Development
The Assessment of Basic Language and Learning Skills- Revised (The ABLLS-R), is an assessment tool, curriculum guide, and skills-tracking system used to help guide the instruction of language and critical learner skills for children with autism or other developmental disabilities. It provides a comprehensive review of 544 skills from 25 skill areas including language, social interaction, self-help, academic and motor skills that most typically developing children acquire prior to entering kindergarten. Expressive language skills are assessed based upon the behavioral analysis of language as presented by Dr. B.F. Skinner in his book, Verbal Behavior (1957). The task items within each skill area are arranged from simpler to more complex tasks. This practical tool facilitates the identification of skills needed by the child to effectively communicate and learn from everyday experiences. The information obtained from this assessment allows parents and professionals to pinpoint obstacles that have been preventing a child from acquiring new skills and to develop a comprehensive language-based curriculum.
The ABLLS-R comprises two documents. The ABLLS-R Protocol is used to score the child’s performance on the task items and provides 15 appendices that allow for the tracking of a variety of specific skills that are included in the assessment. The ABLLS-R Guide provides information about the features of the ABLLS-R, how to correctly score items, and how to develop Individualized Education Program (IEP) goals and objectives that clearly define and target the learning needs of a student.
The original version of the assessment (The ABLLS)was first released in 1998 by Behavior Analysts, Inc. (http://www.behavioranalysts.com) and was developed by James W. Partington, Ph.D., BCBA-D and Mark L. Sundberg, Ph.D, BCBA-D. It was updated (Revised) in 2006 by Dr. Partington. The revised version incorporates many new task items and provides a more specific sequence in the developmental order of items within the various skill areas. Significant changes were made in the revised version of the vocal imitation section with input from Denise Senick-Pirri, SLP-CCC. Additional improvements were made to incorporate items associated with social interaction skills, motor imitation and other joint attention skills, and to ensure the fluent use of established skills.
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