The VB-MAPP is a valuable component in designing a curriculum (intervention program) and can help determine if an intervention is working.
In this ABA training video, you'll learn about the purposes of VB-MAPP to:
- Assess language level to choose developmentally appropriate targets for intervention.
- Why identifying language acquisition and learning barriers.
- Pinpoint "holes" in the individual's repertoire.
- Determine if and where to begin intervention replacement.
- Develop IEP goals.
What is the VB-MAPP?
The VB-MAPP is an acronym for the Verbal Behavior Milestones Assessment and Placement Program. It is a criterion-referenced assessment curriculum guide and skills tracking system designed specifically for children with autism and other individuals who demonstrate language delays. The VB-MAPP is developmentally based and field tested with typically developing children and children with autism. It combines principles of ABA and Skinner's analysis of verbal behavior providing a behaviorally based language assessment program for all children with language delays.
Since the VB-MAPP is a criterion-referenced assessment, this means that it measures how well an individual performs against an objective rather than another student. It provides a baseline assessment prior to intervention as well as opportunities for follow-up assessment periods, such as every 4 to 6 months. It allows us to see the progress of the student over time and identify areas of deficit and strength.
Determines the baseline level of the child's verbal and related skills
If you are confident that a child has a particular set of skills either based on knowledge of the child, previous data, or reliable source, then it is not necessary to test that level. If you are unsure about their level then more formal testing should resume. This means that we will be able to see whether the language skills demonstrated by the student could be described as:
- Level 1 (0-18 months)
- Level 2 (18-30 months)
- Level 3 (30-48 months)
Knowing this valuable information helps us choose developmentally appropriate targets for intervention.
Identifies language acquisition and learning barriers
Once this section is completed the clinician can write procedures for teaching staff how to decrease the behaviors and other variables that impede learning.