Chat with us, powered by LiveChat Part 1: Conduct a Skills Assessment – VB-MAPP, PEAK, or AFLS (student choice) I choose the PEAK [BACB Task List (5th edition) content areas F1, F2, F3, F4, F9] 1. Select a lea - Writingforyou

Part 1: Conduct a Skills Assessment – VB-MAPP, PEAK, or AFLS (student choice)  I choose the PEAK [BACB Task List (5th edition) content areas F1, F2, F3, F4, F9] 1. Select a lea

Part 1: Conduct a Skills Assessment – VB-MAPP, PEAK, or AFLS (student choice) 

I choose the PEAK

[BACB Task List (5th edition) content areas F1, F2, F3, F4, F9]

1. Select a learner for this project and obtain requisite permissions (participant, parent/guardian, employer) to conduct a skills assessment. If you do not work with learners, you are welcome to use a friend or family member – children under 5 are best suited for the VB-MAPP assessment; PEAK and AFLS can be used with any age learner/person. The assessment may be conducted virtually. Please obtain or create the permission form on your own, which should include: your name, the purpose of the assessment (in partial completion of this course) and what will occur with the results (they will be submitted for a grade to your CI, using a pseudonym, and may be provided to the family upon request – they may not be used for any official records for the learner). You will not turn in this permission form.

2. Conduct and score at least 2 sections (domains) of the assessment you select (see below for details on obtaining the assessments). Note that PEAK is only one area, and domains are scattered throughout the assessment. 
3. Analyze results of the assessment and identify strengths and areas of need.
4. Develop instructional goals for 5 prioritized skills for the learner based on assessment results. Substantiate the social significance of these goals for your participant.

Option 2: Promoting Emergence of Advanced Knowledge (PEAK):

Assessor script and scoring guide: to an external site. 

Flip Book (materials for assessment): to an external site. 

SPE 527 Skills Assessment Report TEMPLATE

The report must be double spaced and headings must conform to APA style (Note that you will include a cover page with your report)

Overview ● Learner information

○ Name (pseudonym) ○ Age ○ Diagnosis (as applicable) ○ Services/school information

● Background information ○ Basic background of the learner and notice that the family consented to

assessment ○ Basic description of the assessment used, including at least one source ○ Setting and dates of assessment

Results ● Scores (for each domain as applicable) ● Brief list of strengths and areas of need for each domain, based on assessment results

Instructional Goals ● 5 instructional goals based on areas of need (must include Condition, Behavior, Learner,

Criteria as learned in M1). May be bulleted. References

● In APA 7th Edition format Appendix

● Include the protocol from the original assessment – for the online version of the VBMAPP, do not print the “report” that comes with it – provide the individual assessment probe information.


Educational Record – Oliver


Learner: “Oliver”, a pseudonym

Age: 3 years, 2 months

Diagnosis: Autism Spectrum Disorder

Services: Currently Oliver is receiving 20 hours of in-home ABA therapy per week

and 1 hour each of clinic-based speech and occupational therapy.

Background: Oliver’s parents consented to an initial assessment using the Verbal

Behavior Milestones Assessment and Placement Program (VB-MAPP). The

assessment was conducted on February 16, 2022, in the living room of Oliver’s home

with his mother, father, grandmother, 5-year old sister, and twin brother present.

The VB-MAPP is a curriculum-based assessment for children ages 0-48 months of

age; it addresses 170 developmental skills across 3 levels (Sundberg, 2008). Level 1

(for ages 0-18 months) contains skills including Mand (requesting), Tact (labeling),

Listener Responding, Visual Perceptual and Matching to Sample, Play, Social, Motor

Imitation, Echoic (echoing), and Spontaneous Vocalizing. The Level 2 VB-MAPP (for

ages 18-30 months) includes all of the same skill areas as the Level 1 except replaces

Spontaneous Vocalizing with Intraverbals (conversation and asking/answering

questions and fill in the blanks), Linguistics, and adds Listener Responding for

Features, Functions and Classes as well as Group behaviors. The Level 3 (for ages

30-48 months) includes all of the skill areas from the Level 2 and adds Reading,

Writing, and Math. The VB-MAPP was developed especially for young children with

autism spectrum disorder and was selected for Oliver on the basis of age and

functioning level.


Oliver’s initial score on the VB-MAPP assessment was 22.

Mand: Oliver is unable to request verbally and did not use any symbols or signs

during the initial assessment, thus he received no credit for the Mand section. When

he wants something he will lead an adult to the item’s general area (e.g., pantry,

refrigerator, bedroom). When someone is unable to determine what Oliver wants

precisely, he will fall to the ground and scream until they offer him something he


Tact: Because Oliver is nonverbal, he does not currently have a tact repertoire and

received no credit for the Tact section.

Listener Responding: Oliver demonstrated his ability to respond to a speaker’s

voice but did not respond to his own name. He was able to perform motor actions on

command but only with a visual prompt. When provided with an array of items and

pictures to choose specific items, Oliver was able to provide the named item on all

trials. His score on this section was 4.

Visual Perceptual and Matching to Sample: Oliver was able to match 10 identical

items, earning a score of 5 on Level 1.. He was not able to match in a messy array of 6

for 25 items, and therefore did not earn any credit for the Level 2 VP-MTS.

Play: Oliver was able to perform all tasks in the Level 1 and completed 2 additional

tasks from Level 2, earning him a score of 7 in this area. He was not able to use

everyday items or toys in a creative way (e.g., a pen as an airplane, a bowl as a drum,


Social: Socially, Oliver was able to indicate his desire for hugs from mom by crawling

into her lap, he observed his brother and sister playing, and he engaged in parallel

play with them. However, he did not spontaneously imitate them nor did he initiate

any interaction with them. He earned a score of 4 for this area.

Motor Imitation: Oliver scored a 1 in this section. He was able to imitate only 2

gross motor movements when prompted to “do this”. He did not spontaneously

imitated any actions, nor did he imitate actions with objects.

Echoic: As Oliver is nonverbal, he did not echo any sounds during the initial

assessment. He was heard to babble the sounds “oooh”, “oh”, “buh”, “puh”, “duh” and

“kuh” but would not echo them. He earned a 0 for this area.

Spontaneous Vocal Behavior: Oliver is able to make 6 different sounds, in addition

to squealing, screaming, crying, and laughing. He did not produce any word

approximations. He earned a 1 for this area.

Reference List

Sundberg, M.L. (2008). Verbal behavior milestones assessment and placement

program: Guide, a language and social skills assessment program for children

with autism or other developmental disabilities. Concord, CA: AVB Press.



Skills Assessment Activity




This criterion is linked to a Learning Outcome

Written Report including 3 sections: a) summary of the learner for the skills assessment – 5pts, b) summary of the skills assessment used, including its full name, author, year, (properly cited), and uses – 5 points; and c) setting and dates of the assessment – 3 points. (1 source required – 2 points).

No partial credit per section.

15 to >14.0 pts

Objective Met

14 to >0.0 pts

Objective Partially Met

0 pts

Objective Not Met

15 pts

This criterion is linked to a Learning Outcome

Scoring results

This may be downloaded (VBMAPP only), in PDF format, or placed directly into the report. The scores must match the strengths and weaknesses identified by the student. No partial credit.

10 pts

Objective Met

0 pts

Objective Not Met

10 pts

This criterion is linked to a Learning Outcome

List of strengths and areas of need based on the assessment results.

Minimum 1 strength and 1 area of need – however, all areas of strength and need should be included/summarized. See Oliver's report from Module 1 for example.

No partial credit; 12.5 points for strengths; 12.5 points for areas of need – issued if present and based on the assessment results presented.

25 pts

Objective Met

12.5 pts

Objective Partially Met

0 pts

Objective Not Met

25 pts

This criterion is linked to a Learning Outcome

5 Instructional Goals based on learner’s needs

Each must include a) the condition (1 point each), b) the Learner's pseudonym (1 point each), c) the behavior in observable and measurable terms and directly related to an area of need identified by the assessment (4 points each), and d) criteria written in clear and easily countable terms; the criteria should reflect the learner's baseline functioning level on the assessment (4 points each)

50 to >49.0 pts

Objective Met

49 to >0.0 pts

Objective Partially Met

0 pts

Objective Not Met

50 pts

This criterion is linked to a Learning Outcome

Pass/No Pass

Students must earn a Pass in order to earn a passing grade in this course. Students who earn fewer than 80 points on this assignment will earn a "No Pass" designation. Resubmissions are required to pass the course and must include highlighting to indicate improvements/changes.

0 pts

a. Pass

0 pts

b. No Pass

0 pts

Total Points: 100