Understanding the VB-MAPP Used in Behavioral Therapy

The VB-MAPP, which stands for The Verbal Behavior Milestones Assessment and Placement Program, is an assessment we use with early learners. It provides Behavioral Therapists a criterion-referenced tool to approaching skill tracking, behavior, language/learning barriers, and the child’s abilities.

In the explanations below, we will take you through the three different types of assessments included in the VBMAPP and describe how they can be used to identify your child’s strengths and areas of need, and how they can be used to guide individualized treatment.

A sample of Milestones Master Scoring Form:

The Milestones Master Scoring Form (above) is a visual representation of results from the first assessment that takes place when completing the VB-MAPP. There are 170 milestones tested that a neuro-typical child will meet before entering kindergarten. In this assessment the milestones are balanced across 3 chronological periods of typical development (0-18 months; 18-30 months; and 30-48 months). The milestones are quantifiable and measurable and can be used to document baseline skills and skill acquisition. The milestones include 16 main areas such as mand, tact, intraverbal, listener, visual perceptual, play, social, and early academic skills. One of the 16 areas, the echoic, includes the Early Echoic Skills Assessment (EESA) developed by Dr. Barbara Esch, SLP-CCC, BCBA-D

As shown, we color code the chart and use a new color each time skills are assessed. In this case, green, pink and orange are the three colors used in order of three separate assessments. Upon filling in the green after the first assessment, it conveys where the child’s therapy should focus considering his deficits. It also shows relative strengths that can be used to guide us in providing the best form of interventions. Upon doing a reassessment, we use a new color to see if gaps are filled in. This shows where growth has been made and where we need to continue to focus intervention efforts.

The Barriers Scoring Form, exampled above, allows therapists and parents a better understanding of the barriers to learning their child faces. When a child with ASD wakes up and begins each day, we want to better understand what hinders him or her from having a successful day.

Behavior, instructional control, inability to request items, and conversational skills are just a few of the categories listed. We like to explain this assessment as imagining an obstacle course, the flatter the course the easier it is for your child to navigate his or her day. The level of difficulty a child has in a category is colored along the Y axis of the chart. Each category and difficulty level are filled in by color code as well upon reassessment. There are 24 language and learning barriers scored that may be preventing a child from making progress in school or at home.

The Transition Scoring Form has 18 different areas that can assist a parent and IEP team in determining placement and ensuring a smooth transition into a school setting with appropriate accommodations. This form is the opposite of barriers because in this one we ideally want to a child to have all of the skills filled in before entering a classroom. This assessment assists in analyzing if the child can learn in a group environment, perform independent work, learn from their natural environment, retaining new skills, eat independently, go potty solo etc. We consider this chart to represent specific tools the kiddo has, and provides a visual of all the tools we want them to have in their tool belt before sending them to school to learn in a group environment.

The VB-MAPP Guide book has an analysis of the results from each of these areas along with suggestions on how to establish intervention priorities.

We hope you found this breakdown of the VB-MAPP helpful. Feel free to comment with any questions!

Kids with ASD and Interacting with Law Enforcement

A study published in February 2017 showed that nearly 20 percent of young people on the Autism spectrum have had a run-in with police by age 21, and about half of those by age 15. Some traits of people with ASD, from social anxiety, stimming, difficulty communicating and making eye contact, can resemble a police officer’s standard profile of a suspicious person. Add in the flashing lights, a loud siren or bullhorn, and it can be paralyzing for someone with autism, who may have extreme sensitivity to light, sound or touch.

Considering the behavioral misinterpretations of people who have ASD, we have a few recommendations for preparing your loved one with ASD for any possible future encounters. While we have done presentations to local law enforcement officers about engaging with a person who has ASD, and we can only hope other communities have as well, preparedness cannot hurt to go both ways.

firefighters

Discuss The Job Duties of First Responders

An easy way to begin informing your loved one about law enforcement and first responders is to teach them their job duties. Having multiple conversations in this way can be proactive preparation.

Try repeatedly discussing the police/firemen’s indicating elements of their uniform (i.e navy attire with a silver badge) or vehicles (red truck) to pair with their duties. Making notecards for a matching game that identify the job function of the first responders could also be effective. Letting them know to not be wary but instead respectful could also be a good idea.

Taking your loved one to the actual police station or fire station would not just be a fun outing, but would also help solidify the memory of uniforms and vehicles of public servicemen in their mind.

If your loved one with ASD understands the duties of public servicemen and women, it can greatly minimize the confusion of why a person in uniform would be approaching them if that ever occurs.

Make an ASD Card

At Spectrum, we advocate making your child with ASD an identification card of sorts.

Notifications this card can include:

  1. Your loved one’s diagnosis
  2. His or her sensitivities
  3. A contact number for his or her Doctor
  4. A contact number for his or her legal guardians
  5. IEP accommodations (for school)

We omit the child’s name in case the card ever got lost. Nevertheless, this is a tactic we advise for students in school settings to carry and can be handy for public situations as well.

These options coupled with making sure your loved one can identify why a public serviceman would approach them could be extremely beneficial to prevent negative encounters with law officials.

Helping Hands Fall Festival 2018

We look forward to this year’s fall festival hosted by Helping Hands of Stafford!

Helping hands has served our community with therapy excellence for 15 years. They work closely with parents and families to educate them about their child’s diagnosis, treatment, and therapeutic options.

Their services include not only  Occupational Therapy and Speech Therapy, but their therapists are also trained and certified in programs such as Therapeutic Listening, Primitive Reflex Integration, Handwriting Without Tears, the Social Thinking curriculum, LIfe Skills management, and many more.

They are such a vital resource in our community, and we look forward to seeing you all at their Fall Festival to celebrate their 15 years here in Stafford!

fall festival

When: Oct 31st
Time: 12pm-4pm
Where: 2049 Jefferson Davis Highway, Stafford, VA 22554
Details: Bring the kids in their Halloween costumes for fun, games, obstacle courses, crafts stations, and holiday treats! Food Trucks will be on site for snacks!