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| Assessment Information |
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The Assessment of Basic Language and Learning Skills (The ABLLS) developed by Mark Sundberg, Ph.D. and James Partington, Ph.D., is an assessment, curriculum guide, and skills tracking system for children with developmental disabilities. The ABLLS contains a task analysis of the many pre-requisite and requisite skills necessary to communicate successfully and to learn from the natural occurring environment. The ABLLS is comprised of two entities. The first is the Basic Learners Skills Protocol, which is used to assess children across communicative, behavioral, functional, and pre-academic/academic skills. The second is the ABLLS IEP Development Guide with criterion referenced information regarding a child’s current skills and a curriculum that can serve as a basis for the selection of educational objectives. The ABLLS Protocol also provides a graphic representation of a skills tracking system that makes it possible to observe and document the child’s progress in the acquisition of critical skills. Assessment sections include: Attention/Cooperation, Visual Performance, Receptive Language, Imitation, Bayley Scales of Infant Development
The Bayley Scales of Infant Development (2nd ed.) (Bayley, 1993) allows diagnostic assessment at an earlier age (one month to 42 months) and is designed to identify children who have cognitive or motor delays.
Brigance Diagnostic Inventory of Early Development (Revised)
The CBCL/6-18 obtains reports from parents and/or guardians regarding children’s competencies and behavioral problems. Parents provide information for 20 competence items covering their child's daily activities and competencies and social relations. THE CBCL also provides open-ended questions for parents/caregivers to describe additional behavioral or functional problems. The CBCL provides information across the following domains: Aggressive Behavior; Attention Problems, Rule-Breaking Behavior, Social Problems, Oppositional Defiant Problems; and Conduct Problems.
Vineland Adaptive Behavior Scales
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The following are brief descriptions of assessments that may be recommended for your child. Please contact us if you’d like additional information regarding these or other assessments. Bridges will also provide the full reference and contact information for the authors. Diagnostic assessments will be conducted prior to services provided by Bridges Educational Corporation. Other assessments may be conducted as part of our intake process. There are multiple purposes of the initial assessment: 1) to discern individual levels of functioning; 2) to determine functional programming areas of need (e.g., functional communication, self-help); 3) to determine the level of maladaptive behavior in the child’s repertoire and to target more appropriate functional behavior to replace it.
Gross and Fine Motor Skills, Vocal Imitation, Requests (Manding), Labeling (Tacting), Intraverbals (Conversation), Spontaneous Vocalizations, Grammar/Syntax, Play, and Social Interaction. Academic skills such as Reading, Math, Writing, Spelling, Group Instruction and Classroom Routines are also measured. Adaptive daily living and self-help skills, such as Dressing, Eating, Grooming, and Toileting, are assessed as well.
The Brigance, developed by Albert H. Brigance and a trademark of Curriculum Associates, Inc. (1991, 1978), provides developmental age equivalencies based on the presence or absence of particular skills in comprehensive developmental sections. The Brigance provides a graphic profile on progress in these areas. The age equivalencies are based on chronological age norms of typically developing children. The following developmental areas are assessed: Pre-ambulatory Motor Skills and Behaviors, Gross Motor Skills and Behaviors, Fine Motor Skills and Behaviors, Self-Help Skills, Speech and Language Skills, General Knowledge and Comprehension, Social and Emotional Development, Basic Reading Skills, Manuscript Writing, and Basic Math. The Brigance is included for use in the initial an ongoing individual progress assessment to provide age equivalencies for specific areas of need.
The Childhood Autism Rating was developed by Treatment and Education of Autistic and Related Communication Handicapped Children (TEACCH). It’s a 15-item behavior rating scale to identify children with autism. It helps to distinguish children suspected of having autism from developmentally disabled children who do not have autism (for children over 2 years of age).
The Vineland Adaptive Behavior Scales (Sparrow, Balla, Cicchetti, 1984) is a semi-structured parent interview that allows assessment of personal and social skills used for everyday living. This assessment provides information useful in assessing the functional and behavioral areas of need across a range of disabilities, including mental retardation and autism and developmental delays. This assessment also includes a Maladaptive Behavior domain to assess level of undesirable behaviors.