VBMAPP and Curriculum Guides
- Jennifer Macdonald (Unlicensed)
VBMAPP Rethink
| LEVEL 1 | Operational Definition | Page | Item # | Matched Lesson | Curriculum Area |
|---|---|---|---|---|---|
| Mand | Emits 2 words, signs or PECS (can use prompts) | 6 | 1 | Making Requests By Giving a Picture Card | Expressive Language/Verbal Interaction |
| Generalizes 6 mands across 2 people, settings and examples of a reinforcer | 6 | 3 | Making Requests by Using Word or Sound Approximation | Expressive Language/Verbal Interaction | |
| Spontaneously emits mands (no prompts) | 6 | 4 | Making Requests by Using Word or Sound Approximation | Expressive Language/Verbal Interaction | |
| Emits mands without prompts (Except what do you want) | 6 | 2/5 | Making Requests by Using Word or Sound Approximation | Expressive Language/Verbal Interaction | |
| Tact | Tacts People, Objects, Pictures, Body Parts | 6 | 1-3, 5 | Labels Objects, Pictures, People, Body Parts) | Expressive Language/Labeling, Describing, Summarizing |
| Spontaneously tacts (no prompts) | 6 | 4 | Labels Objects and Pictures | Expressive Language/Labeling, Describing, Summarizing | |
| Listener Responding | Attends to a speaker’s voice by orienting toward the speaker | 7 | 1 | Visually Tracking a Person | Pre-Academic/Attending |
| Responds to hearing his own name | 7 | 2 | Makes Eye Contact in Response to Name | Pre-Academic/Attending | |
| Looks at, touches, or points to the correct family member, pet or other reinforcer | 7 | 3 | -Identifies objects -Identifies Pictures -Identifies Familiar People | Receptive Language | |
| Performs 4 different motor actions without a visual prompt | 7 | 4 | Follows One Step Instructions | Receptive Language | |
| Identifies objects and pictures | 7 | 5 | -Identifies objects -Identifies Pictures | Receptive Language | |
| Visual Perceptual Skills and Matching to Sample | Visually tracks moving stimuli for 2 seconds | 7 | 1 | Visually Tracking an Object | Pre-Academic/Attending |
| Grasps small objects with thumb, index finger and middle finger (pincer grasp) | 7 | 2 | Imitating actions with objects | Motor Skills | |
| Visually attends to a toy or book | 7 | 3 | Visually Tracking an Object | Pre-Academic/Attending | |
| Places items in a container, stacks blocks, or places rings on a peg | 7 | 4 | -Completes Start to Finish Activities -Imitates Fine Motor Movements | Play and Leisure Motor | |
| Matches any identical items | 7 | 5 | -Matches Shapes, Letters, Numbers, Words, Matching Book | Pre-Academic/Matching | |
| Independent play | Manipulates and explores objects for 1 minute | 8 | 1 | Doing Activities for Increasing Lengths of time | Play/Leisure |
| Shows variation by independently playing with 5 different items | 8 | 2 | Completing Activities with Beginning and End | Play/Leisure | |
| Plays with toys in novel environment | 8 | 3 | Program for Generalization in a current play program. |
| Independently engages in movement play (swing, dance, rock, jump, climb) | 8 | 4 | Demonstrates Motor Responses Using Equipment | Motor | |
| Independently engages in cause-effect play | 8 | 5 | -Doing Activities for Increasing Lengths of Time *Engaging in Pretend Actions | Play/Leisure Play/Leisure | |
| Social behavior and Social play | Visually tracks and shows interest in peoples’ movement, including eye contact | 8 | 1 | Visually Tracking a Person | Pre-Academic/Attending |
| Indicates he wants to be held or physically played with | 8 | 2 | Using Gestures | Social/Emotional | |
| Spontaneously looks at other kids | 8 | 3 | Making Eye Contract to Start an Activity | Social/Emotional | |
| Spontaneously engages in parallel play near other kids | 8 | 4 | Initiating Play When Instructed | Social/Emotional | |
| Spontaneously follows peers or imitates their motor behavior | 8 | 5 | -Imitating a Peer -Demonstrating New Responses Through Observation | Social/Emotional | |
| Motor Imitation | Spontaneously imitates the motor behaviors of others | 9 | 1-5 | -Imitating a Peer -Imitates Gross Motor Movements -Imitates Actions with Objects | Social/Emotional Motor Motor |
| Echoic (EESA Subtest) | Scores at least 2 on the EESA subtest | 9 | 1 | -Imitating Sounds -Imitating Sounds and Words -Imitating Actions Paired with a Sound | Pre-Academic/Imitation |
| Scores at least 5 on the EESA subtest | 9 | 2 | -Imitating Sounds -Imitating Sounds and Words -Imitating Actions Paired with a Sound | Pre-Academic/Imitation | |
| Tacts 6 non-reinforcing items. | 9 | 3 | -Labeling Objects -Labeling Pictures -Labeling Categories | Expressive Language/Labeling Describing and Summarizing | |
| Scores at least 15 on the EESA subset. | 9 | 4 | -Imitating Sounds -Imitating Sounds and Words -Modulating Voice Volume | Pre-Academic/Imitation | |
| Scores at least 25 on the EESA subtest. | 9 | 5 | -Imitating Sounds -Imitating Sounds and Words -Modulating Voice Volume | Pre-Academic/Imitation | |
| Spontaneous Vocal Behavior | Spontaneously emits sounds | 10 | 1 | Making Requests by Using Word or Sound Approximations | Expressive Language/Verbal Interaction |
| Spontaneously emits five different sounds | 10 | 2 | Making Requests by Using Word or Sound Approximations | Expressive Language/Verbal Interaction | |
| Spontaneously emits 10 different sounds with varying intonation | 10 | 3 | Making Requests by Using Word or Sound Approximations | Expressive Language/Verbal Interaction | |
| Spontaneously emits different whole word approximations | 10 | 4 | Making Requests by Using Word or Sound Approximations | Expressive Language/Verbal Interaction | |
| Spontaneously vocalizes whole words or phrases with appropriate intonation/rhythm | 10 | 5 | -Making Requests by Using Word or Sound Approximations -Using a Variety of Statements to Make Requests -Uses Simple Sentences | Expressive Language/Verbal Interaction | |
| Level 2 | Operational Definition | Page | Item # | Matched Lesson | Curriculum Area |
|---|---|---|---|---|---|
| Mand | Mands for missing items- no prompts except what do you need? | 11 | 6 | -Makes Requests by Pointing -Makes Requests by Giving a Picture Card -Makes Requests by Using a Word or Sound Approximation -Makes Requests Using a Voice Output Device -Asks for Missing Objects | Expressive Language/Verbal Interaction |
| Mands for others to emit actions needed to enjoy a desired activity (e.g., “open,” “push”) | 11 | 7 | -Makes Requests by Giving a Picture Card -Makes Requests by Using a Word or Sound Approximation -Makes Requests Using a Voice Output Device | Expressive Language/Verbal Interaction | |
| Emits different mands that contain 2 or more words, not including I want | 11 | 8 | -Makes Requests by Using a Word or Sound Approximation -Uses a Variety of Statement to Make Requests | Expressive Language/Verbal Interaction | |
| Spontaneously emits mands | 11 | 9 | -Makes Requests by Pointing -Makes Requests by Giving a Picture Card -Makes Requests by Using a Word or Sound Approximation -Makes Requests Using a Voice Output Device -Uses a Variety of Statement to Make Requests | Expressive Language/Verbal Interaction | |
| Emits mands without prompts (Except what do you want) | 6 | 2/5 | Making Requests by Using Word or Sound Approximation | Expressive Language/Verbal Interaction | |
| Tact | Tacts People, Objects, Pictures, Body Parts | 6 | 1-3, 5 | Labels Objects, Pictures, People, Body Parts) | Expressive Language/Labeling, Describing, Summarizing |
| Spontaneously tacts (no prompts) | 6 | 4 | Labels Objects and Pictures | Expressive Language/Labeling, Describing, and Summarizing | |
| Listener Responding | Attends to a speaker’s voice by orienting toward the speaker | 7 | 1 | Visually tracking a Person | Pre-Academic/Attending |
| Responds to hearing his own name | 7 | 2 | Makes Eye Contact in Response to Name | Pre-Academic/Attending | |
| Looks at, touches, or points to the correct family member, pet or other reinforcer | 7 | 3 | -Identifies objects -Identifies Pictures -Identifies Familiar People | Receptive Language | |
| Performs 4 different motor actions without a visual prompt | 7 | 4 | Follows One Step Instructions | Receptive Language | |
| Identifies objects and pictures | 7 | 5 | -Identifies objects -Identifies Pictures | Receptive Language | |
| Visual Perceptual Skills and Matching to Sample | Visually tracks moving stimuli for 2 seconds | 7 | 1 | Visually Tracking an Object | Pre-Academic/Attending |
| Grasps small objects with thumb, index finger and middle finger (pincer grasp) | 7 | 2 | Imitating actions with objects | Motor Skills | |
| Visually attends to a toy or book | 7 | 3 | Visually Tracking an Object | Pre-Academic/Attending | |
| Places items in a container, stacks blocks, or places rings on a peg | 7 | 4 | -Completes Start to Finish Activities -Imitates Fine Motor Movements | Play and Leisure Motor | |
| Independent play | Manipulates and explores objects for 1 minute | 8 | 1 | Doing Activities for Increasing Lengths of time | Play/Leisure |
| Shows variation by independently playing with 5 different items | 8 | 2 | Completing Activities with Beginning and End | Play/Leisure | |
| Plays with toys in novel environment | 8 | 3 | Program for Generalization in a current play program. |
| Independently engages in movement play (swing, dance, rock, jump, climb) | 8 | 4 | Demonstrates Motor Responses Using Equipment | Motor | |
| Independently engages in cause-effect play | 8 | 5 | -Doing Activities for Increasing Lengths of Time -Engaging in Pretend Actions | Play/Leisure Play/Leisure | |
| Social behavior and Social play | Visually tracks and shows interest in peoples’ movement, including eye contact | 8 | 1 | Visually Tracking a Person | Pre-Academic/Attending |
| Indicates he wants to be held or physically played with | 8 | 2 | Using Gestures | Social/Emotional | |
| Spontaneously looks at other kids | 8 | 3 | Making Eye Contract to Start and Activity | Social/Emotional | |
| Spontaneously engages in parallel play near other kids | 8 | 4 | Initiating Play When Instructed | Social/Emotional | |
| Spontaneously follows peers or imitates their motor behavior | 8 | 5 | -Imitating a Peer -Demonstrating New Responses Through Observation | Social/Emotional | |
| Motor Imitation | Spontaneously imitates the motor behaviors of others | 9 | 1-5 | -Imitating a Peer -Imitates Gross Motor Movements -Imitates Actions with Objects | Social/Emotional Motor Motor |
| Echoic (EESA Subtest) | Scores at least 2 on the EESA subtest | 9 | 1 | -Imitating Sounds -Imitating Sounds and Words -Imitating Actions Paired with a Sound | Pre-Academic/Imitation |
| Scores at least 5 on the EESA subtest | 9 | 2 | -Imitating Sounds -Imitating Sounds and Words -Imitating Actions Paired with a Sound | Pre-Academic/Imitation | |
| Tacts 6 non-reinforcing items | 9 | 3 | -Labeling Objects -Labeling Pictures -Labeling Categories | Expressive Language/Labeling, Describing and Summarizing | |
| Scores at least 15 on the EESA subset | 9 | 4 | -Imitating Sounds -Imitating Sounds and Words -Modulating Voice Volume | Pre-Academic/Imitation | |
| Scores at least 25 on the EESA subtest | 9 | 5 | -Imitating Sounds -Imitating Sounds and Words -Modulating Voice Volume | Pre-Academic/Imitation | |
| Spontaneous Vocal Behavior | Spontaneously emits sounds | 10 | 1 | Making Requests by Using Word or Sound Approximations | Expressive Language/Verbal Interaction |
| Spontaneously emits five different sounds | 10 | 2 | Making Requests by Using Word or Sound Approximations | Expressive Language/Verbal Interaction | |
| Spontaneously emits 10 different sounds with varying intonation | 10 | 3 | Making Requests by Using Word or Sound Approximations | Expressive Language/Verbal Interaction | |
| Spontaneously emits different whole word approximations | 10 | 4 | Making Requests by Using Word or Sound Approximations | Expressive Language/Verbal Interaction | |
| Spontaneously vocalizes whole words or phrases with appropriate intonation/rhythm | 10 | 5 | -Making Requests by Using Word or Sound Approximations -Using a Variety of Statements to Make Requests -Uses Simple Sentences | Expressive Language/Verbal Interaction | |
| Level 2 | Operational Definition | Page | Item # | Matched Lesson | Curriculum Area |
|---|---|---|---|---|---|
| Mand | Mands for missing items- no prompts except what do you need? | 11 | 6 | -Makes Requests by Pointing -Makes Requests by Giving a Picture Card -Makes Requests by Using a Word or Sound Approximation -Makes Requests Using a Voice Output Device -Asks for Missing Objects | Expressive Language/Verbal Interaction |
| Mands for others to emit actions needed to enjoy a desired activity (e.g., “open,” “push”) | 11 | 7 | -Makes Requests by Giving a Picture Card -Makes Requests by Using a Word or Sound Approximation -Makes Requests Using a Voice Output Device | Expressive Language/Verbal Interaction | |
| Emits different mands that contain 2 or more words, not including I want | 11 | 8 | -Makes Requests by Using a Word or Sound Approximation -Uses a Variety of Statement to Make Requests | Expressive Language/Verbal Interaction | |
| Spontaneously emits mands | 11 | 9 | -Makes Requests by Pointing -Makes Requests by Giving a Picture Card -Makes Requests by Using a Word or Sound Approximation -Makes Requests Using a Voice Output Device -Uses a Variety of Statement to Make Requests | Expressive Language/Verbal Interaction | |
| Emits new mands without specific training | 11 | 10 | -Makes Requests by Pointing -Makes Requests by Giving a Picture Card -Makes Requests by Using a Word or Sound Approximation -Makes Requests Using a Voice Output Device -Uses a Variety of Statement to Make Requests | Expressive Language/Verbal Interaction | |
| Tact | Tacts 25 items when asked “what’s that?” | 11 | 6 | Labels Pictures and Objects | Expressive Language/ Labeling, Describing, and Summarizing |
| Generalizes tacts across 3 examples of 50 items, tested or from a list of known generalizations | 11 | 7 | Labels Pictures and Objects | Expressive Language/ Labeling, Describing, and Summarizing | |
| Tacts 10 Actions | 11 | 8 | Labels Verbs in Pictures | Expressive Language/Labeling, Describing, and Summarizing | |
| Tacts 50 2 component verb-noun or noun-verb combinations | 11 | 9 | Describes Pictures | Expressive Language/Labeling, Describing, and Summarizing | |
| Tacts a total of 200 nouns and/or Verbs or other parts of speech | 11 | 10 | Utilize the Labeling, Describing, and Summarizing Lessons in Expressive Language | Expressive Language/Labeling, Describing, and Summarizing | |
| Listener Responding | Selects the correct item from a messy array of 6 with objects or pictures | 12 | 6 | -Identify Pictures -Identify Objects | Receptive Language/ Identification |
| Generalizes listener discriminations in a messy array of 8 with different examples of items. | 12 | 7 | -Identify Pictures -Identify Objects -Identify Colors -Identify Shapes -Identify Body Parts | Receptive Language / Identification | |
| Performs specific motor actions on command | 12 | 8 | -Following One Step Instructions -Demonstrating Verbs | Receptive Language / Instruction Following | |
| Follows two-component noun-verb and/or verb-noun instructions | 12 | 9 | -Following Two Step Instructions -Following Multi-Step Instructions | Receptive Language / Instruction Following | |
| Selects the correct item in a book, picture scene or natural environment when named for items tested or from an accumulated list of known words. | 12 | 10 | -Identify Pictures -Identify Community Helpers -Identify Colors Identify Shapes | Receptive Language/ Identification | |
| Visual Perceptual Skills and Matching to Sample | Matches identical objects or pictures in a messy array | 12 | 6 | -Matching Identical Pictures -Matching Identical Objects -Matching Shapes -Matching Letters | Pre-Academic/Matching |
| Sorts similar colors and shapes given models | 12 | 7 | -Matching Shapes -Matching Categories -Matching object to picture | Pre-Academic/Matching | |
| Matches identical objects or pictures in a messy array of 8 | 12 | 8 | -Matching Identical Pictures -Matching Identical Objects- Younger and Older | Pre-Academic/Matching | |
| Matches non-identical objects or pictures in a messy array of 10 | 12 | 9 | -Matching Non-Identical Objects -Matching Non-Identical Pictures | Pre-Academic/Matching |
| Matches non-identical objects to pictures or vice versa in a messy array of 10 | 12 | 10 | -Matching Objects to Pictures -Matching Non-Identical Objects -Matching Non-Identical Pictures | Pre-Academic/Matching | |
| Independent Play | Searches for a missing or corresponding toy or part of a set for 5 items or sets | 13 | 6 | -Doing Activities for Increased Lengths of Time -Completes Activities with a Beginning and End -Naming What is Missing -Asking for Missing Objects -Naming What Goes Together | Play/Leisure Play/Leisure Expressive Language/Labeling, Describing, & Summarizing |
| Independently demonstrates the use of toys according to their function | 13 | 7 | -Doing Activities for Increased Lengths of Time -Completes Activities with a Beginning and End | Play/Leisure | |
| Plays with everyday items in creative ways | 13 | 8 | Engages in Pretend Actions | Play/Leisure | |
| Independently engages in play on structures and playground equipment | 13 | 9 | Demonstrates Motor Responses with Equipment | Motor | |
| Assembles toys that have multiple parts | 13 | 10 | Completes Activities with a Beginning and End | Play/Leisure | |
| Social Behavior and Social Play | Initiates a physical interaction with a peer | 13 | 6 | -Initiating Joint Attention -Showing Objects to People -Requesting from Peer -Using Gestures | Play/Leisure |
| Spontaneously mands to peers | 13 | 7 | -Initiating Joint Attention -Requesting from Peer | Play/Leisure | |
| Engages in sustained social play with peers without adult prompts or SR+ | 13 | 8 | -Doing Activities for Increased Lengths of Time -Plays with Peers -Takes Turns | Play/Leisure Peer Interaction- Inclusion | |
| Spontaneously responds to the mands from peers | 13 | 9 | -Responding to a Peer’s Questions and Comments -Answering a Peer’s Questions -Requesting from Peer -Initiating Joint Attention -Demonstrating New Responses | Social/Emotional Interacting with Others | |
| Spontaneously mands to peers to participate in games or play | 13 | 10 | -Initiating Joint Attention -Requesting from Peer -Plays with Peers -Takes Turns | Play/Leisure Peer Interaction-Inclusion | |
| Motor Imitation | Imitates 10 actions that require an object | 14 | 6 | -Imitating Actions with Objects -Imitating Actions with Objects paired with Sound | Motor Skills Pre-Academic/Imitation |
| Imitates 20 different fine motor actions | 14 | 7 | Imitates Fine Motor Movements | Pre-Academic/Imitation | |
| Imitates 10 different 3 component actions | 14 | 8 | Imitating Sequences Actions with Objects | Pre-Academic/Imitation | |
| Spontaneously imitates 5 functional skills in the natural environment | 14 | 9 | -Imitates Gross Motor Movements -Imitates Actions with Objects | Motor | |
| Imitates any novel motor action modeled by an adult with or without objects | 14 | 10 | -Imitates Gross Motor Movements -Imitates Fine Motor Movements -Imitates Actions with Objects | Motor | |
| Echoic (EESA Subtest) | Scores at least 50 on the EESA subtest | 6 | -Imitating Sounds - Imitating Sounds and Words -Modulating Voice Volume | Pre-Academic/Imitation | |
| Scores at least 60 on the EESA subtest | 7 | -Imitating Sounds -Imitating Sounds and Words -Modulating Voice Volume | Pre-Academic/Imitation | ||
| Scores at least 70 on the EESA subtest | 8 | -Imitating Sounds -Imitating Sounds and Words -Modulating Voice Volume | Pre-Academic/Imitation Expressive Language/Speech & Grammar | ||
| Scores at least 80 on the EESA subtest | 9 | -Imitating Sounds -Imitating Sounds and Words -Modulating Voice Volume | Pre-Academic/Imitation Expressive Language/Speech & Grammar |
| Scores at least 90 on the EESA subtest | 10 | -Imitating Sounds -Imitating Sounds and Words -Modulating Voice Volume | Pre-Academic/Imitation Expressive Language/Speech & Grammar | ||
| LRFFC | Selects 5 different foods or drinks when each is presented in an array of 5 and asked a verbal fill in (e.g., “you eat …”) | 15 | 6 | Identify object by function | Receptive Language/Identification |
| Selects the correct item for LRFFC fill in statements of any type | 15 | 7 | -Identify by attribute, category, or function -Identify parts of objects -Identify by function | Receptive Language/Identification | |
| Select the correct item from an array for verb-noun LRFFC what, which, or who questions. | 15 | 8 | -Identify by attribute, category, or function -Identify Community Helpers -Identifying Places by Function -Identifying Objects by Function -Identifying Parts of Objects | Receptive Language/Identification | |
| Selects an item given different verbal statements about each item (e.g., find an animal, what barks, who can hop?) | 15 | 9 | -Identifying Objects by Function -Identifying Objects by Attribute Identifying Parts of Objects | Receptive Language/Identification | |
| Spontaneous tact the item of LRFFC with a visual array | 15 | 10 | -Labels Parts of Objects -Labels Functions of Objects -Labelling Adjectives | Expressive Language/Labeling, Describing, and Summarizing | |
| Intraverbal | Completes different fill in the blank phrases | 15 | 6, 8 | Completes Fill Ins | Expressive Language/Verbal Interaction |
| Provides first name when asked, what’s your name? | 15 | 7 | Answers Social Questions | Expressive Language/Verbal Interaction | |
| Answers different “what” questions. | 15 | 9 | -Answering General Knowledge Questions -Answers Questions about a Picture | Expressive Language/Verbal Interaction | |
| Answers “who” and “where” questions | 15 | 10 | -Answering General Knowledge Questions -Answers Questions about a Picture | Expressive Language/Verbal Interaction | |
| Classroom Routines and Group Skills | Sits at a group snack or lunch table without negative behavior | 16 | 6 | -Keeps Hands Appropriate While Sitting -Follows Classroom Routines | Pre-Academic/Attending Group Participation-Inclusion |
| Puts away personal items, lines up and comes to table with 1 verbal prompt | 16 | 7 | -Follows Multistep Instructions -Following Group Instructions -Follows Classroom Routines | Receptive/Instruction Following Academic/School Readiness Group Participation-Inclusion | |
| Transitions between classroom activities with 1 gestural or verbal prompt | 16 | 8 | -Follows Multistep Instructions -Following Group Instructions -Follows Classroom Routines | Receptive/Instruction Following Academic/School Readiness Group Participation-Inclusion | |
| Sits in a small group without disruptive behavior or attempting to leave | 16 | 9 | -Keeps Hands Appropriate While Sitting -Follows Classroom Routines | Pre-Academic/Attending Group Participation-Inclusion | |
| Sits in a small group, attends to teacher and responds to teacher SDs | 16 | 10 | -Raises Hand to Answer Questions -Visually Tracks a Person -Follows Classroom Routines | Academic/School Readiness Pre-Academic/Attending Group Participation-Inclusion | |
| Linguistic Structure | Emits 2 word utterances of any type except echoic | 16 | 8 | -All Labeling, Describing, and Summarizing lessons -Makes Requests by Using a Word or Sound Approximation -Uses a Variety of Statement to Make Requests -Using Simple Sentences -Completes Fill Ins -Answers Choice Questions -Answers Questions about an Object, Picture, Topic, Calendar, Seasons, Holidays -Answering Social Questions | Expressive Language |
| Emits functional prosody (rhythm stress intonation) | 16 | 9 | Modulating Voice Volume | Expressive Language/Speech and Grammar | |
| Level 3 | Operational Definition | Page | Item # | Matched Lesson | Curriculum Area |
|---|---|---|---|---|---|
| Mand | Spontaneously mands for different verbal information using a WH question word | 17 | 11 | -Asks “what is that?” -Asks “who is that?” -Asks What a Person is Doing -Asking for and Reporting Information -Asking for Clarification -Asking “wh” Questions in Response to Verbal Information | Expressive Language/Verbal Interaction |
| Politely Mands to stop and undesirable activity, or remove and aversive MO | 17 | 12 | Demonstrates Assertiveness | Peer Interaction-Inclusion | |
| Mands with 10 different adjectives, prepositions or adverbs (e.g., “my crayon is broken,” “don’t take it out,” “go fast”) | 17 | 13 | -Uses a Variety of Statements to Make Requests -Uses Simple Sentences | Expressive Language/Verbal Interaction | |
| Gives directions, instructions, or explanations as to how to do something or how to participate in an activity | 17 | 14 | Describes How to Do Something | Expressive/Labeling, Describing, and Summarizing | |
| Mands for others to attend to his own intraverbal behavior (e.g., listen to me, here’s what happened) | 17 | 15 | -Raises Hand to Ask for Help -Requesting from Peer | Group Participation-Inclusion Social/Emotional | |
| Tact | Tacts color, shape, and function of objects when each object and question is presented in a mixed order (e.g. what color is a refrigerator, what shape is a valentine?) | 17 | 11 | -Labeling Colors -Labeling Shapes -Labeling Function of Object | Expressive Language/Labeling, Describing & Summarizing |
| Tacts Prepositions | 17 | 12 | -Labeling Prepositions | Expressive Language/Labeling, Describing & Summarizing | |
| Tacts adjectives and adverbs (Excluding colors and Shapes) | 17 | 13 | -Labeling Adjectives -Describing similarities and differences. -Describing Pictures | Expressive Language/ Labeling, Describing & Summarizing | |
| Tacts with complete sentences containing 4 or more words | 17 | 14 | Uses Simple Sentences | Expressive Language/Verbal Interaction | |
| Has a tact vocabulary of 1000 words tested or from an accumulated list of known tacts | 17 | 15 | -Labeling objects -Labeling Pictures -Labeling Colors -Labeling Shapes -Labeling FFC -Labeling Adjectives -Labeling Prepositions Describing Pictures | Expressive Language/Labeling, Describing & Summarizing | |
| Listener Responding | Selects items by color and shape | 18 | 11 | Identifies Object by Attribute, Function, or Category | Receptive Language/Identification |
| Follows instructions involving prepositions | 18 | 12 | Places Objects According to Preposition | Receptive Language/Instruction Following | |
| Selects items according to adjectives | 18 | 13 | Identifies Object by Attribute, Function, or Category | Receptive Language/Identification | |
| Follows 3 step directions for 10 different directions | 18 | 14 | Following Multi-Step Instructions | Receptive Language/ Instruction Following | |
| Has a total listener repertoire of 1200 words tested or from an accumulated list of known words. | 18 | 15 | Identifying Pictures, Colors, Objects, Shapes, Verbs in Pictures, adjectives, LRFFC, Community Helpers, Emotions, Sounds, Opposites | Receptive Language/Identification | |
| Visual perceptual | Spontaneously matches any part of an arts and crafts activity to another person’s sample | 18 | 11 | Doing an Art Project | Play and Leisure/Independent Play |
| Matches Non identical pictures or objects | 18 | 12 | Matches Non-Identical Objects and Pictures | Pre-Academic/Matching | |
| Completes 20 Block Designs, shape puzzles or similar tasks with at least 8 pieces. | 18 | 13 | Completing Activities with a Beginning and End | Play and Leisure | |
| Sorts 5 items from 5 different categories without a model | 18 | 14 | -Sorting Objects and Pictures -Matching Categories | Receptive Language Pre-Academic/Matching |