Ablls R Assessment

Academic Skills (Areas O–R)

Self-Help Skills (Areas T–Y)

Scoring System

Each skill within an area is scored on a task-analyzed continuum. The ABLLS-R uses a grid format where:

• White/empty cells: Skill not yet present
• Partial fill: Emerging skill (some components mastered)
• Full fill: Skill mastered to criterion

Individual task items are scored based on specific criteria defined for each task. For example, in Tacts (Area G):

• G1: Labels 2 items — Score: 0 (none), 1 (labels 1), 2 (labels 2+)
• G4: Labels 25 items — Score: 0, 1, 2, 3, 4 (with specific count ranges per level)

The scoring criteria vary by task — always refer to the ABLLS-R manual for task-specific scoring rubrics.

Administration

Methods

• Direct testing: Structured trials in DTT format or natural environment
• Observation: Watch during free play, snack, transitions, social interactions
• Caregiver/teacher report: For skills that occur primarily at home or in specific settings
• Review of existing data: Prior assessment results, data sheets, progress notes

Administration Guidelines

1. Begin with Area A (Cooperation) — if cooperation is poor, prioritize it before assessing other areas
2. Assess foundational skills first: Visual Performance (B), Receptive Language (C), Motor Imitation (D), Echoic (E)
3. Move to verbal operants: Mands (F), Tacts (G), Intraverbals (H)
4. Assess academic, social, and self-help areas based on the individual's developmental level
5. Do not attempt to administer all 544 items in one session — spread across multiple sessions
6. Record the date of each scored item for progress monitoring

Assessment Timeline

• Initial assessment: 3-8 hours across multiple sessions depending on the individual's repertoire
• Reassessment: Every 3-6 months, focus on areas being actively taught
• Ongoing tracking: Update individual task scores as mastery is demonstrated in programming

Linking Results to Program Development

The ABLLS-R as a Curriculum Guide

The ABLLS-R is designed to double as a curriculum. Each task in the assessment corresponds directly to a teachable skill. The assessment results identify:

1. Mastered skills: Foundation for building more complex repertoires
2. Emerging skills: Immediate teaching targets — start here
3. Absent prerequisites: Must be taught before dependent skills
4. Skill gaps: Areas where expected developmental skills are missing

Program Development Process

1. Complete the assessment across all relevant areas
2. Identify priorities using this hierarchy:
   • Cooperation and reinforcement effectiveness (Area A) — address first if deficient
   • Manding (Area F) — functional communication is always a priority
   • Skills that reduce barriers to learning
   • Skills that increase independence
   • Skills identified in the IEP or treatment plan
3. Select 5-15 concurrent programs depending on service intensity
4. Write teaching procedures for each program based on the task analysis in the manual
5. Establish mastery criteria (e.g., 80% across 2 consecutive sessions, 3 different people)
6. Track progress on the ABLLS-R grid at regular intervals

Tracking Grids and Progress Monitoring

The ABLLS-R includes tracking grids that create a visual representation of skill development:

• Shade or color-code cells as skills are mastered
• Use different colors for different assessment dates to visualize progress
• A "staircase" pattern (left-to-right fill) indicates steady acquisition
• Flat profiles across an area indicate a plateau requiring instructional modification
• Scattered mastery (random cells filled) may indicate rote learning without generalization

ABLLS-R vs VB-MAPP: When to Use Which

Clinical recommendation: Many BCBAs use both — VB-MAPP for initial developmental snapshot and barrier identification, then ABLLS-R for detailed programming and ongoing tracking.

Common Clinical Patterns

Key References

• Partington, J. W. (2006). The Assessment of Basic Language and Learning Skills — Revised (ABLLS-R). Behavior Analysts, Inc.
• Partington, J. W., & Sundberg, M. L. (1998). The Assessment of Basic Language and Learning Skills (ABLLS). Behavior Analysts, Inc.
• Usry, J. C., Partington, S. W., & Partington, J. W. (2018). Using an assessment of basic language and learning skills to inform treatment planning. Behavior Analysis in Practice, 11, 285–293.