Using the VB-MAPP to Develop Educational

Programs for Children with Autism

Presented by:
Vincent J. Carbone, Ed.D.,
Board Certified Behavior Analyst- Doctoral

Carbone Clinic
Valley Cottage, NY
www.carboneclinic.com
University of Salerno
Salerno, Italy
May 2015
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Introduction
Several comparative studies have demonstrated the
superiority of behavior analytic programs over other
approaches to autism treatment. (Birnbrauer & Leach,
1993; Cohen, Amerine-Dickens, & Smith, 2006; Eikseth,
Smith, Jahr, & Eldevik, 2002, 2007; Howard, Sparkman,
Cohen, Green, & Stanislaw, 2005; Lovaas, 1987;
Remington et al., in press; Sallows & Graupner, 2005;
Smith, Groen, & Wynne, 2000)

In recent years many behavioral practitioners have been

influenced by the conceptual and experimental support
for inclusion of B.F. Skinners (1957) analysis of verbal
behavior as a tool for guiding the teaching of language
within the context of already existing applied behavior
analytic (ABA) programs.
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BASIC PRINCIPLES OF BEHAVIOR

A large portion of human behavior is determined by the environmental

arrangement of events or stimuli that appear before (antecedent) we
behave and after (consequences) we behave.

Skinner uncovered these principles through his early experimental work.

Special names have been given to antecedents and consequences of

behavior since different types of each affect behavior differently.

These different types of stimuli which affect behavior have been called the
basic principles of behavior.

ANTECEDENTS
Stimulus control
MO

RESPONSE

CONSEQUENCE
Reinforcement
Extinction
Punishment

Most of what we discuss about the treatment of autism will be guided by

an understanding of the application of these basic principles of behavior.

We will discuss the procedures and methods that have been derived from
the basic principles and empirically verified as effective in teaching
children with autism.

Characteristics of a Behavioral
Language Program
1.

First of all, reliance on the same basic behavioral

principles that account for the learning of most other
forms of behavior, e.g. reinforcement, extinction, stimulus
control, etc.

2.

Second, reliance on B. F. Skinners (1957) definition of

language as behavior that is acquired like most other
behavior. Verbal behavior is unique in that the
reinforcement for this behavior is delivered through
another person.

An illustration of this is on the next slide.

NONVERBAL BEHAVIOR
Want Water -----walk to the refrigerator-----Get Water

VERBAL BEHAVIOR
Want Water-------------say water----------Person Delivers
sign Water
Water
point to water
whine
exchange a picture
kick someone
scream
write water
Saying Water is Behavior- Movement of
Muscles of the Vocal Apparatus that Produces
Acoustic Stimulus.
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3. Another characteristic is the classification of language

beyond just EXPRESSIVE and RECEPTIVE language.
Instead, Skinner discovered the naturally occurring
categories of language that explains how a speaker
learns to say what he/she says.

4. The research that has followed Skinners work has verified

that speakers acquire language in categories according
to function (context). The categories are functionally
independent of each other. Innate and mental
processes receive little recognition as mechanisms to
account for language acquisition.

Skinners Verbal Behavior Categories

Verbal Responses

Mand (Requesting) : Asking for reinforcers that you want. Saying shoe
because you want a shoe.

Tact (Labeling): Naming or identifying objects, actions, events, etc. Saying

shoe because you see a shoe.

Echoic (Vocal Imitation): Repeating what is heard. Saying shoe after

someone else says shoe.

Intraverbal (wh Questions) : Answering questions or having

conversations where your words are controlled by other words. Saying shoe
when someone else says What do you wear on your feet?

Non-Verbal
Listener Responses
Listener Behavior (Receptive): Motor responses to what someone says.
Videos of Operants
Typical Development

6. And finally, reliance on the literature of topography and

selection based verbal behavior to determine alternative
communication methods for non-vocal learners. This means that
sign language is frequently chosen as an alternative method of
communication for children who have not acquired functional
spoken verbal behavior.

Verbal Behavior Milestones Assessment and

Placement Program:
The VB-MAPP

The VB-MAPP is an assessment based on Skinners (1957)

analysis of verbal behavior, a description of a behavioral analysis of
language.

There are 5 components to the VB-MAPP that are used:

to asses language and other related skills (Milestones)
to assess behaviors that interfere with learning those skills
to determine appropriate educational placements(Transition)
to assist in developing instructional objectives
Skills Tracking

The VB-MAPP is structured according to typical language

development milestones.

It represents over 30 years of research and field test data from

approximately 75 typically developing children and over 200 children
with autism.
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Conducting the VB-MAPP

The VB-MAPP can be conducted with any language delayed

individual, regardless of age or specific diagnosis.

The examples and materials used and specific test items should be
adjusted to account for age-appropriateness.

To conduct the VB-MAPP it is essential that the tester have a basic

understanding of behavior analysis, Skinners analysis of verbal
behavior, and the components of linguistic structure.

The accuracy and effectiveness of this assessment tool are related

to the skill level of the person conducting the assessment.

Multiple people can be involved in the assessment of the individual

skills (i.e., linguistic structure and the echoic may be best assessed
by a SLP).
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Comparing ABLLS to VB-MAPP

ABLLS
466 individual skills assessed
over 25 sections
Evaluates performance of
individual skills
Assessment is time
consuming
Order of skills (hierarchy) is
not matched to typical
development
Does not provide age norms
Does not assess problem
behavior
Difficult to link to
Individualized Education
Plans (IEP) or typical special
education curricula

VB-MAPP
170 milestones measured across
16 skill areas
Evaluates achievement of
developmental milestones
Assessments can be completed
quickly
Order of milestones (hierarchy)
more closely matched to typical
development
Levels linked to specific ages, so
easier to compare to age norms
Includes barrier assessment to
identify areas interfering with
learning
Provides guidance for the
development of IEP goals and
placement
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Components of the VB-MAPP

There Are Five Components Within the VB-MAPP
1.

Milestones assessment contains 170 verbal behavior milestones across

three developmental levels (birth-18 months, 18-30 months, 30-48
months) and 16 different domains (i.e., verbal operants and related
areas).

2.

Barriers assessment examines 24 common learning and language

barriers faced by children with autism.

3.

Transition assessment uses 18 different measures to evaluate a childs

ability to learn in a less restrictive educational environment.

4.

Skills task analysis and tracking provides a further breakdown of the skills
within different domains.

5.

Placement and IEP goals provides recommendations for program

development for children based on their VB-MAPP profiles, and their
specific scores for each of the 170 milestones and the 24 Barriers. In
addition, over 200 IEP objectives directly linked to the skills, and barriers
assessments and a verbal behavior intervention program are provided. 13

VB-MAPP: Milestones Assessment

An assessment designed to provide a representative sample of a

childs existing verbal and related skills.

The goal of assessment is to determine the specific skills that are

present or absent in a childs language and related repertoires (e.g.,
tacting verbs, manding for information, social interaction with peers)
by assessing performance on developmental milestones.

Suggested milestones were selected and sequenced by averaging

the milestones from over 50 developmental charts.

The milestones were then reclassified in terms of Skinners analysis

of verbal behavior.

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VB-MAPP: Milestones Assessment

Milestones are assessed across 16 domains:

Mand
Tact
Echoic (EESA
Subtest)

Intraverbal
Listener
Responding
Motor
Imitation
Math

Independent
Play
Social Behavior
and Social Play
Visual
Perceptual and
Matching-toSample
Classroom
Routines and
Group Skills

Linguistic
Structure
Reading
Listener
Responding
by Function,
Feature and
Class
(LRFFC)
Writing
Vocal

The 16 skill domains are presented in a developmental sequence

that is broken down across three levels. The levels are designed to
approximately correspond with the learning and language skills
demonstrated by a typically developing child.
Level 1 9 measures; birth to 18 months of age.
Level 2 12 measures; 18 to 30 months of age.
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Level 3 13 measures; 30 to 48 months of age.

Protocol
Book
Page 4

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Methods of Measurement

For clinical or educational purposes, the goal is to efficiently and

effectively as possible set up an intervention program that is
appropriate for the child being tested.

Information may be gathered by interviews with parents and others

who know the child.

Some skills require a trained professional (e.g., a mand without

prompts, intraverbal skills or linguistic structure). Especially with the
VB-MAPP Barriers Assessment.

Many of the items on the VB-MAPP milestones assessment may be

completed without formal testing if the assessor is familiar with the
child, has data on his learning history or has reliable sources of
information.

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4 Methods of Measurement
(Page 17)

Formal testing (T): consist of specifically presenting the child with a

task and recording his response.

Observation (O): consist of watching for the skill to occur in any

number of environmental situations, without any formal stimulus
presentation on the part of the assessor (there are not time limits).

Either formal testing or observation (E): relevant data can be

acquired by formal testing or direct observation of the child.

Timed Observation (TO): the target response must occur in a timelimited period.

On the next slide is an example of the scoring protocol.

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Protocol
Book
Page 6

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Scoring Guidelines for Milestones

Assessment

(Page 27)
The tester should quickly score a task if it is clearly below the childs
operant level and move on to the next item.

If a child misses three milestones in a row, it is reasonable to stop

the assessment (a ceiling) of that domain.

Some children may demonstrate splinter skills and be successful at

a task that is developmentally out of sequence and should be given
credit for having those skills.

The score for each skill are approximately balanced across each
level.

There are 5 items and 5 possible points for each skill area (e.g.,
level 1, tact).

Each of the 170 items is scored 0, 1 or based on the criteria in the

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VB-MAPP instruction manual.

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Instructional Manual
Page 27

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Protocol Book - Page 6

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VIDEOS
MANDING
Level 1: Birth-18 Months
Sophia and Jack Early Manding

Level 2: 18-30 Months

Andrew and Declan Manding for Missing Items

Level 3: 30 Months- 48 Months

Tyler Advanced Manding
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VIDEOS
Tacting
Level 1: Birth-18 Months
Britt Tacting Nouns
Josh Tacting People

Level 2: 18-30 Months

Britt Tacting Actions
Britt Tacting Verbs

Level 3: 30 Months- 48 Months

Josh Tacting Pronouns
Josh Tacting Prepositions
Josh Tacting Adjectives
Britt Tacting Adjectives
Britt Tacting Adjective Noun
Britt Tacting- Sentences
Britt Tacting Actions-Sentences
Britt Tacting Adjective- Noun- Verb Sentences
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VIDEOS
Intraverbal
Level 2: 18-30 Months
James and Max Early Intraverbals

Level 3: 30 Months- 48 Months

Vincent Webbing
Sophia Advanced Intraverbals

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Protocol Book- Page 4

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Identifying the Barriers

Learning and Language barriers can be responsible for a number of

problems experienced by children with autism or developmental disabilities.

There are several categories of barriers that can affect learning:

Many children with autism or other developmental disabilities exhibit
strong and persistent negative behaviors that impede teaching and
learning (tantrums, aggression, self-injurious behaviors).
Any one or more of the verbal operants or related skills may be absent,
weak or defective (echolalia, rote intraverbals).
Social behavior can also become defective (limited motivation for social
interaction or defective mands).
There are several fundamental barriers to learning that must be
analyzed and ameliorated to achieve significant gains (the failure to
generalize, weak motivators or prompt dependency).
There are a variety of specific behaviors that can compete with learning
(self-stimulation, hyperactive behavior or sensory defensiveness).
Some problems may be related to physical barriers that must be
overcome or accounted for in some way (articulation or motor imitation
errors may be due to physical limitations or matching errors may be due
to visual limitations).
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VB-MAPP Barriers Assessment

(Protocol Book 25)

Because language and learning barriers can interfere with the

effectiveness of instruction, it is important to find out not only what a child
can do (The VB-MAPP Milestones Assessment), but also to find out what
they cannot do and analyze why they cannot do it.
The VB-MAPP Barriers Assessment provides a way to identify which
barriers or combination of barriers might be interfering with learning across
24 common learning and language acquisition barriers:

Behavior problems
Instructional control
Defective mand
Defective tact
Defective echoic
Defective imitation
Defective VP-MTS
Defective listener
Defective intraverbal
Defective social skills
Prompt dependent
Scrolling

Defective scanning
Defective conditional
discriminations
Failure to generalize
Weak motivators
Response requirement weakens
MO
Reinforcer dependent
Self-stimulation
Defective articulation
Obsessive-compulsive behavior
Hyperactive behavior
Failure to make eye contact
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Sensory defensiveness

Barriers Assessment

Once a specific barrier is identified a more detailed descriptive

and/or functional analysis of that problem is required.

Following the functional analysis of the barrier, an individualized

intervention program needs to be designed and implemented by a
qualified professional.

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Protocol Book
Page 5

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Administration/Scoring Instructions
for Barriers Assessment
(Page 102)

Should be conducted simultaneously with the milestones

assessment.

Rate the child on the VB-MAPP barriers assessment form using a

likert-type scale of 0 to 4.

A score of 0 or 1 would indicate that there are no significant barriers

and a formal intervention plan may not be required.

A score of 2, 3 or 4 would indicate that there is a barrier, that

probably should be addressed as part of the intervention program.

For some children the immediate focus of the intervention program

is on removing a particular barrier, rather than language instruction.

The most common immediate barriers to remove involve

instructional control problems or other behavior problems.

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Protocol Book Page 25

Protocol Book Page 5

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VB-MAPP Placement and IEP

Goals
(Page 147)

The results of the VB-MAPP Milestones and Barriers Assessments

provide guidance for the development of an intervention program.

The placement guide provides specific direction for each of the 170
milestones in the Milestones Assessment as well as suggestions for
IEP goals.

Specific IEP goals for each domain are suggested across all three
levels.

Placement recommendations can help the program designer

balance out an intervention program and ensure that all the relevant
parts of the necessary intervention are included.

Once a child meets a specific milestone it is extremely important to

not assume that training on that skill is finished, that skill should be
moved on to a more advanced level.
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Selecting Goals and Objectives

Goals and Objectives

Within the VB-MAPP materials you will find recommendations for

goals and objectives related to each milestone.

Identify milestones that have not been achieved and determine the
skills that need to be acquired to achieve the targeted repertoire.

Review the suggested IEP goals and objectives sections of the VBMAPP materials and develop IEP objectives from these
recommendations.

Below are the suggested objectives for the Level 1 mand

milestones, Level 2 tact milestones and level 3 intraverbal
milestones.
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ZAIRE
CASE STUDY 1

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MANDING
Annual Goal
Increase mand skills within the birth to 30 month age range by
increasing the frequency, variety, and spontaneity of mands.
MAND Objective 1
In the presence of an audience, when the motivation for a reinforcer is
strong and the item (reinforcer) is present, Zaire will emit the
specific vocal mand topography relevant to the controlling
variables for at least 75 different reinforcers (i.e., targets).
Mastery criteria will consist of Zaire emitting an intelligible word or
the adult form of the vocal mand topography specific to the
relevant controlling variables on cold probes across 7 consecutive
sessions.
Progress
To be reviewed every 6-8 weeks. See progress form.
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MAND Objective 2
In the presence of an audience, when the motivation for a reinforcer is
strong and the item (reinforcer) is not present, Zaire will emit the
specific vocal mand topography solely under the control of a
motivating operation (MO) for at least a variety of 30 reinforcers (i.e.,
targets). Mastery criteria will consist of Zaire emitting an intelligible
word or the adult form of the vocal mand at a frequency of 10 or
more per session.
Progress
To be reviewed every 6-8 weeks. See progress form.

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TACTING
Annual Goal
Increase tact skills within the birth to 30 month age range by increasing
the variety of tacts.

Tact Objective 1
When shown a reinforcer while being presented with a vocal SD similar to What
is this? Zaire will respond within 3 seconds of the SD by vocally labeling/tacting
the name of the reinforcer for at least 20 different reinforcers (i.e., targets).
Mastery criteria for each target will consist of Zaire emitting a correct response (as
defined above) on three out of three baseline probes, or of Zaire emitting a correct
response on cold probes conducted across three consecutive sessions followed by
a correct response on a 7-day retention probe.
Progress
To be reviewed every 6-8 weeks. See progress form.

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Tact Objective 2
When shown a common object while being presented with a vocal SD
similar to What is this? Zaire will respond within 3 seconds of the SD
by vocally labeling/tacting the name of the object for at least 100
different common objects (i.e., targets). Mastery criteria for each target
will consist of Zaire emitting a correct response (as defined above) on
three out of three baseline probes, or of Zaire emitting a correct
response on cold probes conducted across three consecutive sessions
followed by a correct response on a 7-day retention probe.
ProgressTo be reviewed every 6-8 weeks. See progress form.

Videos
Zaire Level 1 Manding
Zaire Level 1 Tacting

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TIMMY
CASE STUDY 2

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MANDING
Annual Goal
Increase mand skills within the 18 to 30 month age range by increasing
the frequency, variety, and spontaneity of mands.
MAND Objective 3
In the presence of an audience, when the motivation for another person
to perform an action (e.g., tickle, open, spin) is strong, Timmy will emit
vocal mands solely under the control of the MO to request/mand for an
action for at least 25 different actions (i.e., targets). Mastery criteria for
each target will consist of Timmy emitting the vocal mand topography
specific to the relevant controlling variables on cold probes across five
consecutive sessions.
Progress
To be reviewed every 6-8 weeks.

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MAND Objective 4
In the presence of an audience, when the motivation for a reinforcer is
strong but something needed to access that reinforcer is missing (i.e.,
when there is a transitive conditioned MO (CMO-T)), Timmy will emit
vocal mands solely under the control of the CMO-T to request/mand for
at least 100 different missing items (i.e., conditional conditioned
reinforcers). Mastery criteria for each target will consist of Timmy
emitting an intelligible word or the adult form of the vocal mand
topography at a frequency of 20 or more per session.
Progress
To be reviewed every 6-8 weeks.

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INTRAVERBAL RESPONDING
Annual Goal
Increase intraverbal skills within the 18-30 month range by increasing the variety of
intraverbal responses
Objective 1:When presented with a phrase regarding the function of an item (e.g.
Something that you cut with is _______), Timmy will correctly fill in the item
(e.g. scissors) regarding the function for at least 50 items each with 2 functions
for 3 consecutive yess on cold probes.
Progress: To be reviewed every 6-8 weeks. See progress form.

Objective 2:When presented with a phrase regarding an items function (e.g. You
use scissors to ______), Timmy will correctly fill in the function (e.g. cut) of the
item for at least 2 functions across 50 items for 3 consecutive yess on cold
probes.
Progress: To be reviewed every 6-8 weeks. See progress form.
Objective 3:When presented with a phrase regarding an items feature (e.g.
Scissors are something that are ______), Timmy will correctly fill in the feature
(e.g. sharp) of the item for at least 2 features across 50 items for 3 consecutive
yess on cold probes.
Progress: To be reviewed every 6-8 weeks. See progress form.
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Objective 4:
When presented with a phrase regarding the feature of an item (e.g.
Something that is sharp is _______), Timmy will correctly fill in item (e.g.
scissors) regarding the feature for at least 50 items each with 2 features
for 3 consecutive yess on cold probes.
Progress: To be reviewed every 6-8 weeks. See progress form.
Objective 5:
When presented with a phrase regarding the class of an item (e.g. A dogs is
an ______), Timmy will correctly fill in the class (e.g. animal) of the item
for at least 25 classes for 3 consecutive yess on cold probes.
Progress: To be reviewed every 6-8 weeks. See progress form.
Objective 6:
When presented with a phrase regarding an items class (e.g. Something that
is an animal), Timmy will correctly fill in correct item regarding the class
(e.g. dog) for at least 25 items for 3 consecutive yess on cold probes.
Progress: To be reviewed every 6-8 weeks. See progress form.

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Annual Goal
Increase intraverbal skills within the 30 to 48 month range by increasing
the variety of intraverbal responses.
INTRAVERBAL Objective 1
When asked a Where question (e.g., Where do you find spoons?)
Timmy will respond within 3 seconds of the vocal SD and provide a
correct answer (e.g., in the kitchen). Mastery criteria for each
target will consist of Timmy emitting a correct response (as defined
above) on three out of three baseline probes, or of Timmy emitting a
correct response on cold probes conducted across three
consecutive sessions followed by a correct response on a 7-day
retention probe.
Progress To be reviewed every 6-8 weeks.

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INTRAVERBAL Objective 2
When asked a Who/Whose question (e.g., Who do you see when
youre sick?) Timmy will respond within 3 seconds of the vocal SD
and provide a correct answer (e.g., a doctor). Mastery criteria for
each target will consist of Timmy emitting a correct response (as
defined above) on three out of three baseline probes, or of Timmy
emitting a correct response on cold probes conducted across three
consecutive sessions followed by a correct response on a 7-day
retention probe.
ProgressTo be reviewed every 6-8 weeks.

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VIDEOS
Timmy Level 2 Manding
Timmy Level 2 Intraverbals
Nryan Level 3 Intraverbals

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VB-MAPP Task Analysis and Skills

Tracking Assessment
(Protocol Book Page- 35)

Presents 900 skills covering the 16 areas

for the VB-MAPP.
The task analysis form also allows for
more detailed skills tracking.

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VB-MAPP Transition Assessment

(Page 127)
There are many different levels of integration and the transition
assessment was designed to identify the skills that increase the
probability that a child will be successful in a less restrictive setting.

Contains 18 assessment areas divided into three categories.

Can help to identify whether a child is making meaningful progress

and has acquired the skills necessary for learning in a less restrictive
educational environment.

The assessment is comprised of several summary measures from

other parts of the VB-MAPP, as well as a variety of other skills that
can affect transition.

This assessment tool can provide a measurable way for a childs IEP
team to make decisions and set priorities in order to meet the childs
educational needs and placement.

Designed to provide an objective evaluation of a childs overall skills83

and existing learning capabilities.

Transition Assessment
VB-MAPP skills related to transition to a less restrictive educational environment.
Category 1: VB-MAPP Scores and Academic Independence (numbers 1-6)

Overall VB-MAPP Milestones Score

Overall VB-MAPP Barriers Score

VB-MAPP Barriers score on negative behaviors and instructional control

VB-MAPP scores on classroom routines and group skills

VB-MAPP scores on social behavior and social play

Works independently on academic tasks

Category 2: Learning Patterns (numbers 7-12)

Generalization

Variation of reinforcers

Rate of skill acquisition

Retention of new skills

Natural environment learning

Transfer to new verbal operants

Category 3: Self-help, spontaneity and self-direction (numbers 13-18)

Adaptability to change

Spontaneous behaviors

Independent play skills

General self-help skills

Toileting skills

Eating skills

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VB-MAPP Scores & Academic

Independence

Learning Patterns

Self-Help, spontaneity & self-direction

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Protocol Book Page 30

Scoring the Transition Assessment

(Protocol Book Page 31 - 34)

The first 2 of the 18 measures are for overall scores on the VBMAPP Milestones Assessment and the VB-MAPP Barriers
Assessment.

There are several subsections of these assessments that are

measured a second time because of their significance for placement
in a less restrictive setting (e.g., behavior problems, group
responding, social skills and generalization).

The assessor should rate the childs behaviors on a 1 to 5 likert-type

scale, based on the criteria identified in each section of the scoring
forms in the protocol.

Some scores are more of a subjective evaluation of the child.

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7. Generalization of Skills Across Time, Settings,

Behaviors, Materials, and People

Page 136

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Case Study in Transition Planning

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Page 146

M Report

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References
Partington, J. W., & Sundberg, M. L. (1998). The assessment of basic language
and learning skills. Pleasant Hill, CA: Behavior Analysts, Inc.

Sundberg, M. L. (2008). VB-MAPP: Verbal behavior milestones assessment

and placement program. Concord, CA: AVB Press.

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