vb-mapp-assessment

# VB-MAPP (Verbal Behavior Milestones Assessment and Placement Program) ## Overview The VB-MAPP (Sundberg, 2008) is a criterion-referenced assessment tool rooted in Skinner's (1957) analysis of verbal behavior and developmental milestones research. It evaluates language, learning, and social skills in children with autism and other developmental disabilities, typically those functioning at the 0-48 month developmental range. It directly links assessment results to curriculum and treatment planning. ## Three Components ### 1. Milestones Assessment 170 measurable learning and language milestones sequenced across three developmental levels and 16 domains. ### 2. Barriers Assessment 24 common barriers to learning and language acquisition that may impede skill development. ### 3. Transition Assessment 18 assessment areas evaluating readiness for less restrictive educational environments. ## The 16 Milestone Domains ### Verbal Operants | Domain | Definition | Example Milestones | |--------|-----------|-------------------| | **Mand** | Requesting — verbal behavior under control of motivating operations | L1: Mands for 2 items without prompts. L2: Mands for 20+ items. L3: Mands using full sentences with adjectives, prepositions. | | **Tact** | Labeling — verbal behavior under control of nonverbal stimuli | L1: Tacts 5 items. L2: Tacts 50+ items including actions and adjectives. L3: Tacts using complete sentences, tacts emotions, describes events. | | **Echoic** | Vocal imitation — verbal behavior under control of a verbal model | Assessed via the EESA (Early Echoic Skills Assessment) subtest. L1: Echoics 5 sounds or words. L2: Echoics 10+ words. | | **Intraverbal** | Conversational exchanges — verbal behavior under control of other verbal behavior | L1: Completes 5 fill-ins (e.g., "Ready, set, ___"). L2: Answers 25+ WH questions. L3: Engages in reciprocal conversation, provides reasons, discusses past events. | ### Listener Skills | Domain | Definition | Example Milestones | |--------|-----------|-------------------| | **Listener Responding (LR)** | Following instructions — behavior under control of another's verbal behavior | L1: Responds to "come here" and "stop." L2: Selects item from array of 6 given verbal cue. L3: Follows 3-step instructions. | | **LRFFC** | Listener Responding by Function, Feature, and Class | L2: Selects item by function ("Which one do you ride?"). L3: Selects item by feature, function, or class from array of 10+ with 3 verbal components. | ### Academic and Play | Domain | Definition | Example Milestones | |--------|-----------|-------------------| | **VP/MTS** | Visual Perceptual and Matching-to-Sample | L1: Completes 3-piece puzzles. L2: Sorts items by color, shape. L3: Matches letters to letters, sequences patterns. | | **Independent Play** | Sustained play without adult direction | L1: Manipulates toys 1 minute. L2: Plays with toys 5 minutes with sustained engagement. L3: Plays independently for 10+ minutes, engages in pretend play. | | **Social Behavior and Social Play** | Interaction with peers | L1: Makes eye contact to access reinforcers. L2: Engages in parallel play near peers. L3: Cooperative play, spontaneous social initiations, turn-taking games. | | **Reading** | Pre-literacy and early reading | L3: Reads 25+ words, reads and follows 2-step written instructions. | | **Writing** | Pre-writing and early writing | L3: Copies letters, writes name, writes 10+ words from dictation. | | **Math** | Early numeracy | L3: Counts objects to 10, identifies written numbers, adds single digits. | | **Linguistic Structure** | Grammar, syntax, sentence complexity | L3: Uses regular and irregular plurals, pronouns, prepositions in sentences. | | **Group and Classroom Skills** | Functioning in group instructional settings | L3: Sits in group for 20 minutes, raises hand, follows group instructions, transitions between activities. | ## Three Developmental Levels | Level | Approximate Age | Focus | |-------|----------------|-------| | **Level 1** | 0-18 months | Early learner: basic mands, tacts, echoic, motor imitation, simple listener responding, visual matching | | **Level 2** | 18-30 months | Expanding verbal repertoire: LRFFC emerges, intraverbals develop, play expands, early social behavior | | **Level 3** | 30-48 months | Pre-academic and complex verbal: reading, writing, math, group skills, complex intraverbals, advanced social | ## Administration ### Methods of Evaluation - **Direct testing:** Present a stimulus and record the response (e.g., "What is this?" [tact], "What do you want?" [mand]) - **Observation:** Observe the skill during natural routines (critical for mand, social, and play domains) - **Caregiver/teacher report:** Used supplementally, not as sole source; must be corroborated ### Scoring | Score | Criterion | |-------|-----------| | **1** | Skill meets the milestone criterion as specified | | **0.5** | Skill is emerging — partially present or inconsistent | | **0** | Skill is not observed or not present | ### Administration Guidelines - Start at the level corresponding to the individual's estimated developmental functioning - Test all milestones within that level before moving up or down - Allow multiple opportunities across sessions (do not score 0 based on a single trial) - Use natural environment testing whenever possible for mand, social, and play milestones - Record the date of assessment for each milestone to track progress over time - Reassess every 6-12 months, or sooner if rapid progress is occurring ## Interpreting Results for Program Planning ### Milestone Profile Analysis Plot scores on the VB-MAPP protocol chart to create a visual profile. Look for: - **Balanced profiles:** Roughly even skill development across domains at a given level → continue balanced programming - **Jagged profiles:** Significant scatter across domains → prioritize lagging domains, especially if they are prerequisites for stronger areas - **Mand-heavy profiles:** Strong manding with weak tacts and listener responding → the individual has learned to request but needs receptive and labeling expansion - **Listener-heavy profiles:** Strong receptive with weak expressive → transfer procedures from listener to tact and intraverbal repertoires - **Plateau at Level 1-2 boundary:** Common in children who learned to label but have not developed intraverbal or LRFFC skills → focus on LRFFC and early intraverbals as bridges ### Linking to IEP Goals Each milestone corresponds directly to a curriculum area. Use the profile to: 1. Identify the current developmental level per domain 2. Target the next 2-3 milestones above current performance in each priority domain 3. Write IEP goals that correspond to specific milestone criteria 4. Use the milestone numbering system in data collection ## Barriers Assessment The 24 barriers represent common obstacles to learning: | Category | Barriers | |----------|----------| | **Behavioral** | Negative behavior, instructional control problems, self-stimulatory behavior, hyperactivity | | **Learning** | Failure to generalize, weak motivating operations, prompt dependency, stimulus overselectivity, response requirement weakens motivation | | **Verbal** | Impaired mand repertoire, impaired tact repertoire, impaired echoic repertoire, impaired intraverbal repertoire, impaired listener repertoire | | **Social** | Impaired social skills, failure to attend to social stimuli | | **Other** | Impaired scanning, sensory defensiveness, impaired matching, impaired visual performance, restricted interests | ### Barriers Scoring Each barrier is scored 0-4: - **0:** Not a barrier - **1:** Minor barrier, does not significantly impede learning - **2:** Moderate barrier, interferes with some learning - **3:** Significant barrier, interferes with most learning - **4:** Severe barrier, prevents meaningful learning in that area **Clinical action:** Any barrier scored 3-4 should be a treatment priority. Barriers often explain why milestone progress has stalled. ## Transition Assessment Evaluates readiness for transition to less restrictive settings across 18 areas including: overall VB-MAPP score, negative behaviors, classroom group skills, social skills, self-help skills, and academic independence. **Scoring produces one of three recommendations:** - Restrictive placement (intensive 1:1, specialized setting) - Moderate support (small group, inclusion with aide) - Least restrictive (general education with supports) ## Common Patterns and Clinical Implications | Pattern | Implication | |---------|------------| | Strong echoic, weak mand/tact | Transfer echoic control to functional operants — echoic-to-mand, echoic-to-tact training | | Strong mand, weak intraverbal | Mand repertoire is intact under MO control but verbal stimulus control not established — begin intraverbal training with fill-ins | | LRFFC absent despite strong tact | Listener skills may be rote/stimulus-specific — teach LRFFC explicitly to build relational repertoire | | Multiple Level 3 barriers scored 3+ | Address barriers BEFORE targeting new milestones — barriers will block acquisition | | Transition Assessment suggests restrictive despite moderate milestones | Behavioral barriers likely driving the restrictive recommendation — address behavior first | ## Key References - Sundberg, M. L. (2008). *VB-MAPP: Verbal Behavior Milestones Assessment and Placement Program*. AVB Press. - Skinner, B. F. (1957). *Verbal Behavior*. Appleton-Century-Crofts. - Sundberg, M. L., & Partington, J. W. (1998). *Teaching Language to Children with Autism and Other Developmental Disabilities*. AVB Press. - Barnes, C. S., Mellor, J. R., & Rehfeldt, R. A. (2014). Implementing the Verbal Behavior Milestones Assessment and Placement Program (VB-MAPP): A review. *The Analysis of Verbal Behavior*, 30, 36–47.