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ABLLS®-R

Maximum Potential is proud to be a distributor of Dr. Jim Partington's products. We are happy to provide our customers with the ability to purchase the ABLLS®-R, Teaching Language to Children with Autism or Other Developmental Disabilities and Capturing the Motivation of Children with Autism or Other Developmental Delays from our web site.

Below is the list of skills assessed in the ABLLS.

  1. Cooperation and Reinforcer Effectiveness
  2. Visual Performance
  3. Receptive Language
  4. Motor Imitation
  5. Vocal Imitation
  6. Requests
  7. Labeling
  8. Intraverbals
  1. Spontaneous Vocalizations
  2. Syntax & Grammar
  3. Play and Leisure
  4. Social Interaction
  5. Group Instruction
  6. Classroom Routines
  7. Generalized Responding
  8. Reading
  1. Math
  2. Writing
  3. Spelling
  4. Dressing
  5. Eating
  6. Grooming
  7. Toileting
  8. Gross Motor
  9. Fine Motor

Books
ABLLS®-R: The Assessment of Basic Language and Learning Skills-Revised. ABLLS®-R: The Assessment of Basic Language and Learning Skills-Revised

The revised version of the ABLLS®-R includes many new task items that were not included in the previous edition. There are numerous changes in the descriptions and criterion for individual task items, as well as in the sequencing of many task items.

The Assessment of Basic Language and Learning Skills- Revised (The ABLLS®-R) is an assessment, curriculum guide, and skills tracking system for children with language delays. It is based on the science of Applied Behavioral Analysis with Skinner's theory of Verbal Behavior along with research by Dr. Partington and includes 25 repertoire areas covering 544 skills.

The ABLLS®-R Protocol and The ABLLS®-R Guide are two books in a series of publications from Behavior Analysts, Inc., that can help parents and educators with the process of identifying specific skills that should be the focus of intervention for a child with language delays.

If you are ordering the ABLLS®-R Protocol for the first time, you must first purchase the ABLLS®-R Combo Set (which includes the ABLLS®-R Guide & Protocol). This policy is necessary because of the substantial changes in tasks, criterion and sequences.



Teaching Language to Children with Autism or Other Developmental Disabilities. Teaching Language to Children with Autism or Other Developmental Disabilities

Most children with autism or other developmental disabilities experience severe language delays or disorders. Teaching language to these children can be quite a challenge to parents and professionals. This book presents a state-of-the-art language assessment and intervention program based on B.F. Skinner's behavioral analysis of language, and the extensive body of empirical research that supports Skinner's analysis.

The first section of the book provides information regarding preparation for language intervention, including a brief language assessment and a system to interpret the assessment in order to determine the best place to start intervention for an individual child. Section One also contains a chapter on augmentative communication and information on how to decide if it is necessary; and if so, which type might be the best for an individual child. Section Two focuses on the development of initial communication skills for nonverbal children, and Section Three focuses on teaching more advanced language and social skills. Section Four presents issues relevant to the implementation of a language program in a child's natural and school environments. In addition, there are a variety of data sheets and skills tracking forms located throughout the book.

312 pages.



Capturing the Motivation of Children with Autism or Other Developmental Delays Capturing the Motivation of Children with Autism or Other Developmental Delays

To help an individual with autism learn critical new skills and willingly participate in social interactions, a parent or educator needs to know how to capture the child’s motivation. This “must have” book provides research-based, practical information in a non-technical manner so that caring individuals can help children learn critical skills that are necessary for their life’s development.

Learn how to identify and capture motivational factors that will influence your child’s willingness to participate in both structured teaching sessions and everyday activities. Discover the techniques to create motivational conditions that result in increased spontaneous language and social interactions. Additionally, read about the strategies you can use to help develop and increase the reinforcing value of social feedback such as praise and smiles!

92 pages.



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