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Using this this text: gould, e., dixon, d. r., najdowski, a. c., smith, m. n., & tarbox, j. (2011). a review of assessments for determining the content of early intensive behavioral intervention programs for autism spectrum disorders. research in autism spectrum disorders, 5(3), 990-1002. Discuss what the assessment is designed to assess. Explain how the assessment is completed by the practitioner. What ethical considerations are required? Discuss your experiences with commonly used assessments. Include the website for the assessment and/or the peer reviewed article you reviewed. Please answer these questions in paragrpah form, I included some information from the article as well below to help: Verbal Behavior Milestones Assessment and Placement Program The Verbal Behavior Milestones Assessment and Placement Program (VB-MAPP; Sundberg, 2008) is an assessment tool, based on Skinner’s analysis of verbal behavior (1957), developed to evaluate verbal skills in individuals with language delay. The VB-MAPP consists of five components. First, the Milestones Assessment evaluates learning and language milestones for three developmental age levels: 0-18 months, 18-30 months, and 30-48 months. Next, the Barriers Assessment evaluates behaviors that commonly inhibit learning and language acquisition in children with ASD and other developmental disabilities. The remaining components of the VB-MAPP include the Transition Assessment, the Task Analysis and Skills Tracking, and the Placement and IEP Goals. Although the VB-MAPP is primarily intended for children with ASD and other developmental disabilities, the tool can be adapted for individuals of all ages with various types of language delay. The author recommends that examiners be familiar with Skinner (1957), linguistic structure, and types of prompting. In addition, examiners should be knowledgeable about grammar and sentence structure. Administration time is variable and contingent on multiple factors including the subject’s performance level and cooperation (Sundberg, 2008). The VB-MAPP was designed for and is used by providers for designing EIBI programs. It addresses five of the identified skill areas (social, motor, language, play, and academic skills) for children between the ages of 0 and 4 years. The items within the assessment progress by age of typical development of skills. The items are not only operationally defined but they also consider function (and not just topography) of behavior. Specifically, there are questions to assess whether the child uses his or her language skills under all relevant conditions (i.e., assesses verbal operants associated with language such as echoics, mands, tacts, and intraverbals). The greatest limitation to the VB-MAPP is the lack of psychometric evaluation. Sufficient reliability and validity of assessments is not a default assumption, but rather, a consideration that requires empirical investigation. Another potential limitation of the VB-MAPP is that administration can be lengthy because it requires the assessor to test the child on each item, although the manual states that caregivers can be interviewed in lieu of direct administration if the report of the caregivers is deemed likely to be accurate. Once the items are administered though, results of the assessment are easily obtained and interpreted. The assessor is presented with a list of skills that need to be taught and some direction in terms of the order in which to teach the skills; however, there is no clear presentation of what the prerequisites are for each item. While the items are not directly linked to curricula, the items are meant to guide curriculum design. If the supervisor of the child’s EIBI program has expertise in translating specific skill deficits into lessons to teach the skills, then the results of the VB-MAPP should significantly aid in curriculum design. The assessment also comes with tracking charts that allow the user to see skill strengths and to measure progress over time. The assessments reviewed and critiqued in this paper revealed that the VB-MAPP benefits from including information on very specific skills and is based on a functional approach to language. However, it suffers from a lack of data on psychometrics, extends only to age 4, and is not as comprehensive as may be desired, with respect to including skills from all developmental domains. Others may be more comprehensive (e.g., Brigance IED-II) or have excellent psychometrics (e.g., VABS-II), but do not provide sufficient information to identify specific behavioral targets for treatment. Most concerning, none of the assessments reviewed here are linked directly to a comprehensive curriculum.

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