Initial Assessment

The initial assessment of our clients includes an interview with the primary caregivers of the client in order to gather past and current information in several different areas. These areas include: language and communication, social and play skills, self-help and daily living skills, maladaptive behaviors, self-stimulatory behaviors, academic behaviors, motivating reinforcers and interests of the client. The results of the initial interview will help our team develop an individualized program for the client.

Functional Behavioral Assessment (FBA)

The FBA is a systematic way of gathering pertinent information such as where (environment), when (time/events) and why (function) maladaptive or problem behaviors are exhibited by a client. The FBA also provides information on the events leading up to the behavior (antecedents) and the events that may be reinforcing the behavior to continue (consequence). Information may be gathered through three different approaches including: interviews with the people who have direct contact and knowledge of the client, direct observation and/or a functional analysis. The information that is collected through the FBA will allow our staff to decrease the maladaptive behavior aptly and increase appropriate replacement behaviors.

The Assessment of Basic Language and Learning Skills (The ABLLS)

The ABLLS was developed by James W. Partington and Mark L. Sundberg. It is an assessment, curriculum guide, and skills tracking system for children with language delays. It assesses skills across 25 categories with an emphasis on language skills and deficits. Examples of the categories are mands (requesting), tacts (labeling), intraverbals (conversation), fine motor, gross motor, and self-help skills. Other academic areas include: classroom routines, math, writing, reading and spelling. The assessment is done through direct evaluation of the child and parent report.

Vineland Adaptive Behavior Scales

The Vineland is a semi-structured interview and questionnaire that was authored by Sara S. Sparrow, David A. Balla and Domenic V. Cicchetti and was intended for use with persons from birth to adulthood. This assessment tests in 5 specific domains: Communication, Daily Living Skills, Socialization, Motor Skills and Maladaptive Behavior. It is used for present levels of performance, program and treatment planning and progress reports.


The VB-MAPP was developed from B.F. Skinner’s Verbal Behavior (1957) to provide a behaviorally based assessment of language skills that can be used for programming. The VB-MAPP Milestones Assessment provides a representative sample of the child’s verbal and related skills. It contains measurable learning and language milestones within 16 skill areas across 3 developmental levels (0-18 months, 18-30 months, and 30-48 months). The following skill areas were assessed: mand, tact, echoic, listener responding, motor imitation, independent play, visual perceptual and matching-to-sample, and spontaneous vocal behavior. 


The Assessment of Functional Living Skills (AFLS) is a criterion-referenced assessment, skills tracking system, and curriculum guide for the development of essential skills for achieving independence.   The assessment consists of direct observation of the child and parent/staff report.  An assessment of Jefferson’s Basic Living skills was conducted.

The AFLS was used in order to help assess specific areas of strength and weakness as well as identify specific ideal goal areas to target in the coming year. The AFLS is an assessment, skills tracking system, and curriculum guide for the development of essential skills for achieving independence. It is comprised of six modules: Basic Living Skills, Community Participation, Home Skills, School Skills, Vocational Skills, and Independent Living Skills. Each module contains eight skill areas to assess functional skills across a range of settings throughout the individual’s lifespan.