PSY FPX 7610 Assessment 1 Evaluation of Test Purpose, Population, and Training for Three Tests

Student Name

Capella University

PSY FPX 7610 Tests and Measurements

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Date

Introduction

In the field of Applied Behavior Analysis (ABA), behavior analytic skill assessments are widely used, particularly in assessing children diagnosed with autism spectrum disorder (ASD). As a Registered Behavior Technician (RBT), three assessments have become familiar: Verbal Behavior Milestone Assessment and Placement Program (VBMAPP), Assessment of Basic Language and Learning Skills, Revised (ABLLS-R), and Motivation Assessment Scale (MAS). These assessments play crucial roles in therapy intake and continuation.

Verbal Behavior Milestone Assessment and Placement Program (VBMAPP)

VBMAPP assesses verbal behavior deficits in children with ASD and tracks progress over therapy. It consists of five components, divided into three developmental levels. Level 1 assesses early mand, tact, listener, social, visual-perceptual, match-to-sample, independent play, motor imitation, echoic skills, and spontaneous vocal behavior. Level 2 expands on these skills and includes evaluation of listener responding, intraverbals, classroom/group routines, and linguistic skills. Level 3 assesses pre-academic behaviors. VBMAPP is utilized in clinical and educational settings to establish language goals (Barnes et al., 2014; Holland, 2017).

Assessment of Basic Language and Learning Skills-Revised (ABLLS-R)

ABLLS-R is a criterion-referenced assessment and curriculum guide focusing on language, social, academic, daily living, and motor skills development in children with ASD or language delays aged 3 to 9. Despite its popularity, ABLLS-R lacks empirical support for its psychometric properties (Partington et al., 2016; Rispoli, 2014).

PSY FPX 7610 Assessment 1 Evaluation of Test Purpose, Population, and Training for Three Tests

Motivation Assessment Scale (MAS)

MAS aids language development and addresses problem behaviors by understanding motivation, guiding interventions to enhance communication effectiveness. MAS is suitable for individuals with developmental delays and language impairments (Monaco & Associates).

Normative Sample, Sampling Procedures, and Intended Population

VBMAPP and ABLLS-R are criterion-referenced assessments without normative samples, focusing on individual progress rather than group comparisons. VBMAPP targets children up to two years old, while ABLLS-R focuses on children aged 3 to 9 with ASD or language delays. MAS serves individuals with developmental delays and language impairments.

Test-User Knowledge, Skills, and Training

Proficiency in administering these assessments is essential. VBMAPP requires familiarity with verbal behavior principles, while ABLLS-R can be administered by parents, teachers, or therapists. MAS is relatively easy to conduct and interpret, suitable for therapists, teachers, and others with minimal training (Barnes et al., 2014; Rispoli, 2014).

Comparisons and Contrasts of the Three Tests

VBMAPP and ABLLS-R focus on verbal behavior but differ in their approach to progress assessment. MAS emphasizes understanding behavior motivation. VBMAPP is preferred for its comprehensive components in assessing children and ensuring appropriate service provision.

References

Barnes, C. S., Mellor, J. R., & Rehfeldt, R. A. (2014). Implementing the Verbal Behavior Milestones Assessment and Placement Program (VB-MAPP): Teaching Assessment Techniques. The Analysis of Verbal Behavior, 30(1), 36–47. https://doi.org/10.1007/s40616-013-0004-5

Holland, B. (2017, February 9). What is the VB-MAPP & How is it used in Pediatric ABA Therapy? Chicago ABA Therapy. https://chicagoabatherapy.com/articles/what-is-the-vbmapp-how-is-it-used-in-pediatric-aba-therapy/

Motivation Assessment Scale. (n.d.). Monaco & Associates. https://www.monacoassociates.com/motivation-assessment-scale

Partington, J. W., Bailey, A., & Partington, S. W. (2016). A Pilot Study Examining Test–Retest and Internal Consistency Reliability of the ABLLS-R. Journal of Psychoeducational Assessment, 36(4), 405–410. https://doi.org/10.1177/0734282916678348