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!