Transcription
PATTAN AUTISM INITIATIVEVB-MAPP Scoring SupplementStudent:Amiris Dipuglia, MD, BCBA & Linda Franchock, BS SPLEDJune 2009Revised November 20151
2
Level IMand1Emits 2 mands with echoic or imitativeprompt(no physical prompts:1.½2.11.2Emits 4 mands w/o prompts except itemand/or “What do you lizes 6 mands across 2 people,settings, and examples.3.4.5.16.1.½2.4Emits 5 mands in 1 hour (item can bepresent).3.4.15.1.2.3.4.5Emits 10 mands w/o prompts except itemand/or “What do you want?”½5.6.7.8.9.110.3
Level 2Mand6Mands for 20 different missing items w/oprompts.7Mands for 5 actions.8Emits 5 different 2 word mands (notincluding “I want”).9Spontaneously emits 15 different mands in30 minutes (at least 2 MOs involved).Emits 10 new mands without specific10training (can be for items trained as tactsor LD but not as 4
Level 3Mand1.1112Spontaneously mands for different verbalinformation with “Wh” question 5 times in60 minutes.½2.3.14.5.1.2.Politely mands for removal of aversive/stop3.an activity for 5 different circumstances.4.5.½11.2.½3.4.13Mands with 10 different adjectives,prepositions, or adverbs in 60 minutes.5.6.7.8.19.10.1.14Gives directions, instructions, orexplanations as to how to do something orparticipate in an activity 5 times.½2.3.4.15.1.15Mands for others to attend to his ownverbal behavior at least 5 times.½2.3.4.15.5
Level ITact1Tacts any two items (people, pet,character, or object) (may be partmand) (no echoic prompt)1.½2.11.2.2Tacts any 4 items (may be part mand)(not echoic prompts)½3.4.11.2.3Tacts 6 non-reinforcing items (w/oechoic prompts)½3.4.5.4Spontaneously tacts 2 items during anobservation (TO: 60 min)6.11.½2.11.2.3.4.½5.5Tacts 10 items (common objects, bodyparts, pictures, or people)6.7.8.9.110.6
Tact6Tacts 25 items when asked “what’s that?”Item Name7Tacts across 3exemplars of 8.19.20.21.22.23.24.25.Level 2Tacts 20 items (1 exemplar) from list in Tact 7 (seebelow)Tacts 25 items (1 exemplar) from list in Tact 7 (seebelow)Item Name1 2 3Tacts 10 ongoing 9.40.41.42.43.44.45.46.47.48.49.50.Score ½ if student can only tact 2 exemplars of rying½16. Blowing7. Dancing8. Waving9. Coughing10.Knocking7
½9Tacts 50 twocomponent verb-nounor noun verbcombinations11. Rolling ball26.2. Bouncing ball27.3. Rolling pencil28.4. Tapping pencil29.5. Stacking Blocks30.6. Cutting Paper31.7. Throwing Ball32.8. Opening Door33.9. Eating Chips34.10. Reading Book35.11. Knocking on Table36.12. Knocking on Door37.13. Clapping Hands38.14. Opening Mouth39.15. Blowing Bubbles40.16. Popping Bubbles41.17. Wiping Table42.18. Drinking Juice43.19. Pouring Juice44.20. Opening Box45.21. Closing Box46.22. Opening Drawer47.23. Closing Drawer48.24. Tying Shoe49.25. Brushing Hair50.½10Tacts a total of 200 nounsand/or verbs.See lists from Appendix1Tacts 150 items and/or actions½Tacts 200 total18
TactItem11Level 3What color is it?What shape is it?What do you do with it?Tact color, shape,and function of 5items.Score ½ if student can tact 2 features orScore 1 if student responds to all items correctly.functions of all 5 items.12Tact 4 prepositions and 4 pronouns (seeappendix below)Totalpronouns:Totalprepositions:Score ½ if student can tact 4 of either or at leastScore 1 if student labels at least 4 prepositions and4 of a combination of both.4 pronouns.13Tact 4 different adjectives excluding colorsand shapes and 4 adverbs (see appendix)Totaladjectives:Total adverbs:Score ½ if student labels 4 of either or at least 4Score 1 if student labels at least 4 adjectives and 4of a combination of both.adverbs.Tacts using at least 3 words 20 times½Tacts using 4 or more words 20 times1Tacts at least 750 non-verbal stimuli½14159
Tacts at least 1000 non-verbal stimuli1Level IListener Responding1Attends to a speaker’s voice by makingeye contact with the speaker 5 times.2Responds to hearing his own name 5timesOrients 3 Times½Orients 5 Times111.345Looks at, touches, or points to thecorrect family member, pet, or otherreinforcer when presented in an arrayof 2, for 5 different reinforcers (e.g.,Where’s Elmo? Where’s Mommy?)Performs 4 different motor actions oncommand without a visual prompt (e.g.,Can you jump? Show me clapping)½2.3.4.15.Action 1 two timesAction 2 two timesAction 1Action 2Action 3Action 4½11.2.3.4.5.6.Selects the correct item from an array of7.4, for 20 different objects or pictures8.(e.g., Show me cat. Touch shoe)10.11.12.13.14.15.½10
616.17.18.19.20.1Listener RespondingLevel 2Selects the correct item from a messy array of 6for 40 different objects or pictures (e.g., Findcat. Touch 0.38.31.39.11
32.40.33.7Generalizes listenerdiscriminations (LDs) ina messy array of 8, forthree differentexamples of 50 items(e.g., The child can findthree examples of atrain.Item Name123Item Name12Note: You may usespace provided towrite in items otherthan the samples listed123
1. Apple26. Computer2. Cookies27. Bowl3. Bird28. Balloons4. Cat29. Blocks5. Airplane30. Table6. Car31. Back Pack7. Shoes32. Cake8. Shirt33. Cereal9. Chair34. Candy10. Bed35. Lion11. Ball36. Bus12. Spoon37.Pretzels13. Cup38. Pig14. Flower39. Dog15. Bicycle40. Truck16. Banana41. Fire Truck17. Pizza42. Bubbles18. Ice Cream43. Chips19. Cow44. Puzzle20. Fish45. Elephant21. Hat46. Crayons22. Clock47. Paint23. Keys48. Socks24. Scissors49. Pants25. TV50. TrainScore ½ if student can only tact 2exemplars of 258Performs 10 specificmotor actions oncommand (e.g., Showme clapping. Can youhop?)16. Clapping11. Blowing7. Jumping12. Dancing8. Sneezing13. Waving9. Sleeping14. Coughing10. Crying15. Knocking½9Follows 50 twocomponent noun-verb1. Ball Rolling2. Ball Bouncing126.27.13
and/or verb-nouninstructions (e.g., Showme the baby sleeping.Push the swing)3. Pencil Rolling4. Pencil Tapping5. Stacking Blocks6. Cutting Paper7. Throwing Ball8. Opening Door9. Eating Chips10. Reading Book11. Knocking on Table12. Knocking on Door13. Clapping Hands14. Opening Mouth15. Blowing Bubbles16. Popping Bubbles17. Wiping Table18. Drinking Juice19. Pouring Juice20. Opening Box21. Closing Box22. Opening Drawer23. Closing Drawer24. Tying Shoe25. Brushing Hair½Selects the correct itemin a book, picture scene,or natural environment10 when named, for 250items (Tested or from anaccumulated list ofknown 250½114
Listener RespondingColor 1:11Level 3Color 2:Selects items by colorand shape from anShape 1:array of six similarstimuli, for 4 colors and4 shapes (e.g., Find the Color 3:red car. Find theShape 3:square cracker)Color 4:Follows 2 instructionsinvolving 6 differentprepositions (e.g.,Stand behind the chair)and 4 differentpronouns (e.g., Touchmy ear)1Shape 4:Prepositions12½Shape 1.1.2.2.Score ½ if student can:- Follow 2 instructions for each of 3 different prepositions and 2 different pronouns or - Follow 2 instructions for each of 6 different prepositions but not for pronouns or vice versaScore 1 if student can follow 2 instructions for each of the different prepositions and pronouns tested.13Selects items from andarray of similar stimulibased on 4 pairs ofAdjectivesAdverbs15
If student can:- Selects items from array of similar stimuli based on 2 pairs of relative adjectives and follows 2instructions involving 2 different adverbs but has some from each category or - LDs 4 different adjectives, but not adverbs, or vice versa½If student selects items from and array of similar stimuli based on 4 pairs of relative adjectives anddemonstrates actions based on 4 pairs of relative adverbs11415Follows 3-stepdirections for 10different directions(e.g., Get your coat,hang it up, and sitdown)Has a total listenerrepertoire of 1200words (nouns, verbs,adjectives, etc.) testedor from anaccumulated list ofknown 600800100011001200½116
Visual Perception/Match to Sample123Level 1Visually tracks moving stimuli for2 seconds, 5 times1.Grasps small objects with thumb,index finger, and middle finger(pincer grasp) 5 times1.Visually attends to a toy or bookfor 30 seconds. (Not a self stimitem)15 seconds½30 seconds13.3.2.4.½5.12.4.½5.1Two items for a single activity½14Places 3 items in a container,stacks 3 blocks or places 3 ringson a peg for 2 of these or similaractivities.2Activity oneActivity two1.1.2.2.3.3.15 items1.2.½3.4.5Matches any 10 identical items(e.g. inset puzzles, toys, objects,or pictures.5.10 items6.7.18.9.10.17
Level 2Visual Perception/Match To Sample678910Matches identical objects or pictures ina messy array of 6 for 25 items.Sorts similar colors and shapes for 10different colors or shapes given models(e.g., given red, blue, and green bowls anda pile of red, blue, and green bears thechild sorts the items by color)Matches identical objects or pictures ina messy array of 8 containing 3 similarstimuli, for 25 items (e.g., matches adog to a dog in an array that alsocontains a cat, pig, and pony)Matches non-identical objects or nonidentical pictures in a messy array of10, for 25 items (e.g., matches a Fordtruck to a Toyota truck)Matches non-identical objects (3D) topictures (2D) and/or vice versa, in amessy array of 10 containing 3 similarstimuli, for 25 18
20.25.Level 3Visual Perception/Match To Sample1112Spontaneously matches any part of an artsand crafts activity to another person’ssample 2 times. (e.g., a peer colors aballoon red and a child copies the peer’sred color for his balloon)Activity one:Demonstrates generalized non-identicalmatching in a messy array of 10 with 3similar stimuli, for 25 items (i.e., matchesnew items on the first trial)1.2.3.4.5.16.17.18.19.20.½Activity two:16.7.8.9.10.11.12.13.14.15.½21.22.23.24.25.14 pieces1314Completes 20 different block designs,parquetry shape puzzles, or similar taskswith at least 8 different pieces.Sorts 5 items from 5 different categorieswithout a model (e.g., star, triangle, heart,star, triangle .20.8 Pieces3 items from 3 categories1.2.5 items from 5 categories1.4.20 - two step15Continues 20 three-step patterns,sequences, or seriation tasks (e.g., star,triangle, heart, star, triangle .14.19.5.10.15.20.11.12.13.14.16.17.18.19.½20 – three step1.6.2.7.3.8.4.9.119
5.10.15.20.Level 1Independent Play12345Manipulates and explores objectsfor 1 minute (e.g., looks at a toy,turns it over, presses buttons)(timed observation 30 minutes)Shows variation in play byindependently interacting with 5different items (e.g., plays withrings, then a ball, then a block)(timed observation 30 minutes)Demonstrates generalization byengaging in exploratorymovement and playing with thetoys in a novel environment for 2minutes (e.g., in a new playroom)(timed observation 30 minutes)Independently engages inmovement play for 2 minutes(e.g., swinging, dancing, rocking,jumping, climbing) (timedobservation 30 minutes)Independently engages in causeand –effect play for 2 minutes(e.g., dumping containers, playingwith pop-up toys, pulling toys,etc.) (timed observation 30minutes)30 seconds during 30 minute observation½1 minute during a 30 minute observation13 different items during a 30 minute observation1.2.½3.5 different items during a 30 minute observation11.2.3.4.5.1 minute during a 30 minute observation½2 minutes during a 30 minute observation11 minute during 30 minute observation½2 minutes during 30 minute observation11 minute during 30 minute observation½12 minutes during 30 minute observation20
Level 2Independent PlaySearches for a missing orcorresponding toy or part of aset for 5 items or sets (e.g., apuzzle piece, a ball for a drop-intoy, a bottle for a baby doll).Set/Activity 1Independently demonstratesthe use of toys or objectsaccording to their function for 5items (e.g. placing a train on atrack, pulling a wagon, holding atelephone to the ear)Item 1Item 18Plays with everyday items increative ways 2 times (e.g., usesa bowl as a drum or a box as a nimaginary car)½Item 2192 minutes during a 30 minute observationIndependently engages in playon structures and playgroundequipment for a total of 55 minutes during a 30 minute observationminutes (e.g. going down a slide,swinging) timed observation.6710Assembles toys that havemultiple parts for 5 differentsets of materials (e.g., Mr.Potato head, Little People sets,Cootie Bugs, Kind K’ Next).Set/Activity 3Set/Activity 2Set/Activity 4½Set/Activity 51Item 3Item 2Item 4½Item 51½1Two sets1.2.Five sets3.4.5.½121
Level 3Independent PlaySpontaneously engages inpretend or imaginary play on 5occasions (e.g., dressing up, apretend party with stuffedanimals, pretends to cook)Occasion 1Repeats a gross motor behaviorto obtain a better effect for 2activities (e.g., throwing a ball ina basket, swinging a bat at a Tball, foot stomping to launch arocket, pumping a swing)Activity 12 minutes13Independently engages in artsand crafts type activities for 5minutes (e.g., drawing, coloring,painting, cutting, pasting)5 minutes w/o prompts14Independently engages insustained play activities for 10minutes without adult promptsor reinforcement (e.g., playingwith a Etch-a-sketch, playi
VB-MAPP Scoring Supplement Student:_ Amiris Dipuglia, MD, BCBA & Linda Franchock, BS SPLED June 2009 Revised November 2015 . 2 . 3 Mand Level I 1 Emits 2 mands with echoic or imitative prompt(no physical prompts: 1. ½ 2. 1 2 Emits 4 .File Size: 1MBPage Count: 87
