep his
hands away from the
tnstructional matertals until an
instruction is presented
A^ 0 1 2 Looks to When engaged in an
0 1 2 instructor for obvious series of learning
0 1 2 instruction tasks, the studen1 will sean
the materiais
012 and look at the instructor
to
seek the instruction for
QUESTION EXAMPLES CRITERIA NOTES
When given three pleces 4= engages in 5 acquisition
responses !or at least 5
presentalions of a particular
put the pieces into a reinforcer, 3= 2 acquisition & 3
puzzle
reinlorcer) tor each presentations , 2= 5 maintenance
response responses tor 5 presentations, 1=
3 maintsnance responses for 3
presentations
Does the student Student learns to 2= works readily with 3 or more New
demonstrate and use tmlate clapping hands instructors and with novel
skills learned with one and touching his nose instructors at about the same rate
instructor when working with one instructor and and quality of responding
with other instructors* then will do those sarne demonstrated with familiar
responses for other instructors, 1= works readily with 3
instructors or more instructors at about the
same rate and quality of
respondíng
When the student is Sit calmly with hands 2= While sitting or standing in New
participating in learning on the table in front of, front of task materiais the student
activities, will he sit but not touching the consistently waiis calmTy orienting
calmly, wail for the materiais, waiti^9 to be towards the materiais without
instructor to ask him to do askad to do a task, requiring prompts to leave the
as
a task, and keep opposed to materiais alone, 1= requires only
his reqUiring
hands off the nurnerous prompts to "sit one prompt to sit/stand nicely or
materiais
until he is told what to nicely " "keep keep hands off the materials
do? hands back," etc.
When student is After scanning task 2= after scanning materiais, New
participating in a pictures on the student consistently tooks to tha
learning activity, does table, student instructor for the next instruction,
he scan the Books at the
materiais and then t0ok at instructor for the 1= aftsr scanning materiais,
nexf
the next
Page 2 The ABLLS™ l Pro!ocn
the instructor to see what he should do next* instruction withoul having to s e instructor for an tnstruction to
be told to "Look." t be presented
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Page 2 The ABLLS™ l Pro!ocn

 Assessment of Basic Language and Learnlng Skllls - Revleed
COOPERATION AND REINFORCER EFFECTIVENESS (Contlnued}

TASK SCORE TASK

TASK OBJECTfVE QUESTtON EXAMPLES CRfTERtA NOTES
NAME
A 10 0 1 2 Scans items in hen an instructton is When student is When instructed to 2= can consistently scan up to New
0 1 2 "’W array beforepresented during a series of participating in a leaming "give me shoe,° the 6 task-related items within 3
0 1 2 responding leaming tasks that involve activlty that involves student will scan all seconds [prior to responding),
0 1 2 instructonal materiais, the instructional materiais, the items in 1=
student wild attend to the does the student scan the immediate area can Consistemly scan up to 3
tbe lnstruction than 6can the materiais prior to untll task-
materiais prior to responding rasponding to he bcates the ahoe. related items within 3 seconds
to 1he inmruction. instructions? (prior to responding)

A 31 0 1 2 Responds When en9aged in a series of When student is When asked to point to 2= consistently responde within New
gwen an leaming tasks, the student will ‹nstruct‹on a 3
0 1 2 quicMy when while picture of a bird, the 6econds when instructions are
0 1 2 given an respond quickly when an participating in a leasing student immediately presented, 1= consistently
0 1 2 instruction \nstruction le presented. actívity, does he Joltow begins to reach toward responds wlthin 5 secando
when
the instructton
and then point to the instructlons are presented
immediatefy aher it Is
bird.
glven?

A 12 0 1 2 Variation In ” ’A vanety of kems and Wifl the student work Actions: tickle, pick-up, 2= at least 10 separate
0 1 2 reintorcement for actívities serve as reinforcers a variety of visual- toy that splns, lnstructor controllabte items or
0 1 Z {non-edible) Items and Auditory: music, Tactile: activities are etfective as
0 1 2 activitias as ‹ubs a eies, social: reinforcers for taarning
reinforcement claps, pralse, Toys: behaviors, ›= at teast 5 kems or
specific ones, Activities. activities are eftective as
tMZl9S, COfTlgMtef reinforcers
t
A 13 0 1 2 3 4 lntermittent The student will work for Wild the student work for Student witl label 4= engagas in 5 acquisition
0 1 2 3 4 tangtbte intermittent relnforcement. intermittent (occasionally picture cards when he responses for an edible or
0 1 2 3 4 reinfofcement deliveted) reinfo‹cement7 Is occasionally given a \angibIe relnforcer, 3= 2
01234 raisin after {a acquisition 8 3 maintenance
reioforcer) an average responsas for a reinforcer 2= 4
of about 4 maintenance responses lar an
r6S{3OftS0S edible or tangible reinforcer 1= 2
maintenance
responses for an edlble or
tangtble reinforcer
A 14 0 1 2 3 4 Instructor The student wttl work for Will the student work to The student performs *4= engagas in 5 acquisitÔn New
01 2 34 Onterectbn reinforcemant that involves get to do a fun activity task9 to get to play “Ring
responsas for instructor interaction
0 1 2 3 4 reinforcement fun interacton with the (reinforcernent) with the Around the Rosia’ with reinforcet, 3= 2 acquisitlon & 3
01234 instructor, instructor ? the instructor maintenance responses for
instructor ínteraction Z= 4
maintenance responses for

Copyright 1994-2006 By Behavior Analysts, Inc. Page The ABLLS”-R Protocol

3
 Assessment of Basic Language and Learning Skllls - Revised
COOPERATION AND REINFORCER EFFECTIVENESS (Continued)

TASK SCORE TASX NAME TASK OBJECTIVO QUESTION EXAMPLES CRITERIA NOTES

0 P o A e o p eting n task. when
0 1 2 instructor’s |engaged in a series of
1 2 change in facial Tearning activities, the student
1 2 expressior\ and wilt orisnt to the instructor
v4ce such as to observe the
changes in ínstructor's lacial
exprassion and voics thnt
provide feedback regarding
th6 COfF9CtFI6SS O( th9
response
Praise wilt serve as an
4 t social effective reinforcer for the
4 reinforcers student
When student is Looks to see if the 2= looks at instructors te seek New
participating in a learning instructot is smiling feedback when finished
activity, does de look for lisjens to the change responding at least 70% of the
in changes in instructor s infíection in the time, 1= occasionally looks at
facial expression and instructor’s voice as instructors to seek feedback when
voíce that proVide praise is being tinished responding (without the
delivered feedback regarding the instructor using highly
correctness of the exaggerated changss in behavíor
response* to get the student to notice)
Does praise servs as an 4= works for 15 m‹nutes for only
effective reinforcer+ praise, 3= works for praise for 15
min, with a back-up reintorcer. 2=
works for praise for 5 min, with
back-up reinforcer 1= works for
praise for 3 responses prior to
receivíng a back-up refnforcer

A 17 0 1 3 4 Waits
D ’2 3 4 appropri«teIy if
0 1 ? J 4 reinforce°
t0 1 2 3 4 delivery is
A 18 t0 1 2 Saaks approvaT
0 1 2 for task
b 1 2 ccmpletion
The student wild be abls
to walt appropriately if a
reinforcer is not delivered
immediately following a
bef›avior
The student will seek
recognttion for his
accorr›plishments
Does tne student wait 4= waits 5 minutes. 3= 1 minute,
appropriately if a 2=10 seconds, = 5 seconds
reinforcsr Is not delivered
immediately 1oIIowtng a
behavior?
2= asks others to see what they
Does the student seek
approvaT for work which have 6one, J= looks to see if
he hBs done well or others have noticed what they
completed? hava done

A 19 0 1 2 Task completion Completion of a task Does the completion of 2= works independantly 10

0 1 2 serves as serves as an etfective a task serve as an minutes to complete task for
0 1 2 reinforcer reínforcer for the student effective reinforcar* recognition of task completion, 1=
d1 2 works independently for 5 minutos
to complete a task with only praise
t as the retnforcer

Page 4 The ABLLS’" -R

Protocol
 Asaessmant of Basic Language and Leamlng Skllls - Revieed
VISUAL PERFORMANCE

TASK SCORE TASK TASK OBJECTfVE EXAMPLES CRtTERIA NOTES

NAME
B101234 When gíven angie, uniquely- Can the student put 4= places 5 pieces presented
0 1 2 3 4 Puzz& with a shaped preces from an singte, uniquely-shaped as enaupby k›okh gand
singls-piece inset postioning,
0 1 2 3 4 type of puzzle; the student will put the puzzle preces 3- 3 pleces presentes as group õy
0 1 2 3 4 inset anto a looking and positioning 2= 5
puzzla pieces tnto the puzzle pfeces handed separately ustng
frame. trial and error 1= places up
to 3 piecas handed separately
usin9 tnal and errar

B2 01234
FOrfTi bOx v\/hen provided a form box Can the student put 4= 6 pieces by Boking at
01234
or shape sorter and lts piecee in a form box piece then visually locating
01234
pieces, the studem wtll be or shape sorter? the corresponding hole, 3= 4
01234
able to pum the pleces Into pleces by Mak and k›cate, 2=
the corresponding holas in 4 pieses using trial and errar
the form box. approach, J= 2 pieces by trial
and error
B3 01234
Match identicat When given an object the Can the student
01234 student wild match to an 4= at laast 1O objects to objecto in
obJeeta to match ob/ects to an
01234
sample identlcai object in an array identical object Modified a display of 8 items, 3= at least
0 234
of three items. presented in an array 5
of three items? objects to objects in a display of 4
kems, 2= at least two objects
to objecto in a display of 2
items, 1= can match one
object \o an identlcal object in
a display ot 2 items
B4 0 12 Match objems to When g ren an item, Can the student 2= can match three items In
the match
012 pictures student will match the objects to corrasponding succession, 1= can match a
012 object to one of three pictures? single item per task
012 pictures in an array. presentation
BS 0 234 Match identical When gwen a picture, the Can the student Modlfled
0 1 2 3 4 plctures to student will match to an match picturas to an 4= at least to pictures to
0 1 2 S 4 sampie identical picture In an array identical pictMre pictures in a display of 8
01234 of three pictures. presented in an ar‹ay pictures, 3= at least 5 pictures
ot three pictures'7 to pictures in display of 4, 2=
at feast two pictures to pictures
in a display of 2, \-- can match
one pictura tO an identical
picture in a display of 2
pictures
Copyright 1994-2006 By Behavior Analysts, Inc. Page The ABLLS’"-R
5 Protocol
 Assessment of Basic Language and Learnlng Skills - Revlsed
VISUAL PERFORMANCE (Contlnued)

TASK SCORE TASK NAME

TASKOBJECTTVE QUESTION EXAMPLES GRITEFIIA NOTES
B6 0 1 2 Match pictures
When given a picturs of Can the student 2= can match three items in
0 1 2 to objects
an Item, the student will match pictures ot succession, 1= can match a
01 2
0 1 2 match the pícture to one objects to single item per task presentation
of three objects in an corresponding ob}ects?
0 1 2 Fluent matching array.
01 2 When given a stack 2= can match at least 10 items in New
When given a group of ten Is the student able to of pictures, student 30 seconds, 1= can match 5
pictures of items, the match pic\ures to an
s1udent
will match those pictures to an identical picture in matchas each one separats items in 15 seconds
an to
identical picture in an array array of ten pictures in another in an array of
of tan picturs9 in quick a ons-after-the-other pictures in rapid
successÓn. manner? successton
f? É 0 1 2 3 4 Sort non- When given a variety of 4= given 20 items (5 each of 4 Modified. Note: This skill does not require the
Can the student sort non- Student is given a
non- mixad
0 ü 3 4 identical items identical objecto or pictures identical items into set of vanous pictures items), can sort 10 or more types student to receptively know the class of the
() 1 2 J 4 reprssenting three items, pites when samples of of dogs and tress and of items into an array of 4 items. It requires only visual matching of similar,
and those a
01234 given an array of items are displayed in sample ot each is placed samples, 3= given 12 items (3 non-identícal items,
sample an
items for each of the srray (e.g., dogs, on the table. each of 4 items), can sort at least
three trees, The
items, the student wlll son non peopla)? student sorts pictures by 6 types of items into array of 4
identical items into the placing dogs on the samples, 2= given 6 items (2
appropriate groups (e.g., all pile of dogs and the each of 3 items), can sort at least
the dogs, all the trees, all traes on the pise of 4 types of items into array of 3
the people). trees. samples, 1= given 4 items (2
each of 2 items), can sort 2 types
ot items into an array of 2
0 1 2 3 4 B1ock designs When given a block design Can the student do samples
0 1 2 3 4 on pícture card card, student will place the block designs on a 4= can quickly complete designa Modified
01234 blocks in the appropriate picture ca‹d? with 6 or more blocks (some
012?4 locatÕn on the design card extras), 3= 4 or more blocks
disregarding extra btocks. (some extras), 2= can do up to 4
bTocks (no extras), 1= can do
designs using 2 blocks (no
B 10 0 1 2 3 4 Puzzles with Whan given uniqualy-shaped, Can the student extras)
0 1 2 3 4 mu1tiple connecting puzzls pieces complete puzzles with
0 1 2 3 4 connecting which Kit into an irregularly uniquefy- shaped 4= 4 puzzles with 8 pieces, 3= 4
0 1 2 3 4 pieces in an shaped inset frame. the connecting piecas which puzzles with S pieces, 2= 2
inset-type trame student wild complete the fit into an irregularly- puzztes with 5 preces, 1= 1
puzzts. shaped inset trame† puzzle with at least 5 pieces

B 11 0 1 2 3 4 Puzzles with a complete

Whan given a square-edged Can the student 4= 3 puzzles with 5 pieces, 3= 3
Ccpyr›ght 1594-2006 By Behavior Analysis, Page 6 The ABLLS”"-R
Inc Protocol
Note. The píeces may either connect to each
0 1 2 3 4 square-edged framed puzzte, the student witl puzzles with puzzles with 4 pieces, 2= other (like a jtg saw puzzte). or they may slide
connectlng 3
0 1 2 * 4 border frama complete the pieces which fit into puzzles with 3 pieces, 1= 3 next to each other wlthout connecting,
01234 ! puzzle. asquare-edged frama? puzzles with at least 2
pieces

Ccpyr›ght 1594-2006 By Behavior Analysis, Page 6 The ABLLS”"-R

Inc Protocol
 Assessment of Basfc Language and Learnlng Skllls - Revlsed
VISUAL PERFORMANCE (Contlnued)
TAGK
TASK TASK EXAM CRITERI NOTES
SCORE
NAME OBJECTIYE PLES A
B 2 01234 Can the student
Bk›ck When given a block do õi‹›ck desigos 4= can quickly
01234
designs deslgn card, student from looking at a complete designs with
01234
from wifl place bbcks to picture of a 6 or more pieces
01234
pMure make the das›gn design? {some extra blocks),
shawn on the card. 3= 4 or more parts
(extras), 2= can do up
so 4 pk›ces (no
extras), 1= can do
designs using 2
blocks (no extra
blocks)
B 13 0 Seque When given a vi9ual sequence Can 4= can match sequence of 8
1 2 3 4 nce the student match a
0 1 2 3 4 pattern to match pattern pattern of pieces comprisad of 4 dlffsrent
consisting of items visual stimuli?
0 a visual (e,g., cofored items
1 model bfocks), tfte when
2 student will given
3 abrange items to axtra
4 match the pattern. piece
0 s, 3=
1 When there is
8
2 Puzzles no frame, can
piece
3 wth When given the student )
s of 4
4 muttiple irregularly- shaped, uxtapose (i.e.,
items
piaces non-interk›cking ptace together)
which puzzle pieces, with
non- interlocking
must be student wild correct! puzzle pieces to no
y juxtapose the extra
make a
B 14 0 1 2 3 4 s, 2=
pieces to form a picture‘?
01234 6
pimure.
0\234 piece
01234 s of
three
items
with
no
extra
s, 1=
6
piece
s of
two
items
with
no
extra
Copyrightü 1es -200a By Behavior Analysis. Inc Page he ABLLS’* -R
7 Protocol
 s 5 piecea,
preces
3 preces, t= pieces, 3= s o s with
3=
4= 4 4 , 2=
f puzzle
2 te puzzles , 8
pMzlespuzzle
puzzle at teast 3 with 12 p pieces,
with 4 s with
s with pieces p 2 u 1= one
i = z puzzle
B 15 0 e z with at
J 2á 3 4Whan given 4= at least c t l least 8
i a standard four
e w e pieces
g jigsaw Can puzz1eG
s the student with 12
a complete B 16 0 1 2 3 4
w Match Given an array of When given a display of bat and 4= can match at least 2 related New. See
01234
p Items or piCtures, a balt; cup and ob}ects or pictures Appendíx 1: Association List pictures for 20 or
01234
u the student will be and juice; more items, 3=
01234
z able to match an socks and shoes; given a difterent 2 related pictures for 10 items, 2=
zl Item that is Item, can knife, fork, spoon and 1 refated
e associated wth the student match the plate: plmure
s one of the items in shlrt, hat and kem f‹om the for 10
012 puzzle
m ocki the array (e.g., display that pants items, 1=
34 (imerbc
a ng match a bat to is can
0\2 king
n pk+ picture of a ball). associated match at
34 pleces
d ces with the feasf 1
012 without
a wit item being ralated
34 a r hou presentes picture
frame),
d t a (e.g., for 5
the fra match a items
student
j me bat to a ball
viui )? when
correctl
g showu an
y s array of a
complet
a ball, a cup,
e the
w and a
puzzle. shoe)7
p
u
z
z
l
e
s

(
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.
e
.
,

i
m
e
r
l
Copyrightü 1es -200a By Behavior Analysis. Inc Page he ABLLS’* -R
7 Protocol
 Assessment of Basic Language and Learning Skills - Revised
VISUAL PERFORMANCE (Contlnued)

TASK SCORE TASK NAME

TASX OBJECTIVE QUESTION EXAMPLES CRITERIA NOTES
1 ? 3 4 Sort by
functicn When provided with a When provided with When shown a pen 4= at least 5 items from 4 New
sample a and
1 2Ú4 of lwo items that have dífferent model of items that a bottle of bubbles functions , 3= at least 5 items from
are and
012?4 íunc{insandshown a ussd for a certain the ptacement of a 3 functions, 2= at least 5 items
demonstration of matching function, can the crayon on the pen and from 'i? Func\íons, 1= at least 2
another itsm that has the student sort pictures of a candle on the items from 2 functions
items into bubbtes.
same function the student will groups ot items that have student continues to
be able to sort additional the same function place othe« pictures on
pictutes that have the same te.g., scissors with things you write with and
functions vth the correct ones you cut with, pen things you blow on the
sampte items with things you write correct piles
1 23a S0úbyteaftl When provided with a with)? When shawn a monkey 4= at least 5 items trom 4 New
e 1234 samp1e of two of items that When provided with a and a car and the features/parts, 3= at least 5
have model of items that items
have
difterent features/parts and a certain feature/part, can placement of a dog from 3 features/parts, 2— at least 5
on
shawn a demonstration the student sort the monkey and items from 2 features/parts, 1= at
of matching anothar item pictures of items lnto a bicycla on the least 2 items from 2 teatures/parts
that groups of car,
has the same feature/part, the items that have the same student contínues to
student wall be abre fo sort feature/part (e.g., dog place other pictures on
additional pictures that have with the ones that dave things with tails and
the same features/parts olh taiTs, car with the ones things with wheels.
the correct sample items. that dave whee!s, blue
items with blue items.
striped items with other
things that have
B 9 0 1 2 3 4 Sort by class When providsd with a stripes)? When shawn a cat and a 4= at least 5 items trom 4 classes, New
sample Can the student sort
01234 of three different classes pmtures of items shoe and the 3= at least S items from 3 classes,
of into placement
0?34 items and shawn classes to whích the itam of a dog on the cal and a 2= at least S itams trom 2 classes,
a
0123 demonstration of matching belongs when provided shirt on the shoe, 1= at least 2 items from 2 classes
4 another member ot each with a model of items student continuem to
class, the student wild b6 from each class (e.g., place other pictures of
abre to sort additional dog with other animais. animals and ctothing
pictures that match the shirt with other on the correm peles
class to whlch the ttem cTothing)?
0 1 2 3 4 Delayed belongs
B 20 After showing a 4= immediately, Mh three items
01234 Atter having been shown a Can the student replicate pattern
01234
Cooyrigt›t
0 1 2 31?94-2006
4 f3y Behavicr Analysis, Inc Paga 8 The ABLLS”"-R
Protocol
 raplication of a model of items in a a sequence at items after of three items and after 5 second delay,3= three
specific then
sequence sequence and then having the havin9 been remove the display, items with two second detay or
showri a the
model removed, the model of items in a student replicates two items with 5 second detay, 2—
student will be abre to specific sequencs the pattern to kems in two seconds whout
replicate the sequence and then having the prompN, 1- two isms Tth 2
model removed? sacond delay with only verbal or
prompts

Cooyrigt›t 1?94-2006 f3y Behavicr Analysis, Inc Paga 8 The ABLLS”"-R

Protocol
 Assessment of Baslc Language and Learning Skills - Revised
VISUAL PERFORMANCE (Contlnued)
TASK SCORE
TAStt OBJECTIVE QUESTION EXAMPLES NOTES
TASK NAME CRITERIA

B 21 0 1 2 3 4 Delayed fínding When shown a specitic ítem Can the student find an After showing the 4= after 5 second delay, can
0 1 2 3 4 a sample and it is rerroved, and live item which had previously student a picture of a
find any one of 10 items withín
0J234 items are then presented (one been shown to the cat, hide the plmure,3 seconds, when presented an
01234 being the same as the onginal student after it has wak array
been item), the student witt be able removed, and a lew seconds, present
of 5 items, 3= after 3 second
then pictures of a dog, cat,
delay, can find any one of 5
items
to find the inicial item. presented in an array of and bird and say "Find within 3 6econds, 2= after 3
three items (one baing tha same" or "Find it" second delay, can find any one
the same as the onginal of 5 items within 3 seconds,
ítam)? when presented an array of 3
items, 1= after 2 second detay,
can find any one ot 3 Items
within 3 seconds, when Modified
presentsd an array of 2
B 22 0 1 2 3 4 Extend a When given a model ot items Can the student continue When an arrangement 4= continues an irregular pattern
0 1 2 3 4 sequence in a specific saquence (regular adding items in the ot blocks are displayed with at least 3 difterent stlmuli
0 1 2 3 4 pattern and irregular), the student will correct sequence when in a pattern (e.g., a red with lrrelevant pieces present,
01234 be able to continue adding given a rnodel of items bk›ck, blue block, red 3= tãree items in a regular
In items in the correct sequence a specific bk›ck, blue block, etc.) aepueoce wlth extra ‹rrelevant
SEI€}M8fICe? the student continuem to pieces
(e g.. ABABAB, ABCABC, add a red block, then a present, 2= three items in a
ABBABB, AABAAB, blue block, etc, regular sequence, 1= two items
ABBCABBC) in an altemating sequence
B 23 0 1 2 Rsplicate simple Given a set of blocks or other hen given a simple 3- When shawn a rrodel, = can repllcate 2 objects
0 1 2 36imensional “W items and a rrodel of a dimensÓnal model, can 12 the student builds a uslng at least 6 blocks or
0 1 2 ob}ects sfmple the student arrange simple house using othar items, 1= can replicate 2
0 1 2 3-dimensional object (e.g., a btocks and other items to blocks. objects using at least 3 blocks
house, car), the studeN will make a duplicate or other items
be able to arrange’ the
blocks or
New
other items to rep#cate structure (e.g., a house,
tha structure. car)‘?
B 24 0 1 2 Dependent The student will be able to if a person put a set of For each napkin placed 2= can immediaely place an
0 1 2 matchfng observe a person ptacing tdentlcal ‘Oems on a item on a table, tha student on a corresponding item
0 1 2 sequence multiple identical objects on a table, is the student for a immediately places a senes of at least 6
0 1 2 table and then place a able to place a second responses, 1= spoon on the napkin; can immedíately
dNerent ítem on each of item on each of those place an item on after each instructor- a corresponding
thosa items immediately after placed Items item for a series placed white bk›ck the of at least 3
each one of the úrst type of immediataly allen each responses
item has been placed. of the fltst items was student adds a blue
placed on the table• block; for every )uce

Copyright s› hs<-2006 By Behavior Analysis, Page The ABLLS’"-R

Inc 9 Protocol
 Assessment of Basic Language and Learning Skllls - Pevised
VISUAL PERFORMANCE (Contlnued)

TASK SCORE TASK

TASK OBJECTtVE QUESTfON EXAMPLES CRfTERlA NOTES
NAME

B 25
Seriation When given a model of the Can tha student arran9e 4- can arrange at least tour sets
1 start and end of a Oems in a logcat arder O@ of items for each of the four
0123 continuum, student wild be (i.e., by size, quantity, @}@@ g specified attributes, 3= two sets
4 able to arrange addittonal shade of color, sequence OO O O of items for three a«ributes, 2=
0123 task stimuli in the of completion, order -- two sets of items for two
4 aPpropriate arder by size, ABC’s, 123’s)? attributes, 1= two sets of items
quantity, shade of color, and tor one attribute
sequence.

826 04?34 Pctue

01234 seque e The student will be abre to Can the student Places four pictures of 4= can arrange at least five sets
04234 arrange a set of picture arrange pictures washing hand sequence of four items in a sequence, 3=
0 1 2 34 cards in the appropriate depicting a logical in arder: Turn on water, five sets of items with a three-
sequence. sequence of events? use soap, rinse hands, card aequsnce, 2= three sets of
dry hands with towel items with a three-card
sequence, 1= two sets of items
with a three-card sequence
B 27 0 1 2 Mazes
0 1 2 Can the student draw 2= can draw a line from start to
0 1 2 The student will be able to a line trom the start tn end in a maze whlch has 3
0 1 2 dravv a tine frcm the start the end of simple choice points for selecting the
to the end of simple mazes? correu path, 1= can draw a line
mazes, in a maze which has only 1
choice point for selecting the
correct path

C opyright 1994-2006 By
 Behavior Analysis. Inc
Page DO The ABLLS’"-n rotocoi

616.&11111 Lk 6 k 1 2 1 2 t 6
t
 Aseasament of Basic Language and Leamlng Skllla - Ravleed
RECEPTIVO LAFIGUAGE

TASK SCORE
TANK MAME TASK OUE TJON EXAMPLES CRlTERtA NOTES
OBJECTIVE
Rasponds to
Student wtll look at or come to Will the student k›ok 2= looks or comes at teast 80°4 of ii o
at or
0 1 2 own a person when called by come to a person the time, 1= raquties some
0 1 2 name his name when called by his prompts to respond
0 1 2 name?

C2 0123 4
Follow Wf+en given instructions to Will the stMdent follow an Jump on 4= at least 3 activities Modified
01234
instructions to do a preferred activtty \n trampotíne. instruction to do an without
the swing, etc. prompte, 3= at least 3
activitles
0 1 2 3 4 do an context of the ongo}ng activity, enjoyable actan with only one additional verbal or
enjoyable under
0 1 2 3 4 actton in content the student will comply the conditõns when the pointing promps, 2= 3 or more
with activity usuatly occurs activities with a model and no
the instructions (e.g., "Go swing" at physical prompts, 1= 3 or mora
‹ecess)? activities with only parcial physical
prompts
C3 0 12
012 Foltow Upon request, student will If you hold up a 2= Books at it in any position dified
012 instructons to look at a reirrlorctng nem reinforcing kem and (up/down/left/ right) within 3
012 look at a held by an tnstructo‹. ask the student to seconds, 1= wllt look at item
reinlorcing look at lt, will the but requires an additÓnal
item student k›ok at the prompt to look or takes more
items than 3 secando
G4012
012 Upon instructÓn, the student Modified
Follow will touch a preferred item If you hold up a desirable Potato chip held 2= readíly touches an item in
012
instructÕns to held in varÕus positions. over item in various locat‹ons, head, off to any position (Mp/down/left/ right)
012
touch a side, etc. will he reach out and wlthin 3 seconds, 1 touches or
reinforcing item touch or grab it grabs an item within 3 secando
in vartous on ínstruction if it Is held in front of him
positions {e.g.,
G5 0 12 Wouch ," or "(name of
Upon instructÓn, the difi
Fotbw student item)*? 2= readily touches an Aem in
if you hold up a common Pen held over any
head, off
0 2 tnstructons to will touch a common item heid rtem in vanous k›cations, to side, position (up/dawn/left/ right) within
ele.
0 12 touch a common in varÓus will he reach out 3 seconds, 1= touches or grabs
0 12 positions. item in vanous and touch h on an item within 3 seconds if it is
positbns instructon (e.g., held in front of him
Vouch ," or
"(name of item)"?

C6 01234 Follow The student will comply Will the sudent follow an While siying at a 4= at least 3 activities tdodifiad. Note: Followlng an tnstruction wtth a
with table, without
0 2 3 4 instructions to instructions to do a preferred instruction to do an the child will follow an
prompts, 3= at least 3 wXh only compliance wtth the
0 2 3 4 do an enjoyabTe activity even though it is enjoyable action even Instruction to "go one verbal or pointing prompt, instructor*s verbal behavior but does begin to
0 1 2 3 4 action out of not occurring at that jump when it is not under the on 2= 3 or more with a model and establish instructiona1 control that is criticaf
content time. trampoline," etc. conditions which ths no physical prompts, 1= 3 or to the deveJopment of amual "receptive"
activity MSUally occurs more activitias with only parcial ski4s
(e g., "Go swing*‘ physical prompts
while inside)?

Copyright G 1994-2006 By Behavior Analysis,

Page 11 The ABLLS’"-R Protocol
Inc.
 Asseasment of Baslc Language and Learning Shills - Revlsed
RECEPTIVE LANGUAGE (Continued}

TASK SCORE TASK NAME

TANK OBdEOTlVE QUESTION EXAfdPLES CRITERIA NOTES
Ü 7 0 1 2 3 4 Fotlow
The student wilf 3comply
4= at least with
activities Willprompts,
without the student
3= atfollow After
least 3 with using
only theortoilet,
verbal the prompt, 2= 3 or more with a model and no physical prompts, 1= 3 or more activities with only parcial p
pointing
0 1 2 3 4 instructions tn
lhe instructions
2= usually to do a3non-
within an1=
seconds, instruction to one
usually with student
do aadditional will (not
prompt followincluding holding out hand to receiva the rtem)
0 1 2 3 4 routine
preferred activity when the non- preferred activity a directions to "wash
0 1 2 ü 4 situations
activity is pressntly occurring. the time when the hands "
activity usualty occurs
(e.g., "Wash hands"
before
C 8 0 1 2 Foltow
The student will follow Upon request the child Modifiad. Note: This task does no1 require
0 1 2 instructions to
instructions which requíre him When an adult hoJds will hand a shoe to an the student to be abls to receptively know the
0 1 2 give a named,
to give a named, non- out his hand and asks instructor, name of the item to setect it from a group of
0 1 2 non-reinforcing
reinforcing item for an item, will the items
object
student foi‹ow
instructions to give a
C9 d 1 2 3 4 Follow named, non-desired
The student wild comply with Jump,
4= at least 6 instructions sit dawn,
without arms
prompts andup,
can foilow at least 4 different actions within 10 seconds 3= at Isast 6 instructions without
0 1 2 3 4 instructions to
instructÓns to do a simple clap, blow, knock,
prompts 2= at least 4 instructions Modified. See Appendix 2: Simpla lnstruction
0 1 2 3 4 do a simple
motor task (e.g., clap. turn Will the student
without follow an
prompts, 1= al least 2 instructions without prompts List
0 1 2 3 4 motor action
around. arms up). instruction to do a
simple2=motor
readilyaction
finds and touches it in any position within 3 seconds, 1= touches an item if ›t is held in front of him
upon request (e.g.,
”CTap hands")?

0 10 0 1 2 Follow
When asked to touch II you hold up an object in When a cup is held Modified. NOTE: The receptive discrimination
an on
0 1 2 instructions to object that is being held one hand and hold up one side, and an ernply skills for tasks C 10 - C 17 can be
0 1 2 touch item vs. a and an empty hand is held your other empty hand is held in a demonstrated with any type of selection
out as hand d‹fferent response (e.g., point
0 1 2 distracter a dístracter (or the ob ect |or the object is placed on position, the student to, pick up, give me, touch, show me, where is,
‹s wiJf
placed on a table with a table with select "cup" upon find the )
another neUtral item such a another neutral request,
2= readíly finds and selects it in any position within 3 seconds, 1= finds and selects item if it is held in front at him
styrofoam item such a
cube used as a distractsr), the styrofoam cube used as a
student will touch the distracter) will the
named object student touch the
named object when
instructed?
C 11 0 1 2 Follow When asked, the student When a shoe is held Modified. See Appendix 3: Receptive and
0 1 2 instructions to will select a named li you hold \2§ Or place on one side, and a Label List
0 1 2 select one reinforcing item from an two items in any position bottle of bubbles (a
0 1 2 reínforcing item array of two objects hard or near the student (one relnforcer) ‹s held in a
team an array placed in any position in being a retnforcer) and different position, the
of front of him ash him to select the student will select
\wo objects reinforcer, can he do it* "bubbles" upon
request,
t
Copyright ü. 994-20dõ By Bshavior Analysis. Inc
Page 12 The ABM.LS’"-R Pro1oco!
 Aseeesment of Baalc Language and Learnlng Sklfls - Revised
RECEPTIVO LANGUAGE (Contlnued) TASK TASK YASK EXAMPL CRfTERtA NOTES
SCOR NAME OBJECTIVE If you hold up or ES 2= readlly finds and 8elects it in Modified. See
E Follow Upon request, the place two Whan a box of Appendix 3: Reoeptive and any position within 3
C12 0 1 2 instructio student will be able feintorctNg ralstns aeconds, 1= Label List
012 ns to to sekxrt an ob)ect ob)ects in any (relnforcer) and nnda and selects Item if it is held
012 select named by the position near me a bottle of in tront of him
012 one of instructor from an student and ask bubble6 {a
two array of te him to re\okrcer) are
reinforcing reinforcing ob}ects SelBCt Ofl9 Of held in front of
items held or placed in thBM, CBri the student, the
any positÓn in frnnt student wlli 4= receptively ldentifies S0 or See Appendix 3:
C 13 0 1 2 3 4 of him. setect "bubbles" Receptive and Label List more objecto and can
0123 4 upon request. identtty Note that objecto
Can the student seki ted should be ones that
ispon request, the select a Men a cup and
atudeoi all specified object a ahoe are held
be able to eetecl an from a in front of the
ob}ect
01234 named by ths selection of two cameron student, several difterent examples of rnost the student hears the namss
lnstruetor trom the mudant wffl of and interacts
01234 ob}ects? eelect of those objects, 3= with on a frequent basis.
ob}ects ob}ects held or "shoe" upon identlfles at 1east one
placed in any request. example of 25 objects,
poaitlon In front of 2= 10 oójects, 1=
hlm. identifies at
C 14 0 1 2 3 4 Select Can the student least 2 objects See Appendix 3. Receptive and Label
0 1 2 3 4 one of celect a When a picture List
Mo Upon request, specXied at a dog and a 4= ptive y ide e
pictures student wtlt setect a picture of an picture of a e
at picture named by shoe al fi0 o more Items
the and can
0 1 2 3 4 cameron instructor from an array of Mo item are held in IfoM identify
0 1 2 3 4 Items from a 6election of pktures of of the studem, several
oomrron Items held two pictures of tha student will diflerent
common pictures
o\ most
ol
those
*sons,
3= 25
or placed in item? select "shoe" plctures of different items, 2= 10
any position upon pictures, 1= 2 plctures
In r0€{UâSt,
i of htm.
C J5 0 If you ask the 4= DO or more parts, 3= 6 parte, See Appendix 4: Body Parts
1234 student to List
Touch own body The student
wlll be able to
0 1 2 3 4 pa folbw direcaons to touch parts 2= 4 parts, 1 = 2 paM
rts touch a part of his body,
01234 of his own witl select a can If you place six or rrore
01234 body. he do
C 16 0 1 2 3 4 it† This skill can be
Select one of six The mudent
 c vel es 3: n v l e smple
e y 100 Receptiv o e x s) of
4= p Id or See e and ol six or those items, can pick up, give moat ot moss ob)ects
t en ”Mod more he me, touch, when presented In an
re Appendix objects
i Gft ›fied. se\ec\ tha named show me, where array of six or more
012 Of spe o de more objacts and on a object? Ts, find the) objecto, 3= 50 objects
34 fD c\\ie bj no can ldentity table in
O of at iaast one
õ e n8t List any
F example of the item
e obje ct rBt poMÓn
O ct o sd when presentad in an
in front
b} for o wit array of three objects,
0 of lha
at n h 2= 10 obJects
Ct student,
S leas a an (array of 3), 1= 5
t ta y objects when
bl presented in an
e array of three
In
a
n
y The ABLLS’"-R
012 o 100 ty s Page 13 Protocol
34 n comn pe e
012 on of w
34 a object se r
s Te a
t when cti l
a the on Copyright 6 1994-Z0Oô By Behavior
b positio res d Analysis, loc,
l n and po i
e ns f
ask
the e f
object (e. e
is g., r
prese poi e
med in nt n
to, t
an
array
e
studen
x
t to
a
selact
m
one of p
l
e
s

(
i
n
c
l
u
d
i
n
g
 Assessment of Bastc Language and Learning Sklll6 - Revised
RECEPTtVE LANGUAGE (Continued)

TASK SCORE
TASK TASK OBJECTIVE QUESTION EXAMPLES CRITERIA NOTES
NAME
C 17 0 1 2 3 4 Salect one of six The student will select a if you place six or This skill can 4= receptivaly identifies 100 Modifiecl. See Appendix 3. Receptive and
more be or
01234 or more specified picture for a* least pictures of common demonstrated with any mora pictures and can Label List
01234 pictures on a 100 common objecto when the objects on a table ›n type of selection identify several different
0\234 table any picture is presentsd in an oositsn and response (e g , point examples (incluõing novak
ask the array of six or more pictures student to to, píck up, give me, examples) of most of those
select one of on a table in any positÕn in touch, show me, pictures when prssented in an
those items, can he where is, find the) array of six or more pictures,
fronf of the student select the named 3= 50 pictures ot at least one
object? sxampte of the item when
presented in an array of three
or more pictures, 2= 10
pictures (array of 3), 1= 5
pictures when presentes in an
array of three or more píctures
C1B 0 1 2 Acquires new The student wild ba abre Does the student Student learns to 2= readily learns to select
012 sslection to acquirs selection skiils learn new receptive select a picture ot a many new items after being
skílls for requíred to
012 without intensive many new common objects discrimfnalion skills for "telephone" in five select the items less than 5 times,
or or
012 training pictures of items after new common items withín tess training 1= selects many new items
being required to select trials. live presentatÓns? after being requlred to select
the items less than five the items less than 10 times.
times.
019 0 i Fluent receptive The student wtll be able to is the student abfe to When asked to "point 2-- can sequentially point to or New
discriminations polnt to or select known point to or seTect to shoe", child does, setect at least 10 known items in
2 items from an array upon known items from an and then points to a 30 seconds, 1= can point to
012 request when presented in array upon request "cup," or select S separate known
012 quick succession. when presentes in a *’book," and "apple" in items in t5 seconds
0 12 one-after-theother rapld succession
manner?
C20 0 1 2
Vaed The student will be able Can the student "Show me ," "Where 2= selects objecto and pictures
to select
012 instuchonslo select objects and pictures specifíed objects and is the ," "Can when given any of 5 instructions to
you
012 select named by the instructor pictures when provided find the ,° "Touch the select a specifiad item (any
usngany while
012 response using a variety of body parts of other with a variety of student to point to body parts of other people or touch pictures of body parts, can he do
instructions to select those people or touch instructions jo it?
Items (s.g. "Show me pictures of body parts. select those items
," *Where is the (e.g "Show me
," "Can you find ," "Wnere is
the the
* "Touch the "). ," "Can you find
C 21 03 2 3 4 Point to body
the " "Touch
01234 parts on
the
01234 others or Tha student all be able to
01234 pictures follow diractJons to point to If you ast‹ the
 _ ," "Do you sea a _ s n s c ), 1= selects objects and
," "Find the ." e e e pictures when given any 2
l r p instructions to select a
e e i t specified item (can use any
c s s a response)
t p b
i o a l
4= 10 or more parts, 3= 6 parts, Sae Appendix 4: Body Parts List
o n c e
2= 4 parts, 1 = 2 parts
C22 0 12 Touch own The student wild be able ja If you ask the student 2= 4 or more items, 1= 2 items
012 pieces of to follow directions to touch touch a piece of
012 clothing clothing clothing items on his own on his
012 body, can he do it? body

Copyright 1994-2006 By Behavior Analysis,

Page 14 The ABLLS’"-Dt Protocol
Inc
 Aseessment of Baslc Language and Learnlng Skills - Revised
RECEPTIVE LANGUAGE (Conttnued)

TASK SCORE
TASK TASK QUESTION EXAMPLES CRfTERIA NOTES
NAME OBJECTfVE
C 23 0123 4 Touches parts of The student All be able If you ask the sudent When boking at 4= 3 or more pans of ten objects, New
to to a
01234 items 1olIow directfons to touch show you the parts of picture of a house, 3= 3 parts of six objects, 2= 2
01Z34 specified parts of items an item {pctura or the student can point parts of lour objects, 1 = at
01234 (e.g., door and window ot a object), can he point to the dMr, window least 2 parts ot two objects
house, wheel and door ot a to the namad parts? and roof.
C 24 0123 4 Setact car) Can the student select 4= selects at least 20 adjectives See Appendices 5 & 6: Adjectives List &
01234 adjectives The student wild be able a specific item when red block vs. blue Cotors (including at least 3 colors, 2 and Shapes List
to Select betwean t¥\o you bloci‹
similar . big/ liale, hot/cold,
01234 items that vary on hold up Mo items old/new, fat/thin, wet/dry, shapes and 2 sizes), 3= at least
one that
01234 dimanson (i.e., adjectives). vary in only lastfslow, day/night, 10 ad)ectives (at least 5 of
one dimension hard/salt, etc. whlch are not colors), 2= at
(i.e., least 5 adjectives (may be alt
adjectives)? colors), \= can fdentify at least
C25 0 T 2 Seiects nems by The student witf be abla When a pen, a one adjective New
to tf you ask the student crayon, 2= aan salect one of three
to
0 # 2 following sefect an item by attending "Give me that one," and a piece of chalk separated items bcaied on a
to while are
0 j 2 anothar’s gaze the eye ouentaton al boking at a 6pecific item, on different parts table, 1- can sefect one of two
another of a
0 1 2 person, will the student be able to table, the student 9el0cts separated items located on a table
select the correu the item to which the
item† instructot is boking.
C 26 0123 4 Po|bwshand The student will be able Student goes to door 4= can respond correctly to all 5New
0 3 2 3 4 sgnas to foltow hand signals Does the student when adult points to types of hand signals, 3= can
from an toltow hand signals the
from an
01234 aduft to come, sit, stand, go to adutt to come door, student claps respond correctly to at least 4
to the hi6
01234 a location, and perform an aduft, sit down, hands when the adult typas ot hand signals, 2=
aclion when signaled stand, and go to a points to him (to can respond correctly to at
(e.g., stand up or clap \oca\on 1o which indicate his turn), least 3 types of hand
hands when the adult is student selects signals, 1= can
point to the chitd). pointing, and perform the big cup when teacher reepond to at least 2 types of hand
an
points to the larges of signals
several cups on a
C27 0 12 Fotlow an Studem will be abla to Can the student walk table. Student follows 2pn 'j pe e é
012 tnstruction to walk across the room to across the room to go an instructlon by
go go to a to walklng
012 4 to a person specified person. to go to a a spacifíed person?
01Z
C28 0123 4 Folbw an instruction to Student wili be abfe to Can the student walk across the room to go to
0123 walk across the room
across the room when the pen to least two people upon 4 c go to at least 2 people and 2
told to "go to Jim" "Give Jim" request = a places and deliver/place a given
n
0 1 2 3 4 give an item to a specified place or person a specified place item, 3= 2 poop1e or places
and or
0 1 2 3 4 person or place or deliver an ítem (e person and place wtthout prompts, 2= 2 peopte or
place item on g., give pen to Jim). or detiver an ptaces with only a single verbal
an object item† prompt, 1= 1 person or place with
only a verbal prompt
G29 04234 Follow Student will be able to Can you ask the "Go get the book ela go to p p and
an walk student from a
0 2 3 4 instruction to actoss the room to go to a walk across the room the desk and bring it 2 places and get a specified
0 1 2 3 4 walk to specified ptace or person to go to a specified to me" rem, 3= 2 people or ptaces
0 1 2 3 4 someone and and get a requssted item. place or person and without
gem a named get a requssted item? prompts, 2= 2 peopte or places
item with only a single verbal
prompt, 1= 1 person or place
with only a verbal prompt
Copyright € 1994-2006 By Bshavior Analysis, The ABLLS’"-R Protocol
Page
Inc.
15
 Assessment of Basic Language and Learning Skills - Revised

RECEPTIVE LANGUAGE (Contlnued)

TASK SCORE TASK NAME

TASK OBJECTIVE QUESTtON EXAMPLES CRITERIA NOTES
0 1 2 3 4 Fullow an
Student will be able to walk Oan you ask the *Give Jim a hug*’ 4= can go to at least three
0 2 3 4 instruction to go
across the room to go to a student to go to a people and pertorm at least 2
0 1 2 3 4 to a person and
spacified person and person and pertorm an actions, 3= 2 people & 2 artions,
0 1 F 3 4 do an action
perform a stated action action (e.g.. give a 2= 2 people
(e.g., give Jim a hog). hug)* & 1 action, 1- 1 person & 1
artion
31 0123 4
SpeciTic motor The student will select Can the student make "touch the cup," "Point 4= responds correctly to any of 5 See Appendix 7. Receptive lnstruction List
012?4
responsss in common objecto and pictures sslections of ob|ects to bird," "Give me different selection responses, 3= When given a specific instruction that
and shoe," specities
0 1 2 '3 4 recepTive tasks with a specific motor response pictures when given "Píck up hat," "Get four difterent selection responses, the response requíred to setect those items
a the
01 234 when given a variety of variety of instructions plate," "Cove‹ the 2= three different selection (e.g., "Touch," "Point to." "Give me," "Pick up,"
instructions spacifying the which specity the monkey." "Hide the responses, 1= two dífferent "Get the") the student wi(I use the specified
response required to sslect response required to spoon," *Push the car" selection rssponses response
those items (e.g , "Touch," select those iiems (e.g ,
"Point to," "Give me," "Pick "Touch," "Point to," "tive
up," "Get the") me," "Pick up," "Get" )?

3Ü ú 1” 2” Demons\rates a The student will comply
0 2 specified action with instructõns to do a
0 1 2 with an object simple action when
presanted with severas
objects, one of which is used
to pertcrm the action.
C 3J 0 2 3 4 Multiple actions
The student will be ab1e to
0 1 2 3 4 with an object perform a specified action wth demonstrate actions
01P34 a specific object, when severas using a variety oT
objects
d 2ü4 different ob/ects are present
that could be used to
demonstrate the requested
action
‘C 34 0 1 2 Demonstrates a The student all comply
with
0 1 2 specified instructions to do a
pretend
0 1 2 pretend acticn activity.
01 2
Will the student follow "Show me... sleeping, 2= at least S wthout prompts, 1=
an instruction to do a wnting, tapping, cutting, at least 2 with only verbal or
simple action when rolling." pointing promp\s
presemsd with severas
objects, one of which is
used to pertorm the
acfion (e,g. display of a
pencil and a pillow and
instiucted to "Show me
writing")? "Bounce ball, roll ball, 4= can perform at least 4 actions New
Can the student
throw ball,’ "Brush on at least 4 objecto, 3= can
hair, brush dog." perform at least 3 actons on 4
(s.g., with a car, a train, objects, 2= can perform at least 2
a bal!, a brush, and a actions on 4 objects, 1= can
roy dog present, student perform 2 actions on at least 2
can follow directions to objecto
show me "brushing
dog," "brnshing arm,"
"rolling car," "rolling
ball," etc ) "Show me laughing,
Wild the student folfow
an
instruction to do an action crying. yawning,
even when it is not the s!eeping, writing,
conditions under which tapping, cutting, rolling."
the activity usually
occurs (e g., ”Show me
laughing”)*
CEP yright ” 1ü94 20OG 9y Behavior Analysis, Inc Page * C
E ¥ E ¥ B B D ¥ D P ¥ F ¥ fi G G ¥ ¥ fi ¥ G G ¥ ¥ G 4 O G f G J f 4 J J J G B Y V
Assessment of Baslc Language and Learnlng Skllls - Revlsed

RECEPTIVE LANGUAGE (Continued)

TAGK SCORE TASK

TASX QUESTION EXAMPLES CRfTERtA NOTES
NAI¥IE
C 35 0 1 2 3 Select one of UponOBJECTIVE
request, the student will Can the student select a When shown pictures 4= selects 20 or mora action See Appendix 8: Actions and Verbs List Note:
4 three pictures of select a speclfied action specif ›d picture of an a boy writing, kicking, pictures and can Identlfy Thfs ekill can be demonmrated w’rth any type of
0123 represeming picture from an array of three action from a selectÓn of and eating and several diPerent examptes selection response (e,g., point to, pick up, give
4 actlons asked to pictures on a table n any three pictu‹es (including novel examples) of me, touch, show me, where is, find the)
0123 selec\ the picture at position In front at me most of those actions, 3= 10
4 student. representing actÓns7 "writlng" the student actions, 2= 5
0123 selects the picture of actions, 1= 2 action pictures
4 the Sea Appendix 1: AssociatÓn Lfst
C 36 0123 Select GiYen an erray of items or When given a display of bat and a ball, cup 4= can select a least 2 related
4 as6ociated and pictures and asked, W\that objocts or picturee pinturas for 20 or more items,
0123 pictures and juice, socks and shoes; goes with this?," the 3= 2 related pictures for to
4 student shawn a diftersm hem knita, fork and a items, Z= 1 related pictura for
0123 apoon; will be able to select the item and asked, "What goes ehirt, 10 items, 1= can select at least
4 hat and pams which is used with the item with thts?," can the 1 ralated ptcture for s Items
0123 being shawn (e.g., setect a bat student sensei an
4 item when shawn a picture of a from the
display which is ball). used wlth the Item
being
presented (e.g., select a Modified
bat when shown a picture
of a ball)?
C 37 0 1 2 3 4 Select by Student will be abta to select Can the student satect When shown pictures 4 can select at least 2S items
0 1 2 3 4 functíon of abas or px urea of 8ems ob)ects or pictures o\ a scissors, a stoe and a when told the item’s functlon
01 2 3 4 when told tbe item*s tunction. items when told the hor6e, and asked and can aelect 2 or more items
01234 "Which wtth a specifíed function from a
Item’s function [e.g., Give one do you cut display of at least 6 items, 3= at Modified
with?," me the one(s) you cut the least 25 items, 2= at least 5, 1=
student will select with, write wtth, etc.}† at least 2
scissors.
C 38 0 1 2 3 4 Salem by feature SNdent will be able to select Can me student ealect When shawn 4= can select at Bast 2
pictures of 0 1 2 3 4 objects or pctures of items objects or pictures of a scissors, a ehoe and features or paM lar 25 Items
a01234 when tokl the item’s features items when told the horse, and asked and can select 2 or more items
W\/hich 0 1 2 3 4 or parts. itam*s features or parts one has a taíl’?;° the with a specified feature/part
ie.g., Give me the one(s) student will select from a display of at least 6
the with a tail}? horse. items, S= at least 2 features or
/dodified
parts for 25 items, 2=
at least 1 feature or part for 5
items, 1= at least 1 teature or
part
valor 2 items
”C 39 0 1 2 3 4 Select by Student will be able to Can the student select When shown ptctures of” 4= can select at Ba9t 5 items
0 2 3 4 class select objacts or plctures abas or pictures of a scissors, a shoe and from 4 classes and can select 2
01234 of itarns when told the a items when told the class horse, and asked or more items of a speclfied

Copyright6 1994-2006 By Behavior Analysis, Page 17 The ABLLS”"-R

me. Protocol
 Assessment of Basíc Language and Learning Skills - Revised

RECEPTIVE LANGUAGE (Continued)

TASK SCORE TASK

TASK QUESTION EXAMPLES CRITERIA NOTES
NAf0E
OBJECTIVE
C 40 0 1 2 Select two items Upon request, the student All Can the student select When an assortment of 2= can setect 2 specifisd objecto Modified
0 1 2 frGm a larger set select two specified objects or two specified objecto f0 common objecto or or pictures when given a display of
or
0 1 2 pictures from a larger pictures m a targer pictures are placed on a 10 or more items, 1= can select 2
0 1 2 selection of objecto on a seTectioi ‹ ul objects on table, and the student is specified oojects or pictures when
lable in front of the student a table in tront ot the asked to "give me shoe given a display of at least 4 items
student+ and cup*’ student wild
pick up the cup and shoe
II 0 1 2 /ÚeIect two items Upon request, the student will Can the student se!ect When 10 2= can select 2 specifisd items in Modified
common
0 1 2 In sequence sslect two specif‹ed objects o‹ two specified items, in the objects or pictures arder when given a display of 10
of
Ú 2 trom a larger set pictures, in the o der order raquested, from a items are placed on or more pictures, 1= can select Z
a
t\ 1 2 requasted, from a larger selection of table, and asked to *’give specified items in order when
larger
selection of pictures on a table pictures on a table in me shoe and cup" given a display of at least 4
in tront of the student l‹ont of the student? student wild pick up pictures
the
pictures of the shoe
and the cup in that
order
í.’ 4Í. 0 ü ü 4 Select The student 1fI be able Cao the student select Teacher, police, fire 4= salects 4 or more community “
0 1 2 3 4 community to select pictures of piciures o1 common fíghter, physician, helpers, 3= 3 community helpers,
P 1 2 ü 4 helpers common comrnunity community helpers in cterk 2= 2 community helpers, 1= 1
01234 helpers tn his environment his environrnent? community hefper

C 43 0” t Locate objects
The student will be able Can the student Find all of the fish (same 2= csn find at least 3 of 4 items in
to locate
0 1 2 in larger, locate pictures of objects pictures oJ objecto fish) in an underwater a display which contains at
0 1 2 complex picture within a larger, complex \vithin a complex picture scene least 1{} other items, 1= can
012 pintura which contains a variety tind at least 2 of 4 items in a
ot other objects? display which comuns at least
a other items
C 44 0 1 2 Locate objects The student all be able Can the student locate Find ali of the fish 2= can find at least 3 of 4 items in
0 2 from parts of to locate objecto when pictures of objects when when only part of each a display which contains al least
only fish
0 1 2 ob)ects in la‹ger, shown parts of the objects only shown parts ot may be visible (e.g., 10 other items, 1= can tind at
the the
0 1 2 complex pictute within a larger, complex objects presented withln head or ths tail) in least 2 ot 4 items in a display
picture a complex picture an underwater which contains at least 5 other
scene, items

LTopyr lght “› 1994 2006 by Uehav›cr Analysis, Page The$RLLS" R

Inc 18 Froimcel
C 45 0 1 ? 3 4 Select common The student wild select When listening to a Toois/machinery saw, 4= at least 8 sounds, 3= at least
0 1 2 3 4 envtronmsntal appropriate pictures whan the tape recording of 6 drilL,...Alsrt Sounds car sounds, 2= at least 4 sounds,
0 1 2 3 4 so‹›nds common sounds, or 1= horns, train whistles, at least 2 sounds
sound which is paíred with
01234 that item is heard upon hearing a natural ambulance/police
environmentat sound slrens.....animals.. event
and asked "What do s/acf/vities.. Otrthôay
you hear? “'ílf the
student select a picturs of party, baseball
game, the item which males the vehicles car.
train,
sound* airplanes

LTopyr lght “› 1994 2006 by Uehav›cr Analysis, Page The$RLLS" R

Inc 18 Froimcel
 Assessment of Baslc Language and Leaming Skills - Revised
RECEPTIVE LANGUAGE (Conttnued)

TASK SCORE TASK NA

C 46 0 1 2 3 4 Setects all TASK OBJECTIVO QUESTION EXAMPLES CRlTERtA
Tha student will be able if you show the student "Give me all the 4= 6 similar items from a total
0 1 2 3 4 exampfes of
to fbffow directÓns to an array or ‹tems, can dogs" array of at least fifteen items,
an
sefect all the examplas of ha setect aff the 3= 3 items from an array of ten
0 1 2 8 4 item
a 9pecified item te.g., ali examples of a specified items, 2= 3 items from an array
01234
the cats). item from that larger of at least six hems, 1 = at
group of items? least 2 similar items trom a
total array of at east four flems
C 47 0 2 3 4 Se 4= 20 two-component
Given a scene or a var›ed Can tt›e student setect The big red ball, the combinations, 3= 10 two-
0 2 3 4 itema with two
set of objects or pictures, a specífied hem which hot
the has breaklast ceteal, tbs
0 1 2 3 4 spec fied student wlll be able to select a the te cDthes you wear on your component combinations 2= 5
spacirwd
0 2 3 4 characteristics specifexl item which has characterlstics (e.g., lhe teet. te-component combinations 1=
the two specified blg red ball," "The hot 2 two-component comblnations
charamehstics (e.g., "The breakfast cereal") from
Óg red ball," "The hot a scane or a larger set
braaktast cereal"). of

C 48 0 1 2 3 4 Selact set
Given a set of ob ects Üüft th0 StUdoflt 7he red ones ones sefects at east 20 ad ves See Append•ses 5 & 6: Adjectives List & Colors
o
or SO with
0 1 2 3 4 items wth a pictures who vary only on multipfe items wheh have holes, (including at least 3 colors, and Shapas List
a wrinkled/srnooth 2
01234 fied síngle characteristic, the a specWíed characterístic ones, cfean/dfrty, shapes and 2 sizes}, 3= at
0 2 3 4 characteristic student wall be abre to new/used least 10 adjectives (at least 5 of
setect all of the items similar items whlch which are not colors), 2= at
which have a vary along a singTe teast 5 ad/ectives (may be all
Síngl9 S{ +Cífi6Ó CI\8rBCt6fiStiC colors), can identify at least
(i.e., adjectives such as arljectives)? one adjectíve
C 46 0234 lhe red onas*).
Can the student se\ect The big red ones, See Appendices 5 & 6: Adjectlves List 8 Colors
the 4= 20 te component
01234 or pctures the student multiple items which have green ones with combinatÕns, 3= 10 and Shapes List
wlll holas two
0 1 2 3 4 specified able to setect ali of the two specifiad characteristtcs from a larger set of similar items which vary along those
01234 C SI 0 1 2 3 items which have lhe two characteristtcs (e.g., adjectives, parts or other features, Tuncton, or class of the
characteristlcs 4 Recept vs two specified item)?
0123 cbaracteristics (e The student will Can the student select tems n a spscifiad sequence (e.g., *Touch jha shoe, then touch
4 adjectives, parts or be able to foll the
preposi other fes ures instructions
tions unctictn or c as the which include
0123 item). selections Can the student follow directions which require setectons involving prapositions?
4 involving
C 50 Follows a 0123 prepositions.
mukiple 4
The student wild be
component able to select thrse
sequence items in a specified
sequence.
the by cars, the little shoes tua e c t p ns 1= 2 two component
green o Ô o combinatÓns
m n n
p s e
o n
n 2 t
e =
n c
2= accu‹ateIy selects 3 items in
t 5 o
"Touch the shoe, then touch the sock* specified sequence after att the
m
items am named, 1= accurately
c t b
selects 2 items in specified
o w l
sequence after bath Items are
m o n
named
b a
l c t 4= at least 6 prepositions, 3= at See Appendix 9: Prepositions List
n o i leasl 5 prepositfons, 2= at least
a m o 3 prepositions, 1= at !east2
prepositions

Copyright1 1994-2006 By Behavior Analysis,

Page The ABLLS*"-R Pratoco!
Inc
19
 A6seesment of Basic Language and Learnlng Skills - Revlsed

RECEPTIVE LANGUAGE (Contlnued)

TASK SCORE
TASK NAME TASK OBJECTiVE QUESTION EXAMPLES CRITERtA NOTES
C 52 01234
Receptive The student will be able Can the student foliow 4= at least 8 pronouns, 3= at least See Appandix 10: Pronouns List
01234
pronouns to folbw instructÓns directions which require 4 pronouns, Z= at least 3, 1= at
01234
which include salections selections involving laast 2 pronouns
01234
involving pronouns. pronouns?
C53 0 1 2
Select pictures Student will be abre to Can the student select Fire in a house, ffre 2= selects at least 4 pictures
012
rspresenting a seTect plctures of scenes or pictures of specific truck, pulling the fire depicting locations or activities,
0 12
location or an pictures of activities locations and activities hose, spraying water 1= selects at least 2 pictures
0 12
acttvlty when presented Ah an on the house. Scenes depicting tocations or activities
presentad in a array of pictures in of a beach, a birthday
scena which one of the party, a picnic, a
pictures represent the baseball game, a
locatan or activity† parade, a grocery
C 54 0123 4 store, a circus.
Selems plctures Student will be able to Can the student select 4= at least 4 emotions, 3= at leaet
01234
representlng select pictures of faces pictures of faces happy, sad, surprised, 3 emotions, 2= at laast 2
OJ23
emotÓns depicting various depimlng a variety of trtghtened, mad, scared emotions, 1= at least 1 emotion
4
emotions. emotions?
0123
4 Selects "same" Can the student select 2= can select both "Same" and
and "ditterent" When the student is an item which is "Same" "Different" items when the te
C55 0 12
p‹ovóed with a display of and "Oifferent" from an displayed items vary on only
012
two items, then shawn a array of two items when one charactanstic, 1= can
012
third item which matches shown a third item select bath "Same" and
012
one of the two displayed which matches one of "Different" items when the two
items and toid to esther to the Mo displayed displayed items vary on
"Find same," or to "Find items? te or more characteristics
dlfferent," he will sslem the
corresponding item in the
display.
C 56 0123 4 Select non- Student will be able to point to Will the student po‹nt When student is looking 4= at least 3 examples from 10k4odified
to
0 1 2 3 4 examptes or select items which are or select Items which at a book and is asked to categories (can be related
01234 non- sxamples of a do not meet a to point to something that is functions, features, or
01234 specified category of items specified criterion classes of
(e.g., not food, not yellow, (e.g., not food, not an "not food," he points to a items) 3= 3 examples from at
not used to cook, does not animal, not green)? least picture of a car. 5 categorias, 2= 3 examplss
have a tail). from
at least 3 categortes, 1= 3
examples from at least 2
categorias (can be related to
functions, features, or classes
of

CS7 0123 4
Selects pictures The student wild ba able Can the student Embarrassed, arguing, 4= selects pictures representing
01234
of social to select pictures select pictures fighting, talklng, teas1ng, at least 4 social interactions. 3=
01234
interactions representíng a variety cf representlng a variety playing, working, selects at leaet 3 social
social interactions of sociat
01234 (e.g., playin9 interacttons {e.g., playlng, practicing, busy, upset, interactons, 2= selects at least 2
arguing).
 arguing)? friendly, stressed, social interactions, t= selacts
funny. at least 1 social \nteraction

Ccpyright 1994-2006 By Behavior Analysis, The ABLLS’"-R Protocol

Inc Page 20

6 6a & a c &6 6 61.&&&.&&&111A&%1

 Aeaessment of Baslc Language and Leamlng Skllls - Revtsed
MOTOR lMiTATlON
TASK NOTES
TASK TASK EXAh¥PL CRfTERt
SCOR
NAME OBJECTIVO ES A
E Will the mudent 14
Motor Upon request, imitate a Pretend to drink s=t n h
D1 a
imitation student will from a at I
01Z3
4
0 1 2 3 4 usin9 imítate a motor activity vúth an motor cup, roll a car two digerent actions for each
objecto action using an dawn a
01234 object. item/object ra object, 3= 2= 5
01234 when mp 1O
asked to actions,
"Do this’? actions,
1= 2
actions

D2
Motor Upon request, WiII the student When the e 10 a y Nlodified
im6atíon student wlll imitate a student has a actio
0123
4
0 1 2 3 4 using lmltate a motor motor action pencil and a imitates novel actÓns, 3= 10
objects in activtty requirlng a spoon & is
01234 a requiring a discriminatio st›own putting 8 pencil in ections, 2= 5 actions, 1= 2
dW‹tminat discrimination of n of an
ion
01234 an object. object when a cup, the acttons
asked to "Do student wtll do
this"? tha same on
D3 01234 Motor Upon request, request 4= at least 10 actions See Appendix 11: lmltative Skills List
0 1 2 3 4 imltatÓn student w‹ll Wild the student & readily imitates novel
of gross imitate a gross imitate a gross Jump up, ctap actions, 3= imitates
motor motor rrotor actÕn hands
when
0 movement when provided with asked any 10 actions, 2= imitates any
to "Do this" and
1

4
0 234 verbal prompts. provided with 5
verbal
prompts? a
D4 0123 4 Irnftation Upon request, Stomp c
0 1 2 3 4 of leg and student will imttate Wall the student loot t
0 1 2 3 4 foot a gross motor imitate a gross Õ
moveme amivity invoíving motor action n
nts foot and leg invotving foot s
and leg ,
Copyright a 1e94-2I@ô By Behavior Analysts, Inc. Page The ABLLS’"-R
Z1 Protocol
 1=actions
Skills 1=
Some
List Raise and \owef t s ons & faadify See
4
imitatas
readily
imitates
the arms at side = t a Append›x 11: \mitative Skills List imltates
eny novel also
exhibited l c novel actions, 3= 10
in skills
See actions,
actions a e 1 t actions, 2= 5 actÓns, 1= 2
measured
3= actions,
Appendix a 0 i actions
4=11: 2=Tasks
5 D6
least DAO
actions, Imitat Upon request, Wild the Tap table with a hand vs. s New. See Appendix 11: Imftative
Imitative
Note: ion student will student imitate pés Skills List
01 movements, a
movements rraasure 0123
23 whencasked more 4
4 t specitic
\o "Oo 0 1 2 3 '4 discfimin lmitate Similar bath actions hold the hand readify imitates novel actÔns, 3-
i motoi ating actions that that requi‹e on table,
o imitation 0 1 2 3 4 state and klnetic require him to him to clap hands imitates any 10 paim of actions,
n skills discriminate demonstrate vs. holding
s 0 1 2 3 4 motor whether the action holding a atatic pa!ms together, 2=
DS t en U a movem legumes either a position and tap foot on a imitates
WiTl the
012 n snts static (held those that circle vs. place any 5
p student
34
m ts o d
imttate a poslion) or a require him to and hold foot on pairs of
01 h klnetic imitate a similar the circle. actions,
n gross
23 a (movement) motor action that 1=
i re motor
4 n movement. requires imitates
q action
01 t d rapaased any 2
u involving
23 m movement when pairs al
e arm and
4 o similar
a st hand asked to "Do this"
01 v
, movements ? actions
23 e
t st when asked whera
4 m
u to °Oo one
o d e
this”? response
e nt
In the
n nt s.
pam
wi ínvolves
ll moveman
im t and the
o ita other Is a
te static
f a response
gr .
a os
D7 Varied The student will Can the student Will ‹mrtate a = i en New
s
r 0 12 lmitation irnitate ac0ons imitats actÓns model when l
m
0 instructlo when any of a when the asked to given any one of 4
ai 1
m or ns variety "Watch difterent
2
ac 012 of instructions are me, Your turn," "Do what instructlons to imitate, 1=
tiv ínstructÕns varied?
ity are used to
m in 012 indicate that he I do," imíiates known aetions when
v is to imlate an "Follow
o ol me," "You
vi action, try it," "My turn, Now you given any one of at teast of 2
v n do it," or "Do like this" different instructions to imitate
g
e ar
m
m
Copyright a 1e94-2I@ô By Behavior Analysts, Inc. Page The ABLLS’"-R
Z1 Protocol
 Assessment of Basic Language and Learning Skills - Revised
MOTOR IMlTATtON (Continued)

TASK SCORE TASK

TASK OBJECTIVE QUESTION EXAMPLES CRlTol2lA NOTES
NAME

fJ 8 0 123
4 lmitation Upon rsauest, student
cf wiíf
0 1 2 8 4 gross motor imitate gross motor
0 " 2 3 4 actions modeled movements that he observes
0 1 2 3 4 In a mirror being modeled by others in
a mirror
2 hcitation of head Upon rsquest, student w2l
2 movements imitate a 9ross moiot
activity involving head
movements.
Upon rsques1, student will
0 2 iongue imitate a motor activity
2 movements involving mouth and tongue
movements
Witl the student Put hand on head, 4= at taast 10 actions & readily See Appendix . lmitative Skil\s List New
imitate cTap
gross motor movements hands. rub stomach, etc. imitates novel actions, 3= imitates
that he observes any 10 actions, 2= imitates any
being
modeled by others n a 5 actions, 1= imitates any 2
mirrsr when asked to actions
*Do this" *
2= imltates 3 actions, 1= one See Appendix 11. lmitative Skills List
Will ths student imitate Shake head from side
a to
gross motor action side action
invo\ving head
movements when asked
to "Do this"?
WIII the student imitale Stick out tongue 2= imitates 4 actions, 1= 2 actions See Appendix 11: lmitative Sktlls List
a motor action involving
his mouth and tongue
when asked to ”Do
this”'?

D JÚ” U 2 3 4 lmitat on of
Upon request. student wild Wall the student imitate Open mouth, squeeze 4= at least 6 tacial/oral motor New. See Appendix 11 Imitative Skills LiSt
0 1 2 3 4 tacial/oral motor
imitate facial/oral motor facial/oral motor l‹ps together, stick movements including those that
0 1 2 3 4 movemsnts
movemants that he out movements that he tongue, nove tongue require repeated movement and
0 2 3 4 modeed in a
observei being modeled by observes being modeled side-to-side, lips to those that require a held position
othars in a mirror. by others in a mirror blowing poskion, puffy (starc), 3= imftstes any 6
when asked to "Do this" ? cheeks, blinking, actions,
raising 2= imitates any 4 actions, 1=
eyebrows imitates any 2 facial/oral
motor actions
D 12 6 1 2 3 4 Motor imítation
Upon request. student wíll Wall the student imitate Touch tips of index 4= at least 10 actions & readily See Appendix 11: Imitat‹ve Skills
0 1 2 3 4 of line motor
imitate a line motor a fine motor action fingem together List imitates novel actions, 3= 10
Ú t 2 3 4 movement
activity. whan asked to "Do act›ons, 2= 5 actions, 1= 2
01234
this”? actíons

D 13 0 2 lmitation of
With a set of 4 2= can imitate any sequence of Naw
Upon request, student W›lt the student imitate identicalTy
wild
0 1 2 touching objects imitate touching objects in a touching objects in arranged objects, touching 4 of 6 items, 1= can
a
0 1 2 t In sequence sequence at the same time as sequence switching student matches imitate any sequence of touching
to model

Üooyr iqht 1994-2006 By Behavior Analysts, Inc. Page The ABLLS”* R

22 Protocol
 012 a person modeling the
sequence
D 14 0 1 2 Imitation of Upon request, student
0 1 2 blowing will imitate both short and
t12 sustained blowing
actions when modeTed
by others.
Üooyr iqht 1994-2006 By Behavior Analysts, Inc.
touch the next ítem when he touches a 2 of 4 itams,
when the modsl touches car, then shoe, then
that item* cup, then horse.
Will the student im0ate Simple blowtng action 2= imitates both a short and a New
both short and and a sustained 2 sustained blowing action of at
sustained blowing second blowing action. least 2 seconds duralion, 1= can
actions when modeled imitate esther a short or an
by others when asked extsnded blowing action
to "Do this" ?
Page The ABLLS”* R
22 Protocol
 Assesament of Baslc Language and Learnlng Sklfle - Ravlsed
MOTOR fNttTATlON (Contlnued)
TASK SCORE TASK NAME TASK OBdECTfVE QUESTION EXAfãPLES CRfTERlA
D15 01 2 Imitate speed of Upon request, student will Will the student imitate lrnitates the speed of an 2= readily imitates actons Ne
a
0 2 imitata a rrotor action involvin9 the matching the speed of the ongoing
an motor activity ongoing model moving
ongoing
012 actio involving manipulation of an object (e.g., model, 1= requires only verbal
n with manipulating an an object shaking
012 obj object matching matchin9 « speed at an a prompts to match the speed of the
ect the speed of tambourlne quickly or
o
the ongoing ongoing rnodet slowly at the ongoing modeT
model. when asked to same time a
”Do this"? modet of the
action is being
D 1S 0 tmitate 2= readity imitates New
12 damonstrated) actions with
speed of Upon request, Will the student
student will imitate a lmmedlately
following a
0 1 2 a recently lmltate a motor rrotor action fnvolvtng tf+e ob/ects
0 1 2 modeled actlvity involving demonstratlon of an matchin
action manipulating an manigulatÓn of an object action g the
with an ob)ect, speed of
tha
action
tmmedi
ately
followin
ga
0 2 object matching the speed of a student demonstratlon, t= requires only
wtth matching the speed of a imftates the
objems
recently modeled action. recently modeled actõn matching one verbal prompt to match the
modeled acton
when asked to the speed of the objacts,
"Do this*? model moving
the object (e.g.,
shaklng a
tambourine
D17 0 Imitate Upon request,
12 speed of 9uci kly ^
student wild lmitate WiII tha student
012 an action a gross motor imitate a gross sbwly)
012 activity matching motor action Stowly or
012 the speed of the matching the quickty iaiss
model. speed of the arms at slde
rnodel when
DJ8 0 lmitation asked to “Do
12 of Upon request, this"?
student will
Wall the student Wtth a set of 4
Imitate
Copyright Õ 1994-2006 By Behavior Analysts, Inc. Pege23 The ABLLS’"-R
Protocol
s f e g u c following a sequenc sequence after the as he touches ' ediatel
p o a i h e atler sequence ot items to a car, a shoe, a O y
e f d t r the be cup, then a e foliowi
e l i h s t sequenc m ng a
d o l e s h e of s demo
w y e items to nstrati
o i s o be í on. 1=
f n i p n s touche m can
g m e l p d has m imitat
t i e y e e
h a e model been touched horse. The student then touching any sequence of
t d
e v d demonstrat has been
a ed.
d t o e
demonstrated? touches those t
a e e f r o
items in the o
c m s b f
same u
t o t a
D10 0 sequence. c
i n a h l t Upon request, When asked to
12 h
o s c e h sequenc student will imitate "Do thts," vdlt
0 e of l
n t t p e a sequence of \fie fituôent Clap hands,
n
r i m r actions motor actÓns imitate a shake hands,
g
i a o o o m 1 swrlching abng with a sequence of rub hands, lhen
m l n d m o 2 with modet immediataly motor actÓns tap thighs, 2
m i p d 0 switching from along with a immedíataly
s e
e o t e 1 changing f‹om
l o
d n s l 2 one
m , f
i 0
a \
a t
t = 4
t o 2= can imitate 1
e 2 c
r touching any 2 i
l = h m
l e t
y a
r n q e
t
012 m
tou t s sequence ot
s
chi o t touching 4 of 6
ng u u
obj c d i
ect h e m
o i n m
imT n t e
tate g d
tou o w i
chl b a a
ng j t t
obj e c a
ect c h t
o in t e y
a o e
i t
n m o
a o l
d l
e o
l w
012 01 2 in s equence l
Copyright Õ 1994-2006 By Behavior Analysts, Inc. Pege23 The ABLLS’"-R
Protocol
n 2 u r w = action to another when a actions withln 10 seconds
g = e e i the lead of the model. switching from one acton leader changes his
n m t c \o actions
a c c h a an
a e m i n oth
d n o n er
s o d i fo)
r i f a 1 m bw
r m t 0 i ing
o f 6 e t the
n t d s a lea
s a N e t d
t t e a c e of
r e w c o th
a t n a e
t rr›
a d í d sequence of 4
i differant od
i o s
o modeled el
s f n ,
n ?
e f s
.
q e 1
model o el immediatety
n
e

a
c
ti
o
n

t
o

a
n
o
t
h
e
r
f
o
ll
o
w
i
n
9

m
o
d
Copyright Õ 1994-2006 By Behavior Analysts, Inc. Pege23 The ABLLS’"-R
Protocol
 Assessment of Basic Language and Learning Skills - Revísed
MOTOR IMITATION (Contlnued)
TASK SCORE
TASK OBJECTIVE QUESTtON CRITERIA NOTES
TASK NAME EXAMPLES

t”Do
OfSO%)

1 2 s
Upon request, Foltowng a Tap a drum \/rth a stick once vs. thraa times
lmi imitatio
tati student v ill
n of dsmonstration by
on imitate a motor a model, wiTl
motor
of movement for the student
th the same tmita\e the same
e number of number of
nu repetitions as repetitions of an Wave raised arms from side to side while saying "Swish, swish,
m was just action when swish."
ba modeled asked 1o "Do
r this"*
of
T 2 Upon When asKed so
repetition request "Do this" then
s of a student wild shawn a
1 2 motor imitate a demonstration
rt› motor that
ov movement
em along Ah a
ent correspondin
g

Si
m
\i
h
a
n
e
o
u

Copyright s+ 1994-2006 By Behavior Analysts Inc Page The ABLLS” t Protocol

24
2 d o o nd
= o o e u m t r a vocal response combinations
f f d p movement and combines an action and a without prompts j- imitates at
i a Move arms like cradling
m a u w t vocalizatian.
i p i o vocalization vocali a baby while saying "Wa, least one motor and vocal
t r t zation
a e t h t . wifl
t s o h the
e p o r st ? wa, wa"
s o t n e u
n h l e d
a s r y e
n e e r nt
y w e v e i
i e p m
n t it
r r e
u h at
e b t
m o e
p a i
b u th
e l t
e t e
t i
r s
i o o
p a
t r n
o r m
i s
f o e
o g c
m n e N
u p o
s s e m
p t t w bi
s o u
t n
o f r o at
1 a f ío
= a l
N n
e a of
i r p t
w m
m e r ot
i s o l o
t
t p m e r
h
a o p a a
r
t n t s ct
e
e s s t io
e
s e n
r 2 4 a
e a w - n
p n h d d
e y e i i v
t n m f o
i n i t c
t u p t e al
i m r a r iz
o b o t e at
n e v e n io
s r i s t n

Copyright s+ 1994-2006 By Behavior Analysts Inc Page The ABLLS” t Protocol

24
 r ponse h
e combination e New
s without
invoíving 4 t
fdotor
Upo imitation
Wil When objects r
sequence
n l using
a toy with the t u
multiple
req objects
the truck, a white block c
uest stu can then k
, de replicat places
stud nt e at original
ent imi least 6 model
will tat small remaining
imit e a box visible the
ate se and a red block
a qu red, in the box
seq en a
uen ce n
ce of sequen d
of act ces of
acti ion at lesst t
ons s blue, h
usir usi yeilow e
g ng and a
muf mu white y
tiple ltip thr6e e
obt íe actions T
ects obj involvín l
ect g 4 o
o objacts w
wh block a‹s
en present, b
as the l
ke with the o
d original c
to model k
"D remain1ng
o student i
thi ímitates a n
s"?
can t
rsplicate h
at least 6 e
sequence
of putting b
the a
ditferent c
sequences k
ot at least
two blue o
btocl‹ on f
top of the
actions t
Copyright s+ 1994-2006 By Behavior Analysts Inc Page The ABLLS” t Protocol
24
 Aeeessment of Bas!c Language and Learnlng Skills - Revleed
MOTOR ll\ lTATtON (Contlnued)
TASK SCORE
TASK OUE EXA C NOTES
TASK NAME OBJECTiVE STIO MPL R
N ES t
D 25 0 1 2 3 4 Irmtates motor eWdith u bein e Does the student
t imitate Make a series of tacial 4= at least 10 actions & readily T
0 1 2 3 4 rrovement each action, student adI the gross rrotor actions and head movements imitates nove\ actions, 3= 10 5
0 1 2 3 4 without a direct imltate gross motor actions of others, for only the that are being done by amions, 2= 5 actions, 1= 2 R
0 1 2 3 4 verbal prompt modeled by an individual, for personal satisfacton or others. actons l
the eocial reagnttion ot tor the social recognkion A
belng able to match the of being able to match
actons.

D 26 0 1 2 3 4 Spontaneousty Student will spontaneously Does the stMd0nt Watches others and 4= at least 10 actions & readily
0 1 2 3 4 imitates lhe ‹mitate a gross motor spontaneously tmitate the does what othere do imitates novel actions (not
0 1 2 3 4 actions of others ectivity modeled by an actions of others who are (e.g., all hop, clap, necessary to be a sequence of
01234 Individual who is not not directly in front of stand, sit, put hands on 10)
standíng directly in front of him (i.e., wtthout having hips). , S= 10 actions, 2= 5 actions,
the student to be prompted or told 1= 2 actions
to imitate the acbon)?

D 27 0 J 2 3 4 Delayed Upon request or when
0 1 2 3 4 imitation labefing his own actions,
01234 student will be able to
01234 demonstrate actions which
ha observei several hours
earlier In the day.
Does te student tmitate ’This is what the lion 4= label and im8ate numerous
actÓns whlch he did” or "show me how actons observed 4 hours ago,
observed earfier in the Clnderella scrubbed the 3= label and imitate after 1
day eithe‹ spontaneously floor'* hour, 2= label and imitate after
while labeling his 10 minutes, 1= upon request, 1
behavior, or upon action after 5 minutes
request?

Copyright 1994-2006 By Behavior Analysis, Inc. Page 25 The ABLLS’“-R Protocol

 Assessment of Baslc Language and Learning Skllls - Revised

VERBAL BEHAVIOR

VOCAL lMITATtON

TASK SCORE TASK NAI\IE TASK OBJECTtVE QUESTION EXAMPLES CRITERIA NOTES

E 0123 4 lmitates sounds The student will imitate Can the student 4= readily and accurately
0 t 2 3 4 on request a sound when you say imitate sounds uqon imitates almost any sound, 3=
01234 ,”Say request* 15 sounds,
01234 2= 5 sounds, J= 2 sounds
’E2 0 1 2 Imita\es Child quickly repeats New
The student wiTI be able Is the student able to 2= can repeat at least 10
to
0 1 2 sequence of repeat a series of repeat a sequence each sound presented in separate sounds in 15 seconds,
individual at
0 1 2 single sounds sounds presenfed in qu›ck sounds immediately after rapid succession (e.g., 1= can rspeat s separata sounds
0 1 2 swúching with succession they are presented in "May" , "Moe", "Me", in 10 seconds
a model a one-atter-the-other "ah", "buh", "ee", "oh"
)
E3 0123 4 tmitates initial When a word is rrodeled Can the student 4= readily and accurately imitates
for imitate For "bat" says "ba"
For
0 1 2 g 4 sounds of words the student, he will be able the inicial sounds *shoe" says "sh" at least the first sound of alrrost
to of For
01234 imitate the inicial sounds words which are modeled "apple" says "ap" any word, 3= 15 sounds, 2= 5
of For
01234 that to them. "up" says sounds, 1= 2 sounds
word. "uh"

E4 0 12
Imitation of The student will be able Is the student able Says "ma" "ma" vs. "ma" 2= can repeat at least 4 pairs of New
to to
012 multiple rapeat a variaty of repeat his known "me" vs. "ma" sound combinatlons for at least
012 separate sound separate sounds in sounds in a variety of "moe", 4 starting sounds, 1= can
combination in says °ee" "o" vs. repeat at
*’ee"
0 1 2 combinations which the student must anend combinations in which the "ee" vs. "ee" least 3 pairs ot sound
"ah"
to both sounds. sounds are presented? combinatóns tor at least 2
starting sounds
E5 0 12 Imitation of short The student will be able If a sound is presented Says "mm" 2= readlly imitates sounds New
to in vs
0 12 & fast repeat sounds matching a delibsratefy slow or fast matching the speed of the modet,
vs the "mmmmm"
012 elongated/show speed of the presentad sound. manner, is the child 1= requires only gesturaT
012 sounds able prompts to match the speed of
to match the speed the model
that sounds are said to
him?
Copyright 1994-2006 By BehavÓr Analysis, Page 26 The ABLLS'"-R
Inc, Protocol
E6 g 12
Imitation of Upon request, student wild Following a Say "ah" once vs. 2= ímitates any number of up to New
012
the number of imitate a sound for the demonstration by a "ah" "ah" "ah" three repetitions of a sound
012
repetitions of same number of repetitions model, will the student without prompts 1= imitates any
012
a sound as was just modeled. imitate the same number number of up to three repetitions
of repetitions of a ot a sound when provided with
sound when asked to only gestural prompts
"Say (sound)”*

Copyright 1994-2006 By BehavÓr Analysis, Page 26 The ABLLS'"-R

Inc, Protocol
 Assessment of Basfc Language and Leasing Skills - Revlsed
VOCAL IMITATION (Contlnued)
TASK SCORE
TASK QUESTI EXAMPL CRlTERtA NOTES
TASK NAME OBJECTIVO ON ES
2= can smoothly swltch
The student will be Is the student Says betwaen New at least 4
E 7 0 1 2 lmitation
at a abla to repeat sound able to repeat a "mmmeeeee" held/ elongeted sounds
combinations in combinatÕn of smoothly to at least 4 other sounds,
0 1 2 hetd
which the model sounds that transitioning 1= can
sound to a
0 1 2 second requires the raquires the from the "mm"
sound sound to
01Z 6tudent to hold or elongate the *see" 6ound (not tw0 smoothly swilch between at least
the student to hold or
firet elongate the independem 2 held/elongated sounds to at
soun first sound sounds
d and
emoo
thty
tranelao and srroothly transitÓn to least 2 other sounds
n to a "mm”..“ee"),
second
sound
(not a second sound "
merely (not merely say a
say two Mo separate a
separate sounds)? a
sounds) a
. a
m
m
m
m
"

a
s

i
n

a
n

e
l
o
n
g
a
t
e
d
Copyright õ 1994-2006 By BehavÓr Analysis, Page The ABLLS’"-R
Inc. 27 Protocol
 a " nsonant? w nt-vowel
" m 2 e sound
= l comblnations
E80 t-
- without
12 T vowel is the student c
he able to able up, New
breaks
Cons and a c beMee
onantSt vowel on, in, am, ma, n o n the
- ud conso my, to repeat two
n
0 1 2en nant eimple sound r sounds
s
t
vowel/ combi c e , 1=
o
wil
vowel- natfo o p can
0 l m n
ns e repeat
be b a
(e.g., a at least
ab l n
2 "eat," t 3
le n t
consonant"up.................... vowel-
to a
012 a conson
re t a
combinatio t ant or
pe i n
ns conson
at o d
n l ant-
so
e e 3 vowel
un
a sound
d
i s c combin
co
n t o atóns
m
v n without
b‹ breaks
o 3 s
na betwee
to l o
v v n the
ns n
i o two
In a
n sounds
wh
g E9012
ch The student will be Is the student "mama," 2= can repeat
th Consonant-
a able to repeat able to "dada," "pee at laast 6
e 012
vowsl- sound comblnatlons repeat sound pee,* "me consonant
m In me," "boo New vowel-
s
od
t consonant-
el
n vowel sound
leg g 012 whlch the model repeat consonant- vowel- combinatfons in peat
u l consonant- requi‹e6 the consonant combinations (e.g., which the boo," consonant-
m e 0 1 2 vowel studem to repeat "rrom,° "bye bye" model vowel-
es
consonant- vowel- *td ” rd N né y
requires the consonant-
th v consonant-vowel vowel
e m
o combinations (e.g., u comblnation
Nu w "mama," "dada," s
d
de l "peepee," "meme") e
nt E 10 0 1 2 1s the student abts
n
to a Consonant- to repsai eound
t
re n 012 Tha student will be combinaüons
pe d vowel- able to repeat (nerds) tn which
t
at 012 sound combinatlons tha model requires
o
co a consonant (words) in which ths student io
ns 0 2 the model requires tepeat consonant-
r
on c combinatio the student to vowel- consonant
e
an o ns combinations
Copyright õ 1994-2006 By BehavÓr Analysis, Page The ABLLS’"-R
Inc. 27 Protocol
combi wit vowel co words which include & 3 consonant blends a n ly
natio ho • ns consonant biends (a.g., "str" l , imitated
ns ut conso on STRset, CHip, reaCH, m , 2= 5
wltho bre nant ant agatnST, riNG)? o 3 words, 1= 2 words
ut
aks soun so s =
break
s bet d un t
betwe wee comb d 1
an n fnatio co New a 5
the the ns mb n
soun sou (word ina y w
ds, nds s) tio o
1= witho ns w r
2
can ut (w o d
=
repeat break ord r s
ca
at s s) d
n
k›ast betwe wit w
3 re
en ho w i
conso pe
the ut i t
nant- at t h
sound bre
vowet at h
s, 1= ak
- le c
can s
conso as c o
rapea bet
nant- t o n
t at we
vowel 12 n s
least en
soun co s o
3 the
d ns o n
conso so
combi on n a
nant- un
naao an a n
vowel ds
ns t- n t
-
t
E 11 WC 2 consonant blends b
023 h a "St", 4= readily and b l
4 a n accurately imitates
Tmitat 1 e
n th e n
es a e n d
w st d s
or u s
d d c
w e
i a
hi nt
n n
ch t
co mi
nt ta a b
ai te n e
ns y
0 c nt m udent, he a
consonant
o bl od vriU be abla p c
0 1 2 3n4 e el to o c
blendss n ed accurately s u
0 1 2 3o4 d for imitae the i r
n s th words. t a
a ar e i t
e st o e
Copyright õ 1994-2006 By BehavÓr Analysis, Page The ABLLS’"-R
Inc. 27 Protocol
 Assessment of Basic Language and Learning Skills - Revised
VOCAL IMITATION (Contlnued)

TASK SCORE
TASK TASK OBJECTfVE QUESTIO EXAMPLES CRITERIA NOTES
NAME N

Imitation of
The student will ímitate a word Can tia student 4= readily and accurately imitates
imitate
words when you say ,”Say _ ." woids upon request alrnost any word , 3= ctosely
on (including the final approximates 1S words, 2= closeiy
request sounds ol the approximates 5 words, 1= closely
word)? t approximates 2 words

lmlation of he student will imitate a Can the student imitate 4= readily and accurately imitates
phrasas phrase when you say phrases upon request? phrasss of 6 or more words , 3= 4-
on request ,"Say word phrases, 2= 3-word phrases,
1= 2-word phrases

imitat on of Can the student imitate Repeats a 4= readily and accurately imitates
0 2 34 number The student will imitate a a sequence ot n\›mbers phone number sequence of 7 or more numbers ,
01Ü34 sequences sequence of numbers upon request (e.g., a 3= 4 numbers, 2= 3 numders, 1= 2
0 1 2 34 on request when you say "Say phone number)* numbers
."

I‹citation ot short The student will be able If a word is presented in a Says the word *Movíe' 2= can imitate saying words both New ""
to at
& tast vs repeat words matching the daTiberately slow or a typical speed, at a faster and slower than a
etongatarl/slow speed of the presented fast manner, will the slowly as in normal rate of speaking, 1= can
words word. child match the speed "mooooveeee" and imrtate saying words at s faster or
that words are said to quíckly slower than normal rale of
him? speaking
E16 0 2
lmitat\on of The student will be able If a word is presented in a Says "apple" in a 2= rsadily imitates New
loud to loud actions
0 1 2 vs. soft repeat words matching the deliberataly loud oi votce vs. quie\ voice matching the volume of the
0 1 2 sounds and volume of the presented quiet (whispered) (e.g , whlspers) model, 1= requires only gestural
0 2 words word manner, wilt the child prompts to match the volume of
match the volume that the model
woods are said to him?

2 Imitation of low
E 17 U The student will be able Il a word is presented in a Says "apple" in a 2= readily imitates New
to high actions
0
1 2 vs. high sounds iepeat words matching deliberately high or low pitched voics vs. a matching the pitch/tone of the
1 2 and words the pitch/tone of the pitched voice, wilt the How pitched voice modsl, 1= requ\res only gestural
1 2 presented word child match the prompts to match lhe pitch/tone of
pitch/tone that words the model
are said to him?
E18 0 1 2 Repeat short The student will be able tn Is the student able Mom asks child to tell his 2= can repeat a three-word phrase New
go to

Page The A. I.LS’ R Protocol

2R
 012 message to to a person repeat a short deliver a short message Dact "I want pizza" after going at least ten teet to
012 another person statement that he was totd to others? and chitd walks to his deliver the message, 1= can
t 01 2 to say to the person Dad and says "I want repeat a two-word phrase
pizza" after going at least five feet to
deliver the message

Page The A. I.LS’ R Protocol

2R
 Asseaement of Baslc Language and Leamlng Skllls - Revised
VOCAL fMfTATfON
(Contlnued) TASK SCORE TASK NAME
QUEST EXAM CRITER1 NOTES
TASK OBJECTtVE
ION PLES A
E 19 0 2 3 4 Spontaneous Tha
Does the child 4= accurately
student will
spontaneously imitates at least 2o
0 1 2 3 4 )mWtion of
imitate words? words par day, 3= 15
spontaneously imttate words words, 2= 5
0 1 2 3 4 words w'ords, 1= 2 words
Does the child
01234 per day
spontaneously
E 20 0 1 2 3 4 Spontaneous The imltate
student will phrases? 4= accurately
0 1 2 3 4 imttatlon ot imitates phrases of 6
or more words at
spontaneously imitale least 3 times per
0 1 2 3 4 phrases aay , 3= 4-word
phrases 3 times per
phrases. day, 2= 3-word
01234 phrases 3 flrnes per
day, 1 = 2-ward
phrases at least 3
times per day

Copyrightü 1994-2006 By Behavior Analysis, Page The ABLLS’"-R

Inc. 29 Protocol
 Assessment of Daslc Language and Learning Sk)lls - Revlsed
REQUESTS

TASK SCORE TASK

TASK QUESTION EXAMPLES CRtTERlA NOTES
NAME
OBJECTIVE
F1 0 1 2 Raquests by The student will be able to Does the student indicate Note:
2= This
a totaltask
of a\shoutd
least Salso be scored a "2" if the student spontaneously
0 1 2 indicating specifically indicate items and specific items and requests
raquests
st least
per 3day
items
which
or activties (as defined in FS) at least 5 times per day.
0 1 2 activities which he wants by activities whiCh he include at least 3 different
0 1 2 wants pointing to, pulline to, or by pointing to. items or activities, 1= requests
pulling to, standing by the particular or standing by 1 item of activity at least once
the per day
items or activities (wlthout particular items and
using words or sign langua9e). activities (without
using
F2 01234 words or sign Ianguage)‘7
01234 Multiply The student will ask for whatIf you ask *What do With an apple 4= 10 or more items or
01234 you controfled he wants when the retnforcer want‘7" with the present, instrutor says activities, 3=6 items or
01234 reinforcer requests is pressnt and a mrd "What do you want7. acHvlties, 2= 4 items or
or a present and an imkative ..................apple” activitas, 1= 1 item or activny
sign given. prompt (word or a student then signs (ASL)
sign) wild the student or says "apple"
F3 01234
ask for the item'?
01234
01z34 Requesting with The student wild ask for what Does the student ask Wãh an apple present, 4= 10 or mora items or
01234 for the reintorcerhe wants wilh the reinforcer reinforcing items or instructor asks "What do activities, 3=6 items or
present and present using either words or events using either you want?" then the activities, 2= 4 Items or
mrds when asked eigns. or signs? student signs (ASL) or activities, 1= 1 item or activity
"What do you says "apple"
F4 01234 want†"
01234
0 1 2 3 4 Requestlng The student wall ask for items If you ask ’What do 4= 10 or mora items or
0 1 2 3 4 you when askedthat he wants with no want," wil! the student activities, 3=6 items or
ask "What do you reinforcers present. activitles, 2= 4 items or
F 5 0123 4 for an Item or an activity? want?" activities, 1= 2 Items or Modified
01234 activities
0 1 2 3 4 Spontaneous The student wlll How many specific Student spontaneously 4= 10 or more speclfic items
0 1 2 3 4 items requests with spontaneously ask for asks for a cookie when or activities whan the items or
at least or activities can the items present 10 Items that he wants the cookie la preeent items associaed wtth the
using a student spontaneous1y (No prompts) speciflc response and without havlng been activity are present, 3= 6
(Spoken ask for using a specific asked what he wants. speciflc items or
word or with an American Sign response (Spoken actlvities, 2= 4 speci4ic items or
F6 01234 word activkies, 1= 2 specitic items or New. Note: Items F2 - F5 should each be
01234 Language sign) when the or with an American activities (items present) scored a "4" of the student recaives a score
01234 Sign items are present. Language sign) when of "4" on this task.
01234 the
ilems are present?
Spontaneous The student will How many speclfic student spontaneously 4= 10 or more speclfic items o‹
Items requests with spontaneously ask for asks for a cookie when activities when the items or items
at least or activities can the item0 not 10 items that he wants the cookie is not associated with the activity are
preaent and without not present, 3= 6 specifk items

Copyright O 1g94-2006 By BehavÓr Analysis, Page The ABLLS”"-R

Inc. 30 Protocol
 Assessment of Baslc Language and Learnlng Skllls - Revleed
REOUESTS(Conflnue
TASK SCORE
TASK QUESTIO EXAã4 C NOTES
TASK NAME OBJECTIVE N PLES R
I
F7 0 1 2 The student ali Does the student T
Requasts with make eye contact look at people E
0 1 2 aye when asking a when he is asking R
contact person for items. for items, actions I
0 1 2 amions or or informat‹on’? A
0 1 2 informatÓn.
2= makes eye contact with
people New at least 80°/e
ot the times that he
makes raquests , 1=
makes eye contact
with people at least
s0% of the time that
he makes requests

F801234 The student wifl be able to aeh Ões Ask others to 4= can request 10 or more
Request olhers the student ask "come"
0 1 2 3 4 to others to perform others to with them, different actions, 3= 6 actions, 2=
perform an spacified actions. perfom "stand up," 3 actions, 1= requests 1 action
01234 speciflad "sing,” ”open,"
action actions ? “push,” "up” (as
01234 tn pick up),
"Help me put
When only givert this away," 4= 10 or more, 3= at least 6, 2= at
some ot the "Show me How
F901234 When an item is you do that.”
Requests needed Given a bowl of
cereal
01234 items necessary to amplete a without a spoon, given a teast 3, 1- can ask for 1 misstng
míssing to do an task, does
items
01234 activity, the student will ask for the cup without item
needed for student ask tor me juice
a
01234 the mlssing itam. missing item'?
task
Student wlll be able Can the student 2=
F 10 0 1 2 to ask for OF f6j6Ct tndfcate he bot
Requests with OffBF8d it0MS Bfld wants or does h
0 1 2 head activities uNng head not want an ye
012 item or activity s
movements an
or d
no,
1=
onl
y

Copyright e 1 g4-2000 By BehavÓr Analysis, Page 31 The ABLLS’"-R

Inc Protocol
 one ofthe ttems, actions, or have mrds to ask for items or activities,
0 1 2 by 0 1 2 items, actions, or intnrmation using a 1=
saying 0 1 2 informatton. sometim
popcorn, give me a sentence2 as uses
specify "Yes“ or three or
by saytng or F 12 0 1 2 banana, i want a ride, more
using head Requests heip The student will tuice words to
Yes/No ”No.’ m 0 1 2 ask lar hetp when please ask for
o 0 1 2 he needs items or
v 0 1 2 assistance. Can the student ask tor |"Halp,”
a activities
Help me with help (e,g., ’Help
m me")? jhis,”
e ”Turn the book so I 2= asks for
r F 13 0 1 2
Acquires novel can see help in a wlde
i it," "fix
The student will be variety New of
t
able to (adjust) situations, 1=
s
my coat" asks for help
t in
o only 1 or 2
Is the student able to speclflc
s situattons
p (e.g., tie
e shoes,
c open
i container
f
s)
y

"
Y 2= readily learns new raquests
e 0 1 2 requests without acquire acquire new wlthout direct training. 1= readily
s new requests for requests for
" 012 many new objects, many new a
intensiv actions, or objects, actions, bl
o a informatÕn after or information e
r 012 being required to after being to
training request those required to fB€ le
"
items tess than {UâSt thOS0 iteMS a
M
tve times. I6SS than live m
o
” times? ne
? w
F "The
11 0 re
2= Modi
1 student
2 qu
usu
will fied
Reque es
ask ally
stsquestionsuse ts
using
Can the s fo
thr
student ask r
for ee ob
ltke someor je
juice, I mo ct
re s,
0 1 2 in sentence form to ac
sentences
a obtain tio
Copyright e 1 g4-2000 By BehavÓr Analysis, Page 31 The ABLLS’"-R
Inc Protocol
ns, or
Information
when
request
items
ffi8n
times

Copyright e 1 g4-2000 By BehavÓr Analysis, Page 31 The ABLLS’"-R

Inc Protocol
 Assessment of Basic Language and Learning Skllls - Revised
REQUESTS (Contlnued)

TASK SCORE TASK

TASK QUESTION EXAMPLES CRITERIA NOTES
NAME
OBJECTIVE

14 0 1 2 3 4 Requests
0 1 ? 3 4 attention
01234
01234
F t5 1 ? Request others
0 1 ? to remove an
0 1 2 item or stop an
0 1 2 activity
! C *”? 2 Requests using
" adjecttves
tThe student wall be able to ask Does the student Call a person’s name 4= 10 or more requests per day,
ask to
lothsrs to attend to his others to attend to get attention, raise hand, 3= 6 request per day, 2- 4
actions his
actions {e.g„ "Mommy, say "Mommy, look at request per day, 1= 2 requests
look at me," "Watch me," "Watch this," per day
this")* ”Look what I did’
The student witl be able to ask Can the student ask Ask others to turn off 2= can do spontaneousty, 1= can "" "
others to remove an item others to remove an music. a Ian, to do in contrived situations
or stop an activity. item or stop activity* stop running, "let
go."
The student will be able to ask Can the student ask While pTaytng with a 2= SpontaneousTy uses at least 4 “See Appendix dje es s
for toy :
for items using adjectives items using adjectives farm set the student adjectives with a noun when
(e g.. big horse) (e.g., big horse)? asks for the "big requssting an item, 1= uses at
horse" leasl 2 adjectives with or without a
noun in contrived situations

(”T 7 0 ‹, ü Úe uests using

The student will be able to ask Can the student ask ’While playing with 2= Spontaneously uses at least See Appendix 9: Preposition List
for dolts, 4
0 T 2 prepositions for )tems us/•ng items using prepositions the student asks for prepositions with a noun when
prepositions (e.g.. In the (e g., In the box}? a doll to be put "in requesting an item, 1= uses at
012 box} the cradte" least 2 prepositions with or
wíthout a noun in contrived
situations
F 18 0 1 2 Requests future
The student will be able to ask Does the student ask In the morning 2= Spontaneously requests items ”
for the
0 1 2 items of events for items or actions which items of actions which he student asks to watch or activities one or more days in
he a
0 1 2 may be able to obtain in may want to obtain in video tape after advance, 1= Spontaneously
0 1 2 the futUr6 the fUturB lunch requests to have items or
participate in activities after
completion of an activity or later in
the day
F 19 0 1 2 I-4equests The student will ask questions 'Does the student ask Student sees 2= spontaneously asks Modified "" ”
" for an "What"
*
0 1 2 information to obtain information intormatÕn using unfamiliar object and questiona in non-training situ8tions
0 1 2 using "What" ’What" questions? asks "What is it?" or t when unknown items ara
present, "What does it do?" 1= can ask "What"
questiona
, when unknown items are
presented In training situations
(or otherwise prompted)

F 20 for 0 1 2 information to obtain ‹nformation

0 1 2 Requests The student will ask questions Does the student ask
 questions in non-training
Parent says "We‘re 2- spontaneously asks "Where" going out to eat" and Moditied
0 2 using "Where" "Where" questions* student asks "Where are situations when unknewn items
012 or we golng*" Parent says , sítuat ons are present, 1=
can ask "Get your shoes" and "Where" questions
when unknown student asks "Where are items or
situat›ons are presented my shoes*" in training
situations (or otherwise
prompteó}
Copyright "t-‘ 1994 2006 By Behavior Analysis,
Inc. Page :32 The ABLLS’"-R Prctocoi
5S5¥S55h
Asseasment of Baelc Language and Learning Skills - Revieed
nEoussYs(continuea;

TASK SCORE TASK

NAããE TASK OUESTION EXAMPLES CRITERIA NOTES
OBJECTIVE

Requests The student will ask questions Does the student ask "Whosa turn†," *those 2= spontaneously asks "Who"
for
information to obta nformatlon nfomation us ng shoe Is this?,“ WYho quest ons n non main ng s tuat
uS ng Who is it? on when unknown items are
present, 1= can ask "Who"
questions when unknown items
are presented in training
situatbns (or olherwise
prompted)
F 22 Requests using The student will ba able to ask Can the student ask While riding in a wagon ’2= Spontaneously uses at least 4 Modified. See Appendix 12: Advarbs List
for
adverbs for actions using advarbs actbns using adverbs the student says adverbs with a roun when
(e.g., push me last, {e.g., push me fast, "push me last," "Let*s requasting an action, 1= uses
walk 9uietly) walk quiet y)? talk quTetty," ’throw it at least 2 adverbs with or
harder" without a action in contrived
situations
F 23
Requests using The studem will óe able to ask Can the student WõiIe playlng dress Spontanaousty uses at See Appendix 10 . Pronouns List
ad‹ for up,
pronouns for Items using pronome (e.g., items using pronouns the student says "I pronouns wth a noun when
want
f want your hal), (e.g" I want your your requesfiog an item, 1= uses at
hat)? hat’ laast 2 pronouns wtth or without
a noun in contrived sftuaüons
F 24
Requests The student will ask questions Does the student ask 2= spontaneouely asks "Which*"
tor
information to obtain information. infomation using "Which" questions in non-training situations
using Vhlch” qMestons? when unknown Items are present,
can asi‹ Which questions
when unknown items are
presented in training situatlons
(or otherwise prompted)

F 25 The student wiki ask Does the student ask 2= spontaneously asks "When"
nformation questÓns to obtain for infomatw using questions in non-training
using Mtien• information. "When" questions? situatÓns when unknown items
are present, 1= can ask
"When" questions when
unknown Items are presented in
training s8uations
(or otherwise prompted)
H26
Gopyright 1994-2006 By Behavior Analysis, tnc. Page 33 The ABLLS’"-R
Protocol
Request will ask questiona Does the student ask tor "Show me how you do
s The student 2= spontaneously asks "How"
nformation to obtain information using "How’* that" quemions In non-training
uslng "How" Information. quest ons? situations when unknown items
are present, 1= can ask "How"
questons when unknown items
are presented in training eituations
(or otherwise prompted)

Gopyright 1994-2006 By Behavior Analysis, tnc. Page 33 The ABLLS’"-R

Protocol
 Assessment of Basic Language and Learning Skills - Revised
REQUESTS (Continued)

TASK SCORE TASK

TASK OBJECTIVE QUESTION EXAMPLES CRITERIA NOTES
NAME

1 2 Requests The student will ask questions Does the student ask for Do, ., will , can,. 2= spontaneously uses at Isast 2
0 1 2 information to obtain inTormation. information using does Can (I get shoes torms of non "Wh"-type of
0 1 2 using ”Can," questions* at a gas questíons, 1= spontaneously
g station) g j-j .. „g e „
uses at least 1 form of nun-"Wh”
or "WIII” question
F ?8 0 f Uequests ” The student will ask questiona Does the student ask for 2= spontaneously asks "Why"
0 1 2 information to obtam informatlor›. information using "Why" questions in non-training
1 ? ‹using ”Why" questions? situations when unknown items
ara present, 1= can ask "Why"
quest ons when unknown items
are presented in training
situations
29 fJ 1” 2 hpontaneous The student will Does the student (or otherwise prompted)
0 1 ? reguests spontaneously request spontaneously request 2= spontaneously requests
0 1 2 t objects, actions, or information objects. actions, or objects, actions, or information
0 2 t throLighout the day information throughout at least 20 times per day,
the day? 1= spontaneously requests
objscts. actions, or information
at least 10 times per day

Copyright !* 198.4-2006 By Behavior Analysts. Page The ABLLS’ -R Protocol

inc 34
 Aasessment of Baslc Language and Learnfng Skllls - Revleed
LABELING
TASK
TASK TASK QUE EXAã C NOTES
SCOR
E NAME OBJECTfVE STIO gPLE R
N S f
T
E
R
l
A

G 1 01234 Labels The student wilI label It you ask W\/hat is 4= 10 or more labels, 3= 6
0 1 2 3 4 reinforcers reinfoming itams. that?" with one of his labels, 2= 4 labels, 1s 2 labels
01234 reinforcing items
01234 present, wtll the student
identify the item‘?
G2 0123 4 “Labels common The student wall label at least f you ask W\/hat Is 4= 100 or rrore labets of items See Appendix 3: Receptive and Label t
03234 ob}acts '”I 100 objects which are that?" with a common and can ídentify severas difterent Lis Note that objems setected should be
that cts
01234 commonly found in his Item pre8ent, wlll the examples (includlng novel ones the student heart the names of
01234 enwronment. Mudent idemify the axarr›pIes) of most of those and lntera wtth on a trequent basis.
item‘7 items, 3= 50 tabels of at least
one example of the Item, 2= 10
labels, 1= 5 tabels
G3 01234 Labets common The student wfll label If you ask ’Who Is 'Mom, Dad, sibllngs ’ 4= Jo or more people, 3= 6
0t234 people (actual people in his environment. this?" with the person (Rachel), friends (Jason, people, 2= 4 people, 1= 2
0í 2 34 Individuais, not present, wifl the Emlly) people
04234 protessonals) student kfentify

G4 0123 4 Labels plctures The student wild label Bt tBBst }/OM 89k What is that?” 4= 100 or more labels of ” See Appendix 3: Receptivo and Label
01234 JP 100 plctures of Item whichwhen shown a picture ot pictures Lis
0 1 2 3 4 itams are common!y found in a common kem, will the at itams and can identlfy
01234 his environment. student Idantify the ltem7 several different sxamples
(including novel examples) of most
ot those items, 3= 50 labels of at
least one example of the Item,
2- J0 labets, 1= 5 labels
GS 0 1 2 3 4 Labeis body The student will label Can the student label Labels nose, eyes, hair 4= can tâ6e\ Z0 o‹ more body See Appendix 4: Body Parts List
0 1 2 3 4 Parts common body parts on body parts on himaelf on himseff, a doll, parts on hlmselt or others, 3= \
01234 himselt or others. or othem* another percon, or a 0 body parts, 2= 5 body pam,
01234 picture of a per8on 1= at least 2 body parts on
himself or others

G6 0 12 Labels pieces of The mudent wi!I be able Can the student label 2- labeis 4 or rriore cbthing New
013 clothing to label cbthing items. pieces of clothing? *items,
1= labels 2 clothing items
0 2
0 12

G7 0123 4 ’’L abels common The student wltl label If you ask W\/hat is he 4= Z0 or more labels oi See Appendix 5: Actions and Verbs
0 1 2 3 4 ongoing actions common actions. doing‘7" In the presence actions and can identity List
01234 of an ongoing action, will several dlfferent examples
0 1 11904-2006
Copyright 234 By Behavor Analysts, the student identify the Page (íncluding naval The ABLLS”-R Protocol
Inc. 35 examples) of most of those
action? actions, 3= 10 actions, 2= 5
 Assessment of Basic Language and Learning Skills - Revised
LABELING (Contlnued)

TASK SCORE TASK NAME

TASK OBJECTIVE QUESTION EXAMPLES CRITERIA NOTES
G 0 0 1 2 3 4 Labels
The student wild label 1t you ask *What is he 4= 20 or more labels of pictures of See Appendix 8: Actions and Verbs List
picturos
pictures of common actions. doing?" when shawn a actions and can identify several
0 1 2 3 4 of common
picture of an action, difterent axamplea (including novel
0 1 2 3 4 actions
01234 wild the student examples) of most of those
identify the action? actions, 3= 10 actions, 2= 5
actions, 1= 2 actions

Ú 9 0 1 2 Fluent tabeling The student will be able to
label known items in quick
012
012 succassion,
0 1 2
G 10 0 1 2 Acquires novel The student will be able to
0 1 2 labals without acquire labels for many
0 1 2 intensive new common items or
0 1 2 training pictures of tems after only
hear‹ng the name of those
items used by others (no
direct training).
G 11 0 1 2 Labals items The student will be able to use Does the student
Mse a
0 1 2 using a carrier a variety of carrier phrases
0 1 2 phrase when tabeling items, and
012 with trequently uss those
car‹ier phrases without
prompt‹ng.
G 2 0 1 2 3 4 Labels parts or
0 1 2 3 4 features of The student will be able to
0 1 2 3 4 objacts label the parts or features
01234 of objects,
G 13 0 2 3 4 Labels The student wi# be able to use Can the student
identify
0 1 2 3 4 adjectives ad|ecttves that describe
01234 ob)ects.
0123 4
Is the student able to When asked to label 2= can sequentially label at teast New
label knowri items items on a worksheet 10 known items in 15 seconds, 1=
when or
presented items in a one- in a book, child can label 5 saparate known items
can
after-the-other manner? label shoe, cup, and in 10 seconds
apple in rapid
succession. Can quickly
label colors, numbers,
Setters, etc.
Is the student able to 2= readily learns the names of Modified
acquire labels for many many new items only from hearíng
new common items or the name of those items used by
pctures of items after others {no direct trainíng), 1=
only heading the name readily able to learn labels tor
of those items used by common items when asked to
others (no diract name the rtems less than live
training)† times
"tt‘s an aírplans"; "Look, 2= when spontaneously labeling
varisty of carrier an airplane"; "I see an items, the student will include a
phrases when labeling sirplane"; ”There goes carrier phrase at least half ot all
items: and if so, does an airplane" spontaneous labels and uses at
the student trequently least 2 drfterent carrier phrases.
use those carrier 1= when prompted,”the student
phrases withctut can label items using at least 2
prompting? different phrases
While looking at a 4= 3 parts or features of 10 or Modified
Can the student label picture of a car, the more objacts, 3= 3 parts or
the parts or features of student labels the features of 4 objects, 2= 2 parts or
objects? door, wheel, and features of 4 objects, 1= 2 parts or
window features of 2 objects
The truck is red; This 4- labels using at least 20 See Appsndices 5 & 6. Adjectives List & Colors
properties of shoe is bi9* iittle; This adjectives (including at least 3 and Shapes List
objects
{color, size, shape, water is ... colors, 2 shapes and 2 sizes),
texture, length. etc.)? hot/cold 3= at least 10 adjactives ('i of

Copyright 1994-200d By Behavior Analysis, Pag°- 36 The ABLLS’"-R

Inc .Protocol
w a d
h y j
i e
c b c
h e t
i
a v
a a
r l
e l

n c
o o
t t
o
c r
o s
b )
r ,
s
) i
, =

2 c
= a
n
a
t i
d
l e
e n
a t
s i
t t
y
5
a
a t
6
j l
e e
c a
t s
i t
v
e o
s n
e
(
m a
Copyright 1994-200d By Behavior Analysis, Pag°- 36 The ABLLS’"-R
Inc .Protocol
 Aseeesment of Basic Language and Learnlng Skills - Revised
LABELING (Contlnued)
TASK TASK TASK QUESTI EXAMP CRITERIA NOTES
NAME OBJECTfVE ON LES
SCOR 4= can labet at feam 2 related New. Sea
Label When presented When given a bat and a ball, Appendix 1: Association List pictures fo‹ 20 or
E G 14
associ with an array of display of ob| cup and more ‹tems, 3=
0 2 3 ated items or plctures ects or pictures )uice, socka and 2 related pictures for 10 items, 2=
pictur and then shawn and shawn a shoes, plllow 1 related
4 es
another Item or different item and bed picture
01234
plcture and aeked, and asked, for 10
01234
"What goes with ’What goes wlth items,
01234
this7," the student this7,” can the 1= can
wlll be able label at
least 1
related
picture
to label one of the items whlch student name an item for 5 items
is associated with from the display
the item being which is usad
shown (a.g., says with the Item
"chair" when shown being presented
picture of a table (e.g., says Mat"
and a 6et of when ahown a
G 15 0 1 2 3 4 Labels pictures including a ball and pictures Whan sfown 4= label a total of
01284 item chair, shoe and a of a bat, shoe plctures of at least 25 items
01234 when set of keys). and a pitIow)’7 scissors, a shoe Modified including
01234 told its The student will be In the presence and a horse, at least 4
funstlo able to label items of items Or and asked "what examples of at
n when only told the ictMres of items, do you cut least 6 functÕns, 3= at least 10
function of the can the student with‘7, the items,
G 16 0 1 2 3 4 item. label items student will say, 2= at
when on1y told "sclssors." least 5
the tunction of items,
Labels the item? When shown 1= 2
item pimures of items
The student will ba
able to In the presence
of itams 4= label a total of at least 25 items
01234 when told one of label items or piCtures of scisso‹s, a including at least 2 examples ol at
when only told the items, can shoe and a
01234 its lealute of tia student horse, and told least 6 features, 3= at least 10
feature ttie aem. label items "it has a
e
01234 when only told the items, 2= at least 5 items, 1= 2
faature tail" ot "it has
legs" the
of the item? student will items
say, "horse."
01234 01234
G 17 0 1 2 3 4 01234 Labels item when told its ctasa The student wt1I be able to label items when only told the

Copyright O 1e94-2006 By Behavior Analysis, Page The ABLLS’"-R

Inc. 37 Protocol
c s or ft." e o 3 laases,
l I p«2 4 m f m 2= at least 5 Items trom 2 classes,
a n ure = s r c 1= at least 5 hems from 1 class
s s
s t scis a G 18 0 Two The student wtll Can 1he When 4= at least 2o paire of Note: "and" is not required batween the
h sor t 1234 be able to student identífy shawn twc iteme, 3= at names
o e s, a mponant
f shir l 0 1 2 3 4 labels label a ser of two or more pictures of leasl 10 pairs of items, 2= at least of the items
t p t e {nouns) Oams given to objects animais and
h r and a 0 1 2 3 4 with h presente asked "What are these’?" 5 pairs of hems, 1= at least 2 pairs
e e a ot s ob}ects i d
s ae t m together
. ?
k e ms,
01234 the of Items.
e n can S
m c the stud
. e stu i ent
den t will
o t e say
\ hor m "Cat
se, s and
W and dog"
h ask f
G 0 0 1 2 3 4 Two- The student wall Can the student When shown a picture of
e ed r
0 1 2 3 4 component be able to label identify two or 4= at least 20 pairs of
n "whi o
ch m labels more than one rrore objects items, 3= at a playground
s lab (nouns) item the studem least 10 pairs of
h el 4 items, 2= at least
o ite 01 2 34 wim presented on a presented on a will say, s paTrs of items, 1= at least 3 pairs
w ms c 0 J 2 3 4 pimures picture card. picture "Swing, slide" of items
n wh l card? ("and" not
en a required)
p onl s
l y s
c told e
t one s
u Is ,
r clot
e hin 3
s g?; =
the
o the a
f clas t
s s of
e the l
v be e
e m? a
r s
a stud t
l ent
i will 5
t Say
e , I
m "shi t
Copyright O 1e94-2006 By Behavior Analysis, Page The ABLLS’"-R
Inc. 37 Protocol
 Assessment of Basic Language and Learning Skills - Revised
LABELING (Contlnued)
TASK SCORE
TASK QUE EXA C NOTES
OBJECTIVE STIO MPL R
TASK NAME
N ES I
T
E
R
I
A
G 2G 0 1 2 The student wíll be able to use Does "lt’s an 2= when spontaneously labsling
Labats two- the student use a airplane and a
012 a variety of carríer variety of carrier halicopter"; items,
component phrases whan phrases when ”Look, an the
with labeling multiple labeling multiple airplans and a student
01 2 items, and will items, and if so, haticopter"; "I will
carrier frequently use those does the student see an include a
phrase 0 carrisr phrases trequently use airplane and a carrier
2 without phrase
for at
least hall
of all
spontane
ous
labels
and uses
at least 2
dífferent
carríer
phrases,
promptíng. those helicoptsr", "There goes 1= when prompted, the student
carríe‹
phrases
0 wthout p‹ompting?

1
G 21 0 1 Z 3 4 Two- The student Can the student identify an object and the action performed with
component wall be ab1e The student will the object?
2
01234 to label a be able to
labaTs noun and a
(noun 3 verb in
0 1 2 3 4 verb) combination. Can the student identify an object and one property of the object†
01234 4

G 22 0 1 2 3 4 G 23 The student will Can the student say or

Two<omponent 012 be able to label
01234 Lsbel an adjective and
labels (noun s by a noun in
01234 combination.
adjective)
Copyright 1gg4 2006 By Behavior Analysis, Page 38 The ABLLS”-R Protocol
Inc,
a st " c s h i verb
n ud R a u e a r pairs.
en e n s s a t s
a t d e ,
i sa l s a v l 4= uses
r ys b a t a e 1 at least 10
p , a b a r a = adjectives
l "ri l e t l i s with a
a de l l e e t a variety of
n bi . l a t t nouns,
e ke e s y 5 3= at
" i
” t a t l least 5
a e s o n e adjectives
n W t 5 f o a with a
m
d h u s variety of
s
e 1 v n n t nouns, 2=
a n W
h u 0 e o - at least 5
p r u v 2
h e s noun-
r v b n e
e n i adjective
e e s s r n
l p n palrs,
s r , b o
‹ r g 1= at least 2 noun-adjective pairs
e e b w u
c n s a s i 2 p n
o t
p e t t = a - 2= yes & no regardíng features of
e n w 012 answer "Yes" or "No" or move move picture of a items present, 1= yes & no with
t
d t l i indicatín his head "Yes" or cat and
e
w e e t g
r
" 2 d a h 012 his head to "No" to identify asked "Is this regard to the label of items
h w s Yes/No indicate "Yes" or the name a dog?"
Whe a it t a 012 "No" 1o identify the name of an of an ttsm
n r h being shown to the studant will move his
ro»i^ e a 2 v present item or to identify if an item or him
9ã d a or to indicate whethe‹ head to Jndicate
ball, b d r "no"
the a i í activity meets a pre- the item maets
stude ll f e specified criterion. a pre-
nt t f t specified
can h e y G 24 0 1 2 3 4 The student will be criterÕn? When shown a picture of 4= label a od fied
say e r Labels tunction able to total o1 at least 25
"Roll s e o When shown an
ball"; t n f Item or
upon u t 01234 label the function picture of an a cup and function
seein d n of an of nems when item, can the asked "what do s
ga e p o item asked "What do stMdent identity you do with a includin
pictur n h u 01234 you do with this?" the function of cup?; the g at
s of a t r n 01234 the item? student will least 4
girl w a s say, "drink." example
riding il s , s of at
a l e least 6
bike s s 3 fMnction
in a = s, 3= at
s
park, 4
y least
the = u
, 10, 2=
Copyright 1gg4 2006 By Behavior Analysis, Page 38 The ABLLS”-R Protocol
Inc,
 a a , 2 m o
t s s m
t 1 i
l = t 5
e 5 e
c
G T C When shown a a
0 h a picture of 4= 5 t
4 e n items from 10 e
Labels
st categories, 3= g
class
u t o
of d h r
e e i
nt e
wi s s
ld t ,
b u
e d 1
a e =
bl n
e t 2
to i
d i
e t
n e
t
m
i
s
f
y
0 f
la the 3 items from
object b class r
5 categories,
el to o
2= 2
thwhích m
e an
cl item a 2
a shirt
ssand c
ofasked a
a "what t
n e
in g
di o
vi r
d i
u e
al s
012 it bel is i
34 e ong the t
012 m s? student
e
34 . wallm
"clothes."
s

f
r
Copyright 1gg4 2006 By Behavior Analysis, Page 38 The ABLLS”-R Protocol
Inc,
 Assessment of Basic Language and Learnlng Skllls - Revlsed
LABELING (Conttnued)
TASK OBJECTtYE
TASK SCORETASK NAã4E EXAMPLES CRITERIA NOTES
C26 0 1 2 Discrimination of 012question to label The student wild be able Whan ehown a 2= can label at least 3 aspects at
012aspecto ot items to red ball, New
0 12 discriminate whether he is can the student respond the etudem must answer an item when asked a specific
being asked to label the "throw it* when questio
name, to specific questions asked what do n
that function, color, or you do with about
ownership of are asked in thls‘7, tyler’s" the
any order an item. when asked item
the item including who it belongs 1= can
th to, Iabe1
e at least
na 2
m
aspects
G 27 0 1 2 3 4 Labels the class e,
fu (name,
0 1 2 3 4 oi a set of items functio
01Z34 nc
tto n, cobr,
01234 n, owners
co hip) of
tor an yem
G28 0 1 2 Lab6ls faatures when
0 12 asked
012 are missing or a
0 12Incorract specifi
c
or ownershq of queston about the item
the item† "red"
when askad
G 29 0 1 2 3 4 Labefs exclusion what
0 1 2 3 4 from a category color?,
0 1 2 3 4 (negation) and
0t234 answer
"õall"
when
asked
What
it? Not
merely
answer
’throw
ball,"
red
ball,” ”
Tyter*s
ball,"
nar
*lhrow

Copyrighl O 1994-2006 By Behavior Analysis, Page The ABLLS”‘-R

Inc. 39 Protocol
 The student will say ”jewelry° items from 5 categories, 1= 2 items from 2 categories
CWhen shown a
a necklacs, 4= 5 The
n items from 10 student Is the student When asked 2=
categones, 3= wi8 be abte to label °What’s tdentlfies
t able to parts of ftsms wrong†" the at least 5
h of a given student examples
label
e picture which identilíes that a in whlch
parts of
items of are either snake has parts of
s misstng or "rabbit ears"; items of
t a given
picture obviously and when a picture
u asked WVhat which are
which incorrect?
d
are is missing’7" he mlsslng
e
either identlfies that and 5
n
missiog an elephant is examples
t
or missing his in which
l obviously ears. parts are
o lncorrect obviously
o (e.g., a lncorrect,
k car 1= can
without identlty at
a whaels). least 5
t parts of
items of
a a picture
k›ok at a pi r 3 items which“
picture or ct i from 5 are either
set ot ur n categorias, missing
e g 2= 2 or
or , obviously
s a incorrect
et n
of d When presented with a set For exampte: 4= at least 3
a of Can the student ldentify given 4 food examples from 10 Modifiad
ct e Items in which alt excapt itemB aT\d a categories (can
u a one that a partwular item car, when be refated to
al n of the items bebngs to a asked ’that tunctions, features, or classes of
i doea
n specified category of items certain set of items’? not befong?", the student items) 3= 3 examples from at
g least
,
(can be which wili say, "car" When boking at a book with
t
based not pictures of many items and is asked to
h
on with label
e
actual labe1 the class funmion
i
the t of the set of s,
e items ( e.g„ features
m food, clothing, or class),
s animals)7 the
student
a will be
n able to
d name
the Item
Copyrighl O 1994-2006 By Behavior Analysis, Page The ABLLS”‘-R
Inc. 39 Protocol
5 = c a
categorie a
s, 2= 3 3 t c
exampte e a
s from e g r
a x o
t a r p
m i i
l p a c
e l s t
a e u
s s ( r
t c e
f a
3 r n p
o r
c m b e
a e s
t a e
e t r n
g e t
o l l )
r e a
i a t
e s e
s t d
,
2 t
t o
that some
thing
that
Is
"not
an
functi
ons,
featur
es, or
class
es of
anim
al"
the
stude
nt
says
items
)
’car°
(with

Copyrighl O 1994-2006 By Behavior Analysis, Page The ABLLS”‘-R

Inc. 39 Protocol
 Assessment of Basic Language and Learning Skills - Revised
LABELING (Continued)

TASK SCORE TASK

TASK OBJECTIVE QUESTION EXAMPLES CRfTERlA NOTES
NAME
G 30 0 1 2 ldentifies The student wifl be able When shown a p‹cture A house is on fire, 2= can idantify at teast 3
to at an d‹fterent
0 1 2 obvicus identtfy an obvious problem cr an obvíous t o accident, obvious prob/em situations, 1=
proõlem fÕod/ng.
U 1 2 problema emergnncy situation and asked /2 C can identity at least 1 obvous
"What's wrong*" can the problem situation
student identify the
tproblem?

G III 1 P 3 4 Labets The student with bs able

to ü P 3 4 community tabel picturss of common If you ask "Who is Teacher, pokce, fire 4= 4 or more 1abeIs, 3= 3 labals,
0 12 3 4 helpers ccmmunity helpers in his this*" with the picture tgher, phsian cerk 2= 2 labels, 1= 1 label
present, wild the
fT ? 3 4 environment.
student identify
common community
helpers in his
1 2 |Labets items at 1 he student wild be able to environmen\?
" 2 t a distance when label s›gnificant objects you point to an 2= can label most significant New
t others point to t \ocated at a distance wt en If yoU point to airplane in the sky and ob/ecfs that are more than 100
others po nt to the item significam objects in the say "look what I see," feet away, 1= can label many
distante can the student student says signifcant objects that ale at least
labet the items* "airplane", label
clouds, the moon, etc„ a 10 feet away
fire truck, a fraquentfy-
visited, last-tcod
restauranT
G 3” 0 1 2 3 4 Labefs common The student will label common When listening to a tape
Tools/machinery; saw, 4= at least B sounds, 3= at least 6
0 1 2 3 4 environrr›entat sounds in his recording of common drill... .Alert sounds; cai sounds, 2= at least 2 sounds, 1=
etJvtronment. sounds, or upon heading horns, team at least 2 sounds
0 1 ? 3 4 sounds a natural environmental whistles,
01234 sound and asked "What ambulance/police
do you haar* ', will the sírens...animais;
student identify the events/activ ties; birthday
II 34 0 1 2 Uses carrier The student wild use a common sound? party, baseball game;
carrier vehtcles. car, train,
IT you ask "What is airplanes 2= when spontaneousty tabeling
that?" When presented with a
0 1 2 phrase when phrase when labeling with the item present, will ball the student wild items, the student wild Include a
say
0 1 2 labeling nouns combinations of nouns with the student identify the "That's a red ball," "I carrier phrase at 1east hall of all
10 1 2 with verbs or verbs or sdjectives and item accompanied by a see a bouncing ball," spontaneous labsls and uses at
wall ad activos freguently use those carrier verb or an adjective *’There is a big ball," least 2 ditterent carrier phrases,
phrases without prompting and include a carrier "lt‘s an old ball," "Look, 1= whan prompfed, the student
phrase such as that is a ltttle ball " can label items using at least 2
a,. ,' ? different phrases

Ct›pyright *. 1994 2006 By Behav’ior Analysis, PageJo The AãLLS’" R Protocol

Inc
 Assessment of Baslc Language and Learning Skllls - Revised

TASK SCORE TASK NANIE TASK OB3EGTNE

QUESTtON EXAMPLES CRfTERA NOTES
G 3S 0 1 2 3 4”’Labels The student will be abte to
When shown a ball in a 4= at least 10 ptapo8itions, 3= at See Appendix 9: Prepositions
0 1 2 3 4 prapositions tabel the position of an Item Doea the student
expressively use List cup and asl‹ed "Where is least Ô, 2 at least 4, 1= 2
in
prepositions? the ball7" the student wilt
01234 relation to other items.
prepositions say "in the cup"
01234
G 36 0 1 2 'Usas carrier 'The student wall be aôle to lt you ask the student, for When asked 2= the student wall imlude a
ul "Whare is
o 1 2 phrasec when a carrier phraae when exampte, Wyhere is the cup’7" the student wtll Cafrlar phrase at least half of all
using the
0 1 2 using preposltions and wtll cup?" wttl he respond respond °lt*s on spontaneous labels using
0 1 2 preposltons frequently uae those carrler using a carrier phrase the table." preposftlons end uses at least
phrases wtthout prorngting. (e.g., "k’s on the table") 2 different carrier phrases, 1=
’? when prompted, student can
use
at least 2 ditferent phrases to
tabel the position of itams
G 37 0 1 2 3 Labels pronouns The student wifl be able 'Ooes the student usa When asked "Who 4= at 1eas\ 8 pronouns, S= at least See Appendix 10: Pronouns
4 to pronouns (he, she, is jumping‘?" the List 5 pronouns, 2= at least 3
0123 label pronouns. mlne, yours, etc.)‘? student will say pronouns, 1= at leam t pronoun.
4 "you."
0123
4
0123
4
G 38 0 1 2 Uses The student vrlll be able to use If you aslt the audent, for When a8k9d 2= the student will include a
warner WVhO t9
0 1 2 phrases whena carrier phrase when exampte, "Whose shoe is jumping‘?' the carrier phrase at le8st halt of all
using studem
0 1 2 using pronouns pronouns and wlll that?" wttl he respond will respond *You spontaneous labats ueing
0 1 2 frequenGy use those using a carrier phrase are jumping." pronouns and uses at least 2
carrier phrases without {e.g., "It is mine," ”That dffferent carrier phrases, 1=
prompting. is when prompted, student can
use
at least 2 ditlerent phrases to
label items using pronouns
o se o 1 e "habeas and When shown a tCtMrâ Of Can the student label end Whao shown a scene 2= labels at least 4 a9pects of a
B of
0 1 2 descrlbes scene or an activity and asked descrtbe the a house on ffre, picture tncluding at least one
ongolng the
0 1 2 events or to bell me about this events or activlties student will say "Ffre in a depicted action or the label for the
items picture”; when
0 1 2 presented in a the student will be able to shown a picture of a house, fire truck, total scene, 1= can label at
scene label and descr4›e tha scene or an activity putling the fire hose, least one depTcted action or the
event, and spraying label for
4ems, and amivtties presented asked to 'Tell me water on tf›e house the total scene
about "
in the scene. with this plcture"?

G 40 0 1 2 Naming When provlded tf te student is given

" t g inner," "Having a party,"
E i "lt*s a picnlc"
a n d
V2hen shown a picture of 2= can labe1 items given their
0 1 2 specified parts infomation regarding a certain Intomaton regard›ng a forest and classifcation and anothar
a asked
0 1 2 of scenes part of a scene, the part of a scene, can that animal is descriptor (action performing,
01 2 student will be able to the student label sitting on the IocatÕn, size, color, etc.), 1= can
label epecified specified branch7" lhe
parts ot pares parts of the picture student will say ’lhe owl” label *8ems given either their
‘7 classifwation or another descüptor
taction performlng, ktcation, size,
color, etc,)
G 41 0 1 2 3 4 Labels The student wãl label a variety Doas the student While observing a 4= at least 10 adverbs, 3= at least See Appendix 12 Adverbs List
adverbs usa turtie
0123 4 of adverbs. adverbs? walking and the 6, 2= at least 4, J= 2 adverbs
01234 student is asked
01234 "How is the turtle
moving?*' the student
says "slowly.*"

Copyright O 1994-2006 By BehavÓr Analysts, Page The ABLLS’”-R Protocol

Inc. 41
 Assessment of Basic Language and LearnitJg Skills - Revised
LABELING (Contlnued)

TASK SCORE TASK TASK OBJECTIVO QUESTION EXAMPLES CRIToRiA NOTES

NAME
G 4k (J 2 3 4 LabsTs emotions Student wiJ! be able to 1abst
0 1 2 3 4 of others ongoing facial and behavioral
01234 examples of emotions and
01234 piCtures of faces depicting
various emot‹ons
The student will be able to
1 2 ? 4 and emotions label internal events and
emotions wh\ch are not
dir0ctTy observable Dy
others
The student will emit labels
2 3 d naiing (hee
1234 componení containing at least three
labes) separate components.
G 45 0 2 Labels (three
The student will be able 1o use Does the student
use a
6 1 2 component +) a variety of carnes phrases variety of carrier
0 2 with carrier when using labels
0 ’. 2 phrase containing al least three
separate components and
wall frequsntTy use those
carrier phrases without
promptlng.
G 46 0 1 "1 1 Labels social
0 1 2 3 4 intsraction The student wild be able
0 1 2 3 4 behavior to label the nature of
01234 ongoing social
interactions (e,g., playing,
arguing).
G 47 0 1 2 Spontaneous
dan the student When observing another 4= at least 4 emotions (actual
label
ongoing tacial and child who is crying examples and pictures), 3= a\
behavioral examples of because his ba!Ioon least 3 emotions (actual
emotons and pictures popped and the examples or pictuiesj, 2= at least
of faces depicting student is asked how P emotÓns, 1= at least 1
var)ous the child emotion
emotions* feels, the student wiI1 say (actual example or
picture) "sad ”
Can the student Pain, small injUries, 4= can labBl his own bodfly
identify events inat can itches. happy, sad, conditions, emotional conditions,
only be perceived by surprised, frightened, visual/a‹iditory/touch/taste stimuli
them (e.g , wet pants. mad, scared, not perceived by others, 3= 3 of
stomach ache)* worrisd, tired, the above. 2— 2 of the above, 1=
sleapy, calm, lonely, any one of the above
I1 you ask the student etc. 4= at least 6 words with 4 different ”
to When shown a
picture
tell you what he sees, wiil and asked "What do you parts of speech, 3= at least 5
he TabeT at least three see?" the student wild words with 3 diflerent parts, 2=
aspects of the say "Daddy's red at least 4 words with 3 difterent
stimulus array (e g., truck" parts, 1= at least 3 wotds with 3
“a big red ttuck going ditferent parts (noun, verb,
last"). adjective, pronoun, adverb, article)
Whan shown a 2= when spontaneously labeling
picture
Does the student label and asked "What do you see?" the student will say "I see a big truck going last"
phrases when using
labels containing at
least tt›ree separate
components; and if so,
does the student
frequenfly use those "She’s embarrasssd." arguing, fighting, talking, leasing, ptaying,
working, practicing, busy, upset, friendly, stressed, funny
carrier phrases without
promp‹i• 9*
Can the student
identify the natura of
ongoing social
interactions?

The student wild

Copyright ”°' 1904 2005 By’ Behavior AnaTysts. Page 42
Inc
i u c e least haTf of all spontaneous
t d l r labeTs and uses a1 ieast 2
e e u different carnes phrases, 1=
m n d p when prompted. the student can
s t e h label items using at least 2
, r difterent phrases
w a a
t i s 4= 10 labels, 3= 6 1abels, 2= 4
h l c e labels. 1= 2 labeTs
e l a
r a
s i r t
t n i
2= spontaneously labels items or
0 1 2 labaling spontaneously label items and items or actions dtJring actions at least z0 times per day,
0 1 2 events throughout the day. the day wíthout being 1= spontaneousty Tabels items or
0 1 2 asked te label those actions at least 10 times per day
items and actions?

Copyright ”°' 1904 2005 By’ Behavior AnaTysts. Page 42

Inc
 Assesament of Baslc Language and Leamlng Skllls - Revlsed
INTRAVERBAL TASK SCORE TASK OBJECTtVE EXAMP CRfTERl NOTES
LES A
TASK NAME QUESTIOfil
The itsy, bitsy 4= at least 3
H 0 2 3 4 Fill in words 'While others are Singing a “Can the spider... phrases from 6
0 1 2 3 4 from songs student tlll in song, laje sNdant will be songs, 3= 3 words
0 able some mrds or phrases to fill in from 3 songs,
some words and of songs 2= 2 words ffom 2
1 while others are phrases of songs. songs, 1= a word
singing† from 2 songs
2

4
0

H201Z34
FIII in blanks The student wall If you say a partlaT phrase’ 4= 10 or more fill-in responses, 3=
be able to "Let*s go up and
01234 complete an open- regarding fun (dawn)," 5 fill-\n
regarding ended phrase by items and ”Winnie the ‹esponses, 2= 2
fun supplying the activlties witl the fill-in
0Z34 mtssing word(s) student supply responses,1= t
lems regardlng fun items the misslng fill-in response
and 0 1 and activities, word(s) (e.g.,
234 Winnie the
activttie When a
s €t peraon says
”4= 25 signs, S= 15 signs, 2- 5

H 3 Talker= NA
Sp English
01234 (Ç g Qu ASL "Sign apple," the student signs, 1= 2 signs (Note: score =
words WA the
(for u
01234 Language (ASL) when given wilf make the Not Applieable (NA) if the student
students American
who given only spoken
01234 H401 01234 questions
use ASL) 234 01234 O J 2 3 4 regarding
01234 Animal 01234 H 5 0 J 23 0 12 3 4 parsonal
sounds 4 Answers 'inIorma'fion
01234
Copyright 1ee4-2006 By Behavlor Anatysts, Inc. Page The ABLLS’"-R
43 Protocol
 a t T ons words? Sign Language stgn c en names
n h h regardin tor a u of animal
H e e g °appIe." s and
n
6 E persona\ names 8
ÓBn the student provide the e
0 n a s informati anlmals
corresponding name of the When the student s
1 g n t on. when
2 animal given a sound, or vice hears the statement a A
li i u given the
3 versa? "A dog says. ," y S
s m d sound
4 the student wtll L
h a e made by
FiI say "mof, woof" m
I l n The the
w o s
in w t student Can the student provida animal, 3=
o will be r l
w h information about himseff‘7 6 sounds
r w abte to e g
or e When asked or names,
d i full n
ds n "What’s your name7" 2- 4
. l t s
the student witl state sounds or
g l his name. h ) names,
i Can the student fili in the a 1= 2
'T
v b n 4 sounds or
h
e e = names
e 5
n
s a As you lead the m 4= at leas( 4 pieces of informatÓn”tSee Appendix 13:
0
t child to
t b a Personaf tnformaton L‹st about self (e.g., name, age,
u l k photte,
h w
d e e sibfings,
e o
e s parents’
n t r
a names,
t o d etc.),
n 8
w s 3= 3
i
ill p a pieces
m
b r a n of
a o
e n i informa
l v
a d m tion, 2=
s i
b / a 2
o d
l o l piaces
u a
e r of
n
t s informa
d a
o d o tion, J=
p n \ piece
o s o u
r n of
r w e
o d informa
v e s
v s tion
t r about
i
c s n self
d g
e o
e i
t t 4= 10 or more fill-in responses, 3= See Appendix 14: lntraverbal
t v
v o Fill-1n List
h 01234
e in the remaining remaining tha eink and you say "It’s 5 fill-in responses, 2= 2 fiI1-in
e descrlbin word of a mrd of a
r q
n g
s u
a 01234 Intr 0 assoclations
a e
n Common av 1 01234
. s
a 01234 erb 2
t H7012
o i activities al 3
34
f 4
Copyright 1ee4-2006 By Behavlor Anatysts, Inc. Page The ABLLS’"-R
43 Protocol
p " m p ur tIffI€t tO W8Sh PMI " the “What goes with responses,1= 1 can say at least 2 related items New. See
h W s h student will say "hards" flll-in response 4 Appendlx 1: Association List for 20 or more
r h w r Can the " ..bas" - "ball," named Items, 3=
=
a a hi a "...cup"- 2 refatad items for each of 10
a t c s student 01234 is associated (related) wtfh the (related) wth an item named items, 2= 1 refated item
e g he that "juice," "...pi1low”- "bed"
o i name stated you f
d e item mentÓn? o
n
s (e,g.,
a t comrnonl r
w says 1
s h
it
c e y "bed" 0
h when
r c
i associate hears it
( o
"What e
b ) n
d goes wlth m
i ? t
a pillow?) s
n , e
g x ,
°
t 1
t
a o =
h
n e f
c
a
o s a
n
n t n
o
g u n
d s
o g
e a
i oi
n y
n n
t a
g g
w t
a
il l
a ct
l e
c iv
b a
t it
e m
i y
v a ( 1
i 6 e.
t I g. r
y e , e
. k t
t * a
o s t
W ti e
h s m d
e a e
n y t it
s o e
a o w m
s m a
k e s f
e h o
d it
y r
e
o e
Copyright 1ee4-2006 By Behavlor Anatysts, Inc. Page The ABLLS’"-R
43 Protocol
ach

Copyright 1ee4-2006 By Behavlor Anatysts, Inc. Page The ABLLS’"-R

43 Protocol
 Assessmenl of Baslc Language and Learning Skllls - Revised
INTRAVERBAL (Contlnued)

TASK SCORE TASK

NAME TASK OBJECTtVE QUESTION EXAMPLES CRfTERlA NOTES

D1234
0 234
0 234
0123 4

Copvright ü‹ 1994-2006 l3y 9.°.havior Analysts. Page 44 The ABLLS’"-R FrotoccT

Inc
 Af‘•888BFftOftt of Basic Language and Leamlng Skllls - Revlsed
INTRAVERBAL(Continuei)
TASK SCORE TASK NAME TASK
EXA PRITRRIA NOTES
OBJECTIVO
MPL
ES

H J3 0 1 2 3 4 Answers The sfudant MI Does the student When the 4= answers

0 2 3 4 "Where" óa able to anewar ’Where" student is 30 or more
answer *Where" questiona asked 'Whare questions,
quemons do you Ned 3= 15
questions,
2= 10
01234 regardlng regatding sleep†" the student says questions,1= answers at least 5
question actiwlies done at activities done
s
01234 home or at home "bedroom," questions
regardlng schooL or Whan the
acti school? student is
viti asked W/here
es do you put
don your dirty
e at ciothes?' the
ho mudant says
me "hamper"
or
sch
ool
H 14 0 1 2 3 4 Fifl in ftam given The Csn the student A type of 4= 20 or more fill- n Appe dix 4 n t
student will be able to fill fiel in the animal is a . ins with two a
l
0123 in the remainlng word of a "dog* responses, 3= 10 fill-ins with two
4 the remaining word “cat" You ride in
claM of a
01234 phrasa phrase to a.. responses, 2= 5 flll-in responses,
to name name an "car,
an ”boaf*
0123 item/example of a item/exampie ot a 1= 2 till-in
4 specftíed class of responses
items.
See Appendix 15: lntraverbal
H 15 0 1 Z 3 The stuaent or 4= 20 Categories List
4 Multipie a able to categones
with 4
0 1 2 3 4 responses given members of a spectfíed some responses, 3= 1O categorias with
varbafiy provde mambars of animais" the
012S4 H 16 0 1 2 3 4 Ftll 234 sPecitc catagories. student wlll be able to fill in the
speclftc in features 01234 remaining mrd in a phrase naming a
01234 0 1 2 3 4 glven the feature of the item.
Categorles item
0
When told the narr›e
1 of the item, the
Copyright % 1994-2008 By BehavÔr Analysts, Inc. Page 45 The ABLLS’"-R
Protocol
 n g 3 re onses, 2=
g . sp 5 tio-in See Appendix 14: Intraverbal Fíll-in List
studen , on response
H 17 0 1 2 3 4 Full
t says w se s, When told a Whan told a feature of an Something fhat has s lall 4= 20 or more ffll-ins with two See Appendix 14:
in Item given
"horse a a s, 1= 2 fill- feature of an Intraverbal Fill-in List
, dog, r 2= in 0 1 2 3 4 its item, the student item, can the student flU . dog, responses, 3= 10 fill-ins with two
cow" d d 5 re6pons feature will be able to fill in something with tn the remaining responses, 2= 5 fiel-in responses,
Things o ca es 01234 the remalning word word of wheels, it's a . . car 1= 2 fill-in responses
to eat o g te 01234 in a phrase to a phrase to
f go name the item. name the
hambu h ria item (e.g., 4= 20 or more fill-ms with two See Appendtx
a a s something
H 18 0 1 2 3 4 FiII 4: lntraverbal Fill-in List responses, 3= 10 fill-ins
pfzza* s wi that has
in class The student wtt be with two
p th wheels is a
01234 able to fill In the responses, 2= 5 fill-In responses,
Whe h a 2 a )‘7
given lhe remalning word of 1= 2 fill-in responses
n r resp
item a phrase to speclfy Can the student fill in the A car is
todd a t ons
01234 the class of a given something you remaíning word of
the s a es,
01234 kam/exampie. a ride in,
name e l 1=
2 apptes are a phrase to specify
of
cate the type of food, a cat is
has t )
gorl class of a given an
a ... o ? Animal.
es
"whe item/exampl
with
el" n e (e g., a dog
a 2 re
the is an an›mal
sp
item, m
on )?
can e
se
the s.
stud a
ent
"horn f 4=
" e 20
"door a or
" t mo
f u re
i r fi!
f e Mn
l s
o wit
i f h
n te
t res
t h po
h e ns
e es,
i 3=
r t 10
e e fff(-
m m ins
a wit
i ( h
n e two
l . resp
Copyright % 1994-2008 By BehavÔr Analysts, Inc. Page 45 The ABLLS’"-R
Protocol
 Assessment of Baaic Language and Learning Skills - Revised
INTRAVERBAL (Continued)
TASK SCORE
TASK QiJE EXA C NOTES
OBJECTfVE STlO MPL R
TASK NAME N ES I
T
E
R
I
A

H 19 G 1 2 3 4 Name items The

Can lha student Go outside to 4= statas 2 or
student v\All be able to
name items or see a f're truck, more items
0 1 2 3 4 prevíousty name
items which had activities wh<h COMO back one New hour after tha observation. 3=
0 1 2 3 4 observed had previously into cassroom 1
been and name what item after 10 minutes, 2= 1 item
observed? he had after 5
previously been observed.
observed when minutes, 1=
01234
outside. 1 item
immediately
after the
observation

fJ 20 0 1 2 3 4 Name prsvíously The

student wild ba able to Can the Go outside and obssrves 4= states the activity one hour New
student name
01234 name an activity the actívity that people playtng after seeing the
observe that he has he has recentty baseball, come activity, 3=
d recently observed observed? back into states activity
01P34 after to minutes,
activities 2=
01234 classroom and name the sta\es activity atter 5 minutes, 1=
activity a
he
observe
d when
outside.
Sees
brother
heading
a
in living
room,
goes
ínto
kitchen
and
states
his
brother'
s

Copyright f°* 1994-2006 By Behavior Analysts, Inc. Page46 The ADLLS”" -R

Protoco!
s t D1234 name people people students in a hour after the observation, 3= 1
t e prevously who had who had sandbox, person after 10 minutes, 2= 1
a r 0 1 2 fi 4 prevóusly been previously come back
t observed observed. baen into
e t 01234 observed? classroom and name the person after 5 minutas. 1= 1
s h people
pers
e whoon
a in imme
c sandbox.
diatel
o
t y
b
i s after
v e the
i r obse
t v rvatio
y i n
n
N 22 0 1 2 3 4
i g
With visual The student will When shown When shown a picture of 4= expands/comments on 20
m be able to a picture
m t 01234 make a variety of and told something about people pictures, 3= expands/ comments
e h display, relatsd at a picnic with a
d e makes
i 0123 comments (not the picture grill (but can't on 10 pictures, 2=
a 4 includtng "Thay’re see the
t a related
e c 01234 naming ol Items) having a picnic," does the food) expands/comments on 5 pictures,
l t statements regarding and the student is
i (not
y
v namin9› piclures of items student make told "They*re 1=
l or aclivities comments having a pleno," expands/
a t regarding items the child makes comments
t y o‹ activities comments such on 1 picture
related to what is as "They’re
H 2J 4
T C Go outside and observed In the cooking hot dogs
23^
Name
h a play with 4= states picturs? and
e n 2 or more people hamburgers*' or
people one
s
"Don’t touch, it’s
t
u
t hot."
d h
e H 23 0 1 2 3 4 Answers The
e student will be able to Can tha student When asked 4= 20 or more New
n answer "What do questions
t s 0 1 2 3 4 "What" give ques1ions you sea at the park?’ the answered, 3= 10 questions
m t single response answers regarding what
il u
b 0 1 2 3 4 questions he might see in student says "songs"
d
e
e covarious
a regarding questions mmTocations in his
b n 0 1 2 3 4 relevant to items community*
unit
l t concerning what he might y.
e see found in the in
t n various locations in his
o a community
m
e
Copyright f°* 1994-2006 By Behavior Analysts, Inc. Page46 The ADLLS”" -R
Protoco!
answered.
2= 5
questions
a
n
s
w
e
r
e
d
,
1
=

q
u
e
s
t
i
o
n
s

a
n
s
w
e
r
e
d

Copyright f°* 1994-2006 By Behavior Analysts, Inc. Page46 The ADLLS”" -R

Protoco!
 Aesessment of Baslc Language and Learnlng Skllls - Revieed
INTRAVERBAL(Continued)
TASK
TASK TASK QUE EXAhtPLES NOTES
SCOR
MAME OBJECTiV STIO
E
H 24 0 1 2 3 4 Answers The student will be able toCan the student answer
E When asked "What N can4= 20 or more questions N
0 1 2 3 4 "What" questõns regarding what " you do at the grocery answered, 3= 10 questiona
give single response answers e
0 1 2 3 4 questions iegarding questiona hs could do in varõus store?" the student says answered, w
0 1 2 3 4 relevant to concerning what ha could do
k›cations In hrs "buy cookw,° "What 2= 5
amivities that he in vartous locatlons in his
commun’1y? can you do at the questions
can do in the community. park†" the student answered,1
communfty says ”go dawn the =2
slide" questiona
H 25 0 1 2 3 4 Answers The student will be able to “Does the student ans \/er When the student is answered
0 1 2 3 4 "Where” answer "Where" questions "Where" questions asked “where can we
0 1 2 3 4 questíons regarding activities and regarding acfivities and buy milk?” the studem
0 1 2 3 4 regarding items found in the ‹tems found In the says "grocery store,"
acttvities and community. 4
community† When the student is
items found in =
asked °Whera do you
the community play in the sandbox?"
a
the student says
n
"school”
H 26 0 1 2 3 4 Ansasrs s
The student vrlU be able Can the student answer When asked Velt me
w
0 1 2 3 4 questons with to provide severa1 qusstions which require a as many things as you
8
0 1 2 3 4 multlpte answers to questions muhfpfe responses oan that you can get
r
0 1 2 3 4 reeponeec concstning his re1ated to servicea in his from a
s
concerning his immediate community. grocery store" the
student says "bananas,
3
immediate com, meat, milk, 0
community bread"
H 27 0 1 2 3 4 States ctass The student wflt be able to Can the student ldentify When told ”appte, o
0 2 3 4 given muMiple idantlfy the class when todd the class when told two banana, and pear are r
0 1 2 3 4 class te or more items from the all or more items from the " the student says
members 0 1 2 3 4 ctass. class? ”kuit," "food," or m
(examples) ’things o
you eat" r
e
H28 01234 Answers The mudent will be able Does the student answer "Whose turn?“,
01234 to answer those "Who/Whose" questÓns? shoe is this†," q
01234 "Who/Whose" ”Who do u
01234 questions. you sas when you're e
sick?," lho pum ous s
fires7" f
H 29 0 1 2 3 4 Answers The student wili be able Does the student answer ”Men do you i
0 1 2 3 4 "When" to answer W\/hen" sleep?" W¥'hen" questlons? "When do you o
n
s
,

N
e
w
Copyright '=c 1994-2006 By Behavior Anatysts, Page Tha ABLLS’”-R
Inc. 47 Protocol
 3= \5 questbns, 2= 10
questõns,1= answers at least 5

4= 20 categories with 3
categories
2 responsas,1=
2 responses

4= 20 classes when told 2 or rrore

members,

4= answers 50 or more questions,

3= 25 questions, 2= 10

4= answers
least 5 questiona

Copyright '=c 1994-2006 By Behavior Anatysts, Page Tha ABLLS’”-R

Inc. 47 Protocol
 Assessment of Basic Language and Learnlng Skills - Revised
INTRAVERBAL (Continuei)

TASK SCORE TASK

TASX OBJECTIVE QUESTION EXAMPLES CRITERIA NOTES
NAME

H30 0 2
' 0 1 2 D scrimination of When discussing an item Can the student Where do you go to 2= can answer at least tour types New
o‹ questions asked acfivity, the student a'il! answer buy of questions in any arder 1= can
be "What" "Whera," m'i\k*, Who takes you
"Who," to
0 1 2 about items able to dfscriminate and "When" questions the store? What can answer at least two types of
0 1 2 and whether he is baing asked when they are asked in you get to eat at the questions in any order
activities a "What’" "Whsre," "Who," any order? stors? When do you go
or "When* qusstion to the store? What color
is an apple? Where do
we get apples? What do
we do with apples?

The student will be able to Does the student "Whicfl one is an animal, 4= answers 50 or more questlons,
answer "Which" questions. answer "Which" a dog or a shoe*" 3= 25 questiona, 2= 10
2 3 4 questlons questions? questions, J= answers at Ieas1 5
1234 questions

The student will be able Does the student "How do you get to 4= answers 50 or more questions,
to answer "How" answaf "How" 3= 25 questions, 2= JO
questions questiona? questions,1= answers at 1east
S questions

H ?3 0 1 2 3 4 t Answers "Why" Why do you wash 4= answers do or more

U 1 2 3 ^ queatlons The student will be able Does the student your hands?, Why do questiona. 3= 25 questions, 2= 10
i0 1 2 3 4 to answer "Why" answer "Why" you sleep? questions,1= answers at least 5
01234 questions questions? questiona
H ü4 0 1 2 3 4 Describes steps When asked "How do 4= 5 o‹ more steps in at least 2

Tha student will be able Can the student state

to the
0 1 2 3 4 in sequence of a state the steps in sequence steps in sequence of you wash your sequences, 3= 4 steps in a
of a hands?"
6 1 2 3 4 daily activity a daily activity davy activity? the student wild say "go sequence, 2- 3 steps in a
01234 to the sink, turn on the sequence, 1= 2 steps in a
water, rub hands with sequence
soap. ,"
H ?S 0 1 2 3 4 States artivity The student will be able to Can the student state When asked "What am 4= 20 or more questions
0 1 2 3 4 when told state the activity being the activtty being T doing?" and given the answered, 3= 10 questions
0 1 2 3 4 sequence of described when told a described when told a description, "You go to answered, 2= 5 questions
0 1 2 3 4 actions sequence of actions sequence of actions* the sínk, turn on the answered,1= 2 questions
water, wei your hands. answered
pick-up the soap.. *' the
student old say
"washing hands "
Copyright ü. 1994-2006 By Behavtor AnaTysts, Inc
Page 48 The ABLLS’" P PrctocoT
 Assessment of Baelc Language and Learning Skills - Reviaed
tNTRAYERBAL (Contlnued)
TASK
SCOR
TANK TASK QUESTI EXAMPL CRlTE NOTES
MAME OBJECTfVE ON ES RtA
E
Mo
States The student will Can the student Giventhedesoú 4= 20 or more difie
H 36 0 1 2 3 4
Item be abra to gire the give the name ptan, "it’s quemions d
01234
when name an item of an item after crunchy, you answerad, 3= 10
01234
told rts after belng provided being told eat it, h’s sally, questiona
01234
functlons with multiple multiple aspecto it comes In a answered, 2= 5
. aspecto of the item of the item (e.g., bag...,” the quamions
features, (e.g., Its functons, its functions, student will say answered,1= 2
or class teatures, c1ass). feaNres, "potato chip." questiona
(multiple class)‘? answered
teatures)

H 37 0 1 2 3 4 The mudent will be Can the student say "yes" Whsn 4= can answer at least 50
01234 able to move his the student le questlons, 3= at least 25
Yes/No head or say *Yes" or °no" or move his head asked quemions, 2= at least 10
with or "No" to answer "Can I buy gas at to answer
01234 questions questions a shoe
"Gan," store?" the
"Do,"
0 1 2 3 4 "Does," or about an item or activity which about student quest ons, 1= at leact 5 quastions
"WilI" non-presant items says "no"
questi is not present, or events (e.g., about items not prasent
ona can dogs
H Z0 wkh
Anewers questions containlng Mo criticar stimuli (multiple componenf questtons The student will •y*›’ When the 4= 4 responses provided to 5
O#2 be able to provxte Can the student student is d ferent
34 multiple answers to answer asked to name questio
responses)
0 questons who questions which some "hot ns, 3= 3
contains two require him to foods" the respons
2 identify ssveral student es
3 provided
4 to 4
0 dlfferent
1
2
3
containing thra8 critical stimuli (muttiple
4
04234 critic items which meet at least says ome farm
questions with multlple al "pizza, spaghetti..." two animais)?
stimu specified criteria
li. (
e
.
g
.
,

s
Copyright 1 1094-2006 By BehavÓr Analysts, Page 49 The ABLLS’"-R
Inc. Protocol
que r d
stsn 4= 4 responses t i 3- 3
r
s, provided to 5 e q o respons
3 e f
2= 2 d r u n es
s o i e e s prov/de
recp q p r
ons f n s , d to 4
u o t t different
as
e n 1 01234 crftic item6 whwh meet at team student says "horse, and questions, 2= 2 responses
p
s s al
r stimu
t e q
o fi.
Ó s L
v thr co provi
n i
i ee w" ded
s p e
d spe for 3
, r s cifi ques
e
o t ed tbns,
d
1 v i crit t= 2
= i o eri resp
f
d n a onse
o
2 e (e. s
g„ provi
btg ded
H mais" the ani for 1
The
Ca W quest
39 mai
01 student
n h ion
s
23 wilf
thebe e
the
4 able
stu to n
01 de th
provide
23 muftipte
m e
4 an st
answem
tosw u H40 0 1 2 The student will Can the student When asked to 2= can describe at New
01 0 2 be able to least 20 items stating
questlon
er d deecriba ttems by descrlbe a car,
23 0
qu e
s which describe items identifying what the student Is at least 3 reievant
4
est nt
contain by idantifying you do with the able to say that details about the items
on is
three 1 what you do item, soma of lts you úde in it to (not incfuding the
a a 2 with the item, fraturas and go places. it has label/name of the
wh sk 0 some of its items) 1= can
ich e features and/or
req d 2 its
uir to classification, classi whee!s and you park it in describe at lsast 10 items stating
e n
ficatio
hi a
n*
m
m a garags.
at
e
to Gereal
least is
2
s
ide somethin
releva
o
Mf g nt
m
y for details
e
se "b breakfast,
about
ver fg putthe
al fa bowlitems
r pour(not
m on includi
a ng the
ni label/n
Copyright 1 1094-2006 By BehavÓr Analysts, Page 49 The ABLLS’"-R
Inc. Protocol
a
m
e

o
f

t
h
e

i
t
e
m
s
)

Copyright 1 1094-2006 By BehavÓr Analysts, Page 49 The ABLLS’"-R

Inc. Protocol
 Assessment of Basic Language and Learning Skills - Revlsed
tNTRAVERBAL (Contlnued)

TASK SCORE TASK NAME

TASK OBJECTIVE
H 41 0 1 2 3 4 Describes steps
0 1 2 3 4 before and after The student with be able
to state the steps which
occur
0 1 * 3 4 in sequence of a before and axer a given step
0 1 ? 3 4 daily activity in sequence of a dnily
activity.
H 42 0 1 2 3 4 Answers
The student will be able to
0 1 2 3 4 questions answer questions which
6 1 2 3 4 concerning past require a single
0 1 2 3 4 and upcoming response concerning his
events past and upcoming
events
H 43 0 1 2 Mainta ns a
The student wild be able
to
0 1 2 conversation maintain a conversation on in conversatõns?
0 1 2 with an adult or a síngle topic for at least five
0 1 2 peer verbal exchanges.
H 44 0 1 2 3 4 Answers novel
The student all be able
to
0 1 2 3 4 questions answer questons asked in
a a
0234 diffsren* way than
was
01234 origtnally taught.
H 45 0 1 2 3 4 Answers The student will be able to
0 1 2 3 4 questions answer questions concerning
0 1 2 3 4 relevant to current events
QUESTION EXAMPLES CRITERIA NOTES
Can the student state When asked what you 4= can state steps both before
the steps which occur do befors you eat lunch, and after for 10 difterent
before activitiss,
and after a given step student indicates "wash 3= can state steps both before
in
sequence of a daily hands." When asked and after for 5 activities, 2= can
activity* what you do after lunch, state 1 step either bsfore or after
student indlcates "throw for 2 activities, 1= can state 1
step trash away." eithet betore or a sing1e activity
Can the student Upon arrival at school .. 4= 4 answers regarding past and
answer
questons which require a Can you tell me what future events over a month away,
single response you had for breaktast† 3= 2 answers regarding past or
concerning his past Can you tell me what future events ovsr a month
and upcoming events? away, you are going to do this 2= 2 answers regarding
past or weekend? Tuture events within a wsek, 1=
at
least 2 answers regarding past or
future events of that day
Can the student
engage Five exchanges batween 2= tive exchanges on at least 10 Modified
arts student and difterent topics including the
another about a student asking at laast one
baseball game novel question or making at
least one novet comment , 1= 3
exchanges on at ieasl5 different
topics
Can the student When originally taught to 4= 20 or more nove1 questÓns
answer
questions asked in answer the question answered, 3= 10 novel questions
stightly ditterenl way than "What do you do with answered, 2= 5 naval questions
a
was originally taught? car?" (go for rides) the Fourth of
student can also
similar questions such
aS "Can you tell me
what a car does?" or "
What's a car
Can the student
provide singls answers When askad "Can you
to questions relatad to tell me what your
going to do for the

Copyright Ü 1994-2006 By Behavior Analysts, Page 50 The A8LLS"-R Protocol

Inc.
a , o e answered
n 1 v s
s = e t
w l i
e o
2
r q n 4= 20 or more questions
e s answered, 3= 10 questions
n u
d answered, 2= 5 questions
0 1 2 3 4 current events events In his community? July?" the student answered,1= 2 questions
says answered
"see fireworks"

Copyright Ü 1994-2006 By Behavior Analysts, Page 50 The A8LLS"-R Protocol

Inc.
 Assessment of Baslc Language and Leamlng Skilts - Revlaed
tNTRAVERBAL(Conttnued)
TASK SCORE
TA9KOBüEC EXAMPL CRITERIA NOTES
TASK NAME TTVE ES
Can tha mudent 4= 20 caegories with
H 46 0 1 2 3 4 The student wilt be provide multipte When asked 3
Answers able to provide answers to "Can you tell responses, 3= 10
01234 several answers to questions me as many categorias with
questions questions concerning related to things as you 3 responses, 2= 5
with currem events. events in his can that you categorias with
01234 community can that you do 2 reaponses,1= 2
muttiple on the Forth cateqorie0 with
01234
responses
conceming (e.g., What can you do at \ or 2 responses
of Juty?" the student
current events the park)’? says ’see
fireworks, eee a
parade, have a
H 47 0 1 2 The stMdent witl Can the mudent barbecue' Z= providos at least 2 New
Answers be able to provida provide muhigle Whan asked comments for at leact
012 several answers to answers to "What happened 3 toplcs in a 20 minute
questions questions regarding questions this morning discusslon, 1=
wlth a varlety regarding a when we were providos at least
012 coming
multipls
O1Z of topics in varlety of inside†" the student eays 1 comment for at least 2 toplcs in
responses a group toptcs In a
in
g discus group "lt was raining, a 10 minute discussion
r sÓn. (e.g., Jason stspped
o morning in a puddle, his
u circle) shoes are wet."
p discussion When asked
(e.g., What WYhat did we
d happened do yesterday‘7"
i on the way the student says
s into the "made
c classroom eookies."
u lhat
s morning)†
s
o
n
s

H 48 0 1 2 Tefls
The student wild be Gan the Student can describe his 2= at least kbdified
about
able to tell student tell a flvs descriptions of
012 a fi\op or story or last trip to events or stories that contains at
experk›nce deecn6e an descrlbe an the zoo or
s/ event
Copyright 1994-2006 By Behavior Analysts, Inc. Page The ABLLS’"-R
51 Protocol
0 1 2 cTafls sve least 5 topic {e.g., his last tnp to the was there, what he o a ted
stoneso nt componants, - park)? saw, etc.), Student n s comment
n con a least can tell a story about e t s during
c ce Tha Three Ltttle Pigs, an
e min etc. d 3 ongoing
Ooes he student
r ga e convercat
sin spontaneously add or make
n s c ion or
gie appropriate related comments
t c o discussb
par during an ongoing
n r m n at leam
k conversatÓn or
g i p 10 times
(wh o
p per day,
a at
t n 1=
he
i e spontane
s did,
o n ously
i wh
o n t adds or
n s
g makes
a related
l
n 2 comments
e
= during an
e ongoing
t
o v s conversat
p e p Õn or
í n o discussÓ
c t n n at least
0 1 2r e i e appropriate t 10 times
a l retated o a per waek
c l comments r n
l (unpromp
a o s during an e ted)
p ongoing s
H t m o
o conversation t
0 t p u
o
n o n or discussÓn. s
r
2 g n t t
y
Spont e a y
aneoa n r
t
us t t i a
h
0 1 l2 s e d
a
conversatio
e . o d
t
n u s
a
0 1 s
s c
l o o
t T
y n r
í h
v e t
a a m
e
d i a
s
d n k
s t
s e
e u
o s
p d
r a
a e
t r
r n
m e
a t
a l t
t w
k e a
Copyright 1994-2006 By Behavior Analysts, Inc. Page The ABLLS’"-R
51 Protocol
 Assessment of Baslc Language and Learnlng Skills - Revised
SPONTANEOUS VOCALIZATIONS

TASK SCORE TASK OBJECTIVE EXAM C NOTES

PLES R
TASK NAME QUESTtON I
13 01234 The student will make a Does the T
Vocaltze student say variaty of spontaneous E
01234 words of R
identifiable make some vocalizations which include I
01234 sounds A
Speech heard in speech? speech sounds. 4= student frequently says
sounds words Modified or mak05
01234 speech sounds totallng
at least 10 minutes
per hour, 3= total 5
The student UI Does the minutes per hour, 2=
student spontaneousty say a variety of total 2 mlnutes per
{ g 0 1 2 3 4 Spontaneously spontaneously say words words or
0 1 2 3 4 says words or hour, t= makes
approximatons to or speech sounds
0 1 2 3 4 approximations approxTmations to words. words?
0 1 2 3 4 te totaling at least 10
words minutes per day
4= spontaneousiy
says an average of
at least 30 words
per hour (including at
least 5 diftBFEiflt
words). 3= average
of at least 10 words
per hour, 2= an
average of at least
1 word per hour, 1=
spontaneously says
an average of at
least S words per
day
}$01234 The Does 4= spontaneously says an
Spontaneousty student the
wild stude
nt
01234 spontanaousty say a variety ctf average of at least 30 phrases per
says spontaneously say
phrases
01234 s 4 phrases.
0 1 2 '3 4 o with
n mod
g els
s
0
1
14 0 1 2 3 4 2 The student will spontaneously sing songs
Sings 3
Copyright C=’ 1994 2006 By Behavor Analysis. Page 52 Tlne ABLE.S’"-R
Inc Protocol
 phr e day s 1 s
ase r (including o f o
s? s least 5 n p r n
different g h o g
words), s r m s,
average , a 1
phrases s 2 =
day 2= 3 e sings 1 word from 1 song
average =
Do
es least 5 $01234
s Tha student will Does the 4=
the phrases per Sing songs
i spontaneously student sing sin
stu day, 1= 01234
n sing songs songs without gs
den spontaneousl 01234
g wlthout models. heading at
t y says 01234
s songs? lea
sin averaga
st
g least \
1 6012 2
son phrase per The student will
Spontaneous phr
gs day spontaneously Does the
0 1 2 as
alo 4= sings repeat mrds said student
vocal es
ng least 2 by others. spontaneou5l
imitation 0 1 fro
with phrases y repeat
2 m
oth ' each of 5 words said
0 1 2 ea
012 while p by others? ch
34 others are h of
012 sínging, r 5
34 while a so
singtng s ng
song? e s,
watching fr 3=
videos or o sin
listening m gs
to 1
other e phr
sources a as
c e
h tro
o m
f ea
5 ch
s of
o 5
n so
g ng
s s,
, 2=
2 sin
= gs
s 1
i phr
n as
g e
s fro
Copyright C=’ 1994 2006 By Behavor Analysis. Page 52 Tlne ABLE.S’"-R
Inc Protocol
m
songs,
1=
sings
1 word
from 1
song

2-
S§00tü
n60USI
g
Feg68t
S
W0fdS
said
by
others
at
least
times
per
day,
1=
spont
aneou
sly
repeat
s
words
said
by
others
at
least 5
times
per
woek

Copyright C=’ 1994 2006 By Behavor Analysis. Page 52 Tlne ABLE.S’"-R

Inc Protocol
 Asseesment of Baslc Lane • ee and Learnlng Skills - Revieed
SPONTANEOUS VOCALlZATtONS
(Condnued)
TASK SCORE
TASK QUESTt EXAM CRiTERlA
OBJECTfVE ON PLES 2=
ty012
Spontaneous The student wlll Doas the spon
0 1 2 requests spontaneously student tane
0 1 2
request items, spontaneousty ousl
acüons or request items, y
0 1 2
actwities. actions or requ
j6o›2 acttvities? asts
Spontaneous at
The mudent wilt Does the
01 least
spontaneously tabel student
2 10
’rame, actions, or spontaneously
Tab Item
events. label ttems,
elin s or
g0 actions, or
actio
1 2 events?
ns
0 2 The student wttl per
apontaneously add day,
or maka appropriate Does the 1=
Ig 0 1 2 Spontaneous
retated comments student spon
0 2 conversatÓn
during an ongoíng spontaneouely tane
0 2
conversatÕn or add or make oudy
0 1 2
discussion. appropriate regu
refated ests
comments at
during an least
ongoing 10
conversation or item
discussion? s or
actio
ns
pet
week

2=
spo
ntan
eou
sly
labe
ls
item
s,
acti
ons,
or
eve
nts
at

Copyright C 1094-20O6 By Behavior Analysts, Inc. Page 53 The ABLLS”-R Protocol

l s 6 g o
a , p a u
a o n s
s a r o t
t c ‹ n y
t t g
1 i a oi a
0 o n n d
n e g d
t s o c s
i , u o
m s n o
e o f v r
s r i e
/ rs m
p e at a
e v a io k
r e d n e
n d o s
d t s r
a o di r
y o s e
r c l
, a
u a
t
m s t
1
a al a
= l
k o d
e
e n
s a
s at c
p 6
le o
o t r a m
n e st r
t 1 l 1 n
a 0 a 0 e
n t ti n
e t e m t
o i d e s
u m s
s e c p d
l s o e u
y r r r
p n d t
i e m a n
a r e y, g
b n 1
e w t = discussion at least
l e s s 10 times per
s e p
k d o
i u m
t 2
r a
=
e i n
m n e
Copyright C 1094-20O6 By Behavior Analysts, Inc. Page 53 The ABLLS”-R Protocol
 Assessment of Basic Language and Learnlng Skills - Revised
Syntax and Grammar

TASK SCORE TASK OBJECTIVE EXAMPL CRITERIA NOTES

ES 4 = 5 or more word
TASK NAME QUESTION The boy is phrases or sentences,
II 01234 The student wall de able to What going home. 3 = 4 word phrases or
Mean length of is tha everage speak In phrases sentences, 2 = 3 word
0 1 2 3 4 response o«sentances number of words in a phrases or sentences,
0123 4 of up to at least live words phrase 1 = 2 word phrases or
01234 or sentence that sentences
the
adjective + 4 = 4 or more word
student
J201234 noun bouncing sentences usually in
says
Syntax (Word ball. barking correct ordem, 3 =
when
01234 dog: noun + sometimes 4 word
talkíng*
order) verõ: boy sentences in
01234 The student will be able to Does the
st‹›dent use combine words in phrases
o‹ correct word order when sentences
using corect word speaking in phrases
o‹
ordem (e g„ adverb + noun, sentences (e.g., adverb + is running: articles: The correu order, z = sometimes s
adjective + noun, noun + boy is word sentonces in correct order, 1
running =
verb) sometimes
Z word
phrsses in
correct
order
The Does the student A dog, an apple, 2=
student include the pig uses
will be (e g . a, an. lhe) articlas
able to most of
include the
artlcles time
(s,g , a, when
an, appropr
iate, 1=
0 the) when speaking in phrases when speaking in occastonally
or santences. phrases or uses articles
T sentences? when
appropriate
2 The student wild be able to Does the student
indicate eating. stseping, 2= adds "ing" to the end of verbs
6 1 2 Verbs-
present
0 2 indicale regular pressnt tense present jumping)? the siudent add ‘s‘
progressiv tense by adding by addinq "ing" to the
e end of *'ing” to the end of verbs verbs The student
6 1 2 (e.g., running, jumping). (e g., running, wild add an
0 1 2 *‘s" (or Does
C‹›pyr gf\t ’^ 1'294-2006 By BehnVior Analysis, Paga The ABLLS’" R Protoc6l
Inc 54
w m , e when end of
a o appropríate, 1= words
s s occasionalTy when
1 e
h t adds "s" to the appro
= n
i priate
d
n Jõ 0 2 The student will be able to Is the swim-swam run-raro, | 2=
o o Verbs-irregular
g student able to indicate past tanss by uses corrsct irregular
f c o 0 1 2 past tense
, change past sing-sang, faff-fell,
c f 0 1 2 the form of vsrbs changing the form of sleep- ttsnse moss of
t a 0 1 2 verbs to the time, 1=
r
h s v indicate past tense slept, break-broke, keep-
u
s o e (e g., swim-swann, run-ran, (e g., occas‹onally ‹ises correct
n
n r swim-swann, run- stng-sang, fall-fell, irregular kept
n
a b sleep-slspt, ran, sing-sang, fall-tell.
i t J7 0 1 2
l s break-broke, keep-f‹ept) sleep- past tense
n i Contractio
l slept, break-broke,
g m ns 0 1 2
, y keep-
e w 0 : 2
kept).
h 0 1 2
j a e The student wild be able to usa Does
w can't, won*t. didn't,
u d n the student use contractÓns (e g.,
h
m d can’t, won't, contractions (e.g., can’t,
e 2= uses contractions most
p s didn’t) when speaking In won’t,
n a of the couldn’t, they‘re,
i didn’t) when phrases or sentences.
p we've. time when
n " appropriate, 1=
a p
g i speaking in phrases or occasionally uses
p r
n o sentnnce
p contractions when
g p s?
r appropriate
hats, "
o r
shoe
s, p i
cups r t a
, i o t
dogs a e
, t 2= adds "s" to
t
e the end of
h
words
"as") m
o
or s
cats, t
indicate plurals (e g., to
indicate p}urals
o
shoes. f

shoes, glasses)?
t
h
e

t
i
m
e
C‹›pyr gf\t ’^ 1'294-2006 By BehnVior Analysis, Paga The ABLLS’" R Protoc6l
Inc 54
 Assessment of Baslc Language and Learnlng Sktlis - Revised
Syntax and Gromrnur (Continuei)

TASK SCORE TASK NAME

TASK OBJECTtYE QUESTION EXAMP1ES CRfTERTA NOTES
J 8 0 1 2 Is/am with "tng*’
The student witl be able Does tha student lndwte boy is runníng, 2= uses "am" or "is" with verbs
0 1 2 verb
to indicate present tense I’m present tense by hungry, he’s eating, to indlcate present tense most of
01 2
by combining "am*’ and "is" l’m combinlng "am" and "is" coloring, I am the time when appropriate, 1=
0 1 2
with verbs (e.g., am jumpíng occasionalty uses "am" or "is"
writing, Is jumping) when With Y0fÕS (â.9 . âITI with verbs to indicBte present
speaking in phrases or wrtting, is jumping) when tense when appropriate
sentances, epeaking in phrases or
sentences’7
J 9 0 1 2 Verbs-regular The student wall be abte Does the student add hlkad, jumped 2= adds "d," or "ed" to verbs to
0 1 2 past tense to indcate regular past "d, "or "eô" to the end indlcate regular past ten8e rrost
01 2 tense by addíng "d," or of words to indicase oT the ttme when appropriate,
0 2 "ed" (e.g., hiked, Sped). past tensa (e.g., hiked, 1= ocfiasionally add9 *d," or
jurrped) "eô" to verbs to indicate regular
past tense when appropriate
J 10 0 1 2 Possessive "S" The student wild be able Does the student add Daddy’s car, the cat*s tail 2= adds "s" to rouns or pronouns
to "s"
012 indtcate posseesion by adding to nouns and to indicata posseaon most of the
pronouns
0 2 "s" to nouns and to indicata possession time when appropriate, 1=
0 1 2 pronouns (e.g., yours, (e.g., daddy’s hat, occasionally adds "s" to nouns
theirs, daddy’s hat). the cat*s lail). or pronouns to indicate
possession when appropriate
J 11 0 1 2 Negatives
The student wtll be able to Does the student indicate didn’t, wonl, 2= indUates negation most of the
doesn’t,
0 1 2 lndicate nagaton (e.g., didn't, negation (e,g., isn’t, canl, not, no time when appropriata, 1=
0 1 2 didn’t, won*t, doesn’t, isnl, not, no wonl, more, all gone occasionally indlcates negation
0 1 2 doesn't, fsnl, not, more, all gone) when speaking no when appropriate
more, all gone) when in phrases or sentences
speaking in phrases
or
sentences7
J 12 0 1 2 Locatives The student wtll be able Does the student índicate here, 2= indicate6 bcation rrost of
0 1 2 to tndicate k›cati0n (e.g., there Location (e.g., nera, there) the time when approprtate, 1-
0 1 2 here, there) when occasionally indicates location
0 1 2 speaking in phrases or phrases or sentences‘? when appropriate
sentences,
J 13 0 1 2 Future tense Does tke student indicate I wtll go home. I 2= indicadas future ten6e rnost at
The student wlll be able am
to
012 Indicate tuture tense (e.g., future tense (e.g., I going to get my the tlme when appropriate, 1=
I wlll book
0f2 wffl go home) when go tome) whsn tomorrow. I shoutd do it. occasfonaJly indicates future tense
speaking Speaking
0 1 2 J 14 0 1 2 0 1 2 in phrases or The 6tudent witl use conjunctfons to combine words and phrases (a.g., and, but, if, given,
Conjunctions 0 1 2 sentences. nor, or, because, then, only).
0 1 2
in phrases or sentences? I could make it later. I shafl dad, warm not hot when appropriate = uses conjunctÓns most of the
bok at It later. time when appropriate, 1=
OCCOSÓI2Bt)y’ USOS COl2jUDCtÓftS
Does the student use conjunctlona to dog and cel, mamas 2
when appropriate
combine words and phrases?

Copyright Ô 1994-2006 By Behavior Analysts, Inc. The ABLLS’"-R Protocol

 Assessment of Baslc Language and Learning Skills - Revised
Syntax and Grammar (Continued)

TASK SCORE
TASK OÜE EXA C NOTES
OBJECTIV STIO MPL R
TASK NAME E N ES I
T
E
R
I
A
J 1b 0 1 2 The student will be able to use Does mouse-mice, 2= uses
Irregular the student irregular piurals (e g., foot-feet correct
Plurals goose-geese irregular
mouse- correctfy use irregular mice,
0 1 2 toot-feet, goose-geese), p!urals {e.g.. p\urals
0 1 2 mouse- most of
0 1 2 the time,
mice,

i
foot-feel, em as in 1=
1C 0 Ü” bigge‹, . est
goose- occasion
ally uses
lhe student will be able to add Does corract
Comparatives the student add irregular
plurals

2= adds "er*’ or "est" to words to

0 1 2 sutfixes to suffixes to words as In indic
0 1 2 words to indicate to indicate biggest ate
0 2 compar sons (e comparisons com
g . .er as in (e.g., ...er as in paris
bigger, . .est as bigger, on
in bigges\). est as in most
biggest)? of
the
time
The student will Does the student
whe
be abas to indicate specific
n
indicats specific items te g., this,
appr
items (e.g„ this, that, these, those)
opria
that these, when speaking in
te,
those) when phrases or
1=
speaking in santences*
occa
phrases or sion
ssntences alty
adds
"er"
or
"est"
to
word
s to
indic
ate
com
paris
on
whe
n as "these,
the time, the time when appropriate, 1=
appro ’th " or1= (s g , I think. perhaps, lt oc
priate is, "those"
occasiona .,guess, . know, seems like.. ca
" to lly uses statement* sio
2= "t spectfy
words to believe) nal
uses h specift
spacify ly
words at c items
specitic us
such " mostitems
of es
wo
i
D I 2= uses words rds
o to indicats the to
2 e ind
strength t
s h ica
of te
Student i
t n the
will use
k cer
words h
or e tai
I nty
s of
t f a
u i sta
d n te
e i me
n s nt
t h
II d” 2 Quantification of
e I want all the trucks all, 2= uses words to indicate the
u d Student with use words or
0 1 ? a verbal phrases to quantify a verbal sometimes, quantffic
s
e 0 1 2 response (e g , all, some. statement* never, a, ation in a
t respon sometimes, never, a, the, the, always stateman
h
se 0 1 always) t most of
e
1 F | a verbal 2 the time
ph w d certainty of a
ra or r statement most Student will use words or Doss when
J 20
se ds a of the student use I’m sorry that appropria
s or w 0 1 2 Label you are te, 1=
to p n emotional occasion
de hr g atly uses
sc as . words to
rib es I í‹Jdicate
e to g quarrtifica
hi u tion in a
s e
statemen
s
t
s
, 2= uses words to indicate the
I 0 ^. 2 t state associated phrases to describe an sick, l*n\ sad emotional state associated with
t c ra describe his that I can’t
e sp certainty o1 a 0 1 2 with a emotional state reTated to a go, l’m glad making
r on know, \ believe,
2 verbal you came with a
t se
10 1 2 describe an amotional statemen! me. statem
a s
response (e.g., I regret to state ent
i
n ralatod to a intorm you..., I’m sorry. most of
t but... the
y time
o when
f statement?
appropr
h i‘m happy to say...)
iate, 1=
i
occasio
s
n i l t
a n h
l d s
t i t m
y c a a
a t k
u t e i
s e n
e a g
s t s
h s a
w e o
o c s
r s i t
d m a a
s o t \
t e e
t i d m
o o e
n w n
a i t

Uopyripht * gü4-2006 By Oehavior

Analysts, 1nc Page 56
 Aseeesment of Basic Language and Learning Skl!ls - Revteed

YASK GCORE
TASK TASK OBJECTIVO EXAMPLES CRfTERIA NOTEg.
NAME

10 2 Expmas toysn The student wall actively Does the student actively 2= manipulates a toy or toys for at
012 the explode a variety of toys In exptore available toys? least 2 of a 10 minute period,
environmant the
012 environment. 1=picks up and/or manipulates at
012 least 1 toy In a ten mlnute pertod

* 0 1 2 Allows others to The student wild be able to Does the student altow 2= atlows other mudents or adults
New
0 1 2 maniputate/ albw adults end children to you to be near hmm when to occaslonally manipulate toys
be
0 2 touch toys nsar them while they are he is playing with toy that they are using, 1= allows
0 1 2 ptaying with toys and allow and alfow you to othar mudents to be near them
others to occasionalfy occasionatly touch or when playing with a toy
manipulate the toys during the move the toys he is using
ínteraction.
K3 01234 Independant The student will ba able Does the student engage shoot basketbatl; 4= selects and engages in at least
04P34 outdoor to engage In use in appropriate slide, swings, wagon, Modifled 3 activities for at leaat 15
approprtate minutee,
0]834 activitias lndependent outdoor activities. independent outdoor play sandbox, etc. 3= 2 amiytties for 10 minutes, 2= 2
01234 activities ? actiYit›es for 10 minutes, 1- 2
activities for 5 minutas
K4 o 1234
independem The student will be able Does the student engage bok at books or 4= selects and engages in at least
to videos,
0 1 2 3 4 lndoor leisure engage in appfopr in appropriate Ilsten to music, completa 3 actiUties for at least 15 minutes,
ne
0123 activities independent indoor lelsure independem indoor puzzles 3= 3 activities for 10 minutas, 2- 2
4 leisure activities? activities for 10 minutes, 1= 2
01Z3 activities for 5 minutes
4
Plays with The student will actively Does the student actively 2= plays with at least Mo toys
soys/ play with toys as play with toys* ae dasigned without prompts for
K5 0 12 manipulates designed. up to 1O mlnutes, 1= plays with
0 2 toys as at least one toy as designed for
012 designed up to 10 mtnutes with occasional
012 prompts
Does the student tafk
lndependently The student wll talk while while playing õy himseW? 4= while pfaying indeperdently,
6 g 234 plays with engaging in independem play engages In at least 10 verbal
0 1 2 3 4 toys and activities. responses in a 20 mlnute
0 2 3 4 engagss in period, 3= 5 verbal responses,
01234 2= 2 verbal rasponses, \= 1
verbal response In a 20
minute period

K7 01234 01234 with an identifiable theme implements. dolls, action figures)

01234 0 1 2 3 4 Muitiple responses with The student wift play (e.g., cooking
toys related to a theme with toys consistem
 car lnto a garage. t y does at least S activitíes with
Does the student play wfth Moves a toy Pretends to have a tea 4 a 5 diferem toys 3=
toys tmultiple responses) car dawn a party. = n at least 5 activities for 2 toys
consistem wtth an ramp, e 2= at least 5 rafated activities
identifiable theme? pretands to s o with one toy, 1= spontaneously
put gas into p u does at least 2 related activities
the car, o s with one
moves the n t y

Copyright O 1994-2006 By Behavior Analysts,

Page The ABLLS*"-R Protocol
Inc.
57
 Assessment of Baslc Language and Learning Skilis - Revised
PLAY & LEISURE SKILLS (Contlnued)
TASK SCORE TASK NAME TASK OBJECTIVE QUESTION EXAMPLES CRfTERIA

K8 01234 Plays The student wild engage in Does the student play 4= Mutually interacts with othei Mo
,
0 1 2 3 4 interactively nh ctiv‹ttes with t w1h other students and toys for up to 10 allows other
0 1 2 Ü 4 with others a S,í d children? students to be near them when m‹nutes
0 1 2 3 4 students nts. (requssts included), 3= playlng with
a toy
Mu
tual
ly
inte
ract
s
wit
h
oth
er
stu
den
ts
and
toy
s
for
up
to
S
min
uto
s
(ra
que
sts
incl
ude
d),
2=
giv
es
oth
er
stu
den
ts
toy
s
wh
en
the
y
req
ues
t
the
 m, and
offered
1=studants
toys from B variety of peers either g t st 4
accepts
other
toys students, individual r diff
0123 P ly or in a o 6 ere
TheD 4=
4 a studoe int grOup u nt
s ent s er activ/ty? p pee
wildth ac d rs,
engae tiv i 1= /
i f
ge st ely nter
The student W/f act n
ud pl f act‹
out roces of t
en ay e vely
t s characters or e r p/a
pt wit actívities while Can the r e ys
ay h playing student a n wlth
at pretend c t at
le to be t
as somebod lea
i
t y or p st 2
o
Ne prstend to e aift
The student will n
w e ere
ask for items ana do an s
0123 inteafve w 8 nt
aCtivity ) r
4 y w#h it difl actions, label items
(s.g., s pee
tntaracti h ere and actions, and ,
pretend , rs
ve play s nt make other ralated
activities to be (ind
e pee comments whila 3
with v rs Mommy, ivid
engaging in play = 2
e (ind Daddy, a ual
activities =
r ivid dog, a or
a ual doctor, i gro
l or serving n i up
o tea, play t n inte
f t ract
dress- e
h s Ón
is up)? r
a r s)
p Does
c a 4= can
e the
t c pretand to be
e student
r í t at least 10 Modified
tank
s v i characters or
about
, e v pretend to do
what he
00234
1 a l e
is doing activities, 3= at least 5 characters
0213234 y l or
4 while
y activí
playing
Plays with toys with p tiss,
and talks with other l p 2= at
”0 1 v S
2?4 psers chitd‹en a l least
a o
0 2 c ? y a 2
r
34 i y char
i s
0 2 o s acter
e
34 d s or
y w
0 2 r activi
i w
34 a ties,
m t i
o 1= at
a h t
least
t h
p 1
i
e a char
K11 c
e t a acter
0123 p
4 r t or
l
012 s a activi
l ty
34 y l
e
012 a e
34 a 4
s
 =whiI
at least3=verbal
5 in 10 p
e 10 verbal vsrbal
minutes e
playin
responserespo
responses, r
g with
s to thenses
1= 1 verbal í
a peer in inaresponse
to in o
peer,
10 minut
a 10 d
engaminute es,minute
ges psriod,
in 2=, 2

Copyright

1 94-?006
By
Behavior
Analysts,
Inc
 Assessment of Baslc Language and Learnlng Skills - Revised
PLAY A LEISURE SKILLS (Contlnued)
TASK SCORE TASK MAME TAGK OBJECTIVE
QUEST\ON EXAfdPL CRITERIA NOTES
ES
K 12 0 1 2 3 4 Plays simple óall The student wild be able 4= can tndependently
to Can the student roll, throw, kick perform at
0 2 3 4 games independentty play a ball to a peer, ball actons with a peer
simple independently play 0 1 2 3 4 tor up to 5 exchanges
rolling, games that envolve (i.e., watches for ball
01234 throwing, kicktng ard to be thrown,
throwing, kickin9, bouncing obeerves partner
a ball to a peer for at and beíng ready to
bouocing a ball to a teast 5 recieve), 3= can
exchanges. independently pertorm
2 ball actions 1ô‹ at
least 3 exchanges, 2=
can pertorm 1 action if
given only occasional
prompts to watch to
see if paer Is ready
OR to attend to peer
about to perform the
Roll a balt tam
actbn, 1= can perform
or slow (based
1 action but requíres
on th9 actÓn of
occasionat prompts to
K 13 0 1 2 3 4 Coordlnated The student witl ba able watch to see if peer ie
to Does the studem allow 0 ready ANO to axend
1 2 3 4 play with peers allow peers to guide a to peer about to
to give him perform the action
4= foltows both stated and
implied Naw directions
from peers in at least
0t234 coord‹nated play activity instructions tour play
and direct his the peer or upon a acttvittes
01234 (follow directÓns from peers). actons while , 3=
engaging in request from the peer), fofbws
both
statad
and
ímplied
dírectÓn
s from
in to
te 14 0 1 2 3 play 0 1 2 3 4
ra 4 games
ctl intaractive
tntera
v
ctive games that
e
a rrotor
ct The that
ívi stude 01234
ti nt will Alm to attend to
e be lhe
s able attand to
?
34 2006rrove Goose"; peers in at least three p1ay activities, 2= folbws both stated end
Bya relay race; lmplied directions from peers In at least one play activity, 1= follows
acti Behavi
parach kick stated directions from pears to pertofm at least one activlty without
ons orute up baseball requiring extensive peer prompting
of Analysi
and
oth s, dawn
Inc.
9rs based
and on an
adj instruc
Mst tion or 4= can play at least 3 interactive New games without aesistance,
motor 3= can
act action play at least 2 interactive games
Ón of a without asslstance, 2= only needs some prompts eithe‹ to attend to
s of peer, his turn OR to complete the actÕn (not both), 1= can participate in
acts Page
oth 59 playing games but needs some prompts to axend to when it is his
ers as an turn and some prompts to complete the necessary actions of the
and "assist game (not totally prompted)
ant’
his
when
par
bulldln
tíci
ga
pati
house
on
using
bas
blocks,
ed swngin
on ga
his ')ump The
adj rope’ ABLL
ust at the S’"-R
his same Proto
par speed col
tict as a
pati peer,
on switch
pee from
rs’ throwi
beh ng a
avi ball to
or bounci
ng a
bas ball to
ed a peer,
on waits
his for
pee signal
rs‘ before
movin
behav/or?
g the
train
Pl8'/
"Ta9." "
YOU’f
B it",
Copyright "Duck,
S 1994- Duck
 Assessment of Baslc Language and Learnlng Skills - Revised
PLAY & LEISURE SKILLS (Contlnued)
TASK SCORE
TASK OBJECTtVE QUESTION C NOTES
EXAMPLES R
TASK NAME I
T
E
R
I
A
K 15 Q 2 3 4 Board games The student wild be able to Can the
4= can play at least three board
student play Candy!and, Uno, Go 0 1 2 3 4 play board
games with peers. board games with his Fish, etc games without
01234 pears?
Copyright :\ 1994-2006 assistance, 3= can play
01?34
By Behavior Analysts, at least two board
Inc games without
assistance, 2= on)y
needs some prompts
either to attend to his
turn OR to complete the
action (not both), 1= can
participate in playing
board games but needs
some prompts to attend
to when it is his turn and
some prompts to
complete the necessary
actions of the game (not
totalfy prompted}
The AbLLS’"-R
Protocol
 Assessment of Baslc Language and Learnlng Skills - Revised
SOCIAL INTERACTIONS
TASK
TASK NAME TASK QUES EXA CRITERI NOTES
SCOR
E OB3ECTIVE TION MPL A
ES

01234 Appropriate The student 4= student is

01234 w4f angage in when near appropr›ate when
01234 peers appropr&te physicat near peers/sibllngs
0 234 or stbiings nteraction without for at least 30
behavior wh e»gag minutos,
cioae physical d\sruptive 3=appropriate for
proximity with behavtor† 1S mlnutes,
peers or sfi› 2=studenl is
ogs appropriate for 5
minutes wffh only 1
verbal prompt
student s
appropr ate for at
least 5 minutas but
requíres muhipta
verbal prompts
T When oflered a preferred item, When a 2=
a preferred Item is the student w2I take wild
k the Item usu
e from both peers and adufts. affy
s walk
of to
fe and
re take
d tha
it pref
e erre
m d
s item
fro
m
pee
rs
and
adul
ts
who
are
mor
e
than
8
feet
awa
y,
Copyrighl Ô 1994-2006 By Behavior Analysts, Page 61 The ABLLS’“-R
me. Protocol
 1= wilf take
adutts
the who are n b o\fiets them in
preferred less
item The studsnt with attend to or t \e.g., take most
trom peersaway
and e and hold 9ttuation
The r thsir hand, e, 3=
student a high 5”, when
will c physica!ty oareHly
reepond t help him epproac
get OI2tO hedalo*a
Does the o B ^ *9) some
student n Wduasto
u Does the student attend watches buch
tBke and otf›er chlfdren nap0sCv
hold I e
hand, manner
n
give 2= and
k
readily assiet
elbws l
them In
both a
some
approprlately
re6p peefs/s ngs t
sftuat
ond and adufts e ons
appr to tou d
opria
2= attends to the physical and
tely
in the behavÓr show an to or show an inteest In playing with a certain toy verbal behavior of peers, 1=
to
"high interest in the
others physical and verbal the behavior ot peers? or attends to the phyaica actio
5",
help bahawor ot peers pretenôing to be a
salve popular
a chIIdren*
L5 The student wi8 k›ok 2=
appropri attempt in s
at others (peers and charact student
ate y to to a Lo adufts) In such a er regularly
physicall p
oH mannar as to lnitiates
y get os
s initiate a social Does the social
away iti
at interaction. student interactio
podtive ve
physica m oth look at ns with
a ers others in both
n to such a peers
n sta manner as and
er rt to ate adults by
a a a 8oc k›oking
n so interaction at them,
d c with both 1=
as int pears and student
si er adulta? occasion
st act
ally
posittvefrom
touches
a tiuns ated by ón
inltiates
peersShows
of slblings
per6o others (e.g.,
interest social
n) to take and hold
lnterac5o
posihv his hand, ”high
e 5”, physically n by
phydca help fim gel looking at
L
t onto a swing). an
Interac indivtdua
Copyrighl Ô 1994-2006 By Behavior Analysts, Page 61 The ABLLS’“-R
me. Protocol
 l makes aEampts to physlc ally
Phy6ic engaged others otfiera phys«saIIy eng
T 2=
ally engage others age
h frequently eractions even nteractions oth
e approache when lhe othar even when em
s s and person does not the other peraon in
t have a reinforcing
u Modified dose not have a inle
item. reinforcing item? ract
d
e ion
n s,
t 1=
w occ
l es
8 Ón
a ally
p app
p roa
r che
o s
a and
c ms
h kes
a atte
n mpt
d s to
D phy
o sic
e atly
s eng
t
age
h
oth
e
ers
s
in
t
u inte
d ract
e Ôn
n s
t
approaches
a empt to
attempt
p
physcally
p
r
o
a
c
h
a
n
d
a
tt

Copyrighl Ô 1994-2006 By Behavior Analysts, Page 61 The ABLLS’“-R

me. Protocol
 Assessrnent of Basic Language and Learnlng Skills - Revised
SOCIAL tNTERACTlONS (Continued)

TASK SCORE
TASK QUESTI EXAMP C NOTES
OBJECTIVE ON LES R
TASK NAME I
The student wifl Does the Jack in the Box T
” 0 2 be able to student look at to pop E
Looksatothes R
I
A

2= usuatfy Books at a
person in
0 1 ? \n anticipationof look a person the person who open when you ant‹cipation of a repeat of a
(in anticipation) is about turn the
012 just before the to do something handte, waits reintorcing
completing person is to to produce a for you to actÕn, 1=
a complete an action desired outcome release air trom when
012 that will producs a (e.g , aboul to a baTloon and provided
reinforcing desired outcome* release the end let it fly around with some
t of a balloon to let additional
the room
a
it fay around the verbal
ct
ic room)? prompting,
n The student will be Does the student come here, turn student
able to follow around, Books at a
person in
anticipatio
n of a
repeat of a
reinforcing
action
012

2= follows known instructions from Modifled

follcw simple known sit dowo, aduTts
directions simple known stand up & peers
dírections? prcvidsd by at least
another individual. 75% of
the
time, 1=
usualTy
foTlows
known
instruct
ons
from
adu!ts
at least
75°.ã ot
the time
The willDoes the student a«end
student
Fopyrlght 19g4-2006 By Behavior Analysis. F'age lhe ABLLS’"-R Protocol
/nr 62
Makes arm and z = imitales muttiple-
hand step
imi
tat
e Does the student or listening to a b e e, single-
the return greetings to song a a step
ph othars* h r moveme
ysi a s nts of
cal v , peers
an Example of an
indirect prompt = Õ 2=stMde
d
ver r 1 nt returns
"What do you
bal s = greetings
say?"
to from
the e peers
be i
x m without
ha
vio h i prompts,
r i t 1=
of b a student
pe i t returns
ars t e greetings
? e s from
mo d peers but
ve
often
me s
nts b requires
i
wh y an
m
ile indirect
p
sin verbal
p l
gin profnpt
g
se L 11 Ç 1 2 3 4
The student wild approach and 4= often makes ináependent
qu Physically
Does the student
en 01234 axempt to physically approach and mult
ce prompts prompt others to do attempt to iple
s others a specífíc activity physically prompt atte
of 0 1 2 ü 4 to
mo others to do a mpt
do activities
1o specific activity* s,
01234 3=
r
an The student witl som
d respond Does the student etim
ver L 12 Ç 1 2 go es
bal f4esponds to mak
b rs raturn es
2 e greetings from inde
h others
0 1 pen
a
L v Th den
í e t
2 o st muk
Retur r ud iple
ns o en atte
0 1 2 t t mpt
greetings 0 p wil s,
e 2=
l
e
Fopyrlght 19g4-2006 By Behavior Analysis. F'age lhe ABLLS’"-R Protocol
/nr 62
 makes single
/ndspandent
a single
Peer asks
attempt
student to join sits down with the other c s
attempts,2= readily goes along with
when students a
0 ap along interactions initiated r i
pro wth the by peers in s n
2 pri attempts f i
atel of a
approaCh u t
es y to game of l
the "Duck, i
att Duck, l a
em y t
pts e
0 1 2 of G most posijive d
a
attempts to
peers o situations, 1= when
p
to o
p b
engag s
e the e r y
studen " o
t a
peers s
a c
to o
n h
engag m
d e
e the e
d
t ,
h p
e e
9
e
s r
t e s
u s .
d
e
n a i
t l n
0 1 2 in t i student in an o
interact
an e v interaction (e g., play n
s
from int it g
with a toy of game, o
peerser y partícipate in an
i m
act n ) outdoor activity)? w e
Ón i
(e. t
a s
g, h
n i
pla
t
y i u
wit o n a
ha u t t
toy t e i
or d r o
ga o a n
me o c s
, r t
pa a i
rtic c o
ipa t n

Fopyrlght 19g4-2006 By Behavior Analysis. F'age lhe ABLLS’"-R Protocol

/nr 62
 Asseesment of Baelc Language and Learnlng Skílls - Revieed
SOCIAL tNTERACTlONS (Conttnued)

TASK SCORE
TASK OBJECTIVE OUESTION EXAMPLES NOTES
TASK NAbIE The student will allow others u ent A lo o he s to ke 2=
L 13 {} 1 2 usually without prompts 1= to use Items whtch he is using/ others to use
Sharing-gives- items which items does when prompted possesses he are using/
0 1 2 up passem?
Items to
0 t The student wi\I try to locate a Does the child try to A peer is playing with the 2=
wtll usually seek a missing New
2
othe
rs 0
1 2
14 0 1 2
Searchas for
012 signlficant pereon locate a student but person
missing when that person significant goes into a when
person leaves the chiid*s person when dlfterent section he has
0 1 2 visual field, fhat person of the room been
0 1 2 leaves the and the engaged
chlId*s visual student tries to in a fun
fieId’7 find his peer. activity
with the
peer or
adult,
1= witl
seek
the
missing
person
when
the
person
leaves
with a
reinfomi
ng kem
L 15 0 1 2 Active The mudent wltt Does the student Student climbs to the top 2=
attentÕn be able to Initiate efI@9• in actions to get othere
engage in
012 an interaction with actions to get New of the slide, stornps his to
seakíng attend to what he ›s about to do
attention
012 others and from others and then look ifeet and ensure they are attending to
then k›ok to on the top, says
sea
012 who is to see that ”Here I go" and goes down the slide
wasching him others are then looks to
before attending to ensure others
engaging in him? are watching
an actton. him betore he

Copyrightü es4-20o6 By BehavÓr Analysis, Page The ABLLS”"-R

Inc. 63 Protocol
h n e for The Does Student sees an aírptane 4= Labels mUltiple items for 3
i g s w student wit the
m e u e b student
t r e e 01234 spontaneousfy label epomaneousfy in the sky and paers
a e k h others items for both label items for points toward and
t o a 01234 adults and peers. both adults and it and says adults
t t ( v 01234 peers? “airplane" without
l h h N i prompts;
a e e o o 3=
a f y t single
r
s s e fat›el for
" L 0 1 2 Eye The etudent will Does the
t a : contact 1 peer &
make appropriate student make
t r multipfe
t 0 1 2 eye contact when and maintain
3 o e t for
h 0 1 2 interaNing with appropriate eye
t h aduts
a 0 1 2 others. contact while
i a a e without
m x t s t imeracting wlth
prompts,
e e t e others?
2=
s n e r síngle
d n a e label for
p d c s 1 peer
e t i t u wlthout
r o n i l prompts
g o t , 1=
d w n single
a h t s I label for
y a o n aduEs
, t d without
h o a prompts
1 h i t 2=
= e m n
t when
o
e as a
e i a t
n listener
n s t i
g t &
D
a a l i speaker
C
g b e o wth
l
e o a n adults &
M
u s peers,
d
i t t f 1=
e
n r when
t 6 o as a
” listener
a o m
d &
c t
l spe8ker
t d i o
s with
i o m t
o e r adults
h
n a s u
a L 18 0 1 2 Asks 1 2
s n p
t peers for The student will ask peers for (singie) items.
d p t
s 01 2 2
1 e i
) items 0
o e r v
(single) 0 1
L 16 0 1 24 3 Labals items
Copyrightü es4-20o6 By BehavÓr Analysis, Page The ABLLS”"-R
Inc. 63 Protocol
 t a h s
Does the A a s
student s n k t t
ask k e s o o
peers s o p y
for an a u e s s
tem? p s e
e h
l r
e t a
y s
r o r
f
f a g e
o
o n e
r
r d t s
it
a h o
e
t f e m
m
o r r e
s
y e ,
w
c q 2= o
it
a u f
r h
e u
2 p
n
= r s
t
S o u h
l
p m a a
y
o p l v
asks peers for items
n t l s
wrlfout prompts,
s y
J9 0 a
The D
1 2 w
stud o
Shan l p
ent e
ng t o
wlTI s
-asks h r
ask
0 1 2 o t
othe t
for items u i
to rs to h t o
0 1sha 2 e n
re
shared p
1 thei s
r r o
t
item u o f
s m
d
(mu e p
fttpl n t p
e) s r
t
with o
him. 1 m
a
= p
s
t
k
o e
Play
t d
h their ttems?
w available
e
i
r
t
Copyrightü es4-20o6 By BehavÓr Analysis, Page The ABLLS”"-R
Inc. 63 Protocol
 Assessment of Basic Language and Learnlng Skllls - Revised
SOCIAL INTERACTIONS (Contínued)
TASK
TASK TASK QUE EXA C NOTES
SCOR
E NAME OBJECTIY STIO MPL R
4= often makes Independem multiple attempts, 3= sornetimes makes independem multiple attampts, 2= makes single independent
I a\tempts, 1= makes a slngle Bttempt when pro
E N ES
2=student greets peers without prompts, 1= student greets peers but often requires a verbal prompt T
E
2= without it being suggested byNew an aduk, student wlll joín a group R
of peers engaged in a desired ongofng activity, 1= when suggested by an adult, student wiil join a group of peers engagedI in a deslred ongolng activity
2= will usuafly look at or approach New and investigate an item or activity A
when a few peers turn Lto20 look0at1 or show an interest in an item or event, 1=
2 3 4 Sharingmfters The student will ofter towill usually approach and investlgate an item or activity when a" large group of his peera points to an ite
Does the student offer to
2= usualTy foifows botn stated0 and New implied d‹rections from peers in a
1 2 3 4 Oems to others share items with others.variety of contexts, t= folbws
share items yúth others?
stated directions from at least0one
1 2paer
3 4 to adjust his behavÕr in at least one situation
2= usually aftends to and makesNew
0 1 2 3adjustments
4 based on a peer’s
actõns, 1= occasionally attends to
and makes adjustments to task- related actlvity based on a peer’s actons
21g 12 lnü+ates The student wilf appropríately Does the student Example of an indirect
012 greetings initiate greetings to others. initiata greetings to prompt = "Look who
0 II others? is here"
0 12
L22 Q 12 Joins peers in The student wild be able
012 an activity to approach peers and Does the student game of Pag" and the
0 2 jofn an ongoing actívity. child joins the activity,
approach and join peers
0 12 children ate making a
who are engaging in an
activity? building with bk›cks
and the student goes
to the grOM 8nd
helps
L23 0 1 2 Obssrvation oí The student will be able to Does the student notlce Children notice a
012 pesrs’ attend to peers' ork›ntation and shift his attention teacher opens a bottle
0 12 atiention lo to items and events. when his peers shlft their of bubbles and run to
012 aciivities attention to an interesting the teacher... The
item or activity? student notices the
children leasing and
goes to see what is
nappening

24 0 1 2 Feedback from The student will be able to Does the student allow stand an appropríate
0 12 peers fotlow directlons from peers peers to give him disfarce from others, sit
012 to adjust his behavíor to be instructions regardtng quietly, talk in a quiet
012 more socially acceptable. socially accaptab\e voice, remain in line,
behavior ? keep hands to self

L 25 0 1 2"” Adjusts behavior During a task-related activity, Dunn a task-felaÍ@* " ltops wafking when
0 1 2 based on the Mudent wtlt be able to activity does the peers stop (without
0 1 2 changes in observe changes in a peer’s student observe holding hands), carry a
0 1 2 pee‹'s actions behavior and ad)ust his changes in a box with a peer without
actions to correspond to the â â spilling contents
Copyright 1994-2006 By Behavior Analysis, Inc. Page The ABLLS’"-R
64 Protocol
 pear.

Copyright 1994-2006 By Behavior Analysis, Inc. Page The ABLLS’"-R

64 Protocol
 Assessment of Baelc Language and Leamlng Skllls - Revlasd

TASX SCORE TASK NAME

TASK QUESTION EXAMPLES CRTERIA NOTES
OBJECTiVE
Z6 0 1 2 Assiste other to Whan others indicada that Does the 8tMdent notice A peer cannot see2=a will usuatty make adjumments New to
they accommodate a peer when the
0 1 2 parttcipate are unable to get to that a peer needs halp to pkture in a bookpesreo indirectly tndtcates a problefn (I
something the cao*t see it"), 1= will usually make
0 1 2 or unable to see or hear see, hear, or do student moves to adjustrnents
the to accommodate a peer
0 1 2 something, the student wall something and then helps side to let the peer
when the peer asked the student to
be
take a certain action (e.g., "move
arrange the materiais so the adjust the situation so the able to see the book.
over")
pear can partkJpate In the peer can enjoy lhe
actlvlty. activity† z= knows at least 2 epecifc things
New eri}oyed or rol enjoyed by at
L 27 g 2 states what The student wflt be able to Does the student know States that Jake ltkes leaat
0 1 :2 othe‹a state items and acdvfttes that the likes and dfslixes of bananas but Emily does 4 people, 1= knows at least
0 1 2 like/dislike are enjoyed by others and ofi\efsfi' not like them. When 2 spectfc thtngs enjoyed or
not anjoyed by at teaet 2
0 1 2 stata which people like a asked who mtght want
people
particular item or actívlty. part ol a banana he
saya
"Jake" 2= frequentfy directe eeveral New
L2 0 1 2 DIrect others The student will be able to Doeettm student direci Student knowa that dfEerent peers and aduhs to items
0 1 2 attention to know what actlvtties, news o\fie‹s \o see the that Jason likes soccer, so and activities that would be of
or he interest to each pefson, 1= can
0 1 2 something of Items muld be of Imerast e they know youId be of tells Jason that Tyler direct at k›ast one individual to
0 1 2 tntarest to them speclfic Individuais and wifl interest to that particular brought a soccer ball aomething that Is of intereet to that
to
direct them attenilon to individual? school today
those 2= will usuatfy notice from a peer's
items. New tactal feedback (s.g., smlles
and
boks Interested, k›oks away) that
L 29 0 1 2 Attends to the The student wilt be able to Does the student notice if Student talke about he ie interested or not intereeted in
their
something, 1= wtll rsspond to
0 1 2 reactbns of axend to and respond to othars ae enjoylng an favorita novls
character peer’s levei of tnterest only when
0 1 2 interest by feedback from oshers that W”i vity or conversation but notices that a peer directly told by the peer that they
0 1 2 olhers indlcate them interest in a and change what they isnl interested so he are or are not triterested
topic 2= can find a spectfied pefBon, get
or activlty. are dolng based on those seeks a difterent
peer New them attention and dellver a
obsewations? who is tnterested in thefour-
topic word message after going lnto
an adjolning room to deliver
the message, 1- can detiver a
three- word message after
going across a room to deliver
the memage

Copyright @ 1994-2fX)ó By Bahavor Analysts, Inc. Page The ABLLS’”-R

65 Protocol
 Assessment of Basic Language and Learning Skills - Revised
SOCIAL INTERACTIONS ‹Contlnued)

TASK SCORE
TASK QUESTION EXAMPLES NOTES
OBJECTIVE
TASK NAME Does the student wait for Two people are talking 2= N
The student will when others are talking, e
* 0 1 2 be able 1o w
Waits for break
0 P in conversat›cn wait for a break in an on-going the appropriate time to and the child waits for usually waits for a person to look
0 1 2 conversatíon enter a conversation† acxnovvledgement
to before attempting (look at him before speaking or Does he wait
lnterrupt to speak with one to speak if at him) from one of the appropriately attempts to
01 ? the paople catch
Jnvolved in the given a hand signaf to peopte before he
conversaflon begins speakers* attention ["excuse me"), wait
until there is further to talk 1= wild wait for spsakers
to fintsh if
acknowledgement from given a hand signa1 to wait by one
one al the speakers? o( the speakers

The student will converse with Does the student 4= at least 3 exchanges with
adults and peers converse with ad
tor up to three others? ult
exchanges s
&
pe
33 Ú””f”'/ er
Asks for The student will The student will s,
0 2 spontaneously ask spontaneously 3-
information both peers and ask both pasrs 2
adulls for and adults tor ex
information. intormation ch
an
L 34 Ç \ g g 4 ge
Doer tne student
s
Obtains The student vvilt be get others’
wit
and 0 1 2 able to get and attention while
h
34 maintain another attempting to
ad
matntains individual’s attention interact even
ult
01234 prior to presenting when the other
s
attention et an instruction to that person may not
&
01234 individual. ínitiatly rsspond
pe
others to the child’s
er
attempt to gat a
s,
person’s
2=
attention*
J
ex
ch
an
ge
wit
h
Copyright fÜ 1°94-200C Ry Behav or AfJalysts, Page The ABLLS"*-II Protocol
Inc 66
 adults a line of sight u
1=o1 exchange
i l a
with n to get attentton from t d
b
t adults and s u
t
2= trequently
a p lt
anda
i e & s
i
spontaneously
n e
n peers and
asks
s r
s tor
adults p
s
information 1= , e
occasionally
a i will e
n
spontaneously
n r
t 2 s
askd an individual = ,
e
for Information
r
c M
a c 1
a o a
c =
l d n
t
l i
i
s f c
o g
i a
n s
e n
a t
d
w g
p i a e
t
e t t t
a
r h t
p e
s
s n a
o p
t t
n e
i t
' p
e e
s e o
r n n
r
s t
s
n i
o l
a o
n & r
m n
phy o
e sica
o m
, lly f
n mo
r
ves r
s o
into e
u s a m
c adu s
h
c lts, p
o r
e 3= o
u wild e
n
s i per s
s
s d sist p
í
f e in o
atte v
u r n
mpt e
l , s
ing
l i
per a
y son v
m d
’s e
Copyright fÜ 1°94-200C Ry Behav or AfJalysts, Page The ABLLS"*-II Protocol
Inc 66
 Assessment of Basic Language and Learning Skills - Ravieed
GROUP iNSTRUCTfON

TASK SCORE TASK OUE EXAMPLE6 NOTES

OBJECTfV STfO
TASK NAME E N

1 g 1 2 3 4 Sfts Tha student will sit wkhout 4= 1:4 group lar 15 min.; 3= 1:3 Modified
“
0 1 2 3 4 appropriately in engaging In dfsrupttve small group teaching group for 10 min., 2= 1:2 group
for
0 1 2 3 4 small group bahavior during small group situation without 10 min., 1= 1:2 group for 5 min.
01234 instructton. dierupting other6 (s.g.,
attempting to leave the
group, touchlng other
children, distracting

makíng non@sk-related
Modified
2 0 1 2 3 4 Sits The student will sit without Does the student slt {n a 4= 1:16 group for IS min., 3=
1:12
0 1 2 3 4 appropriately in engaging in dlsruptive group teaching situation (OR 2:16), 2= 1:8, 1= 1:6 for 15
0 1 2 3 4 large group bshavior during group without disrupting others minutes
01234 instfuction. (e.g., attempting to leave
the group, touching other
chlldren, distracting
repetiave behavior,
making non-task-relatad

* 0 2 3 4 Attends to The student will attend to a Does the student attend Student orients 4= 1:4 group for 75% of time,
towards 3=
0 1 2 3 4 teacher In group teacher dunng smail group to the teecher In a group and fohows directions 1:3 group 75%, 2= 1:2 group for
01234 inBtruMion, teaching situatón† given by the taache‹ 75%, 1= 1:2 group for 509t. ot
01234 time

* 0 1 2 3 4 Attends to other The student wll attend to Does the student attend Student oriente 4= \:4 gfoup for 75% of time, 3=
the towards
0 1 2 3 4 etudena in responses given by othe‹ to the responses gfven by other students who 1:3 group 75v«, 2= 1:2 group
are for Modlfied
0 1 2 3 4 group students during smafl group other students in a group talking and watchas 759' , 1= 1:2 group for 5o'r• of
or time
01234 instruction. teachíng situation’7 !íMens to the other
students’ responses

U5 0 1 2 3 4 Followe group The student will fofbw Doas the student folbw Everybody put your ’á= In a 7:4 group reeponds at
0 1 2 3 4 instructlons- ali instructions presented to a tn6tructóns which are hands on your head. the I same time as others

Copyright Ô 1094-2006 By BehavÓr Analysts, Inc. Page 67 The ABLLS’"-R

Protocol
 Assessment of Baslc Language and Learnlng Skills - Revised
GROUP INSTRUCTION (Continued)

TASK SCORE
TASK QUEST EXAMPLES CRlTERfA NOTES
TASK NAME OBJECTIV ION
E If you have a green shirt, 4= In a 1:4 group
M6 01234 Does the responds at the Modified
Follows group The student wili student follow
follow
0 1 2 3 4 instructiens with tnstructions stand up, --- if same time as others respond for
instructions presented to a which are wearíng a
01234a group of students given to a red shirt, 75% of known Inslrumions, 3= 1:3
discriminatio which require the group of line up group 75%, 2= 1:2 group for 75%,
n student to make a students whwh 1=
0234 discrimination. require the 1:2
student to grou
make a p for
dlscriminatõn? 50%
of
kno
wn
instr
ucti
ons
7 0 1 2 Raises
Tha student wild raise his hand Does When the 2= independently Changed objective
hand to the student raise teacher asks raises hand to
0 1 2 gel to respond to his/her hand "Who would like request
teacher questions when the to pick the next to be
012 presented to the teacher asl‹s a song’7" the selected
attention to group of students group of student raises to do a
do regardin9 students who his hand preferred
0 1 2 an muld tike actiyity
activky on at
least 50º/
of
opportu
nities
present
ed to a
like to do an amivtty. to be to be called on to answer group of at least 8 students, 1=
selected to
do an
activity? the question indapen
dently
raises
hand to
request
M 8 0 1 2 Ral9as The student wlll Canthes! Raise your to be
hand to be able to Aen1raisehis hand if you selected
to do a
preferre
Copyright Cel 1904-2006 By Behavior Analysts, Page The ABLLS”"-R
Inc. 68 Protocol
 d a n t t r s h 5 of
s i a s a 0 known
a t t 4 f t n question
c i g o e t % s.
t 5 e r s MB012 The student will Can the Modified
i 0 s o t Raises hand ba able to student
v º u u raise his
t / p p d 0 1 2 AND raise his hand and hand to be called upon
l r s names name an
y o e o n 012 item being a
f s f t item displayed. n
o e s 012 d
n o n a 2- can
p t t independently t
a p e respond to h
t o d l
e
r e
n
l t t a
e u o s
n
012 a r h came to school on
a
n a a a bus, questions,
s m
i n 1= requíras only a
w e
s d
e e +
r o a
h
a n
i
a s n
h s i
a m t
n ra e
d m
t
o b
a e
n t
s n
w g
e
r d
0 1 q sim guest0n raiseg i
2 u ple ? your a s
0 1 e qM hands p
2 s esti you t l
t ons chocola a
i u
. te chip y
o r Group question
2= -can
Teacher
índependently
asks "Whoraise
knows
hand
what
" and
thisanswer
is†" the
known
student
questions,
raises his1=hand
requires
and gives
only aanswer
gestural
when
prompt
called
foron
less
bythan
teacher
50 % of known questions to ralse hand and ans
cookie e
n a
--basic d
l
ally a ‘
yes/no ?
p
respon
r
se o ralse his
2=10
can0independently
1 2Group question
ralse -hand
Everybody,
” and answer
who knows...What
known questions,
can we
1=eat
requires
for breakfast?
only a gestural prompt for tess than 50 9• of known questions to raise hand an
m The student witl ’Can the
Ralses be able to student
p
hand
Copyright Cel 1904-2006 By Behavior Analysts, Page The ABLLS”"-R
Inc. 68 Protocol
2= takes turns appropriatsly & 75% tíma without prompts, 1=
75% with prompts
 2= readily acquires new skills, 1=" acquires some skills with repetitive exposure to the material
Modified questÓn?
0 1 2 A rais hand to answer a
N e
D his Does the student take turns dunng group instruction?
a han
n d to
s ans
w wer
e Õ student team ”‘ new academic skilts while participating in group instruction?
oes the
r
s
a
0 sim
1 2 y acquire new academe skills
ple during group instruction
question
0 1que activities.
stÓ
11ns,

The
stud
ent
will
appr
opria
0 1tely
2
during
take
0 turn
1 2
instructio
s
n 0with
1

12othe
r
stud
ants
duri
ng
grou
p
instr
ucti
on
0 1acti
2 skl!
Is vitie
in
group
s.
01 2
Th
teaching
e
format 0
1 stu
de
nt
wili
rea
dil
Copyright Cel 1904-2006 By Behavior Analysts, Page The ABLLS”"-R
Inc. 68 Protocol
 Aeseesment of Baslc Language and Leamlng Skllls - Revteed
FOLLOW CLASSROOM ROUTINES
TASK SCORE
TASK 4UE EKA C NOTES
TASK NAME OBJECTIVO S1]0 BPL R
N E8 f
T
E
R
l
A
1 2
The student III independently D‹›es 2= independently, 1= 5096 without
Follows daily
the student foflow
0 1 2 routtnes folbw datty classroom claasroom activities such as puxing away his lunch, hang-up
0 1 2 (backpack, TOUtlf\OS. coat, elo.?
0 1 2 etc.) Wofks independently
Wild me student remain Puzzles on-task when instructed
2 2 4 The student will mrk to independently eng• ee in non-academic
Works independently on non-
educational or leisure-
Does the student slt and wait appropriatefy during transftlons
type aclivílies.
from one knowu actlvity to the next†
Dose the student successfully transitlon from ona known
0 2 When saated during activtly to the next?
0 1 2 Sits and cfassroom transitions the
0 1 2 waits student witl wak
0 1 2 approprtat appropriately for the next
aly during activity to begin. Does the student wait appropriately until his turn to do an
4 g 1 2 transition activity (e.g., wait in line to wash hands
0 1 2 s The student wilt make
0 1 2 appropriate \‹ansítbns while
Does the student line-up upon request‘7
0 1 2 Physically following directions to
transt0ons move team ona a‹ea to
to next another in the ctassroom
erea or to change educacional Will the student remain Worksheets on-task when instructed
S 0 1 2 actlvity activftk s.
0 1 2
0 1 2 The student wall wait
0 1 2 appropriatety for his
Waits turn turn during classroom
to do actlvities.
6 0 1 2 activities
0 1 2 (wash
0 1 2 hands,
0 1 2 etc.) The student wlll folbw
instructions to fom a line
* 01234 and walt appropriately
01234 while standing in the line.
Gets In
line on The student will work
request independently on
known

Copyright O 1994-2006 By Behavlor Analy6ts, Inc, Page The ABLLS”’-R

69 Protocol
 verbal to 30 p put away his own instructions without prompts
promp t seco t 0 1 2 Ns own educacional materiais. educational activkies? storage area when told
ts promp nds s 0 t 2 t
2=
ts o
independ
ently for
up to 2 2= d
4= 20 4= 20
minutos, inde o
minuto mfnutes,
1= pend 3= II
s, Independ s
3="15 2= ently rnlnutes,
eotly 1ndep , 2- o
minute
up
s, 2-” endentl 50°4 10
seconds y of minutes, a
10
up@ tnstr 1= 5 t
minut
os, 1= “““ uctb minutes
5 2= minute ns t
minutindepends, witho h
es ently, indepe ut e
50°• ndently prom
for e
0 e to independently n
academia
d engage d
u
c
o
a
ti f
o
n a
a
l t
a a
c s
ti k
v
f
ti
e
s
.
0J2a in
34c academi
c
activities
?

N8
The student 2=
012
will follow independentl
Ôets
y, 1= 50°> of
&
student get
retur
and Student
ns
puts his
0 1 inst
2 own tlons and return
materiais
ruc to get

Copyright O 1994-2006 By Behavlor Analy6ts, Inc, Page The ABLLS”’-R

69 Protocol
 Assessment of Basic Language and Learning Skills - Revised
FOLLOW CLASSROOM ROUTiNES (Continued)
TASK SCORE
TO.SI OUESTION NOTES
OBJECTtV
E

*’Ú 1 2 Compietes a The student wilí follow Can the student totiow Without being reminded 2= indspendently, 1= 50% of
0 1 2 task and brings instructons to complete a task instructions to complete a at the end of tne task, instructlons without prompts
0 1 2 work to teacher and brii›g task and bring the work to the
the wcrk to the stuoent puts his the teacher or
0 1 2 or puts away return his workbook into his
own educacional
teacher or return
his owri materiais 2=
storage area when an
indepe
mater als? assigned
ndentT
educational task is finished
y foi
materiais up to 3
Does the
student minute
s, 1=
8 0 t 2 Stands and During stand and
classroom transitÕns wai\ 50°zà
appropriat without
0 1 2 waits the
student will stand and prompt
ely during
s
l0 2 apPropriately walt transittons
appropriately for the next from one
2 during acflvitytoknown
begn.
hansitions activity to
the nexi?

Copyr tght 1994 2006 By Ref›avior Ar\alysts, Page 70 The ABLLS’" R Protocol
Inc
 Asseesment of Bastc Language and Learnlng Skil!s - Revised
GENERALIZED RESPONDIMG
TASK SCORE
TASK QUE EXA C NOTES
OBJECTfVE STIO MPL R
TASK NAã4E
N ES f
T
E
R
l
A
Student is taught to label 2= acquires label & receptive
P1 0 1 2 Generalizes Does the student use sklTTs Does the student use
a brown cup as "cup.° Student now labels respons
0 1 2 across stimuli acqulred wtth one item emit skills acquired with one
es with
0 1 2 the same response with a item to emit the eame 1
0 1 2 similar example of that item? response with a stimulu
similar s&
BX8fTtgl0 Of th8t it6fTI‘2
irnmedia
tely
P 2 0 1 2 Genera1izes Ths student wall be able to uae Does the student generali
use zes to
0 1 2 across skills learned with one skílfs tearned with one many
0 1 2 instructors instructor with othsr instructor with other g‹een, yelbw and strped stimuli within the class wlthin t
0 1 2 instructors. cups as
trtais,
P3 0 1 2 Genera!izes The Nudent will be abla to use Does tha student use "cup"
1=
0 1 2 across skills acquiied in trainlng skills acqulred tn tralning genar
0 1 2 ecvironments sltuations in other sauations. sisuatlons in other alizes
Student
0 1 2 situations? to
leams
tosimila
r
"cup"
P 4 0 1 2 Use of skills in Tha student wtlt be abte to use Does the student items
with
use within
instructo
0 1 2 groups skills acquired in individual skills acquired in 10
r and
0 1 2 taaching sessions when in individual teaching lrials
can
0 1 2 group skuations wlth peers. sessÓns when in group labal
2= readily
sftMations with peers? "cup"
uses
other
acqulred
instruct
skills w8h
P 5 0 1 2 Generalized The student wili be able to use After manning an
ors
novel
0 1 2 response forme other appropriate responses appropriate response to
a instructors
Student
0 1 2 after leaming a response to a given situation, does , 1= works
learns to
the readify
label
0 1 2 given situation student use other with 4 or
"cup"
alternatrve appropriate more
6chool
responses under those instructor
and
aama conditions† s

2=
P 6 0 1 2 Generalization The student wilt be able to uss Can the mudent readily
learn uses
0 1 2 of Language mrds acquired during one words during one typa acquir
of ed
0 1
Copyright C 1994-20o6 type
2 skills By Behavior of language skIIT to other language skill traini•
Analysis, Paga 71 The ABLLS’“-R Protocol
Inc. 9
0 1 2 types of language skills. then use the acquired
wo«d in other types of
s p wh
k t en
i s as
l k
l o for
s u "cu
t p"
w s an
t i d
t d ca
t e
n given
o
its
u o
tun
t f
cto
p t n,
r h the
o e stu
m de
then label "cup" at home or1ginal training sftuation, 1= nt
uees ca
acquired n
ele dent rec
ept
2= sporitaneously uses ivel
’cup" y
teaching ide
ntit
uses y
cu
mínimal verbal ps.
while the
srnalt n
sat
U e
the
i ite
m
og the
wh
°dog,
en
ver
of appropriate
bal
than a
ly
variation in responses with Wh
en
multiple components, J= uses stu
de
some atternative responses with nt
mlnimal is
banana, bread," OR tau
ght
When taught *cup" as a 2= Whan student is taught to to!
label, d

Copyright C 1994-20o6 By Behavior Analysis, Paga 71 The ABLLS’“-R Protocol

Inc.
 able to say "cup" when

Copyright C 1994-20o6 By Behavior Analysis, Paga 71 The ABLLS’“-R Protocol

Inc.
 Assessment of Basic Language and Learnlng Skills - Revlsed
READING SKILLS
TASK SCORE TASK NAME
QUE EXA CRITE NOTES
TASK OBJECTfVE
STIO MPL RIA
Q 1 0 1 2 3 4 Fieceptive Setters The N ES
student all be able to 4= can identify all
Can the When 26 upper &
student shown three
0 receptively receptively letters, the Power
identify upper identify upper student can case
1 and Power case and Power case point to the letters, 3=
Setters Setters* letter "B" upon can
2 request ídentify a
total of
3 at leasl
15 upper
4 or Power
' Labsls setters Ths student allCan the case
When shown the
0 be able to student name Setters,
pr nted Ret\e‹ "B"
1 name upper and upper and 2= can
and asked "What
? lower case lower case identity
3 ietter is this?" the
letters lettars* at least a
4 student says "B"
total of 10
O upper or
( lower
? case
3
Setters, =
4
can
identity at
least a
total of 5
upper or
21 ? 3 4
lower
0 123 4
case
tettars
4= can
label atl
26 upper
& lower
case
Setters, 3-
can l8bel
a total of
at least 15
upper or
Power
case
letters, 2=
can label
at least a
total of 10
upper or
lower
case
Setters,
1= can
label at
l o s iven the s 0 antif
e t u P e sounds o y
a a p o associated u the
S
s l p w S wild lester? n sou
e
t e e e d nds
t
o r r t s t of at
a f t e laas
e r t5
o c o
r s sett
t 5 r a f
s , ers,
1=
t a can
*L C " 4= can
t Z iden
? a G ldentify
= tify
3 n i the
0 t v sounds of l the
1 h e at e c sou
2 e a nds
a
3 st m of at
s n
4 u
e t leas
Re d
e t2
ce i
pt n t 1 d
sett
ve t h ers
s e
e Q4 0 1 2 3 4 Labels sounds The student will be
Th t o able to Can the student "Whst sound 4= can
e a n 0 1 2 3 4 of Setters give the sounds associated give the sounds does this letter identify
st ct e 01234 with associated with maka’?" while tha
ud Setters Setters? sflowinq the sounds ot
en student the Istter at least
t 01234
t
wll
h *b’ 20
be a Setters,
ab t 3= can
Q 5 0 1 2 3 4 Match words The Can the student
le idantify
student will be able to match words to When given a
to the
0 1 2 3 4 with pictures match pictures? card with ths
0 2m ü 4least 20 sounds of
words to pictures written word
sound
a Setters, 3= at least 10
0 234 "bat", and an
s ofk can identify Setters,
e the 0 234 array of thfes
Setter 2= can
s s p<tures on ths ídsntify
select table (bat, cat, the
lhe t and hat), the sounds of
h
cories student will put
e Can the student at laast 5
pondin the written word
Q 6 0 1 2 3 4 Match words to The student wi1! be match word Setters,
g letter with the
s able to cards to the 1= can
the matching picture
o 0 1 P 3 4 words match word cards to those same identify
corres
u (bat). the
pondin
n
g le«sr sounds of
d When given a
at least 2
card mth the
” wriuen word Setters
s “bat’, 4= can
s match at
s
least 20
s
" words
t when w with
correspo
0given
123 h
0 2 3 sgunds e nding
I associated n pictures,
3= can
vaté better g
m s t terent in non- t a rget words 3=
a , u 01234 same words written in and an array same fonts 1 letter dífterent, 2=
c
t r differant words written in diftsrent of three
a
c e 01234 fonts fonts whan cards on the same fonts 2 1etters different in
n 1 presented in a display of
h s words are tabte (bat,
= thrae word cards presented in cat, and hat), the student non-matching words, 1= same
m 4 a display of
a a c = with fonts with 3 or more
three
t t a word the different leners .n
c n d cards? carõ non-matching words
wood
l h i
Copyright 1994 2006 By Pa 1”he ADI.I S’ -R Protocol
e m f Bahavior Analysts. Inc ga
a a a f 72
s t t e
t c r
i h e
n
1 e t
0 a a
s t
f
w t
o
o l n
r 5 e t
d a s
s s
w
o t w
w r i
i d 2 t
t s h
h
w
w o o
c i r n
o t d l
r h s y
i
e
s c w 1
p o k
o r h l
n r e
e
d c t
i s t
o
n p e
r
g o r
r
n
e
d
p s M
i
i p o
n
c o d
g
t n i
u d f
r p i i
e i n e
s c g d
, t
u d
p
r i
2 i
e f
= c
 Aaseesment of Baslc Language and Learning Skllls - Revieed
HEADING SKtLLS (Contlnued}
TASK SCORE
TASIt QUE EXA C NOTES
OBJECTTV STIO MPL R
TASK NAME
E N ES f
T
E
R
l
A
Q70
12 Names Setters in The student Can the When presented with the 2= can polnt to and name the
will be able to student name
0 1 2 words name the Setters the lekers 'ord ’hat’ the studen1 will Setters of 5 letter words (feft to
heading of words of words
0 2 left to heading from readlng from say "h," right)
0 1 2 right feft to right ieft to right "a,*" 1" without
across the across the prompt
word. word? s, 1=
can
point
to and
name
the
setters
of 3
knter
words
(tell to
right)
with
only
one
prompt
per
word
Q8 0
12 Matchtndlvidual The student Can the Given a mrd 2= can match letters for words up
will be able to student match card with
0 1 2 lettemto match individual indtwdual the word to 5 Setters in length when given
Setters Ie0ers to the letters to the "train," the
0 2 0 1 2 letter of mrds fakers on Given a setters on cardc with aingle 5 letter words'?
onu\ordcard cards with pTcture of an
012 singfe 5 Isxer object and two
words. of three Btters

Cao the stuaent add a small ktter card to

09 0 1 2 Fill in míssing

Copyright 1994-2006 By Behavto‹ Analysts, tnc. Page 73 The ABLLS’"-R

Protocol
stud e ) e r p t o h ord for at
ent x , n e o ó f e leam 10
will t g s n words,
matc r J t n i t w
h a = h o 012 provlded, the complete cit, the student wlli add 1= can add a letter at least one
indivi t student wild be three tetter
dual S c w 0 1 2 aôle to add a smalt arde when the "a" to position
lexer e a h s kntet card to givan a picture complete the of the
cards t n a i complete three of an object and word word
to the t n m lettet mrds. te/o of three for at
Sette e m i Q 10 0 1 2 3 4 leyers for the teast 5
rs on r a n l Read simple Thestuden! word provided? words
the s t o a 0 1 2 3 4 words vü1lbeable10 Can tha
word , c t r 01234 ‹eadwmds. student read
card h 0J234 words? 4= can
e g (
read at
o l i e Q 11 0 1 2
least 50
m e v . Decode mrds The student will
mrds, 3=
Give e x e g 0 1 2 be able to Can the
can read
na e n . 0 1 2 decode unknown student
at least
pictu o r , 0 1 2 words. deoode/so
ra of 20 words,
f s e und-out
a cat 2= can
x b unknown
and f t a read a1
w words?
the o r t least 10
h
writt r a ) Q 12 0 1 2 3 4 words, 1=
i
en Read small can read
c
displ w s 2 01234 The student will at least 5
h
ay o e = groups at be able to read words
r t words phrases. Can the
a 2= can soundout
d t c 01234 student read
r Z0 words of 4 f\ãodified
a trom left to phrases?
e s e
n right or rrore Setters
r
01234 including words
s u s
a that the
i p ,
d student
m
t a d doesnl
i
o n know
l
d a receptiv
a
3 ely or
r
t t as a
S h e label,
(
e e t 1= can
e
t t sound
.
e out any
g t S
r conson
. e e
, r t ant-
i vowel-
s t
n conson
e e
i r ant
a
a n s words
n
using
y
a l a known

Copyright 1994-2006 By Behavto‹ Analysts, tnc. Page 73 The ABLLS’"-R

Protocol
p o e h
h n s r
o s , e
n e
e o 2
m f = w
e o
s k c r
n a d
4
= o n
w p
c o ‹ h
e r
a
n w a a
d s
o
r e
r
5 s
e d
a s
t
d ,
h
r
a 3
n e
= e
y
c m
p a
h r
n d
r
a r p
s e
e h
a r
d a
c
s
o t
n e
o s
t
a ,
t
i h
n 1
r =
i e
n e c
g
a
w n
c o
o r r
m d e
b
a
i p d
n h
a r 2
t a
i s t
Copyright 1994-2006 By Behavto‹ Analysts, tnc. Page 73 The ABLLS’"-R
Protocol
 Assessment of Basic Language and Learnlng Skllls - Revlsed
READING SKILLS
(Continuei)
TASK 012
TASK NAME TASK Q EXAfãPLES CRI
SCOR
OBJECTIVE U TE
E
Read simpls The student will be abfe Can the student read 4= can read anyEsentence RIA
sentences t3-6 to read sentences. S
containing combinations of
Q 13 0 2 3 4 sentences?
words) 01234 known words, 3=Tcan read 10
four to six I
0 234 O2= can read 5
01234 word Sentences,
N
tour to six word sentences, 1=
can
read 2 four to six word
Q14 0
sentences
Fills-in missing 1 2
The student will õe able Can the student choose a Score J= Tha has 2= can select the appropriate
words to choose a word from a 0 word from a setamion of fur. (cat frog) mrd from an array of 3 words
selection of words to fíll in words to fill in a missing Score 2= The whlch ditter on less than S0m•
a missing word when given 1 word when given an wore hats, (pen men of the Setters, 1= can select
an incomplsss sentence, 2 incomptete sentence? pet) the appropriate mrd from an
0 array of
1 New
2 arde which difter on more
2 than
0 so°A of the letters
1
Raads and The student all be able 2 Can the student read and Go get a cup, Put 2= can read at least 20
follows simple to read and follow the folbw simple instructions dolo in the bad, sentences and pertorm at least
instructions to simple instructions to Give the to perform an action (e.g., dali a hug, 6 dtfterent amíons, 1= can
do actions perform an action. Put the cup In Give the red cup to the sink, read a 10 sentences and
New
Give Ja8on a Mommy, Give Daddy a pencit, pertom at least 3 dffterent
Q15 0
Put the sf›oe in hug)? the box, Put Dad’s hat actions (e.g., give, get, put on,
1 2
012 on your head. put in)
Reads and The student will be 012
able Can the student read and Draw a line from 2= can read at least 2o
follow6 slmpte to read and follow 012 the follow simple Instructions monkay to the sentences and follow at least 6
instructions on simple instructõns on banana, on worksheets (e.g., put underfine different directions, 1= can read
worksheets worMheets. the ietter 'A', a circle around the bird, put an at least 10 sentences and
'X" on the circle, draw a line under the calor follow at least 3 different
the square red, shos)? draw a box around dlrectÓns (e.g., circle,
O46 the underline, color)
0 4 tree, wnte the number 3
2 in the trlangle, etc.
Read passages"‘"The student will be 012
able Can the student read Student reads ”touch 2= can read at least three
012
and answer to raad sentences and santences and answer your nose" and then sentences and answer slmple
012
comprehansion answer questions quemions regarding the touches his nose questions regarding the content,

Q17 0
12
012
012
Copyright Õ 1994-2Oo6 By BehavÓr Analysts Inc. Page 74 The ABLLS”"-R
Protocol
NOTES

Copyright Õ 1994-2Oo6 By BehavÓr Analysts Inc. Page 74 The ABLLS”"-R

Protocol
 Assessment of Baalc Language and Learning Skllls - Revised
MATH SKILLS

TASX SCORE
TASK QUE EXAMPLES CRITERIA MOTES
TASK NAME OBJECTIVO STIO
N

R 1 0 1 2 Rote counts with The

Can the student 1= can continue coMnting to 10 if ”
student wifl be able to
continue
0 1 continue counting to counting to \0 started with ”1,
2 DO when the when the Z", 1- can count
prom counting sequence sequence is abng with
pts 0 is started tor him. started for tnstructor to 10
1 2 him7 {vocai ImitatÓn)
0 1 2 The student wall
be able to rote Can the 4= can count to
R201234 count to 100. student rote any specitied
Rote counting count? nurnber up to 30,
01234 3= can count to I\/Iodified
01234 30, 2= can count
03234 The student will to 20, 1= can
be able so 'Can the student count to 10
R 3 0 1 2 Count continue counttne continue
ob}ects ob}ects to 10 when counting 2= can continue
0 1 2 the counting objecfs to 10 counting objects to
with aequenfie is when the 10 if started with
prompts 0 started for him. sequence is ”1, 2’, 1= can
1 Z started tor him? count abng with
0 1 2 instructor to 10
(vocal imitation)
even ›f the
lnstructor varies
the pace of tha
counting (e.g., 1,
2,.............................
3,...4, 5. 6, etc)
R40t234 The student will a e 4= can
Count given
be able to count !items given to count any
0 t 2 3 4 ob| the number of him (with 1 to 1 arrount up
ects
items gfven to him correspondence) to Modifsd 100,
01234 even if the items
even if the *8ems 3= can
0 234
are not arranged in are not arranged count any
a strafght in a straight amount up
fOW. row7 to
z0
R501234 Can the student ,
Count out count- 2
The mudent will
=
be able to
ca
n

Copyright O 1994-2006 By Behavior Analysis, Page 75 The ABLLS’”-R

Inc. Protocol
count W the
items arastudent Is items from a larger set of a k 2=
h
up topresented
10, 1= can 4= items? s s will
count eany
e., any amount
sllghtly
arrount k " na
up n up to e me
0 c out a specffied Can the student name the d t the
oQects
o nMmber of numerals on a number h nu
u glven 7 blocks Itne. t e mer
n ard o als
t count any s 1 to
o amount up " t 10
u G u on
t d
i a
a
v e nu
e n mb
s
t er
p
e m line,
c e w 1=
i i will
f S l na
i l me
e the
d 2 c nu
0 o mb
n , u ers
u n on
m 2 t a
b = nu
e a mb
r c n er
0 1 2o 3 m4 larger
e the a y
set f S. line
nurneral n
0 1 2it 3 4 whe
s on a c n
e number c o ver
m T Itne. o u
R 6 s0 1 h2 ball
u n y
Namesfr e m t pro
0 1 2o numerais
st
in m u mpt
a o ed
0 1 2 d
n u "1,2
sequence
a e 01 y t .."
2 la nt
r wi whll
a 5 e
g ll m
a b inst
o b
r e ruct
u b
s a or
n c
e bl poi
t k
t e nts
s
o to to
b
f n ihe
k
it a nu
› 5
6 m mer
c
Copyright O 1994-2006 By Behavior Analysis, Page 75 The ABLLS’”-R
Inc. Protocol
 als.

R
1C 4= can
4a identit
n
Nam y
est numbe
h
numb rs to
e
ers 100,
s
The
t
stude
ntu
d
wall
bee
n
able
tot
n
a
m
e
01 name
n 3= can
23 numbers
u identify
4 100.
m numbers to
01 b 30, 2= can
23 e identify
4 r numbers to
01 s 20, 1= can
23 ? identify
4 numbers to
10

Copyright O 1994-2006 By Behavior Analysis, Page 75 The ABLLS’”-R

Inc. Protocol
 Assessment of Basic Language and Learnlng Skills - Revised
MATH SKILLS (Contlnued)
TASK SCORE
TASK OBJECTfVE EXAMPLES NOTES

TASK NAME
QUESTION CRITERIA
R8 01234
Match numbei The student will be able to Can the 4= can match
01234 student match match numbers with the items with
with same same numbers with the same amount of numbers to 30
01234 items and vice amount (and vice
amount of of items and vice versa versa? 'versa), 3= can
0234 match items with
objects numbers to 20,
Fl P 0 1 2 "more" "" The student will ba able to Can the student 2= can both recaptiveTy Z= can match
identify itams with
receptively identify and label receptively idantity and and label, 1= can either
numbers to 10,
examples of the word "more" IaDel examples ot the receptively identify or label
1= can match
word "more"?
items with
The student wall De able to Can ths student 2= can both receptivety
numbers to 5
identity
receptivaly identify and label receptivety identify and and label, 1= can either
4 2 exampTes of the wcrd "less", label examples of the receptively identity or label
WOFd "IBSS"?
0 l 2 "xme" Tha student will be able to Can the student 2= can both receptively idenlity
0 2 receptively idenlify and label receptively identity and and laõel, 4= can either
0 1 2 examples of tha word labsl examples of the receptively identily or label
"some".
0 1 2 word "some"*
R *, 2 0 1 2 "ali" The student wilt be able to Can the student 2= can õoth receptiveTy
idantify
0 1 2 receptively identify and label receptively identify and and laba1, 1= can either
0 1 2 examples at the word "all" label sxampTes at the receptivs1y identify or label

012
raceptively identify and label two bowls, label, 1= can either
one with
receptively identífy and
012 sxamples of lhe word popcorn and the
012t other receptively ídentlfy
label examp!es of the or label empty, and
"zero/none" asked
"
W
word "zero/none”?
h
i
c
h

o
n
e
 a e s and
h c n p
a W o o 2= physically places
s h o 2 o additional asked to have
e k n a total of 4 items to maks
n i s a total set of up to
n
e d 1 2 quantity correct number of additonal more items are needed to spoons, the student will 10 items, 1= physicaily places
o
s 012 it6ms to make a set at a get 2 additõnal spoons. additional items 1o make a total set
n s
of up to ü items.
e h
? o a make a set of a íarger spacified
" w r quantity
n e
t quanti!y*
h a i
e n n

s e t
t m h
u p e Copyright ‹”‘ 1'294-2006 By Page The ABLLS ^’-R
d t Behavioi Analysis, Inc 76 Protor›cl
e y j
n a
t r
c
o ?
t o "
o k
u i t
c e h
h e
e
j
s
a s
r t
t u
h d
a
e e
n
d n
e t
m
a
p s
s
t a
k
y y
e
d s
b
e *
"
w
H
l
o n
.
w o
p
L e
m
a ”
a
b
n R 14 G0 1 2 Add items to Given a set of items. the Can the student
e
y i0 1 2 specified student will be able to gem determine how
t the many
v
 Aeaeesment of Basic Language and Leamtng SklHs - Revlsed
MATH gKlLLS (Coutlnued)
TASK SCORE
TAGK QUE EXAMPLEf*s CRlTERtA NOTES
TASK NAME OBJECTiVE STIO
N

R 1S 0 1 2 "same" The student wltl be able Can the student 2= can both receptively identify
o j z to receptivety Identify and receptively idantify and and label, 1= can ehher
label
012 examples of the word label exampfas of the raceptfvely identlfy or tabel
"8ame°.
0 2 word ”aame"†
R 16 0 1 2 ’dderent The student witl be able to Can the student 2= can both r t @ly Idemlfy
012 receptively ldentify and receptively identify and and label, 1= can either
label
OA2 examples of the word tabet sxamples of the recepGvely identity or label
012 "difterent". wcrd "different’?
R 17 0 1 2 "greater‘* The student wllf be able to Can the student 2= can both receptivefy klentify
012 receptivefy ktenttfy and reoeptively identify and and label, 1= can either
label
012 exampBs of the ward label examples of the receptively identlfy or label
012 "greater". word ’greater"†
R IB 0 1 2 "add" The student wfff be able to Can the student When gtvan 2= can both feceptivety identify
0 2 receptively klenUy and label feCepttvety ldantify and live bk›cke in a dish and label, J- can ekher
and
012 examples of the md "add°. label example8 of the given some addltional reoeptively identify or label
012 blocka and asked to "add
tro more" the student
places additiotial blocks
In the dish. tabetc-
When shown putting
mars beans In a jar and
New
asked "what am I
dolng7" the student

R 19 0 1 2 3 4 Walk and gem The student wiki be able to When the student Is 4= can get any amount up to
0 1 2 3 4 6peÔfled walt at least 10 feet and least 10 feet and coum a asked to *Oo get 5 10,
count 3= get any amount up to 6, 2=
0 1 2 3 4 number of out a speclfied number of epeclfx›d number of epoons,“ the student wlll can gat any arriount up to 4, 1=
0 1 2 3 4 ob}ects from a idemical hems (up to 10 ktantical Items (up to 10 walk to a drawer and can gel up to 2 ttems
Items) get
larger eet from a larger set and return Eeme) from a !arger set 5 spoons.
with those Items. and return wch those

R 20 0 2 3 4 Add numbers The student wall be able to Can the student add 4= adds 2 numbers 1 to 99 wth
add
0t234 numbers whh carryfng. numbers'7 carrylng, 3= adds 2 numbers 1
01234 to
20 with carrylng, 2= adds 2

Copyright c 1994-2006 By Behavtor Analysts, Page 77 The ABLLS’"-R

Inc. Protocol
 Assessment of Basic Language and Learning Skills - Revised
MATH SKILLS
(Continued)
TASK SCORE
TASK QUE EXA C h0TES
OBJECTIV STIO MPL R
TASK NAME
E N ES t
T
E
R
t
A

R 22 0 1 2 ldentify coins by The

Can the 2= can idsntify 4 coins by name,
student \ralI be abas to
student
name
0 1 identify all coins by coins? 1= Can identify 2 coins by name
2 name.
na
me 2=
Can the
01 The student wtTl ca
student identify
2 be able to identify n
the value of
0 1 2 the vaiues of all coins? id
R 23 0 1 2 Identity coins en
all coins t›f
0 1 Can the y
2 by student 4
The student will be
valua co
able to
012 in
s
R 24 0 1 2 3 4 by
InterChange va
lu
e,
J=
ca
n
id
en
tit
y
2
co
in
s
by
va
lu
e

4= can add a mixture of various Modified

Copyright L*ú 1994-2006 By Bahavior Analysis, Page The ABLLS’"-R
Inc 78 Protocol
 0in coin arrive at equal values? m n ot
4t s to i s h
e
coins $1. x re
tor 00, t t ce
c
arrive 3=
Can the student receptively u o pti
ath can
r ve
a add identify and label examptes of
intetch e 2 ly
n a the word ”equa1"?
ange 5 id
g Can the student receptively
coins
e e
idsntify and label examples of o
toc
f c nti
arrive
oi the word "unequal"?
e ty
atn Can the student receptively
v n a
s tdentify and
a t n
t
o r s d
0 e ep able to i , la
aqualq tiv receptivet o b
0 1 2u3el4 y idantify u 1 el
ay and label s = ,
l id examples 1
R 25 v0en of tha c c =
1 2 a tif word o a c
l y
"equal "unequal i n a
" u an n n
The
0 1e d student s a ei
0 1 s la will be d th
0 1 . be able to t d er
l receptível o re
R 26
ax y identity c c
U12
a and label 5 o e
"uneq
T
ual" m 0 i pt
h pl n iv
0 1
e es c s el
0 1
s ot e y
0
t th n t id
R ue
t o e
01 dw
s nt
"mfnue or
s" n , 1 ity
d 0 or
0 1 2t
"a 2 la
w qu = c b
if al" e el
l . c n
b a t
eT 2
n s =
a he 2
b st ca
a = n
l ud
d b
e en
d c ot
t t
a h
o wi
c n re
r ll
o ce
e be
i b pti
c
Copyright L*ú 1994-2006 By Bahavior Analysis, Page The ABLLS’"-R
Inc 78 Protocol
 vely either Can the student receptively 2 i eptivel
identífreceptiv
2= can identify and label examples of = t y
y ely
receptfvely the wood ”plus"? h identify
label, identity
ident›fy c e and
1= or Can the student receptively
label, 1= a r label,
can can either ident‹fy and labal sxamples of Receptlve- When
the word ”subtracMaks n 1= can
0 1 examples rec given live bfocks r
away”? either
2 of the ept in a dish and e
b recepti
0 word ivel asked to "subtram c
o vsTy
1 2 "minus". y two", the student e
t identif
label ide removes blocks in p
h y or
examples ntif the dish. t label
of the y Labels- When
r i
word "minus"? or showo removing
e v
lab blochs from a dish
c e
el and asked "What
e l
R T x n label am I doi»g?", the
p y
h a t examples of student says ’lake
2 e m t
a the word away" i
8 st p i
ll "subtract/tak d
l v
u b e away". e
0 d e e
e n
s l
e l
1 n y
a i
t o b
2 w f i f
l d y
ill t
" e e
b h
p a n o
e t
l t r
a
u w o i
bl
s o f l
e
" r r y a
t
0 d e b
1 o
re c a e
2 e n l
c "
0 p p d
1 e
pt l ti 2
2
iv u v l =
0 s
el e a
1
y " l b c
2
id . y e a
e i l n
nt T d ,
"subtr
if e
h b
actAa
y 1
e n o
a ti = t
0 1 n2
s f h
away"d c
t y
0 1la a
u a r
b n
d n e
el
e d c
e e
Copyright L*ú 1994-2006 By Bahavior Analysis, Page The ABLLS’"-R
Inc 78 Protocol
 Assessment of Baslc Language and Learning Skll!s - Revleed
WRITING SKILLS
TASK SCORE TASK NAME TASK OBJECTtVE
EXA CRITERIA
QUESTION
NIPL
ES
0 1 2 Mark on paper Tha student wilt be able to Can the student make 2= can hold pencil, crayon, or
0 1 2 make marks on paper. marks on paper? marker with a wrhing grip and
0 1 2 make lines on paper, 1= ucing
a
0 1 2 pencil, crayon, or marker (any
grip) can make short lines on
paper
2 0 J 2 Colar between The student wltl be able to Can the student calor 2= can neatly color pictures,
0 1 2 lines color within lined areas. withln lined areas? staying malnly within the flnes
of
0 1 2 various shapas (approximately 2
0 1 2 square inchea or less), 1= can
neatly cobr withln boundaries of
single farge shapes
(approxímately 4 square lnches
or

0 1 2 3 4 Trace fines and The

Can the 4= accuratefy traces lines, and Split mia 2 items from old
student will be abla to
student trace S3
0123 trace tines and lines ana cu
4 shapes. shapes’? rv
shapes ed
0123 an
4 d
0123 str
4 at
gh
t-
lin
ed
sh
ap
es,
3=
ac
cu
rat
el
y
tra
ce
s
cu
rv
ad

Copyright 1994-2006 By Behavior Analysts, Inc Page The ABLLS’"-R

79 Protocol
 figuras
(squares,
of (circtes
the accuratel
and rectangtea
ovals)
accurately
OR andtraces y traces
straight-lined
triangles)
straight and
within straight
figures
1/8
curved lines
4 012 2= accurately Can the studenttrace
Trace tracee all Setters and
Setter
numbers
s and
Thest
Split Into 2
udent
hems from
wtll
be S3 and setters
abteto staylng w’1hin
0 1 2 1/8 to
numbers 1/4 inch of the
sample, 1=
trace accurately
tettersand traces
numbers. 012 numbers and
012 Setters that
only rBQMlre
making straight
ltnes (e.g.,
5 0 1 2 E, F, 1, 4, 7)
Can the student
3 4 copy eimple straight
Copy 4= Neatly
straig copies straight
ht Ilnes and
The shapes
stude (matching
nt wtll size and
be orientation),
able 3= roughly
to 0 1 copies
2 3 4 straight Ienes
lines and shapes,
2= roughly
copies
copy
straight lines
simple
without
straig
prompts , f=
ht
roughly
lines.
copies simple
0 1 2
straight lines
34
with mlnimal
01234 physical or
visual prompts

Copyright 1994-2006 By Behavior Analysts, Inc Page The ABLLS’"-R

79 Protocol
 Assessment of Basic Language and Learnlng Skills - Revised
WRITfNG SKILLS
(Continued) TASK SCORE
TASK OBJECTIVE EXA C NOTES
MPL R
TASK NAME ES I
T
E
R
I
A
01234 print numbers without a
0 1 2 3 4 Copy curved”“ The studanl will be able numbers without a
to Gan the student copy 0 01234 | model
1 * 3 4 lines copy simp!e curved O^234
lines. curved lines+
U 234
01234

tú 1 23 4 Copy Setters The student will be

able to Can the student copy 0
1 2 J 4 (With sample) copy Setters Setters*
04234
04’J34

numbers The student will be

able to Can the student copy
sampte) copy numbers numbers*
ú1234
01234

S 9 0 1 2 3 4 Print Setters The student wild be abla

to Can the student prínt
01234 print Setters without a
modet. Setters without a model?
01234
01234

”S 10 0 1 2 3 4 Print numbers The student will be able to

Can the student print
Paue The ABLE.S’" -0 Protccct
80
 g lines,
4 3=
co
= neatl
s mpl
ex y
i
N cur copy
z
e at
e ved
a least
, line
t 10
s,
l uppe
2=
s r or
y rou
h lower
ghly
a case
c copi
p Sette
o es
e rs, 2=
p sim
can
i ple
a copy
e cur
n (roug
s ved
d h
sha
appro
pes ximati
c with
o on) at
u out
r least
r pro
i IO
v mpt
e Setter
e s.
n s, 1=
d 1=
t can
a rou copy
l t ghly (roug
i i copi h
n o es appr
e n sim oxim
s ) ple ation)
, cur at
vad least
a
line 5
n 3
s Sette
d =
wth rs
mini 4=
s r mal
h can
o phy
a neatl
u sica
p y
g l oi
e copy
h visu
s numb
l al ers 1
y pro to
( mpt 100,
m c s 3=
a o can
4= can neatly copy ali upper &
t p neatl
c i lower case letters
y
h e accurately copy
í s with numb
n in ers
Paue The ABLE.S’" -0 Protccct
80
1 ca least
to 10
c n
2 Sette
0. a nsa
n rs,
2 tly 1=
=
wrf wrltes
c c
a te (rough
o appro
n all
p ximati
c
o y up on) at
p per least 5
y ( & leWer
(r r s
low
o wilhou
o er
u
u cas ta
g
h g e modst
a h Set
ters 4= neatly writes numbers 1 to 100,
p
acc 3= can neatly write numbers 1 to
p a
ura appr
r p
tely oxim
o p
nthi ation
x r )
i n
o num
m líne
x bers
a s,
i 1 to
t 3=
m 10,
i nea
a 1=
o tly
t write
writ
n i s
e at
) o (rou
lea
n gh
st
n ) appr
10
u upp oxim
m a er ation
b n or ) any
e y low 5
r er num
s cas bers
5
e with
1 Set out a
n ters mod
u ,
t el
m 2=
o b writ
e es
1 r (ro
0 s ugh
, app
4 roxl
= mat
1
ion)
=
at
Paue The ABLE.S’" -0 Protccct
80
 Asseesment of Basic Language and Learn*•e SMtIs - Revlsed
SPELMNG
TA6K SCORE
TASK OBJECTtVE QUESTION EXAMPLES NOTES
CRITERIA
TASK NAME

T1
The student will be Can the Given a word 2= can
able to match mudent match card with the match
Ma individual leyers io individual word "train", Setters
tha lettera on cards lexers to the the student will for arde
tch whh slngfe 5 stter letters on match Individua) up to 5
words cards wlth \Bttet cards to Setters
Indi single 5 lettei the Btters on in lengm
words? ths word card seo give
vid extra
Setters,
ual some of
whlch are
on dmilar
(e.g., e &
mr a), 1=
can
d match k
ttsrs tor
car words up
to 3
d latters in
kxqjth
when not
glven
extra
Setters,
and the
lecers
are not
similar
(e.g.,
bat)
T2 er of
Qiven a plcture Given a pk2ure of a cat and the written display
words of an object
Fi d and two of
II three Setters
in small Mexer card
m to
is
sl
n
g
le
tt

Copyright O 3994-2008 By Bahawor Analysis, Page 81 The ABLLS’“-R

Inc. Protocol
= p t ord for t a one lha ”a° to comgtete
o h at least s the
n o e IO l t
y n words, e po8hbn of the word for
of w at \east s
pfoviõeõ
c c to complete three etter picture of an word (when mrds
smal!
o i object and 9iven the
m t mrds, Mo of three Setters for the
p , lexers a, e, i, o 6 u). bird
l provided'7
T3 The student will 2= can
e t
be able to oopy 6 hot py accurately fiapy
t h Copy v rds tetter vords by words by writfhg or six Ietfi Modified mrds
e e
wrkTng or typing. by \yplng or by
0I wrtting
t s
h t (within
r u lines,
e d wfth
e e upper
n and
l t jower
e case
t w Setters,
t i & with
e l approprl
r l ate
v apactng)
o a , t= can
r d copy
d d three
s letter
1 words
w = Wútes in Can the Given a picture 2 can
h 0 1 2 missing and te of three studem write-in of a cat and the add a
e c ietter of Setters the missing written display letter in
n a letier to any
n position'
g of the
i a
word for
v d
at least
e d
10
n
words,
a
0 1 2 wor provlded, the complete est, the student wifl add 1= cgn add a letter at iaast one
a
0 1 2 ds student witl be three letter position of the word for at leaet 5
t
8

able to wrfteün words when

e
a8

the missing given a

t
pictura of wo Ards
t
words. an object rd
e
and tro of
r
three fetlars
k›r the
a

Copyright O 3994-2008 By Bahawor Analysis, Page 81 The ABLLS’“-R

Inc. Protocol
T1
ST Can 4= 25 me
52
p the words bot
00
p etud , 3= h
11
! ent 10 ’Ne
02
wT spell words w
3
oh , 2= 5 voc
4 w
r mrds, ally
0 ”
d 1- 2 and
1
s word in a
2
v Can s writ
3
oT the ing
4
ch stud or
0
1 a ent a
ll write 25 typ
2 mr
3 y or ed
type ds,
4 torr
d’x2 3=
0 n,
ated 10
1 1--
S wo
2 word can
p rds
3 s? spe
,
4 e ll
2=
ll his
5
T w ow
6 o Can u
words
0 r the na
. 1= 2
1 d stud me
words
2 s ent elth
3 spefl er
i
4 his voc
n
0 nam ally
a 2
1 or
w e =
2 in
ri voc
3 writ
tt ally c
4 ing
e or a
0 or
2 n by n
wrifi a
3 I
4 a ng s
0 m or p
1 typi e
2 ng† l
3 l
4 S
p h
T e i
7 tl s
0 o
1 w o
2 n w
0 n n
1 a
2 m n
0 a a

Copyright O 3994-2008 By Bahawor Analysis, Page 81 The ABLLS’“-R

Inc. Protocol
 Assessment of Basic Language and Learning Skllls - Revised
DRESSING SKILLS
TASK SCOFIE
TASK OBJECTIVE EXAM CRITERI NOTES
PLES A
1 2Pants up & down TASK NAME
QUcSTlON
1 2 2= can both pull
1 2 The student all be able to pull 1Gan up and down
01 2 the student pull up up and down his pants, 1= can
lJ 2 0 ?” 2 Shoes on and pants without and aown his pants for either pull up or
assistance for toil+ting down pants

toileting? 2= can remove and

correctly put
The stuãant will be able to pum- Can
the student put-on
0 1 2 off on (tying laces not required) and remove his shoes on shoes (not required to tie
0 1 2 and remove his shoes without (tying laces not shoes), 1- can either remove or
0 1 2 assistance. required)? put on shoes
The studBnt all be able to put- Can the student put-on 2- can remove and correctly put
on and remove pulTover shirts and remove pulTover on a pullover shirt, 1= can either
without assistance, shirts* remove or put on shirt

The student will be able to pat- Gan the student put-on 2= can remove and correctly put-
on (fastening buttons not (fastening buttons not on a buttoning type of shirts
0 1 2 required) and remove required) and remove (fastening Duttons not required),
buttoning types of shirts buttoning types of shirts? 1= can either remove or put on
without assístance. buttoning shirts

?/5 0 1 2 Pants on and The student will be able to put- Can the student pum-on 2= can remove and correctly put
ou
0 1 2 on (fastening buttons, snaps (fastening buttons, snaps on (fastening buttons, snaps and
0 1 2 and zippers not required) and and zippers not required) zippers not required) pants, 1=
0 1 ? remove his pants without and remove his pants? can either remove or put on pants
assistanCe.

Ü6 0 1 2 Socks on and of The student wild be able to put- dan the student put-on 2= can remove and correctly put
0 2 on and remove his socks and tsmove his socks? on socks. 1= Can either remove
or
0 4 2 without assistance put on socks
0 1 2
U7 0 2 C0aonundof J”he student will be able te put- Can the student put-on 2= can remove {‹equi es
on (fastening butlons, snaps (fastening buttons, snaps unfastening buttons or snaps, or
0 1 2 and zíppers nos required) and and zippers not required) unzipptng) and correctly put-on
0 1 2 remove his coat (requires and remove his coat coat (fastening buttons, snaps
and
unfastening buttons o‹ snaps, (requires unfastening zippers not required). 1= can
oi unzipping) without buttons or snaps, or either remove or put on coat
assistance unzipping)?

U8 0 1 2 Unzip zipper The student will be able te Can the student unzip 2= can independently unzip a
0 1 2 unzip zippers on clothíng zippers? zippar on an article of clothing,

PagP 82 The ABLLS’" R Protocol

0 1 2
0 1 2

PagP 82 The ABLLS’" R Protocol

 Assessment of Baslc Language and Leamlng Skllls - Revlsed
DRESSING SKfLLS (Co»tlnued)

TASK SCORE
TASK OBJECTIVE EXA C NOTES
TASK NAME ã4PL R
Can the student fasen 2= can independently
ES start and f
zippers (fncludes starung zip and unzlp a zipper on a T
a zippar)? backpack or similar item, 1= E
fasten a zipper whlch is started R
on an arlicle of clothing, a l
backpack or similar hem with A
U9 0 1 2 Fasten zipper The student will be able onlyto verbal or gestMrâl
0 1 2 fasten z‹ppars on a prompts
backpack
0 Can
1 2the student zip and or similar items w hout 2= can start and zip and unzip
0 unzip
1 2 zlppers (includes assistance a zíper on an arttcle of
startmg a zipper)? clothing, 1= close a zipper
which is started on an article of
clothlng
Can the mudent fasten 4= n t but n n h
U 10 0 buttons
1 2 Use zipper
on his on The student will be able 3=
ctothlng? to can fasten large buttons on
zip
a non-clothíng Item, 2= can
0 1 2 cbthas and unzip zigpers on
cbthing undo
0 1 2 without assistance. small buttons on a shirt, 1-
0 1 2 can undo 1atge buttons on a
non- clothíng item

U 11 0Can
1 2 the
3 4student undo =c f n and unf t n ps
T
and lastan snaps? on an article of clothing, 1=
h can
asten buttons
e tasten and unfasten snaps on a
01234
01234 non-clothing item
s
0 1 2 3 4Can the mudent undo 2= can fasten and unfasten
t
and fasten betts?
u buckfes on an article of
d clothing, t= can fasten and
e unfasten buckles on a non-
n clothlng item
Can the student
t adjum 2= adjusts the positioning of
clothing when needed? clothing without prompts, 1=
I can adjust the positioning of
I clothing when verbally
I prompted
Can the student tie his '2= can tie shoes wthout
shoes? b assistanca, 1= can do at least
e

a
b
l
e

Copyright O 1994-2006 By Behavior Analysis, Page The ABLLS’"-R

Inc. 83 Protocol
t o
o t
h
f i
a n
s g
t
e w
n i
t
b h
u o
t u
t t
o
n a
s s
s
o l
n s
t
h a
i n
s c
e
c .
l

U 12 0 1 2 Usa snaps The student will be able to

0 1 2 undo and fasten snaps on
0 1 2 clothing without assistance.
0 1 2
U 13 0 1 2 Use buckley 7he student witf be able to
0 1 2 undo
without
0 1 2 assistance.
0 1 2

U J4 0 1 2 Adjust clothing The student will be able to

0 1 2 when needed adjust
needed?
0 1 2
0 1 2

U f5 0 1 2 Tia shoes The

tie
0 1 2 his
assistance.
0 1 2
0 1 2

Copyright O 1994-2006 By Behavior Analysis, Page The ABLLS’"-R

Inc. 83 Protocol
 Assessment of Baslc Language and Learning Skills - Revised
EATÍNG SKILLS
TASK SCORE
TASKOBJE QUE EXA C NOTES
CTIVE STIO MPL R
TASK NAME N ES I
T
E
R
I
A

V1 0 1 2 Eat finger loods The student will be able to Can the student eat food 2= lndependently, 1- with only
eat
0 1 2 food using fingsrs using fingem* verbal or gestural prompts

0 2
V2 0 1 2 Drink from a The student will be abte to Can the student drink 2= lndependently, 1= with only
0 1 2 s\‹aw drink t‹om a straw from e stiaw? verbal or gestural prompts
0 1 2
0 1 2
V3 0 1 2 Drink from a The student will be able to Can the student drink 2- lndependently, 1= with ODy
cup
0 1 2 drink trom a cup without from a cup without verbal or gestural prompts
0 1 2 spilling. spilling?
0 1 2
V 4 0 1 2 Feed self The studan1 wild Can the student 2= lndependently, 1— vcth only Modified
with a
be able to feed self
0 1 2 spoon feed self wifh a spoon and fork with a verbal or gestural prompts
and fork spoon or fork when
0 2 whsn given cut food?
0 1 2 given cut
food.

V b 0 1 2 Spread
with a The student will Can the 2= lndepandently, 1= with onty
0 1 2 kni)e be able to spread student verbal or gesturai prompts
with a knlfe spread
0 1 2
with a knife?
0 1 2
V 6 0 1 2 PotJr liquíd into a The student Can the 2= lndependently, 1= with only
will be able to student pour
0 1 2 cup pour liquíd from a prepared funch liquid from a pitcher into a cup without spilling?
0 1 2 pitchar indo a cup and take to
0 1 2 without spilling. Can tha student cut his
V 7 0 1 2 Cut food own food wfth a knife?
with a The student will be
0 1 2 knife able to cut his own
0 1 2 food with a Knife. Can the student get a
0 1 2 preparei lunch and take
V 8 0 1 2 Take prepared
0 1 2 lunch to table Tha student will be
able to pet a

Copyright Lc? 1994-2006 By Behavicr Analysis Inc Page

84
 verbal or
lndepanden verb prompts nar assistance? Can without lndependantly, 1= with only
gestural
tíy, 1= with al or the student clean-up table assistance verbal or gestural prompts
2=
prompts
only gest
2= after lunch?
verbal or ural
lndependently, pro
gestural
1= with V10 0 1 2 The student will be able to Can 2= Independently, = wlth only
mpts
2= prompts Kespeating the student keep keep immediate verbal or gestural prompts
01 table 01 2 table area
2 without areasclea
physica n 012 immediate eatíng area clean while
t
eatíng, clean
prompt
while eatíng?
s to
table
wkhout
physica
l
Ç nl e.
V 9o6e1 2
ra
Clean-up
an
table
0 1s2uafter
sp
meats
0 i 1t
0 s1a
t
ab
nl
ce
ea
. tt
Te
hr
el
su
t n
uc
dh
ew
n it
t h
wo
il u
l t
ba
es
as
bi
l s
et
t a
on
cc
Copyright Lc? 1994-2006 By Behavicr Analysis Inc Page
84
 Assesement of Baslc Language and Leasing Skllls - Revteed
GROOMING SKILLS
TASX SCORE
TASK QUESTIO EXAtg CRTER NOTES
OBJECTNE N PLES IA
TASK NA IE
SMdent witl be Can the student 2= Indepandently,
W 1 0 1 2 Wash
hands able to wash his wash his hands 1= with only verbal
hands without without or gestural
0 2
0 1 2 assistance. prompts

W 2 0 1 2 Dry hands Can the

0 1 2
Student wftt be able student dry hir 2= Independently,
0 1 2 to dry his hands hands without 1= with only verbat
without assiatance. asslstance? or gestural
0 1 2
prompts
W 3 0 1 2 Wash face
Gan the student
Student will be able wash his
to wash 2= lndependently,
1= with only
0 1 2 his face wltfout stance. face without assiatance'7 verbal or gestural prompts
0 1 2
0 2
W 4 0 1 2 Dry face Student wlll be able to dry Can the student dry hí9 2= lndependently, 1= with
his only
0 1 2 face without assistance face without assistance† verbal or gestural prompts
0 1 2
0 1 2
W 5 0 1 2 Comb or brush Student will be able to Can the student comb or 2= tndependently, 1= with
comb only
0 1 2 ham or brush hls hair without brush his hair without verbal or gestural prompts
0 1 2 asslstance. asslstance?
0 1 2
W 6 0 1 2 Brush teeth Student will be able to Can the student brush his 2= lndependently, 1= with only
brush
0 1 2 his teeth using toothpaste teeth using toothpaMs verbal or gestural prompts
0 1 2 without assistancs. Athout assistance?
0 1 Z
W 7 0 1 2 Blow nose Student wlll be able to Can the student blow his 2= lndependently, 1= with only
when
0 1 2 needed independently blow his nose nose as needed? verbal or gastural prompts
0 1 2 as needed
0 1 2

Copyright1 1994-2006 By Behavior Analysts, Page 85 The ABLLS’"-R

tnc. Protocol
 Assessment of Basic Language and Learn!ng Skills - Revised
TOlLETtNG úKtLLS
TASK SCORE
TASK QUESTIO EXAM CRITERIA NOTES
OBJECTIVE N PLES
TASK NAME 4= urinates in toilet 2
The student with Does the student or more fimes per day,
X1 D1 2 4 U urinate
‹tomate in the toilet 3= at least 5 times per
at least 2 times per in toilets? weeh, 2= at least 2
01234
01234 day times per week, 1=
01234 has urinated in the
toilet at least 2 times Modifi
ed
Can the student 4= has no wet pants in
X 2 0 1 2 3 4 Remain dry
The student will remain dry (urine) any environment
0 1 2 3 4 (urins) on a
remaln dry all day if taken to (home. school, nar
0 1 2 3 4 toileting
throughout the day the toifet on a communlty), 3= has no
0 1 2 3 4 schedule
when taken to the regular basis* more than 2 wet pants
toilet on a regular total per week for all
schedule environmants
combined, 2= has no
mora than 2 wet
pants per week in
X3012 controlled
Can the
lndependently environments (i,e.,
student
0 1 2 use home and Mhool), 1=
familiar The student wifl be independentl
y use a has no more than 4
012 able to wet pants per week
restroom for independently use a familiar
012 familiar restroom for restroom for 2= toiTeting process
urination urinatíon. urinaton? is totally compteied
independently, 1=
student has to be
verbally prompted for
some aspects of the

X 4 0 1 2 Requests to use The student will request to use

Specifically 2= uses words or ASL to indicate
Does the student ask to
asks to use
012 the toilet as use the the toilet using need to
toitet needed both in a restroom as words or ASL. use tha
when familiar setting and needad in or heading adutt toilet as
012 when in familiar to needed in
needed public and
familiar
settings, 1=
0 2 settings the restroom. (Note: this uses words or ASL to indicate
and when
out in
Mal W self aftsr
es= ip
X5 NA a

Copyright 1994 2006 By Bahavior Analysts Page 86 The ADLLS’"-R Protocol

Inc
 p is n t 0 1 2 (Females) urinating. legumes some verbal
u s e t prompts
b u e i 0 1 2 (Note: males scora = Not
li e d n 0 1 2 Applicable (NA))
c is g
The ?
i t
stud m
ent o
p
(fe 2= wipes
or
mal u self
e) C ta
s completely
will a nt without
e e
be n
v
t e t
h n h
e fo e
r
( th
t
f o
o
e s
i
m e
a l
st
l e
u
e t
d
) e
s nt a
t s s
u w
d
h n
e
o e
n
c e
t
a d
n e
in d
d
e
i
p
n
e
n
d f
e a
nt m
ly i
u l
s i
e a
th r
6
f8
5tf s
O
O e
M)
0 1 2 urinattng

Copyright 1994 2006 By Bahavior Analysts Page 86 The ADLLS’"-R Protocol

Inc
 Aaaessment of Baslc Language and Leaming Skills - Revised
TDlLETtNG SKILLS (Contlnued)
TASK 6CORE TASK NA3gE
QUESTION EXA C NOTES
TASK OBJECTfVE
ktPL R
ES f
0 12 X6
Defecate in tottet The student will have at least Does the stMem 2= at laast 2 times per week, T
have 1= has had at least 2 bowel E
0 12 fwo bowel movements in the bovaal movernants In movements In tollets R
the l
012 toilet per week. toltet'? A
012 2- has no rrore than 2 soTled
) pants per week (home and
0 1 2 Remaln Ôean The student will not have Can the student remain school), 1= has no more than
0 1 2 (bowel rrore the 2 instances of soiled clean (bowel 4 soiled pants per week
rr›ovements X7
0 1 2 movernent) on a pants per week at home and it taken to the toilet on a
0 t 2 toileting Abllity to remember to
whoo! when taken to the
and sufficiently wipe aeff aselstance, 1= wipes setf, but
toikzl schedule on a regular schedute.
needsto be checked for
o 2 Wipe self altar The student wilf ba able to Can the student wipe compteteness
eelf XB
0 1 2 bo,wel wipe self after bowel after bowl rrovement’7 Abilfty to Independently 2= totleting process Is
0 1 2 moverrent rrovwnent. totally use e known 4 de 8., compBted
012
independently

0 t 2 lndependently The student wtlf be Bble

X 9to Can the student
0 1 2 use familiar independendy usa a famttiar independently use a
0 1 2 restroom for restroom for bowel famll‹ar restroom bowet Nome or achool) for (including bowef movemants), 1=

X 10 0 1 2 Use
The student will Can the 2=
restroom
be able to student use the toile
012
without independently use restioom tn9
the tollet. independently? proc
0 1 2
ess
assistan
ce 0 1 2 is
total
ly
com
plet
ed
inde
pen
dant
ly,
1=
stud
ent
has

Copyright O 1994-2006 By Behavior Analysts, me. Page The ABLLS’"-R

87 Protocol
to ba
verb
ally
prom
pted
for
some
aspe
cto
the

Copyright O 1994-2006 By Behavior Analysts, me. Page The ABLLS’"-R

87 Protocol
 Asses9ment of Baslc Language and Learning Skills - Revised
GROSS MOTOR
SKILLS
TASK SCORE
TASK QUEST EXAM C NOTES
OBJECTtVE ION PLES
TASK NAME
RITERIA 1=
The student will Does the
Y1 0 1
be able to walk student walk Yes,
Walk
forward forward with an forward wth an
0 J appropriate gait. appropriate
wifh gait? 0=No
appropriate
0 1
gant
O 1
Y2 0 1 The student will be able to gem Can 1= Yes, 0=No
the student get anto
Kneel
0 1 into a
and out of a kneeling n
0 1 d
position
0 1
o
u
t

o
f

k
n
e
e
l
i
n
g

p
o
s
i
t
i
o
n
?

Copyr‹ght 1994-2006 By Behavior Anatysts Page 88 The ABLLS’"-R

Inc Protocol
 Y T 1= n
The student will ba Can the 4= Yes, 0=No
h Ye 0 1
able to roll sidsways. student roll
1 e s, 0 1
sideways?
s 0 1
Runt 0= Y7 0
u No The student will be 1= Yes, 0=No
smoothl
d able to jump forward Can the
y Walk backward
e uslng two feet. student jump
n 0 1
forward using
t 0 1
two feet?
w 0 1
ill The student mil be
b able to jump down
e from an object (1 n ). Can the
1= Yes,0=No
a student jump
b The student will down from an
l object (1 fl )?
be able to walk
e
t backward.
1= Yes,0=No
o Can the
r student walk
u backward?
n Y8 0 Hop on two feel The student will be able to hop
C 1=Can the student hop on
Yes,0=No ”
0 1 on two feet. two feet?
a
0 1
n
t 0 1
h Y9 0 1 Tha student will be C 1= Yes,0—No
e Throw able to throw trom a
s
ball trom chest or overhand n
t
u 0 1 an 8 inch ball tour
d chest o‹
feet to a person
0 1 t 1= Yes,0=No
e
n overhand The student will be h
0 1 able to roll e
t
r Y 10 0 1
u Roll a s
n ball
0 \
smoothl
u
y?
d
1
e
n
smoothly. t

0
4 l
h
f
0
J o
0 Jump
u w
0 forward
m
0
p (
0 d
f
0 o
sidsw w r
Y6 o
Copyr‹ght 1994-2006 By Behavior Anatysts Page 88 The ABLLS’"-R
Inc Protocol
 m
a f
c n e
h e
e 8 t
s
t t
i
n o
o c
r h a

o b p
v a e
e l r
r l s
h o
a n
n f
o ?
d
u Can the student roll a
) ball
r
a ball 6 feet to another
0 person.
1 6 feet
to anothsr person? 0 1
0 1

Copyr‹ght 1994-2006 By Behavior Anatysts Page 88 The ABLLS’"-R

Inc Protocol
 Assessment of Baslc Language end Learnlng Skllls - Revlsed
GRO9S fdOTOR SKILLS (Contlnued)
TASK 9CORE
TASK QUE EXA C NOTES
OBJECTIVO STIO MPL R
TASK NAME
N ES t
T
E
R
l
A

Y 11 0 1 Cfimb a ladder The student wift be ab)e to Can the student clirrô a 1= Yes, 0=No
0 1 using ctimb a ladder S1eet using ladder 5 feet using
reciprocal
0 1 motion reóprocal motion. reclprocal moton?
0 1

Y12 0 1 Creepon The student witl be able to Can the student Creep 1= Yes, 0=No
on
0 stomach creep on his stomach at his stomach at least 3
least
0 1 3 feet. feet?

Y 13 0 1 Squat The student wiff be able to Can the student gel Bends knees and \= Yes, 0=No
get into
0 into and out of a squatting and out of a 8quatting malntalns balance to
0 1 poSijJon. posftion7 squat and return to a
0 1 standing position.
Y 14 0 1 Wall across a The student will be able to Can the mudent walk 1= Yes, 0=No
0 1 balance team walk across a balance across a balance beam
beam
0 1 or other narrow board for up to or other narrow board for
0 1 8 feet w1thout falfing. up to 8 feet withotJt
falIing’7
Y 15 0 1 Catch a ball Tt›e student will be able lo Can \he student catch an Ball can usually be 1= Yes, 0=No
any
0 1 method catch an 8 loch ball thrown 8 inch ball thrown from 4 caught using
hands,
0 1 from 4 feet (lncluding trapping feet on at teast hall of ali arms, and chest.
0 1 ball to chest with arma). attempts to catch the
bell?
Y 16 0 1 Ride a michele The student will be able to Can the student peddle a 1= Yes, 0=No
0 1 peddle a tricycle at least 20 trtcycle at least 20 feet?
0 1 feet.
0 1
Y 17 0 1 Walk sideways The student wlll be able to Can the student walk 1= Yes, 0=No
0 1 walk sldeways.
0 1

Y 18 0 1 0 19 0 1 Balance on one
Gallop Y 0 1 toot
0 1 0 1
Copyright °^ 1994-20o6 By BehavÓr Anatysts, Inc. Page The ABLLS’"-R
89 Protocol
 f
The Can tf›e student 1= Yes, 0=No
Y stud e
gallop‘?
20ent e
0 will t
be t
1 able o
Can the student
to a
Kick balance on one
p foot for at least
ball 1= Yes, 0=No
e 3 seconds?
at r
0 s
Th Can the student
e o kick an 8 inch
1
stu n ball at least 6
de
target o feet to a person
nt r
0 or other target?
witl o
1 be t
abl h
0
e e
1 to f
bal t
an
a
ce
r
on
g
on
e e
foo t.
t
for
at
lea
st
3
sec
on
ds.

The
stud
ent
will
be
able
to
kick
an 8
inch
ball
at
least
6

Copyright °^ 1994-20o6 By BehavÓr Anatysts, Inc. Page The ABLLS’"-R

89 Protocol
 Assessment of Basic Language and Learning Skilts - Revl»ed
GROSS MOTOR SKtLLS (Continued)
TASK SCORE
TASK OBJECTIVE EXAMPLES CRITERIA NOTES

TASK NAME

Y 21 0 1 Hang from bar The student witl be able to Can the student support 1= Yes, 0=No
0 1 support his suspended his suspended weight
weight
0 1 when using playground when using p1ayground
0 1 equipmenj {hang). squlpment?
Y 22 0 1 Catch a ball in The Mudent wtll be able to Can the student catch an Must be able to catch 1= Yes, 0=No
0 1 hands catch an 8 inch balt with his 8 inch bal) in his hands the ball in fheir hands
on
0 1 hands only (i.e., not trap to (not t‹apping the ball to at least half of all
0 1 chest with arms) when it is chest with arms) when it attempts.
tArown from 4 feet. is thrown from 4 faet?
23 0 1 The student all be able to Can the student 1= Yes, 0=No
nd hb d throw (underhand) an 8 inch underhand throw an 8
O ] ba1) four feet to a person. inch ball four feet to a
0 ] person?
Y 24 0 1 TosS and The student will be abte to Can the student toss an Must ba able to catch 1= Yes, 0=No New
catch 8
0 1 a ball toss a ball in the air and inch ball into the air at the ball in !heir hands
catch on
0 1 it in his hands. least 12 inchas and catch at least halt of all
0 1 it in his hands (i.e., not attempts.
trap to chest with arms)?
Y 25 0 1 Bounce a ball The student wiil be able to Can the student bounce a 1= Yes, 0=No
0 1 bounce a ball at least three ball at least three times?
0 1 times.
0 1
Y 26 0 1 Kick a moving The student wiTt be able to Can the student kicf‹ a 1= Yes, 0=No New
as
0 1 ball kck a slowly rolling 8 inch ball slovvly rolling 8 inch ball impo
0 1 in the directlon of a specified in the direction of a and
motio
0 1 targst area. specified targei area ot the
(e.g.. towards a goal
net)?
Y 27 0 Pump white The student wild ba able to Can lhe student pump his 1= Yes, O=No
6 1 swinging pump his tegs while swinging. legs while swinging?
0 1
0 1
Y 28 0 1 Skip The student will be able to Can the student skip? 1= Yes, 0=No
0 1 skip,
0 1
0 1
Y 29 0 1 Jumping jacks The student will be able to do Can the student do 1= Yes, 0=No
0 1 jumping jacks. jumping jacks?
0 1
0 1
Y 30 0 1 Ride a bicycle The student will be able to Can the student ride anrl 1= Yes, 0=No
ride
0 1 and stop a bicyclo stop a bicycle?
 0 1
0 1
Copyright P The ABLLÚ’" -R Protocol
'ü* 1994- a
2006 By
Behavior
Analysts,
tnc
 Assessment of Baslc Language and Learnlng Sktlls - Reviaed
FtNE MOTOR SKILLS
TAEK
TASK TASK QUESTIO EXAMPLES CRfTER1A NOTES
SCOR
NAME OBJECTIVO N
E 1s Yes,
Z1 0 1
Mark on The student witl be Can the student 0=No
0 1 paper able to mark on mark on paper
0 with a paper with a crayon. with a crayon’?
crayon
1= Yes,
Z2 0 1
Tha student will be Can the student 0-No
0 1
Places able to place place obfi›cts ot
0 1
objects in obtects of varous various shapes in
0 1
a form shapes In a torm a Iam box?
Z3 0 1
box box. 1= Yes,
0 1
Can the Nudent 0=No
0 1
The student wíll be put single-piece
0 1
Single- able to put slngla- ínset puzzle
Z40 piece inset pkice tnset puzzle piecas lnto
0 1
puzzle pieces into frames. arames‘? 1= Yes,
o 1 0=No
0 1
The student will bs Can the
ZÉ 0 hee able to student
puze manfpulate to
0 pieces placa multíple 1= Yes,
into a puzzle pieces 0=No
0 frame
The student wall tnto a frame?
be able to Can the student
Blocks on accurately place accurately place
Z6 0 1
block blocks on bk›ck btocks on bbck 1= Yes,
design desqn cards. design cards? 0=No
cards
The student wtll be Can the student
able to transfer
Transfer
objects
0 J to the opposite canster objects ram one hand objects from one hand to
0 1 to tha the opposite hand?
opgo6ite
hand hand.
0 1
Z7 Ptaces pegs in a Tbe Can the 1= Yes, 0=No
0 student w\II be able to student place
0 1 place pegs in a pegs in a peg board?
board 0 peg board.
0 1
Z8 Turns pa9ss ot a The student Can the student J= Yes, 0=No
0 will be able to turn one
0 1 book
Copyright O 1994-200d By Behavior Analysts, Page 91 The ABLLS”-R Protocol
Inc.
 0 turnpage of a book at a and ability to
onetime? release grasp
1 page after positioning.
at 1= Yes,
book
at
tirr›e.

Z
Oio C Strength of
thes a pincer grasp
1
pin n 1= Yes,
s lh
on e
a st
Th u
e d
stu e
de nt
nt p
will ut
be
ab
1e
to
put
0 li s a # spring-type
ne p li hi clothespins
1 r n n on a line?
0 i e. b
G n o
4 Can the
o g T u
0 student
br - h n
calor within
Z10 v t e d
boundaras?
n y N a
hi p u ri
0 n e d a
0 b e s.
0 o c nt
u l w
n o il
da t b
ri h e
es e a
s b
p e
i to
n c
s o
k
o »
n w

Copyright O 1994-200d By Behavior Analysts, Page 91 The ABLLS”-R Protocol

Inc.
 Assessment of Baslc Language and Learning Skills - Revised
FINE MOTOR SKILLS (Continued)
TASK SCORE
TASK OBJECTIVE EXA C NOTES
MPL R
TASK NAME ES f
1= Yes,0=No
T
E
R
I
J= Yes,0=No A

Z 11 0 1
Open ihe student will Can the student open
"Ziploc" be ab1e to
1= Yes,0=No
0 1 type bags open "Ziploc" type bags to gem "Ziploc" type bags to get
0 1 0 bottle 0 1
0 1 0 1
Z 12 0 1 Z 17 Z191=0Yes,0=No
1 Remove
Snips 0 0 1 wrappers 0 1
with Trace
0 1 tines Z Ê0 {} 1 Roughly copy
with 0 1 shapes and
scissor 0 1= 0Yes,0=No
1 patterns
s0 1 0 1
0 1 a
Z 13 0 1
Stacks f 1= Yes,o=No
blocos
i
0 1
n
0 1
g
0 1
e 1= Yas,0=No
Z 14 0 1 r
Strings
beads
0 1 0
0 1 1= Yes,O=No
0

Z 15 0 t
Remove 18 0
lids of 1= Yes,O=No
Sque
0 1 |
azes
ars
glue
0 1
0
Copies0(rough
1 approximation) squares and row of dots, but is unable
1= Yes,
to match
0=No
orientation and size.
_ 1C Ç 1 f
Cuts r
arross
o
0 1 m
paper
with
0 1 scissors a

Copyf \ght ü' 1994-2006 By Behevior Analysts, age 92 The ABLLS’• -n

Inc protocol
to food li ce lines with a finger. to food items?
items, d
t b
s C h e
The o The student will be abre to a e a
stud f squesze glue from a boxle, n d
ent l
s
all be a s
able r t t
The s1udent will be able to h u w
to s
remove wrappers to get to e d h
snip .
food itams. e i
pape
r with n c
The student will be able to s h
sciss t
The roughly copy simple shapes t
ors. stud and line patterns, u
ent s h
d
wild t a
e
The be a v
able n
stud c e
to t
ent k
wild cut
acro a
be s
able ss b
pap n
to b 1
er i
stack c /
with p
block k 8
scis
s. s
sors
. p ?
i
a
n
The p c
stude e C h
T r a
nt will
ba h n
e h
able w
s a
to t
t i l
string h
u t e
s e
d h †
beads
which e
have n s s C
a t c t a
/8 Inch u
w i n
hole. d
ill s
e
b s
n t
The e o
t h
stude a r
e
nt b s
wifl l ? s
be e t t
t r
able
C i
to o d
a n
remo tr e
n g
ve a n
s
Copyf \ght ü' 1994-2006 By Behevior Analysts, age 92 The ABLLS’• -n
Inc protocol
 u r C h C
t t s a e a
? n n
u
o s
n C t t t
n
a h u h
n e d e
a
t e
s n s
l t
r h t t t
i u
e e u
n d
m r d
e e
o e e
s n
v m n
t t
e a o t
u
c v
d
r s a r
l e
o q o
i n
s u u
d t w
s e g
s r
e h
t a
a z l
r p
o e y
a p
f
s c e
h g r c
e
j l s o
e
a u p
e l
r e y
t i t
s o
n
? f s
o e
r i
f s g
o m
m e
C p
p w t
a l
a i
n a e
p t
t
e h
o
t r b s
h o h
a
e t f a
w t o p
i f l D e
s t i e d s
t h n ?
u g
d i a
s s
e t n
c r C
n e d
i ‘ a
t m
s ? n s l
s ?
c i
o t
Copyf \ght ü' 1994-2006 By Behevior Analysts, age 92 The ABLLS’• -n
Inc protocol
n
e c
i
p r
a c
t T
t e
e ,
r
n r
s o
w
(
e o
. f
g
.
, d
o
t
M s
a )
i ?
‹
e

a
n

"
X
"
,

s
q
u
a
r
e
.

t
r
i
a
n
g
l
e
,
Copyf \ght ü' 1994-2006 By Behevior Analysts, age 92 The ABLLS’• -n
Inc protocol
 Aeseesment of Basic Language and Learning Skllls - Revleed
FtNE MOTOR SKILL9 (Conttnued)
TASK SCORE TANK NAME
QUE EXAMPLES CRITERIA NOTES
TASK OBJECTfVE
STIO
21 Ç Paste shapes on The N With only verbal or 1=
student with be able to Yes, o=No
Can the
student
0 1 paste cut out pieces independently use glue to gestural prompts, places
outlined at paper
picture
0 1 in attach shapes of c
appropüate posftions on an paper (in correct o
0 1 positions) tn l
outlined picture o
outltne to complete an r
d art project e
pMure d
to picture†
make Cãft thâ StMdBfTt p
the @8SÍ0 i
picture
e
match
c
a
e
sampt
e art s
pro}ect
(e.g., o
make a f
ctown
face). p
a
2 g Pame shapes on The p
student will be able to e
r

o
n

a
n

o
u
t
l
l
n
e
d

p
i
c
t a p d a a
u s r l l
r p n o o
e « o v n o p
x w i l r r
t u m d y o
o r a e g m
e n d v e p
m . e m t
a o a r u s
k t n b r ,
e With a sample picture 1= 0 1 outlined pkture to make the art project which matches places cobred pieces of
a Yes, 0=No p«2ure a sampls p
0 p o shapes on a plain piece match picture? a
a n of paper to complete an a p
1 s a eampl e
t n e art r
plain e project ,
0 c {e.g.,
u make w
1 t a i
o ctown t
pictureu face). h
t
p c
í o
e r
r
c
e
e
c
e
t
o
f
o
p
n
a
e
p n
e t
r a
i t
n i
a o
p n
p ,
r
o o
p n
ri
a a
t
e p
p l
o a
s i
ki n
o
n p
s k
 › ape s Can the turn to replace 1= Yes, 0=No
c r to n student lids of jars7
e ma o Z 25 0 1
ke w Uses pincer gríp Tha student Can the 1= Yes, 0=No
0 1 wlll be able to student pick
o a m 0 1
f pict a pick up smalt up small
0 1 Items MSAg a items using a
ure n
p of a . pincer grtp. pincer grip?
Z O Th 1 Z 26 0 1 Fold a The student wall Can tha = Yas, 0=No
b e = 0 1 piece of ba able to watch student watch
1 ) stu Y 0 1 paper sorrone fold a piece somone fotd a
e de e 0 1 of paper In haW and prece of paper
c nt s, then irnttate the In hall and
t wi frodel. then fold a
s ki 0 piece oT paper
be = in a simialr
( aõl N manner?
r e o
i Z 27 0 1 Cuts out shapes The mudent Can the 1= Yes, 0=No
to
n pu 0 T All be able to cut student cUt
g t 0 1 out shapes out shapes
s Ca with scissors. Mh scis5ors?
) n Z 28 Accurately The student will Can the Copies a variaty of 1= Yes, 0=No
th 0 copy be able to student
e
0 1 accuratefy copy simple shapes shapes and simple
stu
de accurately copy stmple
shapes
nt
and
pu
0 1 and lina patterns, shapes and line d
t
0 íncluding correct patterns (e.g., r
ob objects (rings) on pegs†
jec patterns orientation and Make an "X", a
on to 0 size of figures, SgU876, t i8ftgl6, w
(ri CÍFCIO, row at i
ng dots) with correct n
s) orientation and g
on size of figures? s
pe
gs (
. a
.
0 f e able to g
replace tkls of .
1 R T jars. ,
e h
Z 24
p e s
0
l s q
a t u
0 c u a
e d r
1
0 e e
l n s
i
1 t
d
w a
s
ill n
o b d
 a r z
r n i s
o d e
w n o
c t f
o a a
f n t s
o a
d m n r
o a n
t t a p
s c n l
) h d e
, s
o w .
Copyright

1994-2006
By Behavior
Analysts, Inc