Confidential Progress Report

(VB-MAPP) Verbal Behavior Milestones Assessment and Placement Program

General Information:

Child name: Lara Ramez ID#: 3277

Date of birth: 06/10/2019 1st assessment date 27/08/2022

Child age: 4 years, 5 month Report date: 30/03/2024

This report was prepared as part of a comprehensive assessment of the current level of performance of
the student's skills and the areas that may require early and intensive intervention, noting that the current
report represents the results of assessing the student's skills based on the protocol for evaluating the
stages of verbal behavior development and intervention programs. All stages of verbal behavior
development tested and evaluated. A proposal for some goals, priorities, and appropriate intervention
programs to teach Mary the necessary skills to overcome the obstacles that limited her ability to acquire
new skills.

Case history:

Lara is the second child in her family, she is 4.5 years old on the day of the report. She has
one sibling. There is no kinship between the parents, the pregnancy period and the physical and
motor development were within the expected age but, babbling and first word vocalization were
not within the expected age range. She was requesting her needs and wants nonverbally using
crying, easily getting distracted, has mild stereotypes behaviors, cannot tolerate to be on-task
for a period and repeatedly out of her seat. Lara started comprehensive therapeutic program
including ABA, SLT, OT for 6 hours weekly.
Medical history:

Lara does not have chronic health issues, and she previously underwent hearing tests that
indicated results within the normal range. Additionally, she does not experience feeding
difficulties such as sucking and swallowing problems. Furthermore, there is no familial history of
speech and language disorders.
Assessment instrument:

The Verbal Behavior Milestones Assessment and Placement Program (VB-MAPP; Sundberg, 2008)
VB-MAPP is an assessment that is based upon B.F. Skinner’s Verbal Behavior (1957), an analysis
in the study of language. There are five components to the VB-MAPP (i.e., Milestones
Assessment, Barriers Assessment, Transition Assessment, Task Analysis, and Curriculum
Placement Guide) that are used to assess language and other skills, to determine appropriate
educational placements, and to assist in developing instructional objectives. Lara was
administered the Milestones Assessment and Barriers Assessment. The Milestones Assessment is
designed to provide a representation of the learner’s existing verbal and related skills.
Language and learning milestones are sequenced according to typical development and are
separated into three levels. Level 1 ranges from birth to 18 months old, Level 2 from 18 months
old to 30 months old, and Level 3 from 30 months old to 48 months old. By assessing skill
development across these milestones, more effective and appropriate instructional objectives
can be identified.
 Mand (Requesting).
Pre-test results:

In the baseline phase Lara was able to request by pointing to the item that she needs to and
cannot request her needs and wants verbally. Lara was able to make eye contact with others.
Close to the reinforcing item and pulling an adult to get access to reinforcing item.
Post-test results:

Mand sessions were primarily conducted in a large room with a wide range of stimuli (e.g., toys,
games). Mand sessions also occurred while sitting at a table. Trial-by-trial mand data were
recorded to assess the frequency, spontaneity, and variety of Lara’s mand repertoire. Trial by trial
data were also used to transcribe the quality of Lara’s vocalizations emitted while manding. Now
Lara can request 8 reinforcing items (Piano, chips, biscuits, milk, water, ice cream, strawberry, bag,
ball). Lara is requesting those items while the object is presented and without echoic prompt.
Mand (Requesting) goals in progress.
 Lara will request reinforcing items with object present in her visual field.
 Lara will request reinforcing items without echoic prompt.
 Lara will request reinforcing items without object present in her visual field.
 Lara will spontaneously request reinforcing items without echoic and object prompt.
 Lara will request missing items to complete a task.
 Mands for other individuals to emit different actions with verbal prompts (e.g., go, spin).
❖ Tact (Labeling):

Pre-test results:
In the baseline phase Lara was unable to label items in the environment around her when asked
to label it.
Post-test results:
Labelling sessions were primarily conducted in a large room with a wide range of stimuli to label
it. The present level of the labelling skill repertoire is labelling for 30 items. Lara can label some
animals, fruits, around home, toys, etc. Lara can label different examples for the same item.
Tact (Labelling) goals in progress.
 Lara will label 50 common items.
 Lara will generalize the labelling skill for the 50 items for 3 different examples for the
same item, and to generalize with different people.
 Lara will label 20 different actions (ongoing actions and pictures).
 Lara will label 20 different noun-noun combinations.
❖ Listener responding skills:

Pre-test results:
In the baseline phase Lara was able to turn her head to locate the source of sound, and smiles
at the sound of the caregiver.
Post-test results:
Therapy sessions were primarily conducted with Lara. The present level of the listener skills
repertoire for Lara to select items is 30 items in array of 6, Lara can follow simple instructions
in a total of 7 as (Jump, clap your hands, sit-down, etc…)
Listener responding goals in progress.
 Lara will select the correct item from a messy array of 6, for 50 different objects or
pictures (e.g., Find cat. Touch ball.).
 Lara will discriminate among 6 people, pets, or characters by name (e.g., where is
Nada?).
 Lara will generalize listener discriminations (LDs) in a messy array of 8, for 3 different
examples of 50 items (e.g., the child can find 3 examples of a train).
 Lara will go to 3 specified people on command (e.g., Go to Moustafa).
 Lara will perform 10 specific motor actions on command (e.g., Show me clapping. Can
you hop?).
 Lara will go to 3 specified places on command (e.g., Go to the kitchen).
 Visual Perceptual Skills and Matching:
Pre-test results:
 In the baseline phase Lara was Visually tracks moving stimuli for 2 seconds, visually
attends to a toy or book for 30 seconds (not a self-stim item), Places 3 items in a
container, stacks 3 blocks, or places 3 rings on a peg for 2 of these or similar
activities, and matches any 5 identical items (e.g., inset puzzles, toys, objects, or
pictures).
Post-test results:
 Therapy sessions were primarily conducted with Lara. The present level of her visual
processing abilities skills repertoire is matching any 10 identical items (e.g., inset puzzles,
toys, objects, or pictures), visually attends to toys or books for 1 minute, matches
identical objects or pictures that are different sizes in a messy array of 6 (e.g.,
matches a big red ball to a little red ball), Matches identical objects or pictures in a
messy array of 6.
Visual Perceptual skills and matching goals in progress:
 Lara will match identical pictures that have different backgrounds in a messy array of
8, for 25 pictures.
 Lara will match identical pictures (2D) to objects (3D) and vice versa, in a messy array
of 8, for 10 pairs (e.g., matches a picture of bear to a bear toy.
 Lara will match similar colours and shapes for 10 different colours or shapes given
models (e.g., given red, blue, and green bowls and a pile of red, blue, and green bears
Lara sorts the items by colour.
 Lara will successfully assemble 5 parts of 5 connecting toys (e.g. trains, Mr. Potato
Head).
  Lara will select 3 non-identical, but associated, objects from a bin for 3 play activities
(e.g., grabs several farm animals from a bin containing other toys).
 Lara will match identical objects or pictures in a messy array of 8 containing 3 similar
stimuli, for 25 items (e.g., matches a dog to a dog in an array that also contains a cat,
a cow, and a pony.
❖ Independent Play:
Pre-test results:
In the baseline phase Lara was able to manipulate and explores objects for 1 minute (e.g., looks
at a toy, turns it over, presses buttons), shows variation in play by independently interacting
with 5 different items (e.g., plays with rings, then a ball, then a block), demonstrates
generalization by engaging in exploratory movement and playing with the toys in a novel
environment for 2 minutes (e.g., in a new playroom), and Independently engages in movement
play for 2 minutes (e.g., swinging, dancing, rocking, jumping, climbing).
Post-test results:
Therapy sessions were primarily conducted with Lara. The present level of the Independent
play skills repertoire for Lara is enter a playhouse, or similar play structure without adult
verbal prompt, learns to work a toy correctly after an adult demonstrates its use (e.g., push
buttons on a pop-up toy), Mands to an adult for assistance with an item (e.g., Lara holds up
something she can’t open), spontaneously dances when music is played, enjoys being pulled or
pushed in a wagon, on a tricycle, or other toy vehicle, Carries a large play object to a new
location (e.g., a toy car garage), Independently engages in cause-and-effect play for 2 minutes
(e.g., dumping containers, playing with pop-up toys, pulling toys, etc.).
Independent play goals in progress.
 Lara will engage in sensory play for 2 minutes (e.g., scoops sand, or rice from a tray,
plays in shaving foam).
 Lara will splash water and plays with objects in a swimming or wading pool.
 Lara will search for a missing or corresponding toy or part of a set for 5 items or sets
(e.g., a puzzle piece, a ball for a drop-in toy, a bottle for a baby doll).
 Lara will wait while an activity is being set up.
 Lara will independently play for 2 minutes without adult interaction.
 Lara will sort or separate preferred toy items from others in a bin (e.g., pulls out her
preferred toy).
 Lara will spontaneously imitate an adult’s use of objects (e.g., brushing hair).
 Lara will independently demonstrate the use of toys or objects according to their
function for 5 items (e.g., placing a train on a track, pulling a wagon, holding a telephone
to the ear).
 Lara will Play with everyday items in creative way 2 times (e.g., uses a bowl as a drum
or a box as an imaginary car).
❖ Social Behavior and Social Play:
Pre-test results:
In the baseline phase Lara was able to make eye contact as a type of mand 5 times, indicate
that she wants to be held or physically played with 2 times (e.g., climbs up on the therapist).
Spontaneously makes eye contact with other children 5 times, spontaneously engages in parallel
play near other children for a total of 2 minutes (e.g., sits in the sandbox near other children).
Post-test results:
Therapy sessions were primarily conducted with Lara. The present level of the social behavior
and social play skills repertoire for Lara is Imitate a wave “bye-bye” to others when prompted
2 times, responds to greetings from others with 2 seconds of eye contact, spontaneously follows
another child, spontaneously imitate the behavior of another child 2 times, and spontaneously
follow peers or imitate their motor behavior 2 times (e.g., follows a peer into a playhouse).
Social Behavior and Social Play goals in progress.
 Lara will chase peers in a play with adult’s prompts.
 Lara will sit with peers in a group activity (e.g., music lesson) without disruptive
behavior.
 Lara will engage in physical play with peers with adult prompts 2 times.
 Lara will spontaneously imitate 5 different behaviors of peers.
 Motor imitation:
Pre-test results:
In the baseline phase Lara was unable to imitate both gross motor and fine motor imitation.
Post-test results:
Therapy sessions were primarily conducted with Lara. The present level of the imitation skills
repertoire for Lara is Imitate 5 different fine motor movements (e.g., pokes clay with index
finger, a pincer grasp), Imitate the gross motor behavior of other children 2 times when
prompted (e.g., running), spontaneously imitate the behavior of others on 2 occasions (e.g., filling
containers), demonstrate generalization of 10 imitative responses to 3 new people.
Social Behavior and Social Play goals in progress.
 Lara will chase peers in a play with adult’s prompts.
 Lara will sit with peers in a group activity (e.g., music lesson) without disruptive
behavior.
 Lara will engage in physical play with peers with adult prompts 2 times.
 Lara will spontaneously imitate 5 different behaviors of peers.
 Lara will mand to peers with adult prompts (e.g., Ask Kaya for a toy.)
 Lara will spontaneously join other children in a play activity 2 times (e.g., a playhouse).
 Lara will spontaneously offer a reinforcer to a peer 1 time.
 Listener Responding by Function, Feature, and Class (LRFFC)

Pre-test results:
In the baseline phase Lara was unable to respond to the instructions that needs a response to
function, feature, and class of the object.
Post-test results:
Lara can select 5 different foods or drinks when each are presented in an array of 5 (with 4
non-food or non-drink items) and asked the verbal fill-ins You eat… and You drink... Can select
an animal from an array of 3 for 5 different sounds made by animals (e.g., Meow says a...),
Lara can select an object from an array of 3 for 5 different sounds made by objects (e.g.,
Toot, toot goes the...) and she select an item from an array of 3 for 5 different song fill-ins
corresponding with the items (e.g., The wheels on the...)
LRFFC goals in progress.
 Lara will select an item from an array of 5 for 5 different fill-in statements containing
a verb (e.g., You sleep in a...).
 Lara will select an item from an array of 5 for 5 different spoken associated sets of
words (e.g., Shoes and...)
 Lara will reverse 5 previously acquired associations in an LRFFC format (e.g., Shoes
and..., Socks and...)
 Lara will generalize 10 known LRFFC responses to new carrier phrases without training
(e.g., Let's sit on a... Time to sit on a...).
 Lara will select the correct item from an array of 8 for 25 different LRFFC fill-in
statements of any type (e.g., You sit on a...).
 Intraverbal Skills:

Pre-test results:
In the baseline phase Lara was unable to respond to intraverbal stimuli in both completing a
sentence or answering questions.
Post-test results:
Therapy sessions were primarily conducted with Lara. During the treatment sessions Lara
mastered the skills of Providing the sound made by 2 animals or objects (e.g., A dog says... A
horn goes...), completing 5 different song fill-ins (e.g., The wheels on the... Twinkle, twinkle
little...), completing 2 different verbal fill-ins involving fun activities (e.g., Peek-a-... Ready, set...)
and Provides first name when asked, What is your name?
Intraverbal skills goals in progress.
 Lara will Complete 5 different in-context fill-ins (e.g., You sleep in your... while at his
bed)
 Lara will correctly respond to 5 in-context fill-ins when they are reversed (e.g., In your
bed you go to...).
 Lara will complete 5 different out of context fill-in-the-blank phrases (e.g., You wash
your...)
 Lara will generalize 10 known intraverbal responses to a different adult and setting.
 Lara will complete 2 eat and 2 drink classification fill-ins (e.g., You eat… You drink…)
 Lara will complete 5 different noun-noun association fill-in-the-blank phrases (e.g.,
mommy and...)
 Lara will complete 5 song fill-ins with 2 or more words (e.g., Old McDonald... had a farm)
 Lara will generalize 10 intraverbal responses to new carrier phrases (e.g., We bounce
a... Let’s bounce a...)
 Lara will complete 25 different fill-in-the-blank phrases (not including songs) (e.g., You
eat... You sleep in a… Shoes and...)
 Group skills.

Pre-test results:
In the baseline phase Lara was unable to follow group routine and group instructions.
Post-test results:
Therapy sessions were primarily conducted with Lara. During the treatment sessions Lara
mastered the skills of adjusting to separation from parents (e.g., does not cry when parents
leave), sits at a snack or lunch table when physically prompted for 1 minute, lines up with other
children when physically prompted, and sits at a group snack or lunch table without negative
behavior for 3 minutes.
Group skills goals in progress:
 Lara will put away personal items, lines up, and comes to a table with only 1 verbal
prompt.
 Lara will transfer between classroom activities with no more than 1 gestural or verbal
prompt.
 Lara will sit in a small group for 5 minutes without disruptive behavior or attempting to
leave the group.
 Lara will sit in a small group for 10 minutes, attends to the teacher or material for 50%
of the period.

 Conclusion:
Lara's progress across various domains of verbal behavior development and intervention
programs is commendable, reflecting the effectiveness of the comprehensive therapeutic
program she has been engaged in. Through targeted interventions and consistent support, Lara
has made notable progress in her communication, social interaction, play skills, and cognitive
abilities.

The assessment results demonstrate Lara's capacity for learning and adapting, as evidenced
by her improved manding, tacting, listener responding skills, visual perceptual abilities,
independent play, social behavior, motor imitation, intraverbal skills, and group skills. Her ability
to generalize learned skills to new contexts and stimuli highlights her potential for further
growth and development.

The goals in progress outlined in this report provide a roadmap for ongoing intervention efforts,
focusing on building upon Lara's strengths while addressing areas that require additional
support. By implementing evidence-based strategies, such as visual aids, active learning
techniques, and positive reinforcement, Lara can continue to thrive and reach her full potential.

Collaboration between professionals, educators, therapists, and parents remains essential in

Overall, Lara's progress serves as a testament to the power of early intervention and
individualized support in facilitating positive outcomes for children with developmental challenges.
With continued dedication and tailored interventions, Lara is well-positioned to achieve her
goals and lead a fulfilling and enriched life.

Recommendations:
1. Use Visual Aids: Incorporate visual aids such as charts, diagrams, or videos to enhance
engagement during the session. Visual stimuli can help maintain focus and attention for
longer periods.
2. Shorten Group Activities: Break down group activities into shorter segments to align with
the attention span of Lara. Consider incorporating brief discussions or interactive
exercises that allow her actively to participate within the smaller group setting.
3. Provide Frequent Breaks: Integrate short breaks throughout the session to allow her to
recharge and refocus. These breaks can be structured into the lesson plan and used as
an opportunity for relaxation or movement activities to prevent mental fatigue.
4. Implement Active Learning Strategies: Utilize active learning techniques that encourage
participation and interaction. This could include hands-on activities, peer-to-peer
prompt, or problem-solving exercises that require engagement with the material.
5. Offer Individualized Support: Recognize that everyone may have varying attention spans
and learning styles. Provide additional support or accommodations as needed, such as
offering one-on-one assistance or adjusting the pace of instruction to cater to her
needs.
6. Utilize Positive Reinforcement: Acknowledge and praise Lara for her active participation
and engagement during the session. Positive reinforcement can help motivate Lara to
stay focused and attentive, encouraging continued participation.
7. Provide Clear Instructions: Ensure that instructions for activities or tasks are clear and
concise to minimize confusion and promote active engagement. Break down complex
tasks into smaller steps and provide examples to guide Lara through the process.
8. Encourage Self-Regulation: Foster self-regulation skills by teaching her strategies to
manage her attention and stay focused. This could include techniques such as, goal-
setting, or self-monitoring of attention levels throughout the session.
9. Establish a Supportive Environment: Create a supportive and inclusive learning
environment where she feels comfortable expressing herself and request a need. Foster
a sense of belonging within the group to enhance engagement and participation.
10. Regularly Assess Progress: Monitor her progress and attention levels throughout the
session to identify any areas for improvement or adjustments to the learning
environment.
11. Collaboration with Parents: Maintain open communication with parents to exchange
information about the child's progress, challenges, and strategies that work well both at
school and at home.
12. Consistent Routines: Establish consistent daily routines at home to create a structured
environment that supports language development. Routines provide predictability and
opportunities for the child to practice communication skills in familiar contexts.