Vb Mapp Assessment

18 assessment areas evaluating readiness for less restrictive educational environments.

The 16 Milestone Domains

Verbal Operants

Listener Skills

Academic and Play

Three Developmental Levels

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

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:

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

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.