This practical tool facilitates the identification of skills needed by the child to effectively communicate and learn from everyday experiences.
The information obtained from this assessment allows parents and professionals to pinpoint obstacles that have been preventing a child from acquiring new skills and to develop a comprehensive language-based curriculum.
The ABLLS-R Protocol is used to score the child's performance on the task items and provides 15 appendices that allow for the tracking of a variety of specific skills that are included in the assessment.
Significant changes were made in the revised version of the vocal imitation section with input from Denise Senick-Pirri, SLP-CCC.
It allows parents, teachers, speech pathologists, behavior analysts, and others who design, coordinate, or supervise language or skill-acquisition programs to expedite the development of IEPs, progress reports, and to easily share information about a child.
Over the past four years, parents, relatives and friends of typically developing children have been participating in an ongoing research project by entering data into the WebABLLS.
These preliminary data have been collected in a systematic manner to provide information about when each skill measured by the ABLLS-R is usually acquired by typically developing children.
The data clearly indicate that typically developing children demonstrate most of the basic language and learning skills measured by the ABLLS-R by the time they are 4 to 5 years of age.
While the ABLLS-R is most commonly used on children with developmental disabilities and delays (including autism), it can be used for anyone who may be lacking in basic communication or life skills.