JoannaCare - SPE527 SkillsAssessmentReport

.docx

School

Arizona State University *

*We aren’t endorsed by this school

Course

527

Subject

Statistics

Date

Feb 20, 2024

Type

docx

Pages

7

Uploaded by UltraFreedom12162

Report
1 SPE 572 Skills Assessment Report Joanna Care Mary Lou Fulton Teachers College Arizona State University SPE 527: Behavior Analytic Assessment Dr. Sarah Blumberg CI Hylary Tenney February 4, 2024
2 SPE 527 Skills Assessment Report Overview Learner Information Name: Rob M. Age: 4-years-old Diagnosis: Autism Spectrum Disorder Services: Rob’s ABA therapy sessions are scheduled for seven hours daily, Monday through Friday. In addition, two 30-minute speech and language therapy sessions are scheduled twice a week, and three 45-minute occupational therapy sessions are scheduled three days per week. Background Information Rob, a 4-year-old boy diagnosed with autism, lives at home with his parents, Barry and Cindy. He is normally a cheerful and active child. He has no brothers or sisters. Rob communicates with gestures, vocalizations, and nonverbal signs. His primary mode of communication is through facial expressions, body language, and gestures such as pointing. He uses an AAC device to facilitate spoken communication. Despite limited verbal communication, Rob comprehends spoken language and can follow simple, one-step directions or demands. Barry and Cindy agreed to an initial examination utilizing the Verbal Behavior Milestones Assessment and Placement Program (VB-MAPP). The VB-MAPP is a commonly utilized assessment specifically developed to measure the verbal and social abilities of children diagnosed with autism or other developmental disorders. The assessment covers three levels of learning: Level 1 for learners aged 0 to 18 months, Level 2 for learners aged 18 to 30 months, and Level 3 for learners aged 30 to 48 months. It was authored by Dr. Mark L. Sundberg and published in 2008. During Rob's exam, the focus was mostly on evaluating Level 1 milestones. The core skills that are associated with the early stages of language and communication development are covered in Level 1. The majority of the times, these Level 1 abilities are evaluated in young children who are only starting to
3 develop their language and communication skills. Level 1 milestone domains include: Mand, Tact, Listener Responding, Visual Perceptual Skills and Matching-To-Sample, Independent Play, Social Behavior and Social Play, Motor Imitation, Echoic, and Spontaneous Vocal Behavior (Sundberg, 2008). All Level 1 domains, with the exception of the Echoic and Spontaneous Vocal Behavior domains, were evaluated. Rob's milestone assessment was carried out at an ABA center on January 31, 2024. It was conducted in both an NET and a DTT environment. Results Overall Score of 21.0 The VB-MAPP Milestones Assessment placed Rob in the Level 1 range with an overall score of 21.0 out of a possible 170. Despite Level 1 being the foundational skill level aimed at children aged 0 to 18 months, 4-year-old Rob's overall score of 21.0 indicates that Level 1 best reflects his current abilities, which are still emerging and require some prompting or support. Mand (Asking or Protesting) – Level 1 Rob received a score of 2.5 under the Level 1 Mand domain. He demonstrated the most strength in milestones 1-M and 3-M and weakness in milestones 2-M, 4-M, and 5-M. Rob demonstrated competent skills in effectively using his Augmentative and Alternative Communication (AAC) device to request desired reinforcers and activities in a range of settings, circumstances, and with different individuals, employing both echoic and imitative prompts. Rob's ability to request items or actions does indicate a reliance on prompts, since he struggles to generate requests without external cues or spontaneously. Tacting (Naming, Expressive Labeling) – Level 1 Rob received a score of 2.5 in the Level 1 Tact domain. He demonstrated the most strength in milestones 1-M and 4-M and weakness in milestones 2-M, 3-M, and 5-M. Rob was able to correctly tact a variety of food items (motivating reinforcers) that were presented to him during snack time as well as spontaneously. However, when non-reinforcing items were presented in a book or in his environment, he required additional prompting or was unable to complete the task. 
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
  • Access to all documents
  • Unlimited textbook solutions
  • 24/7 expert homework help