EL IVING

SSENTIAL
FOR

This file demonstrates how

The ARP Manual can be used
to document learner progress
The Assessment on skills that are part of
Essential for Living
and
Record of Progress [ARP] Manual
This file can also be used
to practice recording
learner progress
in the ARP Manual

Sarah G
for ___________________________

Patrick McGreevy
Troy Fry and Colleen Cornwall
Sarah G__________ is an 8 year old girl with a non-specific developmental
disability who is being tested to determine if she meets the diagnostic
criteria for Autism. She has participated in 3 years of intensive behavioral
intervention. She has very limited speaking and listening repertoires and is
currently functioning on Level 2 (18-30 months) of the VB-MAPP.

The staff introduced her to the Picture Exchange Communication System

and later a tablet with Proloquo2Go software. They were unable to teach
her to consistently make requests (i.e., to mand) with either system.

She is essentially non-verbal, with only occasional, understandable

approximations of a few words. Since she does not exhibit repetitions of
these or any other words, she was aligned with Vocal Profile 3.

After completing the procedures described in chapter 6, her education and

treatment team decided that she should be taught to function as a speaker
using Alternative Method of Speaking 3 (AMS 3) -- Forming a Repertoire of
Standard, Adapted, and Idiosyncratic Signs.

Since there was approximately a 6-year delay in her language and social
skills, a new intervention plan was developed for her, which began with
must-have functional skills from Essential for Living. As progress was
achieved on these skills, staff indicated that they would begin teaching
should-have and good-to-have skills.

This file is composed of specific pages of the Assessment and Record

of Progress (ARP) Manual that document Sarah’s progress on must-have
skills for the first four months of her new intervention plan. Progress
achieved in the first three months is indicated by boxes filled in ‘green‘,
whereas progress in the first month of the next three-month period is
indicated by boxes filled in ‘red’. Sarah’s performance during skills
assessments is indicated in ‘yellow’, while skills that are not appropriate or
necessary for her are indicated in ‘blue’.
EL IVING
SSENTIAL
FOR

The Assessment
and
Record of Progress [ARP] Manual

Learner

Name Sarah G_______

Birthdate May __, 2007

School or Residence _________ School

Date of Initial Assessment August __, 2015

Vocal Profile 1 2 3 4 5 6

Methods of Speaking
Primary Standard, Adapted, and Idiosyncratic Signs (AMS 3)

Concurrent

Back-up

Secondary

Patrick McGreevy
Troy Fry and Colleen Cornwall
 Table of Contents
What You Need to Know (NTK)............................................................................................................................ 1
The Scope and Sequence of Skills and Problem Behavior (SS)........................................................................ 2
A Summary of the Learner’s Assessments and Subsequent Progress (SAP).................................................... 3
The Essential for Living Quick Assessment (QA).................................................................................................. 18
A Detailed Account of the Learner’s Assessments and Subsequent Progress............................................... 21
Domain 1: Requests and Related Listener Responses (R).............................................................................. 21
Domain 2: Listener Responses, Names, and Descriptions (LR, LRND)........................................................... 44
Domain 3: Answers to Questions and Conversations (AQ, C)..................................................................... 74
Domain 4: Daily Living and Related Skills (DLS)............................................................................................. 91
Domain 5: Functional Academic Skills (RTL, Rdg, SLT, Mth, WT).................................................................. 121
Responding to Text as a Listener and Reading (RTL, Rdg)..................................................................... 121
Schedules, Lists, and Time (SLT)................................................................................................................ 130
Math Skills (Mth)......................................................................................................................................... 134
Writing or Typing Skills (WT)....................................................................................................................... 136
Domain 6: Tolerating Skills and Eggshells (T)................................................................................................. 140
Problem Behavior Domain (PB)....................................................................................................................... 155
Domain 7: Tool Skills and Component Skills (MM, M, Im)........................................................................... 157
Basic Motor Movements (MM)................................................................................................................. 157
Matching Skills (M).................................................................................................................................... 159
Imitation Skills (Im).................................................................................................................................... 162
 What You Need to Know (NTK) 1

What You Need to Know (NTK)

This manual, The Assessment and Record of Progress [ARP] Manual, accompanies...
Essential for Living (EFL): A Communication, Behavior, and Functional Skills
Curriculum, Assessment, and Professional Practitioner’s Handbook EEELSSENTIAL
SSENTIAL
SSENTIAL
ELELEIVING
FOR
SSENTIAL
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FOR
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for children and adults with moderate-to-severe disabilities. This manual permits instructors LIVING
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Record
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The Assessment
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Record FOR
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of Progress [ARP] Manual
Assessment

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Assessment

and speech-language pathologists, along with behavior analysts, care providers, and
Record of Progress [ARP] Manual
andThe Assessment
Record
and of Progress [ARP] Manual
for ___________________________
Record of Progress [ARP] Manual
for ___________________________
for ___________________________

parents, to record the performance of individual learners on assessments, including the

for ___________________________
for ___________________________
for ___________________________
Patrick McGreevy

Quick Assessment, and to track their subsequent progress on any of the skills in Essential for
Patrick
Troy Fry andMcGreevy
Colleen Cornwall
Patrick
Troy Fry andMcGreevy
Colleen Cornwall
TroyPatrick
Fry andMcGreevy
Colleen Cornwall
Patrick
Troy Fry andMcGreevy
Colleen Cornwall

Living and any problem behaviors that have been assessed and for which a program of
TroyPatrick
Fry andMcGreevy
Colleen Cornwall
Troy Fry and Colleen Cornwall

instruction or management has begun.

The Essential Assessment and Record of Progress [EARP] Manual, also accompanies
EEEL
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SSENTIAL
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Essential for Living and permits instructors, speech-language pathologists, behavior
ELELEL
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andThe Essential Assessment
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of Progress [EARP] Manual
andThe
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Eight Skills
The Essential Assessment
of Progress
Essential
and [EARP] Manual
Eight Skills
The Essential Assessment
ments and to track their subsequent progress ‘only on The Essential Eight Skills [i.e.,
the Must-have Skills which are part of Domain 1 (R), Domain 2 (LR), Domain 4
Problem
andforBehavior
Record
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Essential
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Eight Skills
Problem The Essential Assessment
andforBehavior
Record
the of Progress
Essential [EARP] Manual
Eight Skills
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the of Progress
Essential
for ___________________________ [EARP] Manual
Eight Skills
Problem Behavior
andfor the Essential Eight Skills
for ___________________________

(DLS), and Domain 6 (T)] and Problem Behaviors’.

Problem
and Behavior
for ___________________________
Problem Behavior
for ___________________________
Patrick McGreevy
for ___________________________
Troy Fry andMcGreevy
Patrick Colleen Cornwall
for ___________________________
Troy Fry andMcGreevy
Patrick Colleen Cornwall

Since these skills and problem behaviors can be part of a learner’s education or
Troy Fry andMcGreevy
Patrick Colleen Cornwall
Troy Fry andMcGreevy
Patrick Colleen Cornwall
Troy Fry andMcGreevy
Patrick Colleen Cornwall
Troy Fry and Colleen Cornwall

support plan for several years, these manuals should follow learners as they move
from one classroom, residence, or program to another.
Chapter 4 of Essential for Living (EFL) describes the conduct of an assessment of skill deficits. Chapters 7, 8, 9,
and 11 also include specific instructions and examples of the assessment of specific skills. Begin an assess-
ment by conducting Activity 1, using The Quick Assessment (see page 18) and The ARP Manual, or an
abbreviated form of The Quick Assessment and The EARP Manual. As you become familiar with EFL, you may
want to forego this activity and begin with Activity 2 [see EFL, chapter 6]. This activity includes determining the
learner’s vocal profile, that is, the extent to which the learner communicates effectively with spoken words,
and if spoken words can function as the learner’s primary method of speaking or if an alternative method is
required. When this activity is completed, record this profile on the first page of either manual. For learners
who require it, establish and confirm an alternative primary method of speaking (see EFL, chapter 6), and
record this method on the first page of either manual.
Then, using either manual, proceed to Activity 3, which includes scanning the Essential Eight Skills (i.e., the
must-have skills in Domains 1, 2, 4, and 6). Mark ‘possible skill deficits’ not suggested by Activity 1. Also, mark
skills that are not appropriate or necessary for the learner. If there are no apparent ‘must-have skill deficits’,
use The ARP Manual and continue the assessment with the ‘should-have’ and ‘good-to-have’ skills in each
of the seven skill domains (see EFL, pp. 28-29). Then, conduct Activity 4, that is, confirm and determine the
extent of the ‘possible skill deficits’ suggested by Activities 1 and 3, using procedures described and
illustrated in chapter 4 of EFL (pp. 28-29). Using a specific symbol or color, mark the boxes that correspond
to the learner’s performance on each skill during the assessment. Conclude a skills assessment when you
have confirmed and determined the extent of 5-8 ‘skill deficits’. Then, transfer information from this assess-
ment to the summary diagram on page 3 of this manual, the alternative summary diagrams on pages 4-16
or pages 2-3 of The EARP Manual. When the learner has acquired some or all of the skills that were assessed,
or when priorities change, conduct another assessment (i.e., conduct Activities 3 and 4).
Chapter 10 of Essential for Living (EFL) describes the conduct of an assessment of problem behavior. Using the
guidelines described in this chapter, define and record the occurrence of specific problem behaviors for 6-10
days, along with the supports that these behaviors require. Then, transfer this information to graphic displays
and mark the corresponding boxes in the summary diagrams on pages 155-156 of this manual or page 4 of
The EARP Manual.
Then, develop an individual education or support plan (IEP or ISP) which includes the skill deficits confirmed
during the assessment, along with problem behaviors and required supports that were defined and recorded.
Begin teaching these skills and managing these behaviors using procedures described in chapters 7-11 and
protocols described in chapter 12 of EFL. Record changes in learner performance on your own data sheets or
probe data sheets which can be downloaded from www.essentialforliving.com. Then, periodically transfer
information from these data sheets to pages 21-163 of this manual or pages 7-26 of The EARP Manual using
specific symbols or colors to designate specific periods of time. Every 2-3 months, using the same symbols or
colors, update the skills acquired and changes in problem behavior, along with the performance levels
achieved, on pages 3-17 of this manual or pages 2-4 of The EARP Manual.
 2 The Scope and Sequence of Skills and Problem Behavior (SS)

ESSENTIAL FOR LIVING

The Scope and Sequence of Skills and Problem Behavior (SS)
Nice-to-have Nice-to-have Nice-to-have
Good-to-have
Answers to Questions: Time Skills: Writing or Typing
Conversations:
AQ14-15 SLT11-17 Skills: WT7-12
C1-3.3 & C4-6.2
Nice-to-have Requests for Good-to-have
Information and Other Good-to-have Writing or Typing Skills:
Advanced Requests : R84-90 Reading Skills: WT1-6
Good-to-have
Rdg1-14 Nice-to-have
Conversations:
C1-3.2 & C7-13 Imitation Skills: Im3
Nice-to-have
Listener Responses, Good-to-have Good-to-have
Names, and Descriptions: Schedules and Lists: Math Skills:
LRND14-15 Good-to-have SLT6-10 Mth8-16
Conversations:
C1-3.1 & C4-6.1 Good-to-have Daily Living Skills:
DLS-RDA1-9, DLS-LAC1-12, DLS-L1-14,
Nice-to-have Good-to-have DLS-C1-16, DLS-TC1-7, DLS-PF1-25
Advanced Requests: Answers to Questions:
Good-to-have
R80-83 AQ1-3.3 & AQ4-6.2 Good-to-have Responses
Math Skills:
to Text as a Listener: RTL1-14
Good-to-have Requests Good-to-have Mth1-7
Less Functional

More Difficult
with 2-4 Words, Signs, Answers to Questions: Nice-to-have
or Pictures: R71-79 AQ1-3.2 & AQ7-13 Matching Skills: M12-13
Should-have
Good-to-have Daily Living Skills:
Should-have
Answers to Questions: DLS-EDF10-28,
Tolerating Skills:
Good-to-have AQ1-3.1 & AQ4-6.1 T-C1-15, T-Trp1-9, DLS-MM1-9,
Special Requests: T-Slp6-8, T-DD2-4, DLS-Slp3-6,
R49-70 Good-to-have Listener T-BPH9-13, DLS-MT6-16,
Responses, Names, T-SIT1-8, T-EDF13-18, DLS-AHS16-19
and Descriptions: T-BHI6-12, DLS-Toil1-11,
LRND1-3.3 & LRND4-6.2 T-BDA1-10, DLS-BPH1-21,
T-Toil7-9, DLS-D1-39,
Good-to-have Listener
T-ORM1-10, DLS-LAH1-13,
Should-have Responses, Names,
T-ORD1-4, T-HC1-11
More Functional

Requests and Related and Descriptions: DLS-SIT1-25,

Listener Responses: LRND1-3.2 & LRND7-13 DLS-DAS1-6,

Less Difficult
Making Requests, DLS-V1-47
Waiting, Good-to-have
Good-to-have Listener Responses,
Accepting Removals, Schedules and Lists:
Names, and Descriptions:
Completing Previously SLT1-5 Good-to-have
LRND1-3.1 & LRND4-6.1
Acquired Tasks, Imitation Skills: Im1-2
and Accepting ‘No’
Should-have Listener Responses: Good-to-have Should-have Basic
R22-48
Following Directions to Complete Matching Motor Movements:
Routine Activities LR12-17 Skills: M1-11 MM1-11
Problem Behaviors: Self-injurious, Aggressive, Destructive, Disruptive, or Repetitive Severe, Moderate, or Mild
The Extent to which Psychoactive Medications, Protective Equipment, Mechanical Restraints, and Crisis
Stabilization Procedures are used. The Extent to which Self-restraint Occurs and the Extent to which the
Problem Behaviors Occur.

Must-have Requests and Related Listener Must-have Must-have Must-have

Responses: Making Requests, Waiting, Listener Tolerating Skills: Daily Living Skills:
Accepting Removals, Making Transitions, Responses T-BHI1-5, T-EDF1-11, DLS-EDF1-9
Sharing, and Taking Turns, Completing 10 Related to T-DM1-9, T-Slp1-5, DLS-Slp1-2
Consecutive, Brief, Previously Acquired Health and T-Toil1-5, T-PRM1-6, DLS-MT1-5
Tasks, and Accepting ‘No’ Safety: T-PTA1-11, T-PEMR1-10, DLS-AHS1-15
R1-21 LR1-L11 T-BPH1-8, T-DD1 DLS-HS1-8

Start here
 A Summary of the Learner’s Assessments and Subsequent Progress (SAP) 3

ESSENTIAL FOR LIVING

A Summary of the Learner’s Assessments and Subsequent Progress (SAP)

C5.2 2 3 4 5 6 C6.2 2 3 4 5 6 SLT15 16 17

AQ14 15 C3.3 2 3 4 5 6 C4.2 2 3 4 5 6 SLT11 12 13 14 WT7 8 9 10 11 12
C1.3 2 3 4 5 6 C2.3 2 3 4 5 6
R89 90
R84 85 86 87 88 WT1 2 3 4 5 6
C12 2 3 4 5 6 C13 2 3 4 5 6
C10 2 3 4 5 6 C11 2 3 4 5 6 Rdg9 10 11 12 13 14
C8 2 3 4 5 6 C9 2 3 4 5 6 Rdg1 2 3 4 5 6 7 8 Im3
C3.2 2 3 4 5 6 C7 2 3 4 5 6
C1.2 2 3 4 5 6 C2.2 2 3 4 5 6
LRND15nd Mth13 14 15 16
LRND15rec C5.1 2 3 4 5 6 C6.1 2 3 4 5 6 SLT6 7 8 9 10 Mth8 9 10 11 12
LRND14nd C3.1 2 3 4 5 6 C4.1 2 3 4 5 6
LRND14rec C1.1 2 3 4 5 6 C2.1 2 3 4 5 6 DLS-TC1 2 3 4 5 6 7 DLS-PF1 x x x x x 25
DLS-L1 x x x x x 14 DLS-C1 x x x x x 16
DLS-RDA1 x x x x x 9 DLS-LAC1 x x x x x 12
AQ4.2 5.2 6.2
R80 81 82 83 AQ1.3 2.3 3.3
RTL9 10 11 12 13 14 Mth5 6 7
RTL1 2 3 4 5 6 7 8 Mth1 2 3 4
R76 77 78 79 AQ7 8 9 10 11 12 DLS-V34 x x x x x 47
R71 72 73 74 75 AQ1.2 2.2 3.2 M12 13 DLS-V17 x x x x x 33
T-HC4 5 6 7 8 9 10 11 DLS-V1 x x x x x 16
T-ORD3 4 T-HC1 2 3 DLS-DAS1 2 3 4 5 6
T-ORM9 10 T- ORD1 2 DLS-SIT14 x x x x x 25
AQ4.1 5.1 6.1 DLS-SIT1 x x x x x 13
R69 70 T-ORM1 2 3 4 5 6 7 8
AQ1.1 2.1 3.1 DLS-LAH1 x x x x x 13
R68 T-BDA9 10 T-Toil7 8 9
R61 62 63 64 65 66 67 LRND4.2 5.2 6.2 nd T-BDA1 2 3 4 5 6 7 8 DLS-D27 x x x x x 39
R60 LRND4.2 5.2 6.2 rec ret rel T-BHI6 7 8 9 10 11 12 DLS-D14 x x x x x 26
R57 58 59 LRND1.3 2.3 3.3 nd T-EDF13 14 15 16 17 18 DLS-D1 x x x x x 13
R49 50 51 52 53 54 55 56 LRND1.3 2.3 3.3 rec ret rel T-SIT1 2 3 4 5 6 7 8 DLS-BPH11 x x x x x 21
T-BPH9 10 11 12 13 DLS-BPH1 x x x x x 10
LRND7 8 9 10 11 12 13 nd T-Slp6 7 8 T-DD2 3 4 DLS-Toil1 x x x x x 11
LRND7 8 9 10 11 12 13 rec ret rel T-Trp1 2 3 4 5 6 7 8 9 DLS-AHS16 17 18 19
LRND1.2 2.2 2.3 nd T-C10 11 12 13 14 15 DLS-MT6 x x x x x 16
LRND1.2 2.2 3.2 rec ret rel T-C1 2 3 4 5 6 7 8 9 DLS-Slp3 4 5 6
R46 R47 48 DLS-MM1 x x x x x 9
R43 44 45 LRND4.1 5.1 6.1 nd DLS-EDF20 x x x x x 28
R40 R41 R42 LRND4.1 5.1 6.1 rec ret rel DLS-EDF10 x x x x x 19
R33 34 35 36 37 38 39 LRND1.1 2.1 3.1 nd
LRND1.1 2.1 3.1 rec ret rel SLT1 2 3 4 5 Im1 2
R30 31 R32
R27 28 R29
R25 R26 LR15 16 17 M7 8 9 10 11 MM6 7 8 9 10 11
R22 23 24 LR12 13 14 M1 2 3 4 5 6 MM1 2 3 4 5

SIB Agg Des Dis Rep Sev Mod Mild Med3+> Med3+ Med3+< Med2> Med2 Med2< Med1> Med1 Med1< -Med
PE>2 PE>1 PE PE<1 PE<2 PE<3 -PE MR>2 MR>1 MR MR<1 MR<2 MR<3 -MR
CS>5hW CS2-5hW CS1-2hW CS30m-1hW CS<30mW -CS SR>2 SR>1 SR SR<1 SR<2 SR<3 -SR
>100D 50-100D 20-50D 10-20D 1-10D <1D <1W <1M <1Y

R16 R17 18 19 20 21 T-BPH1 2 3 4 5 6 7 8 T-DD1 DLS-HS5 6 7 8

R14 R15 - 1 2 3 4 5 6 7 8 9 10 T-PEMR1 2 3 4 5 6 7 8 9 10 DLS-HS1 2 3 4
R13 - 1 2 3 4 5 6 7 8 9 10 T-PTA1 2 3 4 5 6 7 8 9 10 11 DLS-AHS11 12 13 14 15
R12 - 1 2 3 4 5 6 7 8 9 10 T-PRM1 2 3 4 5 6 DLS-AHS6 7 8 9 10
R11- 1 2 3 4 5 6 7 8 9 10 LR10 LR11 T-Slp1 2 3 4 5 T-Toil1 2 3 4 5 DLS-AHS1 2 3 4 5
R10 - 1 2 3 4 5 6 7 8 9 10 LR7 LR8 LR9 T-DM1 2 3 4 5 6 7 8 9 DLS-MT1 2 3 4 5
R8 - 1 2 R9 - 1 2 3 4 5 6 7 8 9 10 LR4 LR5 LR6 T-EDF1 2 3 4 5 6 7 8 9 10 11 DLS-EDF8 9 DLS-Slp1 2
R1 2 3 4 5 R6 R7 - 1 2 3 4 5 6 7 8 9 10 LR1 LR2 LR3 T-BHI1 2 3 4 5 DLS-EDF1 2 3 4 5 6 7

Start here
 4 A Summary of the Learner’s Assessments and Subsequent Progress (SAP)

ESSENTIAL FOR LIVING

A Summary of the Learner’s Assessments and Subsequent Progress
on The Essential Eight Skills (SAP)
Must-have Indications of interest, Requests, and Related Listener Responses.... Part of Domain 1 (R)
Indications of Interest and Initial Requests R1 R2 R3 R4 R5 R6 R7 1 2 3 4 5 6 7 8 9 10
R8 the circle indicates skill deterioration
R9
Special Requests and Waiting 1 2 1 2 3 4 5 6 7 8 9 10

Accepting Removals R10 1 2 3 4 5 6 7 8 9 10

Completing Required Tasks, Sharing and Taking Turns R11 R12 1 2 3 4 5 6 7 8 9 10

Making Transitions R13 1 2 3 4 5 6 7 8 9 10

Requests for Removal or Reduction and Accepting No R14 R15 1 2 3 4 5 6 7 8 9 10 R16 1 2 3

Additional Requests and Polite Refusals R17 R18 1 2 3 R19 R20 R21

Must-have Listener Responses: Following Directions Related to Health and Safety.... Part of Domain 2 (LR)
Following Directions Related to Health and Safety LR1 LR2 LR3 LR4 LR5 LR6 LR7 LR8 LR9 LR10 LR11

Must-have Daily Living Skills Related to Health and Safety.... Part of Domain 4 (DLS)
Eating, Drinking, and Feeding DLS- EDF1 EDF2 1 2 3 EDF3 1 2 3 EDF4 1 2 3 EDF5 1 2 3
EDF6 1 2 3 EDF7 1 2 3 EDF8 EDF9

Sleeping DLS- Slp1 Slp2

Mobility and Transportation DLS- MT1 MT2 MT3 MT4 MT5

Avoiding Harm DLS- AHS1 AHS2 AHS3 AHS4 AHS5 AHS6 AHS7 AHS8 AHS9 AHS10 AHS11 AHS12 AHS13 AHS14 AHS15

Other Activities Related to Health and Safety DLS- HS1 HS2 HS3 HS4 HS5 HS6 HS7 HS8

Must-have Tolerating Skills Related to Health and Safety.... Part of Domain 6 (T)
Basic Human Interaction T- BHI1 BHI2 BHI3 BHI4 BHI5

Eating, Drinking, and Feeding T- EDF1 EDF2 EDF3 EDF4 EDF5 EDF6 EDF7 EDF8 EDF9 EDF10 EDF11

Daily Medical Procedures and Medication Administration T- DM1 DM2 DM3 DM4 DM5 DM6 DM7 DM8 DM9

Sleeping T- Slp1 Slp2 Slp3 Slp4 Slp5

Toileting T- Toil1 Toil2 Toil3 Toil4 Toil5

Positioning and Range of Motion T- PRM1 PRM2 PRM3 PRM4 PRM5 PRM6

Prosthetic, Therapeutic, and Adapted Equipment T- PTA1 PTA2 PTA3 PTA4 PTA5 PTA6 PTA7 PTA8 PTA9 PTA10 PTA11

Protective Equipment and Mechanical Restraints T- PEMR1 PEMR2 PEMR3 PEMR4 PEMR5 PEMR6 PEMR7 PEMR8 PEMR9 PEMR10

Bathing and Personal Hygiene T- BPH1 BPH2 BPH3 BPH4 BPH5 BPH6 BPH7 BPH8

Daily Dental Procedures T- DD1

Legend
(enter a designated symbol or color in each box)
This skill is not appropriate or necessary for this learner (NA) The learner’s performance during an assessment
Changes in the learner’s performance during successive periods of time after the initial assessment...
(circle one) one quarter, six months, one year, one school year, or _____________________`
1st. period 2nd. period 3rd. period 4th. period 5th. period 6th. period
7th. period 8th. period 9th. period 10th. period 11th. period 12th. period
Using a pencil, circle a skill or performance level in which a deterioration in performance has occurred.
Erase this circle when performance has been re-established.

`
 A Summary of the Learner’s Assessments and Subsequent Progress (SAP) 5

ESSENTIAL FOR LIVING

A Summary of the Learner’s Assessments and Subsequent Progress
on Specific Performance Levels of The Essential Eight Skills (SAP) the circles indicate skill deterioration
Must-have Indications of Interest, Requests, and Related Listener Responses.... Part of Domain 1 (R)
R1 R2 R3 R4 R5 R6 1 2 5 10 R7 1 -SA-DC-RP FP PP MP Ind 2S 2P <M NI 2
3 -SA -DC -RP FP PP MP Ind 2S 2P <M NI 4 5 6
7 8 9 10
R8 1 -SA -DC -RP FP PP MP Ind 2S 2P <M NI 2 -SA -DC-RP FP PP MP Ind 2S 2P <M R9 1 1s 2s 5s 10s 20s 1m 2m 5m 10m20m 2
3 4 5 6
7 8 9 10
R10 1 -SA -DC -RP FP PP MP Ind 2S 2P >M 2 3 4
5 6 7 8
9 10 R11 1 2 5 10 R12 1 -SA-DC -RP FP PP MP Ind 2S 2P >M
2 3 4 5
6 7 8 9
10 R13 1 -SA-DC-RP FP PP MP Ind 2S 2P >M 2 3
4 5 6 7
8 9 10 R14 -SA -DC -RP FP PP MP Ind 2S 2P <M
R15 1 -SA -DC 2S 2P >M 2 3 4 5 6 7 8
9 10 R16 1 -SA-DC 2S 2P >M 2 3 R17 -SA -DC -RP FP PP MP Ind 2S 2P <M
R18 1 -SA -DC -RP FP PP MP Ind 2S 2P <M 2 3 R19 -SA -DC -RP FP PP MP Ind 2S 2P <M
R20 -SA -DC -RP FP PP MP Ind 2S 2P <M NI R21 -SA -DC-RP FP PP MP Ind 2S 2P
Must-have Listener Responses: Following Directions Related to Health and Safety.... Part of Domain 2 (LR)
LR1 1s 2s 5s 10s 20s 1m 2m 5m 10m20m LR2 -SA -DC -RP FP PP MP Ind 2S 2P LR3 LR4 1s 2s 5s 10s 20s 1m 2m 5m
LR5 -SA -DC -RP FP PP MP Ind 2S 2P LR6 LR7 10s 20s 1m 2m 5m LR8 20s 1m 2m 5m 10m20m
LR9 -SA -DC -RP FP PP MP Ind 2S 2P LR10 LR11 20s 1m 2m 5m 10m20m
Must-have Daily Living Skills Related to Health and Safety.... Part of Domain 4 (DLS)
DLS- EDF1 -SA -DC-RP FP PP MP Ind PPA APD CO 2S 2P EDF2 1 -SA-DC-RP FP PP MP Ind PPA APD CO 2S 2P 2 -SA-DC-RP FP PP MP Ind PPAAPD CO 2S 2P
3 EDF3 1 2
3 EDF4 1 2
3 EDF5 1 2
3 EDF6 1 2
3 EDF7 1 2
3 EDF8 -SA-DC-RP FP PP MP Ind PPA APD CO 2S 2P EDF9
Slp1 -SA -DC-RP FP PP MP Ind PPA APD CO 2S 2P Slp2 MT1 1st 1/4 1/2 3/4 Ind _m PPA APD CO 2S 2P
MT2 MT3 MT4
MT5 -SA -DC-RP FP PP MP Ind PPA APD CO 2S 2P AHS1
AHS1-SA-DC-RP FP PP MP Ind PPA APD CO 2S 2P AHS2
AHS3 AHS4 AHS5
AHS6 AHS7 AHS8
AHS9 AHS10 AHS11
AHS12 AHS13 AHS14
AHS15 HS1 1st 1/4 1/2 3/4 Ind _m PPA APD CO 2S 2P HS2
HS3 HS4 -SA-DC-RP FP PP MP Ind PPA APD CO 2S 2P HS5
HS6 HS7 HS8 1st 1/4 1/2 3/4 Ind _m PPA APD CO 2S 2P
Must-have Tolerating Skills Related to Health and Safety.... Part of Domain 6 (T)
T- BHI1 Egg -Egg 10s 1m 1/4 1/2 3/4 Ind BHI2 BHI3 BHI4 BHI5
EDF1 Egg -Egg 10s 1m 1/4 1/2 3/4 Ind EDF2 EDF3 EDF4 EDF5
EDF6 EDF7 EDF8 EDF9
EDF10 EDF11 DM1 Egg -Egg 10s 1m 1/4 1/2 3/4 Ind DM2
DM3 DM4 DM5 DM6 DM7
DM8 DM9 Slp1 Egg -Egg 10s 1m 1/4 1/2 3/4 Ind Slp2 Slp3
Slp4 Slp5 Toil1 Egg -Egg 10s 1m 1/4 1/2 3/4 Ind Toil2 Toil3
Toil4 Toil5 PRM1 Egg -Egg 10s 1m 1/4 1/2 3/4 Ind PRM2
PRM3 PRM4 PRM5 PRM6
PTA1 Egg -Egg 10s 1m 1/4 1/2 3/4 Ind PTA2 PTA3 PTA4 PTA5
PTA6 PTA7 PTA8 PTA9
PTA10 PTA11 PEMR1 Egg -Egg 10s 1m 1/4 1/2 3/4 Ind PEMR2 Egg -Egg 10s 1m 1/4 1/2 3/4 Ind
PEMR3 PEMR4 PEMR5 PEMR6
PEMR7 PEMR8 PEMR9 PEMR10
BPH1 Egg -Egg 10s 1m 1/4 1/2 3/4 Ind BPH2 BPH3 BPH4 BPH5
BPH6 BPH7 BPH8 DD1 Egg -Egg 10s 1m 1/4 1/2 3/4 Ind
 Domain 1: Requests and Related Listener Responses... Must-have Skills (R) 21

A Detailed Account of the Learner’s Assessments and Subsequent Progress

Domain 1: Requests and Related Listener Responses (R)
Must-have and Should-have Indications of Interest
R1-5. Interests of the learner... as determined by instructors, parents, and care providers,
and... as indicated by the learner
ESSENTIAL FOR LIVING
Favorite Items and Activities Data Recording Form

Interests of the learner as

indicated in an interview
Interests of the learner as indicated by learner…
by persons who know
the learner well...

NA NA NA NA NA
R2: when items R3: when items
R1: Items and activities R4: when items or
or activities are or activities are
are ranked from most activities are
made available given one at a
favorite to least favorite presented one R5: when items
one at a time time
at a time or activities are
All items and activities All items and When interest is presented two
on this list go to R2 or R4 activities on the indicated in four When interest is or more at a time
list or interests or more items or indicated in four or
that are indi- activities go to more items or acti- All interests that are
cated go to R3 R4 vities go to R5 or R7 indicated go to R7
1 cookies 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 ✔ 1 2 3 4 5 ✔
2 iPad 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 ✔ 1 2 3 4 5 ✔
3 juice 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 ✔ 1 2 3 4 5 ✔
4 music (CD player) 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 ✔ 1 2 3 4 5 ✔
5 tickling 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 ✔ 1 2 3 4 5 ✔
6 pillow 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 ✔ 1 2 3 4 5 ✔
7 hat 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 ✔ 1 2 3 4 5 ✔
8 rocking chair 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 ✔ 1 2 3 4 5 ✔
9 being picked up 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 ✔ 1 2 3 4 5 ✔
10- 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5
11- 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5
12- 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5
13- 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5
14- 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5
15- 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5
16- 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5
17- 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5
18- 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5
19- 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5
20- 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5
Items carried around by the learner or specific, repetitive behaviors the learner exhibits frequently:
1-
2-
NA [ this skill is not appropriate or necessary for this learner ]
○ [ the learner indicates interest in an item or activity ] / [ the learner does not indicate interest in an item or activity ]
✔︎
[ the learner indicates interest in an item or activity ]
22 Domain 1: Requests and Related Listener Responses... Must-have Skills (R)

Must-have Requests and Related Listener Responses

NA
R6. Exhibits a reliable motor movement that permits a learner to use an alternative method of
speaking which includes selecting photographs, pic-symbols, printed words, or letters

IA IM 1 2 5 10 Det

When directed to do so by either of two people, on ___ consecutive occasions, learners exhibit a
specific motor movement that will permit them to use an alternative method of speaking which
includes selecting photographs, pic-symbols, printed words, or letters
NA [ this skill is not appropriate or necessary for this learner ]
IA [ the initial assessment of this skill has been completed ]
IM [ instruction or management has begun ]
1 on one occasion
2 on two consecutive occasions
5 on five consecutive occasions
10 on ten consecutive occasions
Det [ this motor movement is no longer occurring consistently ]

NA
R7. Makes requests for highly preferred snack foods, drinks, non-food items, or activities that
can be made frequently and immediately available

1 cookies IA IM -SA -DC -RP FP PP MP Ind 2S 2P <M NI Det

2 iPad IA IM -SA -DC -RP FP PP MP Ind 2S 2P <M NI Det

3 juice IA IM -SA -DC -RP FP PP MP Ind 2S 2P <M NI Det

4 music (CD player) IA IM -SA -DC -RP FP PP MP Ind 2S 2P <M NI Det

5 tickling IA IM -SA -DC -RP FP PP MP

thereInd
was 2S 2P <Min this
deterioration NI skill
Det

6 pillow IA IM -SA -DC -RP FP PP MP Ind 2S 2P <M NI Det

7 hat IA IM -SA -DC -RP FP PP MP Ind 2S 2P <M NI Det

8 rocking chair IA IM -SA -DC -RP FP PP MP Ind 2S 2P <M NI Det

9 being picked up IA IM -SA -DC -RP FP PP MP Ind 2S 2P <M NI Det

10 IA IM -SA -DC -RP FP PP MP Ind 2S 2P <M NI Det

When motivating events occur, learners request specific items, activities, or persons, or request specific
information consistent with those events on three consecutive occasions...
NA [ this skill is not appropriate or necessary for this learner ]
IA [ the initial assessment of this skill has been completed ]
IM [ instruction or management has begun ]
-SA without self-injurious, aggressive, or destructive behavior
-DC without disruptive behavior or complaints
-RP without resistance to prompts and without elopement (i.e., without leaving the area)
FP with a full physical, full demonstration, or full echoic prompt
PP with a partial physical, partial demonstration, or partial echoic prompt
MP with a minimal touch, minimal gestural, or minimal echoic prompt
Ind without prompts, without scrolling, and within two seconds
2S in two or more settings
2P in the presence of either of two people
<M when motivating events have occurred, but are weak
NI when the learner does not have sensory contact with the requested item or activity
(does not apply to some requests)
Det [ requests are no longer occurring consistently ]

NA R8. Requests the opportunity to entertain themselves or to reduce anxiety by making stereotypic
movements with highly preferred items or engaging in highly preferred stereotypic activities
1 (preferred item) IA IM -SA -DC -RP FP PP MP Ind 2S 2P <M NI Det
2 (preferred activity) IA IM -SA -DC -RP FP PP MP Ind 2S 2P <M Det
 Domain 1: Requests and Related Listener Responses... Must-have Skills (R) 23

NA R9. Waits after making requests for each of the items and activities in R7 and R8 for gradually
increasing periods of time
1 cookies IA IM 1s 2s 5s 10s 20s 1m 2m 5m 10m 20m Det

2 iPad IA IM 1s 2s 5s 10s 20s 1m 2m 5m 10m 20m Det

3 juice IA IM 1s 2s 5s 10s 20s 1m 2m 5m 10m 20m Det

4 music (CD player) IA IM 1s 2s 5s 10s 20s 1m 2m 5m 10m 20m Det

5 tickling IA IM 1s 2s 5s 10s 20s 1m 2m 5m 10m 20m Det

6 pillow IA IM 1s 2s 5s 10s 20s 1m 2m 5m 10m 20m Det

7 hat IA IM 1s 2s 5s 10s 20s 1m 2m 5m 10m 20m Det

8 rocking chair IA IM 1s 2s 5s 10s 20s 1m 2m 5m 10m 20m Det

9 being picked up IA IM 1s 2s 5s 10s 20s 1m 2m 5m 10m 20m Det

10 IA IM 1s 2s 5s 10s 20s 1m 2m 5m 10m 20m Det

When directed to do so, learners wait for requests to be honored, without exhibiting problem behavior,
without resisting or requiring prompts, without repeating the original request, making requests for ‘when’ or
‘later’, or making requests for other items or activities, when strong motivating events occur, in the presence
of either of two persons, and continue making other required responses on three consecutive occasions...
NA [ this skill is not appropriate or necessary for this learner ]
IA [ the initial assessment of this skill has been completed ]
Im [ instruction or management has begun ]
1s for 1 second
2s for 2 seconds
5s for 5 seconds
10s for 10 seconds
20s for 20 seconds
1m for 1 minute
2m for 2 minutes
5m for 5 minutes
10m for 10 minutes
20m for 20 minutes
Det [ ‘waiting’ is no longer occurring consistently ]

NA R10. Accepts the removal of access to 10 items or activities from R7 and R8 by a person in authority

1 cookies IA IM -SA -DC -RP FP PP MP Ind 2S 2P >M Det

2 iPad IA IM -SA -DC -RP FP PP MP

there wasInd 2S 2P in this
deterioration >M skill
Det

3 juice IA IM -SA -DC -RP FP PP MP Ind 2S 2P >M Det

4 music (CD player) IA IM -SA -DC -RP FP PP MP Ind 2S 2P >M Det

5 tickling IA IM -SA -DC -RP FP PP MP Ind 2S 2P >M Det

6 pillow IA IM -SA -DC -RP FP PP MP Ind 2S 2P >M Det

7 hat IA IM -SA -DC -RP FP PP MP Ind 2S 2P >M Det

8 rocking chair IA IM -SA -DC -RP FP PP MP Ind 2S 2P >M Det

9 being picked up IA IM -SA -DC -RP FP PP MP Ind 2S 2P >M Det

10 IA IM -SA -DC -RP FP PP MP Ind 2S 2P >M Det

When directed to do so, learners relinquish access and accept the removal of preferred items or
activities by persons in authority by continuing to make other required responses on three
consecutive occasions...
NA [ this skill is not appropriate or necessary for this learner ]
IA [ the initial assessment of this skill has been completed ]
IM [ instruction or management has begun ]
-SA without self-injurious, aggressive, or destructive behavior
-DC without disruptive behavior or complaints
-RP without resistance to prompts and without elopement (i.e., without leaving the area)
FP with a full physical or full demonstration prompt
24 Domain 1: Requests and Related Listener Responses... Must-have Skills (R)

R10. (cont.)
PP with a partial physical or partial demonstration prompt
MP with a minimal touch or minimal gestural prompt
Ind without prompts and within two seconds
2S in two or more settings
2P in the presence of either of two persons in authority
>M when strong motivating events have occurred
Det [ this skill is no longer occurring consistently ]

NA R11. Completes 10 consecutive, brief, previously acquired tasks

IA IM 1 2 5 10 Det

When directed to do so by either of two people, and when strong motivating events occur, learners
complete ___ consecutive, brief, previously acquired tasks between opportunities to make requests
without problem behavior and without complaints on three consecutive occasions...
NA [ this skill is not appropriate or necessary for this learner ]
IA [ the initial assessment of this skill has been completed ]
IM [ instruction or management has begun ]
1 one brief task
2 two consecutive, brief tasks
5 five, consecutive, brief tasks
10 ten, consecutive, brief tasks
Det [ these tasks are no longer being completed consistently ]
NA R12. Shares or takes turns obtaining access to each of the items and activities in R7 and R8 with
an instructor, care provider, parent, or peer
1 cookies IA IM -SA -DC -RP FP PP MP Ind 2S 2P >M Det

2 iPad IA IM -SA -DC -RP FP PP MP Ind 2S 2P >M Det

3 juice IA IM -SA -DC -RP FP PP MP Ind 2S 2P >M Det

4 music (CD player) IA IM -SA -DC -RP FP PP MP Ind 2S 2P >M Det

5 tickling IA IM -SA -DC -RP FP PP MP Ind 2S 2P >M Det

6 pillow IA IM -SA -DC -RP FP PP MP Ind 2S 2P >M Det

7 hat IA IM -SA -DC -RP FP PP MP Ind 2S 2P >M Det

8 rocking chair IA IM -SA -DC -RP FP PP MP Ind 2S 2P >M Det

9 being picked up IA IM -SA -DC -RP FP PP MP Ind 2S 2P >M Det

10 IA IM -SA -DC -RP FP PP MP Ind 2S 2P >M Det
When directed to do so, learners share, take turns or make transitions on three consecutive
occasions..
NA [ this skill is not appropriate or necessary for this learner ]
IA [ the initial assessment of this skill has been completed ]
IM [ instruction or management has begun ]
-SA without self-injurious, aggressive, or destructive behavior
-DC without disruptive behavior or complaints
-RP without resistance to prompts and without elopement (i.e., without leaving the area)
FP with a full physical or full demonstration prompt
PP with a partial physical or partial demonstration prompt
MP with a minimal touch or minimal gestural prompt
Ind without prompts and within two seconds
2S in two or more settings
2P in the presence of either of two people
>M when strong motivating events have occurred
Det [ sharing and taking turns with this item or activity or making transitions are no longer
occurring consistently ]
NA R13. Makes transitions from preferred items and activities to required tasks
1 cookies IA IM -SA -DC -RP FP PP MP Ind 2S 2P >M Det

2 iPad IA IM -SA -DC -RP FP PP MP Ind 2S 2P >M Det

3 juice IA IM -SA -DC -RP FP PP MP Ind 2S 2P >M Det

 Domain 1: Requests and Related Listener Responses... Must-have Skills (R) 25

R13. (cont.)
4 music (CD player) IA IM -SA -DC -RP FP PP MP Ind 2S 2P >M Det
5 tickling IA IM -SA -DC -RP FP PP MP Ind 2S 2P >M Det
6 pillow IA IM -SA -DC -RP FP PP MP Ind 2S 2P >M Det
7 hat IA IM -SA -DC -RP FP PP MP Ind 2S 2P >M Det
8 rocking chair IA IM -SA -DC -RP FP PP MP Ind 2S 2P >M Det
9 being picked up IA IM -SA -DC -RP FP PP MP Ind 2S 2P >M Det
10 IA IM -SA -DC -RP FP PP MP Ind 2S 2P >M Det
performance levels: same as R12

NA R14. Makes a generalized request for the removal or reduction in intensity of 1-4 situations
IA IM -SA -DC -RP FP PP MP Ind 2S 2P <M Det

When motivating events occur, learners request specific items, activities, or persons, or request
specific information consistent with those events on three consecutive occasions...
NA [ this skill is not appropriate or necessary for this learner ]
IA [ the initial assessment of this skill has been completed ]
IM [ instruction or management has begun ]
-SA without self-injurious, aggressive, or destructive behavior
-DC without disruptive behavior or complaints
-RP without resistance to prompts and without elopement (i.e., without leaving the area)
FP with a full physical, full demonstration, or full echoic prompt
PP with a partial physical, partial demonstration, or partial echoic prompt
MP with a minimal touch, minimal gestural, or minimal echoic prompt
Ind without prompts, without scrolling, and within two seconds
2S in two or more settings
2P in the presence of either of two people
<M when motivating events have occurred, but are weak
Det [ requests are no longer occurring consistently ]

NA R15. ‘Accepts no’ after making requests for items and activities that were taught and are often
honored (R7, R8, and R14)

1 cookies IA IM -SA -DC 2S 2P >M Det

2 iPad IA IM -SA -DC 2S 2P >M Det

3 juice IA IM -SA -DC 2S 2P >M Det

4 music (CD player) IA IM -SA -DC 2S 2P >M Det

5 tickling IA IM -SA -DC 2S 2P >M Det

6 pillow IA IM -SA -DC 2S 2P >M Det

7 hat IA IM -SA -DC 2S 2P >M Det

8 rocking chair IA IM -SA -DC 2S 2P >M Det

9 being picked up IA IM -SA -DC 2S 2P >M Det

10 IA IM -SA -DC 2S 2P >M Det

When directed to do so, learners ‘accept no’ after making requests that were taught and are
often honored’ without repeating the original request, making requests for ‘when’ or ‘later’, or
making requests for other items or activities, and continue making other required responses on
three consecutive occasions...
NA [ this skill is not appropriate or necessary for this learner ]
IA [ the initial assessment of this skill has been completed ]
IM [ instruction or management has begun ]
-SA without self-injurious, aggressive, or destructive behavior
-DC without disruptive behavior or complaints
2S in two or more settings
2P in the presence of either of two people
>M when motivating events have occurred and are strong
Det [ ‘accepting no’ is no longer occurring consistently ]
26 Domain 1: Requests and Related Listener Responses... Must-have Skills (R)

NA R16. ‘Accepts no’ after making requests for dangerous items and activities that were not taught
and are never honored

1 playing in the street IA IM -SA -DC 2S 2P >M Det

2 IA IM -SA -DC 2S 2P >M Det
3 IA IM -SA -DC 2S 2P >M Det

When directed to do so, learners ‘accept no’ after making requests for dangerous items and
activities that were not taught and are never honored’ without repeating the original request,
making requests for ‘when’ or ‘later’, or making requests for other items or activities, and
continue making other required responses on three consecutive occasions...
NA [ this skill is not appropriate or necessary for this learner ]
IA [ the initial assessment of this skill has been completed ]
IM [ instruction or management has begun ]
-SA without self-injurious, aggressive, or destructive behavior
-DC without disruptive behavior or complaints
2S in two or more settings
2P in the presence of either of two people
>M when motivating events have occurred and are strong
Det [ ‘accepting no, never’ is no longer occurring consistently ]

NA R17. Makes very forceful and repeated requests for a stranger, an intruder, a person teasing,
threatening, bullying, or instigating a fight, or a person making sexual advances to ‘go
away’
IA IM -SA -DC -RP FP PP MP Ind 2S 2P <M Det

When motivating events occur, learners request specific items, activities, or persons, or request
specific information consistent with those events on three consecutive occasions...
NA [ this skill is not appropriate or necessary for this learner ]
IA [ the initial assessment of this skill has been completed ]
IM [ instruction or management has begun ]
-SA without self-injurious, aggressive, or destructive behavior
-DC without disruptive behavior or complaints
-RP without resistance to prompts and without elopement (i.e., without leaving the area)
FP with a full physical, full demonstration, or full echoic prompt
PP with a partial physical, partial demonstration, or partial echoic prompt
MP with a minimal touch, minimal gestural, or minimal echoic prompt
Ind without prompts, without scrolling, and within two seconds
2S in two or more settings
2P in the presence of either of two people
<M when motivating events have occurred, but are weak
Det [ requests are no longer occurring consistently ]

NA R18. Makes a generalized request for help in a threatening or dangerous situation, by yelling
“help”, screaming, or otherwise making contact with an audience, calling ‘9-1-1’, or
activating a medical alert device
1 yelling “help”... IA IM -SA -DC -RP FP PP MP Ind 2S 2P <M Det
2 calling 9-1-1 IA IM -SA -DC -RP FP PP MP Ind 2S 2P <M Det
3 activating a medical alert device IA IM -SA -DC -RP FP PP MP Ind 2S 2P <M Det
NA R19. Makes a generalized request for an audience, followed by requests for items or activities in
R7 and R8
IA IM -SA -DC -RP FP PP MP Ind 2S 2P <M Det

NA R20. Makes a request for a communication board, book, or device

IA IM -SA -DC -RP FP PP MP Ind 2S 2P <M NI Det

NA R21. Politely refuses access to preferred items or activities

IA IM -SA -DC -RP FP PP MP Ind 2S 2P <M NI Det
 Domain 1: Requests and Related Listener Responses... Should-have Skills (R) 27

R21. (cont.)
When motivating events occur, learners politely refuse access to specific, preferred items,
activities, or persons on three consecutive occasions...
NA [ this skill is not appropriate or necessary for this learner ]
IA [ the initial assessment of this skill has been completed ]
IM [ instruction or management has begun ]
-SA without self-injurious, aggressive, or destructive behavior
-DC without disruptive behavior or complaints
-RP without resistance to prompts and without elopement (i.e., without leaving the area)
FP with a full physical, full demonstration, or full echoic prompt
PP with a partial physical, partial demonstration, or partial echoic prompt
MP with a minimal touch, minimal gestural, or minimal echoic prompt
Ind without prompts, without scrolling, and within two seconds
2S in two or more settings
2P in the presence of either of two people
<M when motivating events have occurred, but are weak
NI when the learner does not have sensory contact with the requested item or activity
Det [ refusals are no longer occurring consistently ]

Additional Must-have Requests and Related Listener Responses

NA R21a.
IA IM -SA -DC -RP FP PP MP Ind 2S 2P <M NI Det

When motivating events occur, learners request specific items, activities, or persons, or request
specific information consistent with those events on three consecutive occasions...
NA [ this skill is not appropriate or necessary for this learner ]
IA [ the initial assessment of this skill has been completed ]
IM [ instruction or management has begun ]
-SA without self-injurious, aggressive, or destructive behavior
-DC without disruptive behavior or complaints
-RP without resistance to prompts and without elopement (i.e., without leaving the area)
FP with a full physical, full demonstration, or full echoic prompt
PP with a partial physical, partial demonstration, or partial echoic prompt
MP with a minimal touch, minimal gestural, or minimal echoic prompt
Ind without prompts, without scrolling, and within two seconds
2S in two or more settings
2P in the presence of either of two people
<M when motivating events have occurred, but are weak
NI when the learner does not have sensory contact with the requested item or activity
Det [ requests are no longer occurring consistently ]

NA R21b.
1 IA IM -SA -DC -RP FP PP MP Ind 2S 2P <M NI Det
2 IA IM -SA -DC -RP FP PP MP Ind 2S 2P <M NI Det

Should-have Requests and Related Listener Responses

NA R22. Makes requests for highly preferred foods, drinks, non-food items, or activities that can be
made immediately, but not frequently, available
1 IA IM -SA -DC -RP FP PP MP Ind 2S 2P <M NI Det
2 IA IM -SA -DC -RP FP PP MP Ind 2S 2P <M NI Det
3 IA IM -SA -DC -RP FP PP MP Ind 2S 2P <M NI Det
4 IA IM -SA -DC -RP FP PP MP Ind 2S 2P <M NI Det
5 IA IM -SA -DC -RP FP PP MP Ind 2S 2P <M NI Det
6 IA IM -SA -DC -RP FP PP MP Ind 2S 2P <M NI Det
7 IA IM -SA -DC -RP FP PP MP Ind 2S 2P <M NI Det
8 IA IM -SA -DC -RP FP PP MP Ind 2S 2P <M NI Det
9 IA IM -SA -DC -RP FP PP MP Ind 2S 2P <M NI Det
10 IA IM -SA -DC -RP FP PP MP Ind 2S 2P <M NI Det
44 Domain 2: Listener Responses, Names, and Descriptions... Must-have Skills (LR)

Domain 2: Listener Responses, Names, and Descriptions (LR, LRND)

Must-have Listener Responses
Following Directions Related to Health and Safety
NA LR1. Holds and maintains contact with the hand of an instructor, care provider, or parent when
directed to do so
IA IM 1s 2s 5s 10s 20s 1m 2m 5m 10m 20m Det
When directed to do so, learners follow a specific direction, make a specific response, and
continue making that response without exhibiting problem behavior, without resisting or requiring
prompts, in two or more situations, and in the presence of either of two persons on three
consecutive occasions for...
NA [ this skill is not appropriate or necessary for this learner ]
IA [ the initial assessment of this skill has been completed ]
IM [ instruction or management has begun ]
___s ___ seconds [ this targeted period of time is set by the instructor or care provider ]
___m ___ minutes [ this targeted period of time is set by the instructor or care provider ]
Det [ this listener response is no longer occurring consistently ]

NA LR2. Moves toward and stands or sits next to an instructor, care provider, or parent when
directed to do so
IA IM -SA -DC -RP FP PP MP Ind 2S 2P Det

When directed to do so, learners follow directions and complete a required activity on
three consecutive occasions...
NA [ this skill is not appropriate or necessary for this learner ]
IA [ the initial assessment of this skill has been completed ]
IM [ instruction or management has begun ]
-SA without self-injurious, aggressive, or destructive behavior
-DC without disruptive behavior or complaining
-RP without resistance to prompts and without elopement (i.e., without leaving the area)
FP with a full physical or full demonstration prompt
PP with a partial physical or partial demonstration prompt
MP with a minimal touch or minimal gestural prompt
Ind without prompts and without hesitation
2S in two or more situations
2p In the presence of either of two people
Det [ this listener response is no longer occurring consistently ]

NA LR3. Moves toward and stands or remains in a line when directed to do so

IA IM -SA -DC -RP FP PP MP Ind 2S 2P Det
NA LR4. Waits within arms length of an instructor, care provider, or parent, or waits in line when
directed to do so
IA IM 1s 2s 5s 10s 20s 1m 2m 5m Det
performance levels: similar to LR1

NA LR5. Stands up, sits down, folds hands, lies down, or sits up when directed to do so
IA IM -SA -DC -RP FP PP MP Ind 2S 2P Det
performance levels: same as LR2

NA LR6. Moves from one location to another when directed to do so, while remaining next to an
instructor, care provider, or parent, or while remaining in line
IA IM -SA -DC -RP FP PP MP Ind 2S 2P Det
 Domain 2: Listener Responses, Names, and Descriptions... Should-to-have Skills (LR) 45

NA LR7. Waits at a current location or a specific location when directed to do so

IA IM 10s 20s 1m 2m 5m Det
performance levels: similar to LR1

NA LR8. Moves to and remains in a designated area when directed to do so

IA IM 20s 1m 2m 5m 10m 20m Det
performance levels: similar to LR1

NA LR9. Stops moving or engaging in a dangerous activity when directed to do so

IA IM -SA -DC -RP FP PP MP Ind 2S 2P Det
performance levels: same as LR2

NA LR10. Turns toward others when her/his name is called and makes two consecutive listener
responses from LR1-9
IA IM -SA -DC -RP FP PP MP Ind 2S 2P Det
NA LR11. Fastens a seat belt while in a car, a car seat, or a mobility device and remains in the seat
belt for gradually increasing periods of time when directed to do so
IA IM 20s 1m 2m 5m 10m 20m Det
performance levels: similar to LR1

Additional Must-have Listener Responses

Following Directions Related to Health and Safety

NA LR11a.
IA IM -SA -DC -RP FP PP MP Ind 2S 2P Det
performance levels: same as LR2

NA LR11b.
IA IM -SA -DC -RP FP PP MP Ind 2S 2P Det
NA LR11c.
IA IM -SA -DC -RP FP PP MP Ind 2S 2P Det

NA LR11d.
IA IM -SA -DC -RP FP PP MP Ind 2S 2P Det

Should-have Listener Responses

Following Directions to Complete Routine Activities

NA LR12. Completes five activities of dressing or personal hygiene when directed to do so

1 IA IM -SA -DC -RP FP PP MP Ind 2S 2P Det
2 IA IM -SA -DC -RP FP PP MP Ind 2S 2P Det
3 IA IM -SA -DC -RP FP PP MP Ind 2S 2P Det
4 IA IM -SA -DC -RP FP PP MP Ind 2S 2P Det
5 IA IM -SA -DC -RP FP PP MP Ind 2S 2P Det
performance levels: same as LR2

NA LR13. Places items in designated locations when directed to do so

IA IM -SA -DC -RP FP PP MP Ind 2S 2P Det
 Domain 4: Daily Living and Related Skills... Must-have Skills (DLS) 91

Domain 4: Daily Living and Related Skills (DLS)

Must-have Daily Living Skills Related to Health and Safety
Eating, Drinking, and Feeding
NA DLS-EDF1. Consumes thick or thickened liquids orally
IA IM -SA -DC -RP FP PP MP Ind PPA APD CO 2S 2P Det

When they encounter situations that require specific responses, learners exhibit single-
response daily living skills on three consecutive occasions...
NA [ this skill is not appropriate or necessary for this learner ]
IA [ the initial assessment of this skill has been completed ]
IM [ instruction or management has begun ]
-SA without self-injurious, aggressive, or destructive behavior
-DC without disruptive behavior or complaints
-RP without resistance to prompts and without leaving the area
FP with a full physical or full demonstration prompt
PP with a partial physical or partial demonstration prompt
MP with a minimal touch or minimal gestural prompt
Ind without prompts and within two seconds
PPA [ performance of this task requires permanent partial assistance ]
APD [ performance of this task requires an environmental adaptation or prosthetic device ]
CO [ the critical outcome of this skill has occurred ]
2S [ the skill and the critical outcome have occurred in two or more settings ]
2P [ the skill and the critical outcome have occurred in the presence of either of two
people ]
Det [ this daily living skill or its critical outcome are no longer occurring consistently ]

NA DLS-EDF2. Consumes three thin liquids orally, including water

1 IA IM -SA -DC -RP FP PP MP Ind PPA APD CO 2S 2P Det
2 IA IM -SA -DC -RP FP PP MP Ind PPA APD CO 2S 2P Det
3 IA IM -SA -DC -RP FP PP MP Ind PPA APD CO 2S 2P Det
NA DLS-EDF3. Consumes three soft foods
1 IA IM -SA -DC -RP FP PP MP Ind PPA APD CO 2S 2P Det
2 IA IM -SA -DC -RP FP PP MP Ind PPA APD CO 2S 2P Det
3 IA IM -SA -DC -RP FP PP MP Ind PPA APD CO 2S 2P Det
NA DLS-EDF4. Chews three soft foods
1 IA IM -SA -DC -RP FP PP MP Ind PPA APD CO 2S 2P Det
2 IA IM -SA -DC -RP FP PP MP Ind PPA APD CO 2S 2P Det
3 IA IM -SA -DC -RP FP PP MP Ind PPA APD CO 2S 2P Det
NA DLS-EDF5. Munches on three crunchy foods
1 IA IM -SA -DC -RP FP PP MP Ind PPA APD CO 2S 2P Det
2 IA IM -SA -DC -RP FP PP MP Ind PPA APD CO 2S 2P Det
3 IA IM -SA -DC -RP FP PP MP Ind PPA APD CO 2S 2P Det
NA DLS-EDF6. Chews three crunchy foods
1 crackers IA IM -SA -DC -RP FP PP MP Ind PPA APD CO 2S 2P Det
2 IA IM -SA -DC -RP FP PP MP Ind PPA APD CO 2S 2P Det
3 IA IM -SA -DC -RP FP PP MP Ind PPA APD CO 2S 2P Det
NA DLS-EDF7. Chews three chewy foods
1 IA IM -SA -DC -RP FP PP MP Ind PPA APD CO 2S 2P Det
2 IA IM -SA -DC -RP FP PP MP Ind PPA APD CO 2S 2P Det
3 IA IM -SA -DC -RP FP PP MP Ind PPA APD CO 2S 2P Det
92 Domain 4: Daily Living and Related Skills... Must-have Skills (DLS)

NA DLS-EDF8. Drinks with a sippy cup

IA IM -SA -DC -RP FP PP MP Ind PPA APD CO 2S 2P Det

NA DLS-EDF9. Drinks from a cup or glass

IA IM -SA -DC -RP FP PP MP Ind PPA APD CO 2S 2P Det

NA DLS-EDF9a.
IA IM -SA -DC -RP FP PP MP Ind PPA APD CO 2S 2P Det

NA DLS-EDF9b.
IA IM -SA -DC -RP FP PP MP Ind PPA APD CO 2S 2P Det

NA DLS-EDF9c.
IA IM -SA -DC -RP FP PP MP Ind PPA APD CO 2S 2P Det

NA DLS-EDF9d.
IA IM -SA -DC -RP FP PP MP Ind PPA APD CO 2S 2P Det

Sleeping
NA DLS-Slp1. Goes to sleep at bedtime Paddington Bear
IA IM -SA -DC -RP FP PP MP Ind PPA APD CO 2S 2P Det

NA DLS-Slp2. Sleeps through the night until morning Paddington Bear

IA IM -SA -DC -RP FP PP MP Ind PPA APD CO 2S 2P Det

NA DLS-Slp2a.
IA IM -SA -DC -RP FP PP MP Ind PPA APD CO 2S 2P Det

NA DLS-Slp2b.
IA IM -SA -DC -RP FP PP MP Ind PPA APD CO 2S 2P Det

Mobility and Transportation

NA DLS-MT1. Transported from/to a bed, the toilet, a gait trainer, a walker, a wheelchair, or a
MOVE device with a hoist MR
IA IM 1st 1/4 1/2 3/4 Ind _m PPA APD CO 2S 2P Det

When they encounter situations that require specific responses, learners exhibit...[ some or all
of the responses (steps) of a multiple-response daily living skill ]... on three consecutive
occasions without exhibiting problem behavior, without complaining, and without resisting or
requiring prompts
NA [ this skill is not appropriate or necessary for this learner ]
IA [ the initial assessment of this skill has been completed ]
IM [ instruction or management has begun ]
1st one response (step) without prompts
1/4 one fourth of the responses (steps) that are part of the skill without prompts
1/2 one half of the responses (steps) that are part of the skill without prompts
3/4 three fourths of the responses (steps) that are part of the skill without prompts
Ind all of the responses (steps) that are part of the skill without prompts
_m all of the responses (steps) that are part of the skill without prompts and within _ minutes
PPA [ some or all of the responses (steps) that are part of this skill require permanent partial
assistance ]
APD [ some or all of the responses (steps) that are part of this skill require an environmental
adaptation or prosthetic device ]
CO [ the critical outcome of this skill has occurred ]
2S [ the skill and the critical outcome have occurred in two or more settings ]
2P [ the skill and the critical outcome have occurred in the presence of either of two
people ]
Det [ some or all of the responses (steps) that are part of this skill or its critical outcome are
no longer occurring consistently ]
 Domain 4: Daily Living and Related Skills... Must-have Skills (DLS) 93

NA DLS-MT2. Transports self from a bed or chair to the toilet with a return MR
IA IM 1st 1/4 1/2 3/4 Ind _m PPA APD CO 2S 2P Det

NA DLS-MT3. Transports self from a bed or chair to a wheelchair or a MOVE device with a return MR
IA IM 1st 1/4 1/2 3/4 Ind _m PPA APD CO 2S 2P Det

NA DLS-MT4. Transports self from a bed or chair to a walker or gait trainer with a return MR
IA IM 1st 1/4 1/2 3/4 Ind _m PPA APD CO 2S 2P Det

NA DLS-MT5. Transported in a wheelchair

IA IM -SA -DC -RP FP PP MP Ind PPA APD CO 2S 2P Det

performance levels: same as DLS-EDF1 and same for all single-response skills in this domain

NA DLS-MT5a. MR
IA IM 1st 1/4 1/2 3/4 Ind _m PPA APD CO 2S 2P Det

performance levels: same as DLS-MT1 and same for all multiple-response skills (MR) in this domain

NA DLS-MT5b.
IA IM -SA -DC -RP FP PP MP Ind PPA APD CO 2S 2P Det

performance levels: same as DLS-EDF1 and same for all single-response skills in this domain

Avoiding Harmful Items, Substances, and Situations

NA DLS-AHS1. Does not pick up knives, scissors, and razors without supervision or training
IA IM -SA -DC -RP FP PP MP Ind PPA APD CO 2S 2P Det

NA DLS-AHS2. Does not take medications without supervision or training

IA IM -SA -DC -RP FP PP MP Ind PPA APD CO 2S 2P Det

NA DLS-AHS3. Does not use cleaning fluids without supervision or training

IA IM -SA -DC -RP FP PP MP Ind PPA APD CO 2S 2P Det
NA DLS-AHS4. Does not touch insecticides
IA IM -SA -DC -RP FP PP MP Ind PPA APD CO 2S 2P Det
NA DLS-AHS5. Does not walk after dark without a companion
IA IM -SA -DC -RP FP PP MP Ind PPA APD CO 2S 2P Det

NA DLS-AHS6. Does not walk on wet floors

IA IM -SA -DC -RP FP PP MP Ind PPA APD CO 2S 2P Det

NA DLS-AHS7. Does not turn on hot water before cold water

IA IM -SA -DC -RP FP PP MP Ind PPA APD CO 2S 2P Det

NA DLS-AHS8. Does not enter pools, hot tubs, lakes, or rivers without supervision
IA IM -SA -DC -RP FP PP MP Ind PPA APD CO 2S 2P Det

NA DLS-AHS9. Does not touch matches or lighters

IA IM -SA -DC -RP FP PP MP Ind PPA APD CO 2S 2P Det

NA DLS-AHS10. Does not plug in or touch an iron

IA IM -SA -DC -RP FP PP MP Ind PPA APD CO 2S 2P Det

NA DLS-AHS11. Does not pick up car keys

IA IM -SA -DC -RP FP PP MP Ind PPA APD CO 2S 2P Det
94 Domain 4: Daily Living and Related Skills... Must-have Skills (DLS)

NA DLS-AHS12. Does not put harmful, non-nutritive items in their mouth

IA IM -SA -DC -RP FP PP MP Ind PPA APD CO 2S 2P Det

NA DLS-AHS13. Does not put anything in their eyes, ears, nose, rectum, urethra, or vagina
IA IM -SA -DC -RP FP PP MP Ind PPA APD CO 2S 2P Det

NA DLS-AHS14. Does not run into the street and cross the street without supervision
IA IM -SA -DC -RP FP PP MP Ind PPA APD CO 2S 2P Det

NA DLS-AHS15. Does not talk to, walk with, get in a car with, or open the door to a stranger
IA IM -SA -DC -RP FP PP MP Ind PPA APD CO 2S 2P Det

NA DLS-AHS15a.
IA IM -SA -DC -RP FP PP MP Ind PPA APD CO 2S 2P Det

NA DLS-AHS15b.
IA IM -SA -DC -RP FP PP MP Ind PPA APD CO 2S 2P Det

NA DLS-AHS15c.
IA IM -SA -DC -RP FP PP MP Ind PPA APD CO 2S 2P Det

Other Activities Related to Health and Safety

NA DLS-HS1. Performs required exercises or therapeutic activities MR

IA IM 1st 1/4 1/2 3/4 Ind _m PPA APD CO 2S 2P Det
NA DLS-HS2. Looks both ways, waits for traffic to clear, and crosses the street quickly MR
IA IM 1st 1/4 1/2 3/4 Ind _m PPA APD CO 2S 2P Det
NA DLS-HS3. Wears external clothing appropriate to weather conditions MR
IA IM 1st 1/4 1/2 3/4 Ind _m PPA APD CO 2S 2P Det
NA DLS-HS4. Fastens and remains in a seat belt for the duration of specific trips
IA IM -SA -DC -RP FP PP MP Ind PPA APD CO 2S 2P Det
NA DLS-HS5. Attends medical appointments
IA IM -SA -DC -RP FP PP MP Ind PPA APD CO 2S 2P Det
NA DLS-HS6. Attends dental appointments
IA IM -SA -DC -RP FP PP MP Ind PPA APD CO 2S 2P Det

NA DLS-HS7. Attends therapy appointments

IA IM -SA -DC -RP FP PP MP Ind PPA APD CO 2S 2P Det

NA DLS-HS8. Engages in safe, personal, sexual behavior in an appropriate setting MR

IA IM 1st 1/4 1/2 3/4 Ind _m PPA APD CO 2S 2P Det

NA DLS-HS8a. MR
IA IM 1st 1/4 1/2 3/4 Ind _m PPA APD CO 2S 2P Det

NA DLS-HS8b. MR
IA IM 1st 1/4 1/2 3/4 Ind _m PPA APD CO 2S 2P Det

NA DLS-HS8c. MR
IA IM 1st 1/4 1/2 3/4 Ind _m PPA APD CO 2S 2P Det

NA DLS-HS8d. MR
IA IM 1st 1/4 1/2 3/4 Ind _m PPA APD CO 2S 2P Det
140 Domain 6: Tolerating Skills and Eggshells... Must-have Skills (T)

Domain 6: Tolerating Skills and Eggshells (T)

Must-have Tolerating Skills Related to Health and Safety

Basic Human Interaction

NA T-BHI1. The sight, sound, or scent of an unfamiliar person

IA IM Egg -Egg 10s 1m 1/4 1/2 3/4 Ind Det
After exposure to this situation, learners resume ongoing activities for ___ (seconds/minutes) or
complete ___ (1/4, 1/2, 3/4, or all of) these activities, without prompts, without self-injurious,
aggressive, destructive, or disruptive behavior, without complaints, and without leaving the area on
three consecutive occasions...
NA [ this skill is not appropriate or necessary for this learner ]
IA [ the initial assessment of this skill has been completed ]
IM [ instruction or management has begun ]
Egg [ situations are avoided because problem behavior occurs ]
-Egg [ situations are no longer avoided because problem behavior
occurs ]
10s for 10 seconds
1m for 1 minute
1/4 for 5 minutes or 1/4 of the required duration of an activity
1/2 for 10 minutes or 1/2 of the required duration of an activity
3/4 for 20 minutes or 3/4 of the required duration of an activity
Ind for 1 hour or the required duration of an activity
Det [ this tolerating skill is no longer occurring consistently ]

NA T-BHI2. In the same room with an unfamiliar person

IA IM Egg -Egg 10s 1m 1/4 1/2 3/4 Ind Det

NA T-BHI3. In close physical proximity to an unfamiliar person

IA IM Egg -Egg 10s 1m 1/4 1/2 3/4 Ind Det

NA T-BHI4. Demonstration prompts

IA IM Egg -Egg 10s 1m 1/4 1/2 3/4 Ind Det

NA T-BHI5. Touch, physical guidance, or physical prompts

IA IM Egg -Egg 10s 1m 1/4 1/2 3/4 Ind Det

NA T-BHI5a.
IA IM Egg -Egg 10s 1m 1/4 1/2 3/4 Ind Det

NA T-BHI5b.
IA IM Egg -Egg 10s 1m 1/4 1/2 3/4 Ind Det
NA T-BHI5c.
IA IM Egg -Egg 10s 1m 1/4 1/2 3/4 Ind Det

Eating, Drinking, and Feeding

NA T-EDF1. A gastrostomy or nasogastric tube

IA IM Egg -Egg 10s 1m 1/4 1/2 3/4 Ind Det

NA T-EDF2. A feeding pump

IA IM Egg -Egg 10s 1m 1/4 1/2 3/4 Ind Det

NA T-EDF3. Thickened liquids

IA IM Egg -Egg 10s 1m 1/4 1/2 3/4 Ind Det

NA T-EDF4. Liquids
IA IM Egg -Egg 10s 1m 1/4 1/2 3/4 Ind Det
 Domain 6: Tolerating Skills and Eggshells... Must-have Skills (T) 141

NA T-EDF5. Baby food

IA IM Egg -Egg 10s 1m 1/4 1/2 3/4 Ind Det

NA T-EDF6. Pureed foods

IA IM Egg -Egg 10s 1m 1/4 1/2 3/4 Ind Det

NA T-EDF7. Soft foods

IA IM Egg -Egg 10s 1m 1/4 1/2 3/4 Ind Det

NA T-EDF8. Mashed foods

IA IM Egg -Egg 10s 1m 1/4 1/2 3/4 Ind Det

NA T-EDF9. An adapted spoon

IA IM Egg -Egg 10s 1m 1/4 1/2 3/4 Ind Det

NA T-EDF10. An adapted cup, bowl, or plate

IA IM Egg -Egg 10s 1m 1/4 1/2 3/4 Ind Det

NA T-EDF11. Solid foods

IA IM Egg -Egg 10s 1m 1/4 1/2 3/4 Ind Det

NA T-EDF11a.
IA IM Egg -Egg 10s 1m 1/4 1/2 3/4 Ind Det

NA T-EDF11b.
IA IM Egg -Egg 10s 1m 1/4 1/2 3/4 Ind Det

NA T-EDF11c.
IA IM Egg -Egg 10s 1m 1/4 1/2 3/4 Ind Det

NA T-EDF11d.
IA IM Egg -Egg 10s 1m 1/4 1/2 3/4 Ind Det

Daily Medical Procedures and Medication Administration

NA T-DM1. Medication hidden in food

IA IM Egg -Egg 10s 1m 1/4 1/2 3/4 Ind Det

NA T-DM2. Liquid medication from an oral syringe

IA IM Egg -Egg 10s 1m 1/4 1/2 3/4 Ind Det

NA T-DM3. Liquid medication from a spoon

IA IM Egg -Egg 10s 1m 1/4 1/2 3/4 Ind Det

NA T-DM4. Pills or vitamins

IA IM Egg -Egg 10s 1m 1/4 1/2 3/4 Ind Det

NA T-DM5. Oxygen from a nasal tube

IA IM Egg -Egg 10s 1m 1/4 1/2 3/4 Ind Det

NA T-DM6. An inhaler
IA IM Egg -Egg 10s 1m 1/4 1/2 3/4 Ind Det

NA T-DM7. Testing blood by pricking a finger

IA IM Egg -Egg 10s 1m 1/4 1/2 3/4 Ind Det

NA T-DM8. Insulin injection

IA IM Egg -Egg 10s 1m 1/4 1/2 3/4 Ind Det
142 Domain 6: Tolerating Skills and Eggshells... Must-have Skills (T)

NA T-DM9. Ventilation and suction

IA IM Egg -Egg 10s 1m 1/4 1/2 3/4 Ind Det

NA T-DM9a.
IA IM Egg -Egg 10s 1m 1/4 1/2 3/4 Ind Det

NA T-DM9b.
IA IM Egg -Egg 10s 1m 1/4 1/2 3/4 Ind Det

NA T-DM9c.
IA IM Egg -Egg 10s 1m 1/4 1/2 3/4 Ind Det

NA T-DM9d.
IA IM Egg -Egg 10s 1m 1/4 1/2 3/4 Ind Det

Sleeping

NA T-Slp1. Parents’ bed

IA IM Egg -Egg 10s 1m 1/4 1/2 3/4 Ind Det

NA T-Slp2. A crib
IA IM Egg -Egg 10s 1m 1/4 1/2 3/4 Ind Det

NA T-Slp3. Own bed (prior to falling asleep)

IA IM Egg -Egg 10s 1m 1/4 1/2 3/4 Ind Det

NA T-Slp4. Pajamas
IA IM Egg -Egg 10s 1m 1/4 1/2 3/4 Ind Det

NA T-Slp5. Lights off

IA IM Egg -Egg 10s 1m 1/4 1/2 3/4 Ind Det

NA T-Slp5a.
IA IM Egg -Egg 10s 1m 1/4 1/2 3/4 Ind Det

NA T-Slp5b.
IA IM Egg -Egg 10s 1m 1/4 1/2 3/4 Ind Det

Toileting

NA T-Toil1. Someone changing your diaper

IA IM Egg -Egg 10s 1m 1/4 1/2 3/4 Ind Det

NA T-Toil2. Potty chair or adapted toilet

IA IM Egg -Egg 10s 1m 1/4 1/2 3/4 Ind Det

NA T-Toil3. Toilet
IA IM Egg -Egg 10s 1m 1/4 1/2 3/4 Ind Det

NA T-Toil4. Catheter
IA IM Egg -Egg 10s 1m 1/4 1/2 3/4 Ind Det

NA T-Toil5. A colostomy or ileostomy bag

IA IM Egg -Egg 10s 1m 1/4 1/2 3/4 Ind Det

NA T-Toil5a.
IA IM Egg -Egg 10s 1m 1/4 1/2 3/4 Ind Det
 Domain 6: Tolerating Skills and Eggshells... Must-have Skills (T) 143

NA T-Toil5b.
IA IM Egg -Egg 10s 1m 1/4 1/2 3/4 Ind Det

NA T-Toil5c.
IA IM Egg -Egg 10s 1m 1/4 1/2 3/4 Ind Det

NA T-Toil5d.
IA IM Egg -Egg 10s 1m 1/4 1/2 3/4 Ind Det

Positioning and Range of Motion

NA T-PRM1. A bed chair

IA IM Egg -Egg 10s 1m 1/4 1/2 3/4 Ind Det

NA T-PRM2. A side lyer

IA IM Egg -Egg 10s 1m 1/4 1/2 3/4 Ind Det

NA T-PRM3. A corner chair

IA IM Egg -Egg 10s 1m 1/4 1/2 3/4 Ind Det

NA T-PRM4. A prone or supine stander

IA IM Egg -Egg 10s 1m 1/4 1/2 3/4 Ind Det

NA T-PRM5. An adapted chair

IA IM Egg -Egg 10s 1m 1/4 1/2 3/4 Ind Det

NA T-PRM6. Range of motion exercises

IA IM Egg -Egg 10s 1m 1/4 1/2 3/4 Ind Det

NA T-PRM6a.
IA IM Egg -Egg 10s 1m 1/4 1/2 3/4 Ind Det

NA T-PRM6b.
IA IM Egg -Egg 10s 1m 1/4 1/2 3/4 Ind Det

NA T-PRM6c.
IA IM Egg -Egg 10s 1m 1/4 1/2 3/4 Ind Det

NA T-PRM6d.
IA IM Egg -Egg 10s 1m 1/4 1/2 3/4 Ind Det

NA T-PRM6e.
IA IM Egg -Egg 10s 1m 1/4 1/2 3/4 Ind Det

Prosthetic, Therapeutic, and Adapted Equipment

NA T-PTA1. Glasses or contact lenses

IA IM Egg -Egg 10s 1m 1/4 1/2 3/4 Ind Det

NA T-PTA2. A hearing aide or cochlear implant

IA IM Egg -Egg 10s 1m 1/4 1/2 3/4 Ind Det

NA T-PTA3. A wheelchair
IA IM Egg -Egg 10s 1m 1/4 1/2 3/4 Ind Det

NA T-PTA4. A gait trainer

IA IM Egg -Egg 10s 1m 1/4 1/2 3/4 Ind Det
144 Domain 6: Tolerating Skills and Eggshells... Must-have Skills (T)

NA T-PTA5. A walker
IA IM Egg -Egg 10s 1m 1/4 1/2 3/4 Ind Det

NA T-PTA6. A seat belt

IA IM Egg -Egg 10s 1m 1/4 1/2 3/4 Ind Det

NA T-PTA7. A MOVE device

IA IM Egg -Egg 10s 1m 1/4 1/2 3/4 Ind Det

NA T-PTA8. A helmet
IA IM Egg -Egg 10s 1m 1/4 1/2 3/4 Ind Det

NA T-PTA9. AFOs
IA IM Egg -Egg 10s 1m 1/4 1/2 3/4 Ind Det

NA T-PTA10. Splints
IA IM Egg -Egg 10s 1m 1/4 1/2 3/4 Ind Det

NA T-PTA11. Braces
IA IM Egg -Egg 10s 1m 1/4 1/2 3/4 Ind Det

NA T-PTA11a.
IA IM Egg -Egg 10s 1m 1/4 1/2 3/4 Ind Det

NA T-PTA11b.
IA IM Egg -Egg 10s 1m 1/4 1/2 3/4 Ind Det

NA T-PTA11c.
IA IM Egg -Egg 10s 1m 1/4 1/2 3/4 Ind Det

NA T-PTA11d.
IA IM Egg -Egg 10s 1m 1/4 1/2 3/4 Ind Det

NA T-PTA11e.
IA IM Egg -Egg 10s 1m 1/4 1/2 3/4 Ind Det

NA T-PTA11f.
IA IM Egg -Egg 10s 1m 1/4 1/2 3/4 Ind Det

Protective Equipment and Mechanical Restraints

NA T-PEMR1. A helmet
IA IM Egg -Egg 10s 1m 1/4 1/2 3/4 Ind Det

NA T-PEMR2. A face guard

IA IM Egg -Egg 10s 1m 1/4 1/2 3/4 Ind Det

NA T-PEMR3. Padded arm guards

IA IM Egg -Egg 10s 1m 1/4 1/2 3/4 Ind Det

NA T-PEMR4. Padded gloves or mitts

IA IM Egg -Egg 10s 1m 1/4 1/2 3/4 Ind Det

NA T-PEMR5. Finger cots

IA IM Egg -Egg 10s 1m 1/4 1/2 3/4 Ind Det

NA T-PEMR6. Knee or elbow pads

IA IM Egg -Egg 10s 1m 1/4 1/2 3/4 Ind Det
 Domain 6: Tolerating Skills and Eggshells... Must-have Skills (T) 145

NA T-PEMR7. A jumpsuit
IA IM Egg -Egg 10s 1m 1/4 1/2 3/4 Ind Det

NA T-PEMR8. A Posey vest

IA IM Egg -Egg 10s 1m 1/4 1/2 3/4 Ind Det

NA T-PEMR9. Arm splints

IA IM Egg -Egg 10s 1m 1/4 1/2 3/4 Ind Det

NA T-PEMR10. A mat wrap or restraint board

IA IM Egg -Egg 10s 1m 1/4 1/2 3/4 Ind Det

NA T-PEMR10a.
IA IM Egg -Egg 10s 1m 1/4 1/2 3/4 Ind Det

NA T-PEMR10b.
IA IM Egg -Egg 10s 1m 1/4 1/2 3/4 Ind Det

NA T-PEMR10c.
IA IM Egg -Egg 10s 1m 1/4 1/2 3/4 Ind Det

NA T-PEMR10d.
IA IM Egg -Egg 10s 1m 1/4 1/2 3/4 Ind Det

Bathing and Personal Hygiene

NA T-BPH1. Someone washing your hands

IA IM Egg -Egg 10s 1m 1/4 1/2 3/4 Ind Det

NA T-BPH2. Someone washing your face

IA IM Egg -Egg 10s 1m 1/4 1/2 3/4 Ind Det

NA T-BPH3. Someone washing your ears

IA IM Egg -Egg 10s 1m 1/4 1/2 3/4 Ind Det

NA T-BPH4. Someone shampooing your hair

IA IM Egg -Egg 10s 1m 1/4 1/2 3/4 Ind Det

NA T-BPH5. Someone brushing or combing your hair

IA IM Egg -Egg 10s 1m 1/4 1/2 3/4 Ind Det

NA T-BPH6. A sponge bath

IA IM Egg -Egg 10s 1m 1/4 1/2 3/4 Ind Det

NA T-BPH7. A tub bath

IA IM Egg -Egg 10s 1m 1/4 1/2 3/4 Ind Det

NA T-BPH8. A hoist
IA IM Egg -Egg 10s 1m 1/4 1/2 3/4 Ind Det

NA T-BPH8a.
IA IM Egg -Egg 10s 1m 1/4 1/2 3/4 Ind Det

NA T-BPH8b.
IA IM Egg -Egg 10s 1m 1/4 1/2 3/4 Ind Det

NA T-BPH8c.
IA IM Egg -Egg 10s 1m 1/4 1/2 3/4 Ind Det
146 Domain 6: Tolerating Skills and Eggshells... Should-have Skills (T)

NA T-BPH8d.
IA IM Egg -Egg 10s 1m 1/4 1/2 3/4 Ind Det

NA T-BPH8e.
IA IM Egg -Egg 10s 1m 1/4 1/2 3/4 Ind Det

NA T-BPH8f.
IA IM Egg -Egg 10s 1m 1/4 1/2 3/4 Ind Det

Daily Dental Procedures

NA T-DD1. Someone brushing your teeth

IA IM Egg -Egg 10s 1m 1/4 1/2 3/4 Ind Det

NA T-DD1a.
IA IM Egg -Egg 10s 1m 1/4 1/2 3/4 Ind Det

NA T-DD1b.
IA IM Egg -Egg 10s 1m 1/4 1/2 3/4 Ind Det

NA T-DD1c.
IA IM Egg -Egg 10s 1m 1/4 1/2 3/4 Ind Det

Should-have Tolerating Skills

Clothing and Accessories

NA T-C1. Someone putting on your clothes

IA IM Egg -Egg 10s 1m 1/4 1/2 3/4 Ind Det

NA T-C2. Underpants
IA IM Egg -Egg 10s 1m 1/4 1/2 3/4 Ind Det

NA T-C3. Undershirts
IA IM Egg -Egg 10s 1m 1/4 1/2 3/4 Ind Det

NA T-C4. Bras
IA IM Egg -Egg 10s 1m 1/4 1/2 3/4 Ind Det

NA T-C5. Shirts or tops

IA IM Egg -Egg 10s 1m 1/4 1/2 3/4 Ind Det

NA T-C6. Shorts
IA IM Egg -Egg 10s 1m 1/4 1/2 3/4 Ind Det

NA T-C7. Jeans
IA IM Egg -Egg 10s 1m 1/4 1/2 3/4 Ind Det

NA T-C8. Pants or slacks

IA IM Egg -Egg 10s 1m 1/4 1/2 3/4 Ind Det

NA T-C9. Shoes
IA IM Egg -Egg 10s 1m 1/4 1/2 3/4 Ind Det

NA T-C10. Socks
IA IM Egg -Egg 10s 1m 1/4 1/2 3/4 Ind Det
 ESSENTIAL FOR LIVING
Makes Requests: First Opportunity of the Day Probe Data Recording Form
Learner: ____________________________________ Instructor or Care Provider: ____________________________________ Month/year: ___________________
Day/Date and First Opportunity of the Day Probe
Specific Request
S M T W T F S S M T W T F S S M T W T F S S M T W T F S S M T W T F S S M

R 7. NI NI NI NI NI NI NI NI NI NI NI NI NI NI NI NI NI NI NI NI NI NI NI NI NI NI NI NI NI NI NI NI NI NI NI NI NI
<M <M <M <M <M <M <M <M <M <M <M <M <M <M <M <M <M <M <M <M <M <M <M <M <M <M <M <M <M <M <M <M <M <M <M <M <M
2P 2P 2P 2P 2P 2P 2P 2P 2P 2P 2P 2P 2P 2P 2P 2P 2P 2P 2P 2P 2P 2P 2P 2P 2P 2P 2P 2P 2P 2P 2P 2P 2P 2P 2P 2P 2P
2S 2S 2S 2S 2S 2S 2S 2S 2S 2S 2S 2S 2S 2S 2S 2S 2S 2S 2S 2S 2S 2S 2S 2S 2S 2S 2S 2S 2S 2S 2S 2S 2S 2S 2S 2S 2S
rocking chair Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind
MP MP MP MP MP MP MP MP MP MP MP MP MP MP MP MP MP MP MP MP MP MP MP MP MP MP MP MP MP MP MP MP MP MP MP MP MP
PP PP PP PP PP PP PP PP PP PP PP PP PP PP PP PP PP PP PP PP PP PP PP PP PP PP PP PP PP PP PP PP PP PP PP PP PP
FP FP FP FP FP FP FP FP FP FP FP FP FP FP FP FP FP FP FP FP FP FP FP FP FP FP FP FP FP FP FP FP FP FP FP FP FP
-RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP
-DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC
-SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA
0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

R 7. NI NI NI NI NI NI NI NI NI NI NI NI NI NI NI NI NI NI NI NI NI NI NI NI NI NI NI NI NI NI NI NI NI NI NI NI NI
<M <M <M <M <M <M <M <M <M <M <M <M <M <M <M <M <M <M <M <M <M <M <M <M <M <M <M <M <M <M <M <M <M <M <M <M <M
2P 2P 2P 2P 2P 2P 2P 2P 2P 2P 2P 2P 2P 2P 2P 2P 2P 2P 2P 2P 2P 2P 2P 2P 2P 2P 2P 2P 2P 2P 2P 2P 2P 2P 2P 2P 2P
2S 2S 2S 2S 2S 2S 2S 2S 2S 2S 2S 2S 2S 2S 2S 2S 2S 2S 2S 2S 2S 2S 2S 2S 2S 2S 2S 2S 2S 2S 2S 2S 2S 2S 2S 2S 2S
music Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind
(CD player) MP MP MP MP MP MP MP MP MP MP MP MP MP MP MP MP MP MP MP MP MP MP MP MP MP MP MP MP MP MP MP MP MP MP MP MP MP
PP PP PP PP PP PP PP PP PP PP PP PP PP PP PP PP PP PP PP PP PP PP PP PP PP PP PP PP PP PP PP PP PP PP PP PP PP
FP FP FP FP FP FP FP FP FP FP FP FP FP FP FP FP FP FP FP FP FP FP FP FP FP FP FP FP FP FP FP FP FP FP FP FP FP
-RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP
-DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC
-SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA
0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

R ____. NI NI NI NI NI NI NI NI NI NI NI NI NI NI NI NI NI NI NI NI NI NI NI NI NI NI NI NI NI NI NI NI NI NI NI NI NI
<M <M <M <M <M <M <M <M <M <M <M <M <M <M <M <M <M <M <M <M <M <M <M <M <M <M <M <M <M <M <M <M <M <M <M <M <M
2P 2P 2P 2P 2P 2P 2P 2P 2P 2P 2P 2P 2P 2P 2P 2P 2P 2P 2P 2P 2P 2P 2P 2P 2P 2P 2P 2P 2P 2P 2P 2P 2P 2P 2P 2P 2P
2S 2S 2S 2S 2S 2S 2S 2S 2S 2S 2S 2S 2S 2S 2S 2S 2S 2S 2S 2S 2S 2S 2S 2S 2S 2S 2S 2S 2S 2S 2S 2S 2S 2S 2S 2S 2S
Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind
MP MP MP MP MP MP MP MP MP MP MP MP MP MP MP MP MP MP MP MP MP MP MP MP MP MP MP MP MP MP MP MP MP MP MP MP MP
PP PP PP PP PP PP PP PP PP PP PP PP PP PP PP PP PP PP PP PP PP PP PP PP PP PP PP PP PP PP PP PP PP PP PP PP PP
FP FP FP FP FP FP FP FP FP FP FP FP FP FP FP FP FP FP FP FP FP FP FP FP FP FP FP FP FP FP FP FP FP FP FP FP FP
-RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP
-DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC
-SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA
0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

Learners exhibit a correct request... NI: when the requested item, or an item that is part of the requested activity is removed from sensory contact with the learner <M: when motivating events
have occurred, but are weak 2P: in the presence of either of two persons 2S: in two or more settings Ind: without prompts and without scrolling MP: with a minimal touch, minimal
gestural, or minimal echoic prompt PP: with a partial physical, partial demonstration, or partial echoic prompt FP: with a full physical, full demonstration prompt, or full echoic prompt
-RP: without resistance to prompts -DC: without disruptive behavior or complaining -SA: without self-injurious, aggressive, or destructive behavior 0: no performance level was achieved
 ESSENTIAL FOR LIVING
Listener Responses -- Following Directions Related to Health and Safety: LR1, LR4, LR7-8, and LR11
First Opportunity of the Day Probe Data Recording Form

Learner: __________________________________________ Instructor or Care Provider: ____________________________________________ Month/year: ____________________

Listener Responses Day/Date and First Opportunity of the Day Probe

that Require
Following
Directions
and Continuing to
Respond for
Periods of Time S M T W T F S S M T W T F S S M T W T F S S M T W T F S S M T W T F S S M

LR1, LR4, LR7, 20m 20m 20m 20m 20m 20m 20m 20m 20m 20m 20m 20m 20m 20m 20m 20m 20m 20m 20m 20m 20m 20m 20m 20m 20m 20m 20m 20m 20m 20m 20m 20m 20m 20m 20m 20m 20m
10m 10m 10m 10m 10m 10m 10m 10m 10m 10m 10m 10m 10m 10m 10m 10m 10m 10m 10m 10m 10m 10m 10m 10m 10m 10m 10m 10m 10m 10m 10m 10m 10m 10m 10m 10m 10m
LR8, or LR11 5m 5m 5m 5m 5m 5m 5m 5m 5m 5m 5m 5m 5m 5m 5m 5m 5m 5m 5m 5m 5m 5m 5m 5m 5m 5m 5m 5m 5m 5m 5m 5m 5m 5m 5m 5m 5m
2m 2m 2m 2m 2m 2m 2m 2m 2m 2m 2m 2m 2m 2m 2m 2m 2m 2m 2m 2m 2m 2m 2m 2m 2m 2m 2m 2m 2m 2m 2m 2m 2m 2m 2m 2m 2m
1m 1m 1m 1m 1m 1m 1m 1m 1m 1m 1m 1m 1m 1m 1m 1m 1m 1m 1m 1m 1m 1m 1m 1m 1m 1m 1m 1m 1m 1m 1m 1m 1m 1m 1m 1m 1m
20s 20s 20s 20s 20s 20s 20s 20s 20s 20s 20s 20s 20s 20s 20s 20s 20s 20s 20s 20s 20s 20s 20s 20s 20s 20s 20s 20s 20s 20s 20s 20s 20s 20s 20s 20s 20s
10s 10s 10s 10s 10s 10s 10s 10s 10s 10s 10s 10s 10s 10s 10s 10s 10s 10s 10s 10s 10s 10s 10s 10s 10s 10s 10s 10s 10s 10s 10s 10s 10s 10s 10s 10s 10s
5s 5s 5s 5s 5s 5s 5s 5s 5s 5s 5s 5s 5s 5s 5s 5s 5s 5s 5s 5s 5s 5s 5s 5s 5s 5s 5s 5s 5s 5s 5s 5s 5s 5s 5s 5s 5s
2s 2s 2s 2s 2s 2s 2s 2s 2s 2s 2s 2s 2s 2s 2s 2s 2s 2s 2s 2s 2s 2s 2s 2s 2s 2s 2s 2s 2s 2s 2s 2s 2s 2s 2s 2s 2s
1s 1s 1s 1s 1s 1s 1s 1s 1s 1s 1s 1s 1s 1s 1s 1s 1s 1s 1s 1s 1s 1s 1s 1s 1s 1s 1s 1s 1s 1s 1s 1s 1s 1s 1s 1s 1s
0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

LR1, LR4, LR7, 20m 20m 20m 20m 20m 20m 20m 20m 20m 20m 20m 20m 20m 20m 20m 20m 20m 20m 20m 20m 20m 20m 20m 20m 20m 20m 20m 20m 20m 20m 20m 20m 20m 20m 20m 20m 20m
10m 10m 10m 10m 10m 10m 10m 10m 10m 10m 10m 10m 10m 10m 10m 10m 10m 10m 10m 10m 10m 10m 10m 10m 10m 10m 10m 10m 10m 10m 10m 10m 10m 10m 10m 10m 10m
LR8, or LR11 5m 5m 5m 5m 5m 5m 5m 5m 5m 5m 5m 5m 5m 5m 5m 5m 5m 5m 5m 5m 5m 5m 5m 5m 5m 5m 5m 5m 5m 5m 5m 5m 5m 5m 5m 5m 5m
2m 2m 2m 2m 2m 2m 2m 2m 2m 2m 2m 2m 2m 2m 2m 2m 2m 2m 2m 2m 2m 2m 2m 2m 2m 2m 2m 2m 2m 2m 2m 2m 2m 2m 2m 2m 2m
1m 1m 1m 1m 1m 1m 1m 1m 1m 1m 1m 1m 1m 1m 1m 1m 1m 1m 1m 1m 1m 1m 1m 1m 1m 1m 1m 1m 1m 1m 1m 1m 1m 1m 1m 1m 1m
20s 20s 20s 20s 20s 20s 20s 20s 20s 20s 20s 20s 20s 20s 20s 20s 20s 20s 20s 20s 20s 20s 20s 20s 20s 20s 20s 20s 20s 20s 20s 20s 20s 20s 20s 20s 20s
10s 10s 10s 10s 10s 10s 10s 10s 10s 10s 10s 10s 10s 10s 10s 10s 10s 10s 10s 10s 10s 10s 10s 10s 10s 10s 10s 10s 10s 10s 10s 10s 10s 10s 10s 10s 10s
5s 5s 5s 5s 5s 5s 5s 5s 5s 5s 5s 5s 5s 5s 5s 5s 5s 5s 5s 5s 5s 5s 5s 5s 5s 5s 5s 5s 5s 5s 5s 5s 5s 5s 5s 5s 5s
2s 2s 2s 2s 2s 2s 2s 2s 2s 2s 2s 2s 2s 2s 2s 2s 2s 2s 2s 2s 2s 2s 2s 2s 2s 2s 2s 2s 2s 2s 2s 2s 2s 2s 2s 2s 2s
1s 1s 1s 1s 1s 1s 1s 1s 1s 1s 1s 1s 1s 1s 1s 1s 1s 1s 1s 1s 1s 1s 1s 1s 1s 1s 1s 1s 1s 1s 1s 1s 1s 1s 1s 1s 1s
0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

LR1, LR4, LR7, 20m 20m 20m 20m 20m 20m 20m 20m 20m 20m 20m 20m 20m 20m 20m 20m 20m 20m 20m 20m 20m 20m 20m 20m 20m 20m 20m 20m 20m 20m 20m 20m 20m 20m 20m 20m 20m
10m 10m 10m 10m 10m 10m 10m 10m 10m 10m 10m 10m 10m 10m 10m 10m 10m 10m 10m 10m 10m 10m 10m 10m 10m 10m 10m 10m 10m 10m 10m 10m 10m 10m 10m 10m 10m
LR8, or LR11 5m 5m 5m 5m 5m 5m 5m 5m 5m 5m 5m 5m 5m 5m 5m 5m 5m 5m 5m 5m 5m 5m 5m 5m 5m 5m 5m 5m 5m 5m 5m 5m 5m 5m 5m 5m 5m
2m 2m 2m 2m 2m 2m 2m 2m 2m 2m 2m 2m 2m 2m 2m 2m 2m 2m 2m 2m 2m 2m 2m 2m 2m 2m 2m 2m 2m 2m 2m 2m 2m 2m 2m 2m 2m
1m 1m 1m 1m 1m 1m 1m 1m 1m 1m 1m 1m 1m 1m 1m 1m 1m 1m 1m 1m 1m 1m 1m 1m 1m 1m 1m 1m 1m 1m 1m 1m 1m 1m 1m 1m 1m
20s 20s 20s 20s 20s 20s 20s 20s 20s 20s 20s 20s 20s 20s 20s 20s 20s 20s 20s 20s 20s 20s 20s 20s 20s 20s 20s 20s 20s 20s 20s 20s 20s 20s 20s 20s 20s
10s 10s 10s 10s 10s 10s 10s 10s 10s 10s 10s 10s 10s 10s 10s 10s 10s 10s 10s 10s 10s 10s 10s 10s 10s 10s 10s 10s 10s 10s 10s 10s 10s 10s 10s 10s 10s
5s 5s 5s 5s 5s 5s 5s 5s 5s 5s 5s 5s 5s 5s 5s 5s 5s 5s 5s 5s 5s 5s 5s 5s 5s 5s 5s 5s 5s 5s 5s 5s 5s 5s 5s 5s 5s
2s 2s 2s 2s 2s 2s 2s 2s 2s 2s 2s 2s 2s 2s 2s 2s 2s 2s 2s 2s 2s 2s 2s 2s 2s 2s 2s 2s 2s 2s 2s 2s 2s 2s 2s 2s 2s
1s 1s 1s 1s 1s 1s 1s 1s 1s 1s 1s 1s 1s 1s 1s 1s 1s 1s 1s 1s 1s 1s 1s 1s 1s 1s 1s 1s 1s 1s 1s 1s 1s 1s 1s 1s 1s
0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

When directed to do so, the learner follows directions, makes a specific response, and continues making that response without exhibiting problem behavior, without resisting or requiring prompts,
within two seconds, in two or more situations, and in the presence of either of two persons for... _m, or _s (targeted periods of time in minutes or seconds) 0: no performance level was
achieved
 ESSENTIAL FOR LIVING
Listener Responses -- Following Directions Related to Health and Safety and Following Directions to Complete Routine Activities:
LR2-3, LR5-6, LR9-10, and LR12-17
First Opportunity of the Day Probe Data Recording Form

Learner: __________________________________________ Instructor or Care Provider: ____________________________________________ Month/year: ____________________

Listener Responses Day/Date and First Opportunity of the Day Probe

that Require
Following Directions
and Completing a
Required Activity S M T W T F S S M T W T F S S M T W T F S S M T W T F S S M T W T F S S M

LR ____. 2P 2P 2P 2P 2P 2P 2P 2P 2P 2P 2P 2P 2P 2P 2P 2P 2P 2P 2P 2P 2P 2P 2P 2P 2P 2P 2P 2P 2P 2P 2P 2P 2P 2P 2P 2P 2P
2S 2S 2S 2S 2S 2S 2S 2S 2S 2S 2S 2S 2S 2S 2S 2S 2S 2S 2S 2S 2S 2S 2S 2S 2S 2S 2S 2S 2S 2S 2S 2S 2S 2S 2S 2S 2S
Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind
MP MP MP MP MP MP MP MP MP MP MP MP MP MP MP MP MP MP MP MP MP MP MP MP MP MP MP MP MP MP MP MP MP MP MP MP MP
PP PP PP PP PP PP PP PP PP PP PP PP PP PP PP PP PP PP PP PP PP PP PP PP PP PP PP PP PP PP PP PP PP PP PP PP PP
FP FP FP FP FP FP FP FP FP FP FP FP FP FP FP FP FP FP FP FP FP FP FP FP FP FP FP FP FP FP FP FP FP FP FP FP FP
-RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP
-DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC
-SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA
0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

LR ____. 2P 2P 2P 2P 2P 2P 2P 2P 2P 2P 2P 2P 2P 2P 2P 2P 2P 2P 2P 2P 2P 2P 2P 2P 2P 2P 2P 2P 2P 2P 2P 2P 2P 2P 2P 2P 2P
2S 2S 2S 2S 2S 2S 2S 2S 2S 2S 2S 2S 2S 2S 2S 2S 2S 2S 2S 2S 2S 2S 2S 2S 2S 2S 2S 2S 2S 2S 2S 2S 2S 2S 2S 2S 2S
Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind
MP MP MP MP MP MP MP MP MP MP MP MP MP MP MP MP MP MP MP MP MP MP MP MP MP MP MP MP MP MP MP MP MP MP MP MP MP
PP PP PP PP PP PP PP PP PP PP PP PP PP PP PP PP PP PP PP PP PP PP PP PP PP PP PP PP PP PP PP PP PP PP PP PP PP
FP FP FP FP FP FP FP FP FP FP FP FP FP FP FP FP FP FP FP FP FP FP FP FP FP FP FP FP FP FP FP FP FP FP FP FP FP
-RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP
-DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC
-SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA
0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

LR ____. 2P 2P 2P 2P 2P 2P 2P 2P 2P 2P 2P 2P 2P 2P 2P 2P 2P 2P 2P 2P 2P 2P 2P 2P 2P 2P 2P 2P 2P 2P 2P 2P 2P 2P 2P 2P 2P
2S 2S 2S 2S 2S 2S 2S 2S 2S 2S 2S 2S 2S 2S 2S 2S 2S 2S 2S 2S 2S 2S 2S 2S 2S 2S 2S 2S 2S 2S 2S 2S 2S 2S 2S 2S 2S
Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind
MP MP MP MP MP MP MP MP MP MP MP MP MP MP MP MP MP MP MP MP MP MP MP MP MP MP MP MP MP MP MP MP MP MP MP MP MP
PP PP PP PP PP PP PP PP PP PP PP PP PP PP PP PP PP PP PP PP PP PP PP PP PP PP PP PP PP PP PP PP PP PP PP PP PP
FP FP FP FP FP FP FP FP FP FP FP FP FP FP FP FP FP FP FP FP FP FP FP FP FP FP FP FP FP FP FP FP FP FP FP FP FP
-RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP
-DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC
-SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA
0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

When directed to do so, the learner follows directions and completes a required activity... 2P: in the presence of either of two persons 2S: in two or more settings Ind: without prompts and
without hesitation MP: with a minimal touch or a minimal gestural prompt PP: with a partial physical or a partial demonstration prompt FP: with a full physical or a full demonstration
prompt -RP: without resistance to prompts -DC: without disruptive behavior or complaining -SA: without self-injurious, aggressive, or destructive behavior 0: no performance level was
achieved
 ESSENTIAL FOR LIVING
Single-response (Single-step) Daily Living Skills: First Opportunity of the Day Probe Data Recording Form
Learner: _________________________________ Instructor or Care Provider: ______________________________________ Month/year: _____________________

Single-response Day/Date and First Opportunity of the Day Probe

(Single-step)
Daily Living Skills S M T W T F S S M T W T F S S M T W T F S S M T W T F S S M T W T F S S M
2P 2P 2P 2P 2P 2P 2P 2P 2P 2P 2P 2P 2P 2P 2P 2P 2P 2P 2P 2P 2P 2P 2P 2P 2P 2P 2P 2P 2P 2P 2P 2P 2P 2P 2P 2P 2P
DLS-________. 2S 2S 2S 2S 2S 2S 2S 2S 2S 2S 2S 2S 2S 2S 2S 2S 2S 2S 2S 2S 2S 2S 2S 2S 2S 2S 2S 2S 2S 2S 2S 2S 2S 2S 2S 2S 2S
CO CO CO CO CO CO CO CO CO CO CO CO CO CO CO CO CO CO CO CO CO CO CO CO CO CO CO CO CO CO CO CO CO CO CO CO CO
APD APD APD APD APD APD APD APD APD APD APD APD APD APD APD APD APD APD APD APD APD APD APD APD APD APD APD APD APD APD APD APD APD APD APD APD APD
PPA PPA PPA PPA PPA PPA PPA PPA PPA PPA PPA PPA PPA PPA PPA PPA PPA PPA PPA PPA PPA PPA PPA PPA PPA PPA PPA PPA PPA PPA PPA PPA PPA PPA PPA PPA PPA
Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind
MP MP MP MP MP MP MP MP MP MP MP MP MP MP MP MP MP MP MP MP MP MP MP MP MP MP MP MP MP MP MP MP MP MP MP MP MP
PP PP PP PP PP PP PP PP PP PP PP PP PP PP PP PP PP PP PP PP PP PP PP PP PP PP PP PP PP PP PP PP PP PP PP PP PP
FP FP FP FP FP FP FP FP FP FP FP FP FP FP FP FP FP FP FP FP FP FP FP FP FP FP FP FP FP FP FP FP FP FP FP FP FP
-RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP
-DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC
-SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA
0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
2P 2P 2P 2P 2P 2P 2P 2P 2P 2P 2P 2P 2P 2P 2P 2P 2P 2P 2P 2P 2P 2P 2P 2P 2P 2P 2P 2P 2P 2P 2P 2P 2P 2P 2P 2P 2P
DLS-________. 2S 2S 2S 2S 2S 2S 2S 2S 2S 2S 2S 2S 2S 2S 2S 2S 2S 2S 2S 2S 2S 2S 2S 2S 2S 2S 2S 2S 2S 2S 2S 2S 2S 2S 2S 2S 2S
CO CO CO CO CO CO CO CO CO CO CO CO CO CO CO CO CO CO CO CO CO CO CO CO CO CO CO CO CO CO CO CO CO CO CO CO CO
APD APD APD APD APD APD APD APD APD APD APD APD APD APD APD APD APD APD APD APD APD APD APD APD APD APD APD APD APD APD APD APD APD APD APD APD APD
PPA PPA PPA PPA PPA PPA PPA PPA PPA PPA PPA PPA PPA PPA PPA PPA PPA PPA PPA PPA PPA PPA PPA PPA PPA PPA PPA PPA PPA PPA PPA PPA PPA PPA PPA PPA PPA
Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind
MP MP MP MP MP MP MP MP MP MP MP MP MP MP MP MP MP MP MP MP MP MP MP MP MP MP MP MP MP MP MP MP MP MP MP MP MP
PP PP PP PP PP PP PP PP PP PP PP PP PP PP PP PP PP PP PP PP PP PP PP PP PP PP PP PP PP PP PP PP PP PP PP PP PP
FP FP FP FP FP FP FP FP FP FP FP FP FP FP FP FP FP FP FP FP FP FP FP FP FP FP FP FP FP FP FP FP FP FP FP FP FP
-RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP
-DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC
-SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA
0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
2P 2P 2P 2P 2P 2P 2P 2P 2P 2P 2P 2P 2P 2P 2P 2P 2P 2P 2P 2P 2P 2P 2P 2P 2P 2P 2P 2P 2P 2P 2P 2P 2P 2P 2P 2P 2P
DLS-________. 2S 2S 2S 2S 2S 2S 2S 2S 2S 2S 2S 2S 2S 2S 2S 2S 2S 2S 2S 2S 2S 2S 2S 2S 2S 2S 2S 2S 2S 2S 2S 2S 2S 2S 2S 2S 2S
CO CO CO CO CO CO CO CO CO CO CO CO CO CO CO CO CO CO CO CO CO CO CO CO CO CO CO CO CO CO CO CO CO CO CO CO CO
APD APD APD APD APD APD APD APD APD APD APD APD APD APD APD APD APD APD APD APD APD APD APD APD APD APD APD APD APD APD APD APD APD APD APD APD APD
PPA PPA PPA PPA PPA PPA PPA PPA PPA PPA PPA PPA PPA PPA PPA PPA PPA PPA PPA PPA PPA PPA PPA PPA PPA PPA PPA PPA PPA PPA PPA PPA PPA PPA PPA PPA PPA
Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind
MP MP MP MP MP MP MP MP MP MP MP MP MP MP MP MP MP MP MP MP MP MP MP MP MP MP MP MP MP MP MP MP MP MP MP MP MP
PP PP PP PP PP PP PP PP PP PP PP PP PP PP PP PP PP PP PP PP PP PP PP PP PP PP PP PP PP PP PP PP PP PP PP PP PP
FP FP FP FP FP FP FP FP FP FP FP FP FP FP FP FP FP FP FP FP FP FP FP FP FP FP FP FP FP FP FP FP FP FP FP FP FP
-RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP
-DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC
-SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA
0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

When learners encounter situations that require specific skills, they exhibit single-response daily living skills on three consecutive occasions... 2P: in the presence of either of two persons 2S: in two or
more settings CO: the critical outcome was achieved APD: an environmental adaptation or prosthetic device is required PPA: permanent partial assistance is required Ind: without prompts
and without scrolling MP: with a minimal touch or a minimal gestural prompt PP: with a partial physical or a partial demonstration prompt FP: with a full physical or a full demonstration prompt
-RP: without resistance to prompts -DC: without disruptive behavior or complaining -SA: without self-injurious, aggressive, or destructive behavior 0: no performance level was achieved
 ESSENTIAL FOR LIVING
Multiple-response (Multiple-step) Daily Living Skills: First Opportunity of the Day Probe Data Recording Form (Steps 1-4)
Learner: _____________________________________ Instructor or Care Provider: _____________________________________________ Month/year: ____________________
Multiple-response Day/Date and First Opportunity of the Day Probe
(Multiple-step)
Daily Living Skill S M T W T F S S M T W T F S S M T W T F S S M T W T F S S M T W T F S S M
DLS- : MR Critical Outcome: CO Fluency Criterion ___ m
APD APD APD APD APD APD APD APD APD APD APD APD APD APD APD APD APD APD APD APD APD APD APD APD APD APD APD APD APD APD APD APD APD APD APD APD APD
1st : The First (or
PPA PPA PPA PPA PPA PPA PPA PPA PPA PPA PPA PPA PPA PPA PPA PPA PPA PPA PPA PPA PPA PPA PPA PPA PPA PPA PPA PPA PPA PPA PPA PPA PPA PPA PPA PPA PPA
Last) Step Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind
MP MP MP MP MP MP MP MP MP MP MP MP MP MP MP MP MP MP MP MP MP MP MP MP MP MP MP MP MP MP MP MP MP MP MP MP MP
PP PP PP PP PP PP PP PP PP PP PP PP PP PP PP PP PP PP PP PP PP PP PP PP PP PP PP PP PP PP PP PP PP PP PP PP PP
FP FP FP FP FP FP FP FP FP FP FP FP FP FP FP FP FP FP FP FP FP FP FP FP FP FP FP FP FP FP FP FP FP FP FP FP FP
-RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP
-DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC
-SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA
0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
APD APD APD APD APD APD APD APD APD APD APD APD APD APD APD APD APD APD APD APD APD APD APD APD APD APD APD APD APD APD APD APD APD APD APD APD APD
The 2nd (or 2nd PPA PPA PPA PPA PPA PPA PPA PPA PPA PPA PPA PPA PPA PPA PPA PPA PPA PPA PPA PPA PPA PPA PPA PPA PPA PPA PPA PPA PPA PPA PPA PPA PPA PPA PPA PPA PPA
from the last) Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind
Step: MP MP MP MP MP MP MP MP MP MP MP MP MP MP MP MP MP MP MP MP MP MP MP MP MP MP MP MP MP MP MP MP MP MP MP MP MP
PP PP PP PP PP PP PP PP PP PP PP PP PP PP PP PP PP PP PP PP PP PP PP PP PP PP PP PP PP PP PP PP PP PP PP PP PP
FP FP FP FP FP FP FP FP FP FP FP FP FP FP FP FP FP FP FP FP FP FP FP FP FP FP FP FP FP FP FP FP FP FP FP FP FP
-RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP
-DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC
-SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA
0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
APD APD APD APD APD APD APD APD APD APD APD APD APD APD APD APD APD APD APD APD APD APD APD APD APD APD APD APD APD APD APD APD APD APD APD APD APD
The 3rd (or 3rd PPA PPA PPA PPA PPA PPA PPA PPA PPA PPA PPA PPA PPA PPA PPA PPA PPA PPA PPA PPA PPA PPA PPA PPA PPA PPA PPA PPA PPA PPA PPA PPA PPA PPA PPA PPA PPA
from the last) Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind
Step: MP MP MP MP MP MP MP MP MP MP MP MP MP MP MP MP MP MP MP MP MP MP MP MP MP MP MP MP MP MP MP MP MP MP MP MP MP
PP PP PP PP PP PP PP PP PP PP PP PP PP PP PP PP PP PP PP PP PP PP PP PP PP PP PP PP PP PP PP PP PP PP PP PP PP
FP FP FP FP FP FP FP FP FP FP FP FP FP FP FP FP FP FP FP FP FP FP FP FP FP FP FP FP FP FP FP FP FP FP FP FP FP
-RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP
-DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC
-SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA
0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
APD APD APD APD APD APD APD APD APD APD APD APD APD APD APD APD APD APD APD APD APD APD APD APD APD APD APD APD APD APD APD APD APD APD APD APD APD
The 4th (or 4th PPA PPA PPA PPA PPA PPA PPA PPA PPA PPA PPA PPA PPA PPA PPA PPA PPA PPA PPA PPA PPA PPA PPA PPA PPA PPA PPA PPA PPA PPA PPA PPA PPA PPA PPA PPA PPA
from the last) Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind
Step: MP MP MP MP MP MP MP MP MP MP MP MP MP MP MP MP MP MP MP MP MP MP MP MP MP MP MP MP MP MP MP MP MP MP MP MP MP
PP PP PP PP PP PP PP PP PP PP PP PP PP PP PP PP PP PP PP PP PP PP PP PP PP PP PP PP PP PP PP PP PP PP PP PP PP
FP FP FP FP FP FP FP FP FP FP FP FP FP FP FP FP FP FP FP FP FP FP FP FP FP FP FP FP FP FP FP FP FP FP FP FP FP
-RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP -RP
-DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC -DC
-SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA -SA
0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
When the learner encounters situations that require specific, multiple-response daily living skills, the learner exhibits specific responses (steps) of these skills... APD: an environmental adaptation
or prosthetic device is required PPA: permanent partial assistance is required Ind: without prompts and within a few seconds MP: with a minimal touch or minimal gestural prompt
PP: with a partial physical or partial demonstration prompt FP: with a full physical or full demonstration prompt -RP: without resistance to prompts -DC: without disruptive behavior or
complaining -SA: without self-injurious, aggressive, or destructive behavior 0: no performance level was achieved
 ESSENTIAL FOR LIVING
Tolerating Skills and Eggshells: First Opportunity of the Day Probe Data Recording Form
Learner: ___________________________________________ Instructor or Care Provider: _____________________________________________ Month/year: ____________________
Day/Date and First Opportunity of the Day Probe
Specific
Situation
S M T W T F S S M T W T F S S M T W T F S S M T W T F S S M T W T F S S M

T- ______. Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind
3/4 3/4 3/4 3/4 3/4 3/4 3/4 3/4 3/4 3/4 3/4 3/4 3/4 3/4 3/4 3/4 3/4 3/4 3/4 3/4 3/4 3/4 3/4 3/4 3/4 3/4 3/4 3/4 3/4 3/4 3/4 3/4 3/4 3/4 3/4 3/4 3/4
1/2 1/2 1/2 1/2 1/2 1/2 1/2 1/2 1/2 1/2 1/2 1/2 1/2 1/2 1/2 1/2 1/2 1/2 1/2 1/2 1/2 1/2 1/2 1/2 1/2 1/2 1/2 1/2 1/2 1/2 1/2 1/2 1/2 1/2 1/2 1/2 1/2
1/4 1/4 1/4 1/4 1/4 1/4 1/4 1/4 1/4 1/4 1/4 1/4 1/4 1/4 1/4 1/4 1/4 1/4 1/4 1/4 1/4 1/4 1/4 1/4 1/4 1/4 1/4 1/4 1/4 1/4 1/4 1/4 1/4 1/4 1/4 1/4 1/4
1m 1m 1m 1m 1m 1m 1m 1m 1m 1m 1m 1m 1m 1m 1m 1m 1m 1m 1m 1m 1m 1m 1m 1m 1m 1m 1m 1m 1m 1m 1m 1m 1m 1m 1m 1m 1m
10s 10s 10s 10s 10s 10s 10s 10s 10s 10s 10s 10s 10s 10s 10s 10s 10s 10s 10s 10s 10s 10s 10s 10s 10s 10s 10s 10s 10s 10s 10s 10s 10s 10s 10s 10s 10s
0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
-Egg -Egg -Egg -Egg -Egg -Egg -Egg -Egg -Egg -Egg -Egg -Egg -Egg -Egg -Egg -Egg -Egg -Egg -Egg -Egg -Egg -Egg -Egg -Egg -Egg -Egg -Egg -Egg -Egg -Egg -Egg -Egg -Egg -Egg -Egg -Egg -Egg
Egg Egg Egg Egg Egg Egg Egg Egg Egg Egg Egg Egg Egg Egg Egg Egg Egg Egg Egg Egg Egg Egg Egg Egg Egg Egg Egg Egg Egg Egg Egg Egg Egg Egg Egg Egg Egg

T- ______. Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind
3/4 3/4 3/4 3/4 3/4 3/4 3/4 3/4 3/4 3/4 3/4 3/4 3/4 3/4 3/4 3/4 3/4 3/4 3/4 3/4 3/4 3/4 3/4 3/4 3/4 3/4 3/4 3/4 3/4 3/4 3/4 3/4 3/4 3/4 3/4 3/4 3/4
1/2 1/2 1/2 1/2 1/2 1/2 1/2 1/2 1/2 1/2 1/2 1/2 1/2 1/2 1/2 1/2 1/2 1/2 1/2 1/2 1/2 1/2 1/2 1/2 1/2 1/2 1/2 1/2 1/2 1/2 1/2 1/2 1/2 1/2 1/2 1/2 1/2
1/4 1/4 1/4 1/4 1/4 1/4 1/4 1/4 1/4 1/4 1/4 1/4 1/4 1/4 1/4 1/4 1/4 1/4 1/4 1/4 1/4 1/4 1/4 1/4 1/4 1/4 1/4 1/4 1/4 1/4 1/4 1/4 1/4 1/4 1/4 1/4 1/4
1m 1m 1m 1m 1m 1m 1m 1m 1m 1m 1m 1m 1m 1m 1m 1m 1m 1m 1m 1m 1m 1m 1m 1m 1m 1m 1m 1m 1m 1m 1m 1m 1m 1m 1m 1m 1m
10s 10s 10s 10s 10s 10s 10s 10s 10s 10s 10s 10s 10s 10s 10s 10s 10s 10s 10s 10s 10s 10s 10s 10s 10s 10s 10s 10s 10s 10s 10s 10s 10s 10s 10s 10s 10s
0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
-Egg -Egg -Egg -Egg -Egg -Egg -Egg -Egg -Egg -Egg -Egg -Egg -Egg -Egg -Egg -Egg -Egg -Egg -Egg -Egg -Egg -Egg -Egg -Egg -Egg -Egg -Egg -Egg -Egg -Egg -Egg -Egg -Egg -Egg -Egg -Egg -Egg
Egg Egg Egg Egg Egg Egg Egg Egg Egg Egg Egg Egg Egg Egg Egg Egg Egg Egg Egg Egg Egg Egg Egg Egg Egg Egg Egg Egg Egg Egg Egg Egg Egg Egg Egg Egg Egg

T- ______. Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind
3/4 3/4 3/4 3/4 3/4 3/4 3/4 3/4 3/4 3/4 3/4 3/4 3/4 3/4 3/4 3/4 3/4 3/4 3/4 3/4 3/4 3/4 3/4 3/4 3/4 3/4 3/4 3/4 3/4 3/4 3/4 3/4 3/4 3/4 3/4 3/4 3/4
1/2 1/2 1/2 1/2 1/2 1/2 1/2 1/2 1/2 1/2 1/2 1/2 1/2 1/2 1/2 1/2 1/2 1/2 1/2 1/2 1/2 1/2 1/2 1/2 1/2 1/2 1/2 1/2 1/2 1/2 1/2 1/2 1/2 1/2 1/2 1/2 1/2
1/4 1/4 1/4 1/4 1/4 1/4 1/4 1/4 1/4 1/4 1/4 1/4 1/4 1/4 1/4 1/4 1/4 1/4 1/4 1/4 1/4 1/4 1/4 1/4 1/4 1/4 1/4 1/4 1/4 1/4 1/4 1/4 1/4 1/4 1/4 1/4 1/4
1m 1m 1m 1m 1m 1m 1m 1m 1m 1m 1m 1m 1m 1m 1m 1m 1m 1m 1m 1m 1m 1m 1m 1m 1m 1m 1m 1m 1m 1m 1m 1m 1m 1m 1m 1m 1m
10s 10s 10s 10s 10s 10s 10s 10s 10s 10s 10s 10s 10s 10s 10s 10s 10s 10s 10s 10s 10s 10s 10s 10s 10s 10s 10s 10s 10s 10s 10s 10s 10s 10s 10s 10s 10s
0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
-Egg -Egg -Egg -Egg -Egg -Egg -Egg -Egg -Egg -Egg -Egg -Egg -Egg -Egg -Egg -Egg -Egg -Egg -Egg -Egg -Egg -Egg -Egg -Egg -Egg -Egg -Egg -Egg -Egg -Egg -Egg -Egg -Egg -Egg -Egg -Egg -Egg
Egg Egg Egg Egg Egg Egg Egg Egg Egg Egg Egg Egg Egg Egg Egg Egg Egg Egg Egg Egg Egg Egg Egg Egg Egg Egg Egg Egg Egg Egg Egg Egg Egg Egg Egg Egg Egg

T- ______. Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind Ind
3/4 3/4 3/4 3/4 3/4 3/4 3/4 3/4 3/4 3/4 3/4 3/4 3/4 3/4 3/4 3/4 3/4 3/4 3/4 3/4 3/4 3/4 3/4 3/4 3/4 3/4 3/4 3/4 3/4 3/4 3/4 3/4 3/4 3/4 3/4 3/4 3/4
1/2 1/2 1/2 1/2 1/2 1/2 1/2 1/2 1/2 1/2 1/2 1/2 1/2 1/2 1/2 1/2 1/2 1/2 1/2 1/2 1/2 1/2 1/2 1/2 1/2 1/2 1/2 1/2 1/2 1/2 1/2 1/2 1/2 1/2 1/2 1/2 1/2
1/4 1/4 1/4 1/4 1/4 1/4 1/4 1/4 1/4 1/4 1/4 1/4 1/4 1/4 1/4 1/4 1/4 1/4 1/4 1/4 1/4 1/4 1/4 1/4 1/4 1/4 1/4 1/4 1/4 1/4 1/4 1/4 1/4 1/4 1/4 1/4 1/4
1m 1m 1m 1m 1m 1m 1m 1m 1m 1m 1m 1m 1m 1m 1m 1m 1m 1m 1m 1m 1m 1m 1m 1m 1m 1m 1m 1m 1m 1m 1m 1m 1m 1m 1m 1m 1m
10s 10s 10s 10s 10s 10s 10s 10s 10s 10s 10s 10s 10s 10s 10s 10s 10s 10s 10s 10s 10s 10s 10s 10s 10s 10s 10s 10s 10s 10s 10s 10s 10s 10s 10s 10s 10s
0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
-Egg -Egg -Egg -Egg -Egg -Egg -Egg -Egg -Egg -Egg -Egg -Egg -Egg -Egg -Egg -Egg -Egg -Egg -Egg -Egg -Egg -Egg -Egg -Egg -Egg -Egg -Egg -Egg -Egg -Egg -Egg -Egg -Egg -Egg -Egg -Egg -Egg
Egg Egg Egg Egg Egg Egg Egg Egg Egg Egg Egg Egg Egg Egg Egg Egg Egg Egg Egg Egg Egg Egg Egg Egg Egg Egg Egg Egg Egg Egg Egg Egg Egg Egg Egg Egg Egg

After exposure to this situation, the learner resumes on-going activities for ___ (seconds/minutes) or completes ___ (1/4, 1/2, 3/4, or all of) these activities, without prompts, without self-injurious,
aggressive, destructive, or disruptive behavior, without complaints, and without leaving the area... Ind: for one hour or the required duration of the activity 3/4: for 20 minutes or 3/4 of the required
duration of the activity 1/2: for 10 minutes or 1/2 of the required duration of the activity 1/4: for 5 minutes or 1/4 of the required duration of the activity 1m: for one minute 10s: for ten seconds
0: no performance level was achieved -Egg: situations are no longer avoided because problem behavior occurs Egg: situations are avoided because problem behavior occurs