Commonly Used Assessments

VB-MAPP

The VB-MAPP (Verbal Behavior Milestones Assessment and Placement Program) is an assessment tool developed by Dr. Mark L. Sundberg, which focuses on evaluating and tracking the language and learning skills of individuals with autism spectrum disorder (ASD) or other developmental disabilities. The VB-MAPP is grounded in the principles of Applied Behavior Analysis (ABA) and specifically targets language and communication development.

The assessment is designed to be administered by trained professionals, such as behavior analysts or speech-language pathologists, and it typically consists of three major components:

Milestones Assessment: This component evaluates a wide range of language and learning skills across multiple domains. It assesses various verbal operants, including listener responding, tacting, manding, echoic, intraverbal, and social skills. The milestones assessment provides a comprehensive analysis of an individual's current language abilities and helps identify areas of strength and areas that need further development.
Barriers Assessment: This component identifies specific skills that may be interfering with the acquisition of language and learning. It aims to determine potential barriers that hinder an individual's progress and helps prioritize intervention targets. The barriers assessment assesses skills such as requesting, listener responding, vocal imitation, and social skills deficits that may impede language development.
Transition Assessment: The transition assessment evaluates an individual's readiness to move from one phase of development to the next. It assesses the individual's skills in areas such as visual performance, matching, imitation, listener responding, and complex language skills. The transition assessment helps guide decision-making regarding placement in more advanced language and learning curricula.

The results of the VB-MAPP assessment provide a comprehensive profile of an individual's language and learning abilities, as well as areas requiring intervention. Based on the assessment outcomes, specific targets can be identified for the development of an individualized treatment plan. The VB-MAPP assessment is often used to guide intervention programming, monitor progress, and track the acquisition of skills over time.

It's important to note that the VB-MAPP assessment should be conducted by qualified professionals who have been trained in its administration and interpretation. The results are then used to inform individualized interventions and design teaching programs tailored to the unique needs of the individual being assessed.

BRIEF-2

The BRIEF-2 (Behavior Rating Inventory of Executive Function, Second Edition) is an assessment tool designed to evaluate executive functioning skills in children and adolescents aged 5 to 18 years. Executive functions refer to cognitive processes involved in goal-directed behavior, self-regulation, problem-solving, and cognitive flexibility.

The BRIEF-2 assesses executive functioning by obtaining information from multiple informants, including parents, teachers, and sometimes the individual being assessed. It provides valuable insights into an individual's behavioral and emotional regulation, metacognition, and cognitive flexibility. The assessment helps identify areas of executive function strengths and weaknesses and guides intervention planning.

Key features of the BRIEF-2 include:

Questionnaires: The BRIEF-2 consists of two main questionnaires: the Parent Form and the Teacher Form. These questionnaires include various items related to different domains of executive functioning, such as inhibition, shifting, emotional control, initiation, working memory, planning/organization, and monitoring. The items are rated based on the frequency of observed behaviors and the impact of these behaviors on daily functioning.
Index Scores: The BRIEF-2 provides several index scores that summarize performance in specific executive functioning domains. These scores include the Global Executive Composite (GEC), which represents overall executive functioning, as well as separate indices for Behavioral Regulation and Metacognition. The scores provide a comprehensive profile of an individual's executive functioning strengths and weaknesses.
Clinical Scales: The BRIEF-2 includes additional clinical scales that assess specific behaviors or symptoms related to executive functioning. These scales can provide more detailed information about particular areas of concern, such as emotional control, working memory, and planning/organization.
Interpretation and Intervention Planning: The results of the BRIEF-2 assessment can help identify patterns of executive functioning difficulties and guide intervention planning. It aids in developing targeted strategies to support individuals in managing challenges related to executive functioning and enhancing their overall functioning in academic, social, and daily life activities.

It is important to note that the BRIEF-2 should be administered and interpreted by qualified professionals, such as psychologists or neuropsychologists, who have expertise in assessing and understanding executive functioning. The results of the assessment should be interpreted in conjunction with other sources of information, such as clinical observations and additional assessments, to gain a comprehensive understanding of an individual's executive functioning skills and needs.

ABLLS-R

he ABLLS-R (Assessment of Basic Language and Learning Skills-Revised) is an assessment tool designed to evaluate the skills and abilities of individuals with developmental delays or autism spectrum disorder (ASD) across various domains. It focuses on assessing and tracking a wide range of language, academic, self-help, and social skills.

Here are the key features of the ABLLS-R assessment:

Domains: The ABLLS-R covers 25 skill areas organized into seven domains, including:

a. Visual Performance b. Receptive Language c. Motor Imitation d. Vocal Imitation e. Requests f. Labeling g. Intraverbal
Task Analysis: Within each skill area, the ABLLS-R breaks down skills into specific tasks or components. This allows for a detailed assessment of an individual's abilities and provides a clear roadmap for instruction and intervention planning.
Scoring: The ABLLS-R uses a scoring system that indicates whether a skill is mastered, emerging, or not yet demonstrated by the individual. The scores help identify strengths and areas that require further development.
Individualization: The ABLLS-R emphasizes individualization by allowing professionals to assess skills relevant to the individual's developmental level and needs. It accommodates a wide range of ages and abilities.
Intervention Planning: The ABLLS-R results can inform the development of individualized intervention plans and help identify specific skill targets. The assessment provides valuable information to guide teaching strategies and promote progress in areas of need.
Progress Monitoring: The ABLLS-R is also used to track an individual's progress over time. It allows for ongoing assessment and adjustment of intervention strategies based on the individual's development and skill acquisition.

It is important to note that the ABLLS-R assessment should be administered and interpreted by professionals trained in its administration, such as behavior analysts, speech-language pathologists, or educators with expertise in working with individuals with developmental delays or ASD.

The ABLLS-R provides a comprehensive evaluation of an individual's skills, offering insights into their strengths and areas requiring intervention. It is commonly used to guide individualized educational and therapeutic programs for individuals with developmental delays or ASD, facilitating targeted instruction and promoting progress in various skill domains.

AFLS

The AFLS (Assessment of Functional Living Skills) is an assessment tool that evaluates the functional living skills of individuals with autism spectrum disorder (ASD) or other developmental disabilities. The AFLS is designed to assess an individual's abilities in areas necessary for independent living and functioning in various environments.

Here are the key features of the AFLS assessment:

Domains: The AFLS covers six domains, each focusing on specific areas of functional living skills:

a. Basic Living Skills: Includes skills related to personal hygiene, grooming, eating, dressing, and safety. b. Home Skills: Covers skills needed for maintaining a home, such as cleaning, laundry, cooking, and household organization. c. Community Participation Skills: Addresses skills required for participating in community activities, using public transportation, and following community rules. d. School Skills: Focuses on skills necessary for successful participation in school, including attending, following directions, completing assignments, and social interactions. e. Vocational Skills: Assesses skills needed for job readiness and employment, such as following work routines, time management, and workplace safety. f. Independent Living Skills: Evaluates skills related to managing personal finances, using technology, accessing community resources, and navigating independent living.
Task Analysis: Within each domain, the AFLS breaks down skills into specific tasks or steps. This allows for a detailed assessment of an individual's abilities and helps identify areas of strength and areas that require further development.
Scoring: The AFLS uses a scoring system that indicates whether a skill is achieved, emerging, or not yet demonstrated by the individual. This scoring helps identify skill levels and prioritize areas for intervention and skill acquisition.
Individualization: The AFLS emphasizes individualization by allowing professionals to assess skills relevant to the individual's developmental level, needs, and goals. It recognizes that functional living skills can vary based on age, cultural background, and personal circumstances.
Intervention Planning: The AFLS results can inform the development of individualized intervention plans and help identify specific skill targets. The assessment provides valuable information to guide teaching strategies, design supports, and promote progress in areas of need.
Progress Monitoring: The AFLS is also used to track an individual's progress over time. It allows for ongoing assessment and adjustment of intervention strategies based on the individual's development and skill acquisition.

The AFLS assessment is typically administered and interpreted by professionals trained in its use, such as behavior analysts, educators, or therapists specializing in working with individuals with developmental disabilities. The results of the AFLS help inform intervention planning, program development, and support services to promote functional independence and improve an individual's quality of life.

ABAS-3

The ABAS-3 (Adaptive Behavior Assessment System, Third Edition) is a comprehensive assessment tool used to evaluate adaptive behavior skills in individuals from birth to 89 years old. Adaptive behavior refers to an individual's ability to function effectively in daily life and to meet the demands of their environment.

The ABAS-3 assesses adaptive behavior across three broad domains: Conceptual, Social, and Practical Skills. These domains encompass various skills necessary for independent functioning, including communication, daily living skills, socialization, and motor skills.

Key features of the ABAS-3 assessment include:

Rating Scales: The ABAS-3 provides rating scales for different age ranges, completed by informants who are familiar with the individual's behavior. These informants typically include parents, teachers, caregivers, and sometimes the individuals themselves. The rating scales consist of items that assess adaptive behavior skills across the three domains mentioned earlier.
Composite Scores: The ABAS-3 yields several composite scores that summarize an individual's overall adaptive functioning, as well as specific skill areas within each domain. Composite scores include the General Adaptive Composite (GAC), which provides an overall measure of adaptive behavior, and domain-specific composites such as Communication, Daily Living Skills, Socialization, and Motor Skills.
Adaptive Behavior Profiles: The ABAS-3 generates adaptive behavior profiles, illustrating an individual's strengths and weaknesses in different skill areas. These profiles can help identify specific areas of adaptive functioning that may require additional support or intervention.
Interpretation and Intervention Planning: The results of the ABAS-3 assessment can assist in identifying an individual's adaptive behavior strengths and areas in need of improvement. The assessment provides valuable information for intervention planning and designing strategies to enhance adaptive skills, promote independence, and support the individual's functioning in various environments.

It is important to note that the ABAS-3 should be administered and interpreted by qualified professionals, such as psychologists, educators, or clinicians, who have expertise in assessing adaptive behavior. The results of the assessment should be interpreted in conjunction with other sources of information, such as observations and interviews, to gain a comprehensive understanding of an individual's adaptive functioning and inform appropriate interventions and supports.

SEE

Purpose: The Social Emotional Evaluation (SEE) is an assessment “designed to evaluate aspects of emotional and social awareness.” (Wiig, 2008, p. 1). The assessment is for ages 6 years to 12 years, 11 months old.

Subtests: The SEE contains one supplemental subtest and four core subtests:

Supplemental Subtest: Recognizing Facial Expressions. “…evaluates a student’s awareness and recognition of same-person facial expressions. The six universally recognized basic emotional categories (i.e., happiness, sadness, anger, disgust, fear and surprise) and neutral expressions are feature in the test items.” (Wiig, 2008, p. 1) The subtest is a primarily “receptive” task (e.g., the person only has to point to respond if prefers; no vocal response required) that initially shows one face with one specific facial expression (e.g., “angry”). The next page shows the same expression among 3 more faces with “distractor” facial expressions. The examinee is asked to point to or tell the letter of the face (they are lettered A-D) depicting the specific emotional expression that he/she saw on the previous page.
Subtest 1: Identifying Common Emotions. This subtest has a receptive component only (again, meaning the examinee does not need to respond vocally) in which four facial images are shown, each depicting a different emotional expression, and the student is asked to point to or say the letter of the face (they are lettered A-D) depicting a specific emotion (e.g., happy).
Subtest II: Identifying Emotional Reactions. This subtest “assesses a student’s ability to recognize emotional reactions when shown an illustration of a face by the identifying the most logical cause when three to four illustrations (i.e., receptive ability).” (Wiig, 2008, p. 1) For example, the examinee is shown a page with a person’s face depicting an emotional expression and, below are illustrations of items or a scene. The examinee is instructed to look at the person and then to “point the picture that makes him/her feel this way.” “Then, the examiner evaluates the student’s ability to name the emotional reaction”. (Wiig, 2008, p. 1) For example, the examiner asks the examinee how the person in the picture feels, given the picture with the facial expression and the scenario the examinee chose.
Subtest III: Understanding Social Gaffes. This subtest evaluates the examinee’s ability to recognize social “gaffes” or mistakes that result in peer conflicts. This subtest has a receptive (understanding) component and an expressive (expression) component. In the receptive portion, the examinee is shown an illustration of a social situation (e.g., kids in a classroom with a teacher and a quotation of the teacher saying to a student, “Jessica thank you for waiting”) and asked to listen to an audio clip that says what is in the picture. Once the clip is complete the examiner asks, “Is everyone doing the right thing?” to which the examinee responds “yes” or “no.” If the examinee responds with “no” (e.g., identifies a social gaffe), the examinee is then asked, “Who is doing the wrong thing?” followed by “What should she/he have done?”
Subtest IV: Understanding Conflicting Messages. This subtest “assesses a student’s ability to recognize conflicts of interpersonal communications caused by incongruities between verbal and non-verbal aspects.” (Wiig, 2008, p. 2) First, the examinee is shown an illustration of a social scene (e.g., birthday party with child holding an opened gift with 2 friends onlooking), given an auditory clip of the scene (e.g., the child says, “This is the best present ever!” with a positive, genuine tone), and then asked, “Do you think he/she means what she is saying?” The examinee responds with a “yes” or “no” (receptive component). If the student responds with “No,” (identified a conflicting message), the examinee then is asked “Why did she say that?” (expressive component.)

Vineland-3

The Vineland Adaptive Behavior Scales, Third Edition (Vineland-3) is a standardized assessment tool designed to evaluate adaptive behavior in individuals from birth to adulthood. It provides a comprehensive measure of an individual's functional skills across various domains, including communication, daily living skills, socialization, and motor skills.

Here are the key features of the Vineland-3 assessment:

Domains: The Vineland-3 assesses adaptive behavior across four domains:

a. Communication: This domain evaluates an individual's receptive and expressive communication skills, including language comprehension, speech production, and nonverbal communication.

b. Daily Living Skills: This domain assesses an individual's ability to perform activities of daily living, such as personal care, household tasks, time management, and using community resources.

c. Socialization: This domain focuses on an individual's social skills and interactions with others, including social engagement, play skills, cooperation, and following social rules.

d. Motor Skills: This domain evaluates an individual's fine and gross motor skills, including coordination, motor planning, and physical abilities.
Rating Scales: The Vineland-3 uses informant-based rating scales to collect information about an individual's adaptive behavior. Informants typically include parents, caregivers, teachers, or other individuals who have regular contact with the individual being assessed. The rating scales consist of items that assess adaptive behavior skills across the four domains mentioned above.
Standardization: The Vineland-3 is standardized on a large sample of individuals across different age groups and provides age-based norms. This allows for comparison of an individual's adaptive behavior scores to those of their same-age peers.
Composite and Subdomain Scores: The Vineland-3 generates composite scores that summarize an individual's overall adaptive functioning, as well as scores for each domain and subdomains. These scores provide a profile of an individual's strengths and areas in need of support or intervention.
Interpretation and Intervention Planning: The results of the Vineland-3 assessment help identify an individual's adaptive behavior strengths and weaknesses. They inform intervention planning and the development of targeted strategies to support skill development and enhance overall adaptive functioning.

It's important to note that the Vineland-3 should be administered and interpreted by professionals trained in its use, such as psychologists, educators, or clinicians with expertise in assessing adaptive behavior. The assessment results should be considered in conjunction with other sources of information, such as clinical observations and interviews, to gain a comprehensive understanding of an individual's adaptive behavior and guide appropriate interventions and supports.

SSIS

The SSIS (Social Skills Improvement System) is an assessment tool that measures social skills, problem behaviors, and academic competence in children and adolescents aged 3 to 18 years. It is designed to evaluate social-emotional competence and identify areas of strength and areas that require intervention or support.

Here are the key features of the SSIS assessment:

Rating Scales: The SSIS includes informant-based rating scales completed by parents, teachers, and sometimes the individuals themselves. These scales consist of items that assess social skills, problem behaviors, and academic competence across various domains.
Domains: The SSIS assesses social skills and problem behaviors across several domains, including:

a. Social Skills: This domain evaluates an individual's social competence, including skills related to cooperation, assertion, empathy, self-control, responsibility, and engagement in positive relationships.

b. Problem Behaviors: This domain assesses the presence and severity of problem behaviors, such as aggression, externalizing behaviors, internalizing behaviors, and hyperactivity/inattention.

c. Academic Competence: This domain focuses on an individual's academic performance and engagement, including skills related to motivation, study skills, and learning strategies.
Standardization: The SSIS is standardized on a large sample of children and adolescents, allowing for comparison of an individual's scores to those of their same-age peers. It provides age-based norms and percentiles to interpret an individual's performance.
Composite and Subscale Scores: The SSIS generates composite scores that summarize an individual's overall social-emotional competence, as well as scores for each domain and specific subscales. These scores provide a profile of an individual's social skills, problem behaviors, and academic competence.
Intervention Planning: The results of the SSIS assessment help identify an individual's strengths and areas in need of intervention or support. They guide the development of targeted intervention plans and strategies to enhance social skills, reduce problem behaviors, and improve academic competence.

It's important to note that the SSIS should be administered and interpreted by professionals trained in its use, such as psychologists, school counselors, or educators familiar with social-emotional assessment. The assessment results should be considered in conjunction with other sources of information, such as direct observations and interviews, to gain a comprehensive understanding of an individual's social-emotional functioning and inform appropriate interventions and supports.

BASC-3

The BASC-3 (Behavior Assessment System for Children, Third Edition) is a comprehensive assessment tool designed to evaluate the behavioral and emotional functioning of children and adolescents aged 2 to 21 years. It provides information about a child's adaptive skills, behavioral symptoms, emotional functioning, and social interactions.

Here are the key features of the BASC-3 assessment:

Rating Scales: The BASC-3 consists of informant-based rating scales completed by parents, teachers, and sometimes the individuals themselves. These scales assess various aspects of a child's behavior, emotions, and social functioning.
Domains: The BASC-3 assesses behavior and emotions across several domains, including:

a. Externalizing Problems: This domain focuses on disruptive and challenging behaviors, such as aggression, hyperactivity, and conduct problems.

b. Internalizing Problems: This domain evaluates internalizing symptoms, such as anxiety, depression, somatic complaints, and withdrawal.

c. Adaptive Skills: This domain assesses a child's adaptive functioning across various areas, including communication, daily living skills, social skills, and academic performance.

d. School Functioning: This domain evaluates a child's academic engagement, study skills, and overall school functioning.
Standardization: The BASC-3 is standardized on a large sample of children and adolescents, allowing for comparison of an individual's scores to those of their same-age peers. It provides age-based norms and percentiles to interpret an individual's performance.
Composite and Index Scores: The BASC-3 generates composite scores that provide an overall measure of behavioral and emotional functioning. Additionally, it provides specific index scores related to different domains, allowing for a detailed understanding of a child's strengths and areas of concern.
Intervention Planning: The results of the BASC-3 assessment help identify a child's behavioral and emotional strengths and areas in need of intervention or support. They inform the development of individualized intervention plans, treatment strategies, and recommendations to address specific needs.

It is important to note that the BASC-3 should be administered and interpreted by professionals trained in its use, such as psychologists, school psychologists, or clinicians with expertise in child assessment. The assessment results should be considered in conjunction with other sources of information, such as direct observations, interviews, and additional assessments, to gain a comprehensive understanding of a child's behavioral and emotional functioning and guide appropriate interventions and supports.