VB-MAPP Training Program
How to Complete the Assessment 1 Presentation Handout
VB-MAPP Training Handout
How to Complete the Assessment
Purpose
This handout is designed to be a reference sheet for you when completing a VB-MAPP assessment. It
includes reminders on how to fill out the protocol and some tips for administration.
The numbered bubbles below indicate the area that each point is referring to.
General Information
- The VB-MAPP protocol consists of four components
o The Milestones Assessment
o The Barriers Assessment
o The Transition Assessment
o The Task Analyses (for levels 1-3)
- A complete assessment consists of completing the Milestones, Barriers, and Transition components
- The Task Analyses are not part of the periodic assessment, but are designed to be used throughout
the year as a guide for choosing skill objectives to work towards
- Each protocol has room for four separate assessments
Tips for Completing the Assessment
- Before sitting down with a student, make sure to do a “pre-scoring”
o Walk yourself through each of the milestones, and write in any scores that you are sure the
student can or can’t do
o Make a note by those milestones that you are unsure about so that you can go back and
physically test those later
- When completing the assessment, especially for the first few times, keep the guide available to
reference
o This helps in knowing what a ½-point score is on the milestones assessment
o This is also particularly helpful when scoring the Barriers and Transition assessments because
it provides more background for the criteria in each section
If you like this, then please see my other VB-MAPP training materials at www.stevencelmer.com
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How to Complete the Assessment 2 Presentation Handout
Milestones Assessment
1. For each skill there are 5 separate milestones within each level
2. Scoring for each Milestone is either 0, ½, or 1
a. The criteria for a 1 point score is in the protocol
b. The criteria for a ½ point score is located in the VB-MAPP Guide
3. Upon completing a Milestone within a level, the score is added up and placed in the “Assessment”
box in the upper right-hand corner
Milestones Scoring Form
1. Make sure to locate the correct skill to color in
2. Remember that the numbers go from 1-5 starting at the bottom (don’t worry, I forgot that the first
time too)
3. For a score of ½, fill in only to the dotted line
4. For a score of 1, fill in the entire box
5. If you assessed an entire skill section, and the score was 0, fill in the corresponding bubble at the
bottom to indicate that you looked at the skill, but that the student was not able to perform any of the
skills
1
2
3
1
2
3
4
5
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How to Complete the Assessment 3 Presentation Handout
EESA – Echoic Subtest
The purpose of this subtest is to evaluate the student’s ability to repeat a speech model. It looks at
articulation, prosody, intonation, and various syllable combinations to ensure that the student can easily
be understood
General Instructions
- Ask the student to say the item (say “hop”). Omit the word “say” if the student repeats it
- Give up to three trials, scoring the best response, if the initial response is inaccurate or absent.
1. Write in an “X” for each response where all sounds are correct
2. Write in an “/” if the response is recognizable, but has incorrect or missing consonants, or extra
syllables
3. Leave the boxes blank if there is no response, an incorrect vowel, or deleted syllables
4. Count all of the points for each group and write in the score for that section at the right
a. X’s count as 1 point
b. /’s count as ½ point
1
2
3
4
X
/
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How to Complete the Assessment 4 Presentation Handout
Barriers Assessment
1. For each section, read through the criteria, starting from 0
2. Select the criteria that best fits the student’s typical, daily behavior and write that at the upper right of
that section
Barriers Scoring Form
1. Each assessment has its own column
2. Color in the boxes in the appropriate column according to the score given
1
2
1
2
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How to Complete the Assessment 5 Presentation Handout
Transition Assessment
This assessment usually uses the same format as the Barriers Assessment
1. Read through each of the criteria starting from 1
2. Select the criteria that best fits the student’s typical, daily behavior and write that at the upper
right of that section
3. Some scores are taken from other parts of the VB-MAPP assessment
a. Simply add up the specified numbers and write in the appropriate score according to that
sum
Transition Scoring Form
Completion of the sections here is done in exactly the same manner as on the Barriers Scoring Form
1. Each assessment has its own column
2. Color the boxes in the appropriate column according to the score given
1
2
3
1
2
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How to Complete the Assessment 6 Presentation Handout
Task Analysis and Skills Tracking
The Task Analysis is composed of intermediate skills that support the acquisition of the Milestones.
These skills are not necessarily prerequisites for a Milestone, nor do they need to be worked on in the
exact order that they are presented. Each student is different and each presents special learning abilities
that may make a single skill more important or easier to learn than another
1. The first thing to do is to check the Milestones Scoring form and transfer the mastered
Milestones to this form
2. When you find a Milestone that your student cannot perform, look at the tasks under this
section and fill in the ones that your student can do
3. The tasks that are not filled out can be considered as objectives in that student’s curriculum
Task Analysis and Skills Tracking Chart
- Similar to the Milestones scoring form, simply color in the boxes with the corresponding color from
the last assessment
1
2
3