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Journal articles on the topic 'VB-MAPP'

Author: Grafiati

Published: 4 June 2021

Last updated: 18 June 2025

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1

Keuffer, Sara Ingrid Cruz, and Carlos Barbosa Alves de Souza. "Avaliação da adequação dos níveis de funcionalidade do VB-MAPP em uma amostra de crianças brasileiras." ACTA COMPORTAMENTALIA 26, no. 4 (2018): 433–46. http://dx.doi.org/10.32870/ac.v26i4.68121.

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O VB-MAPP (Verbal Behavior Milestones Assessment and Placement Program) é um ins-trumento de avaliação e acompanhamento do desenvolvimento de repertórios para crianças com autismo e outros distúrbios do desenvolvimento. Os três Níveis de funcionalidade do VB-MAPP foram estabelecidos a partir dos marcos típicos de desenvolvimento infantil deri-vados principalmente de estudos com crianças estadunidenses ou europeias. Considerando as diferenças socioeconômicas e culturais existentes entre os Estados Unidos/Europa e o Brasil, este estudo analisou a adequação dos níveis de funcionalidade do VB-MAPP

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2

Став, А. А. "Использование тестирования VB-MAPP в практике врача – детского психиатра, как помощь в постановке диагноза РАС и задержек психоречевого развития у детей, определение маршрута и отслеживание прогресса лечения". Modern scientist, № 8 (11 листопада 2024): 330–55. https://doi.org/10.58224/2541-8459-2024-8-330-355.

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статья раскрывает значимость использования «Verbal Behavior Milestones Assessment and Placement Program» (VB-MAPP) в практике врача-психиатра для оценки вербальных и социальных навыков у детей с расстройствами аутистического спектра (РАС) и задержками психоречевого развития (ЗПРР). Подробно описаны ключевые этапы развития, которые оцениваются в процессе тестирования, и их значение для составления индивидуальных коррекционных программ. Особое внимание уделено тому, что проведение тестирования требует участия квалифицированных специалистов (психологов, дефектологов, психиатров) с высшим профильн

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3

Filocreão Miranda Leal, Bruma Sofia, Luma Carolina Câmara Gradim, and Vanessa Rafaelle Brasil de Souza. "Habilidades sociais em crianças com transtorno do espectro autista: uma análise da prática em Terapia Ocupacional / The Social Skills for children with autism spectrum disorder: A practice analysis in Occupational Therapy." Revista Interinstitucional Brasileira de Terapia Ocupacional - REVISBRATO 5, no. 1 (2021): 121–39. http://dx.doi.org/10.47222/2526-3544.rbto33945.

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O Programa de Habilidades Sociais foi desenvolvido para crianças com Transtorno do Espectro Autista (TEA). Foram realizadas intervenções com atividades lúdicas e treino de habilidades sociais em uma oficina terapêutica para crianças diagnosticadas com TEA durante um período de cinco meses com oito crianças de 3 a 5 anos. Foi utilizado um questionário semi estruturado para coleta de dados juntamente com o protocolo VB-MAPP para avaliação e inclusão dos participantes. Foi possível observar progresso em habilidades sociais nas oito crianças e identificar o uso de recursos lúdicos como um fator es

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4

Turriziani, Laura, Rosa Vartellini, Maria Grazia Barcello, Marcella Di Cara, and Francesca Cucinotta. "Tact Training with Augmentative Gestural Support for Language Disorder and Challenging Behaviors: A Case Study in an Italian Community-Based Setting." Journal of Clinical Medicine 13, no. 22 (2024): 6790. http://dx.doi.org/10.3390/jcm13226790.

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Background: Gestures or manual signing are valid options for augmentative and alternative communication. However, the data in the literature are limited to a few neurodevelopmental disorders, and less is known about its application in the community setting. Objectives: This case report explores the feasibility and preliminary efficacy of tact training with augmentative gestural support intervention for a child affected by a language disorder with challenging behaviors in a community setting. Methods: Baseline assessments were conducted using the Verbal Behavior Milestone Assessment and Placeme

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5

Gryaznova, A. N., and V. V. Vasina. "Assessment of the Formation of Communication Skills Using VB-MAPP in Preschool Children with ASD." Autism and Developmental Disorders 18, no. 4 (2020): 23–32. http://dx.doi.org/10.17759/autdd.2020180403.

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The level of formation of communication skills in preschool children with autism spectrum disorders (ASD) is studied. The article presents the material of an empirical study conducted in kindergartens in Kazan. The research involved 8 children aged 4 to 7 years with ASD. The authors focused on the criteria and indicators of the main functional classes of verbal behavior identified in the program of M. Sandberg "Assessment of milestones in the development of verbal behavior and building an individual intervention plan", VB-MAPP. The assessment is based on 170 parameters, which are divided into

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6

Beaujeard, Valentin. "Le VB-MAPP pour évaluer les compétences de langage, d’apprentissage et sociales." Ortho Magazine 24, no. 137 (2018): 23–26. https://doi.org/10.1016/s1262-4586(22)00367-3.

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7

Nigmatullina, I. A., N. S. Borisova, and A. S. Frolova. "Assessment of Basic Skills of Children of a Preschool Age with Autism Spectrum Disorder Using the VB-MAPP." Autism and Developmental Disorders 19, no. 1 (2021): 25–33. http://dx.doi.org/10.17759/autdd.2021190103.

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The research was aimed at the study of basic verbal, educational and social skills that contribute to independent functioning in society. Study involved 2 preschoolers. Mark Sandberg’s VB-MAPP Verbal Behavior Milestones Assessment and Placement Program was used as the main research method. It was found that the majority of respondents’ skills are formed at the level of a 0-18 month old normotypic child, which corresponds to the first level of development. The skills of expressing requests and social skills were the least developed. The results of the research are proposed for inclusion in the

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8

Barnes, Clarissa S., James R. Mellor, and Ruth Anne Rehfeldt. "Implementing the Verbal Behavior Milestones Assessment and Placement Program (VB-MAPP): Teaching Assessment Techniques." Analysis of Verbal Behavior 30, no. 1 (2014): 36–47. http://dx.doi.org/10.1007/s40616-013-0004-5.

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9

Arsić, Bojana, Anja Gajić, and Sara Vidojković. "Correlation and predictors of self-help skills and teaching barriers in children with intellectual disability and autism spectrum disorders." Research in Pedagogy 12, no. 2 (2022): 310–22. http://dx.doi.org/10.5937/istrped2202310a.

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Practical skills involve activities that enable independent functioning. People with intellectual disability (ID) and autism spectrum disorders (ASD) require systematic teaching in order to acquire them which excludes barriers. The aim is to determine correlation between the level of self-help skills and the presence of teaching barriers. The secondary aim is to determine the predictors for acquisition of both. The sample comprised of 53 participants of different age and gender, diagnosed with ID or ASD. The level of self-help skills was determined with the use of Checklist for self-help skill

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10

Nigmatullina, Irina, Veronika Vasina, and Yana Mukhamedshina. "Evaluation of Speech Skills and Social Interaction in Preschool Age Children With ASD in the Conditions of Psychological and Pedagogical Support of Kindergarten." ARPHA Proceedings 5 (February 10, 2022): 1239–53. https://doi.org/10.3897/ap.5.e1239.

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The predictors of successful socialization of children with autism spectrum disorders (ASD) are a high degree of development of verbal and social interaction skills. The existing system of psychological and pedagogical support from the preschool period should aim at effectively overcoming the above difficulties.The research presents the results of a two-year study of 52 organized preschoolers aged 3 to 8 years with ASD under the VB-MAPP Skills and Social Interaction Assessment Program. The results showed insignificant dynamics in the development of verbal and social interaction skills in presc

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11

. Al Taqatqa, Firas. "The Effectiveness of Training Program Derived from VB-MAPP in Developing Language Skills among Children with ASD." مجلة التربية الخاصة والتأهيل 18, no. 63.2 (2024): 1–33. http://dx.doi.org/10.21608/sero.2024.380927.

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12

السيد, محمد. "فعالية برنامج تقييم تطور السلوک اللفظي VB-MAPP فى تنمية بعض جوانب الإدراک لدى الأطفال ذوي اضطراب التوحد". مجلة التربية الخاصة 10, № 35 (2021): 145–84. http://dx.doi.org/10.21608/mtkh.2021.168150.

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13

سليمان, عبدالرحمن سيد, مىّ فايز السيد عبدالفتاح та بسمة أسامة السيد فؤاد. "برنامج مقترح قائم على VB-MAPP لتنمية السلوك اللفظي وتحسين السلوك التكيفي لدى الأطفال ذوي الإعاقة العقلية المتوسطة". مجلة الإرشاد النفسي 80, № 4 (2024): 205–51. http://dx.doi.org/10.21608/cpc.2024.386088.

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14

Vasina, Veronika V. "Facilitation of the Dynamics of Social Interaction Skills Development in Preschool Children with Autism Spectrum Disorder." International Journal of Social Sciences Perspectives 11, no. 1 (2022): 23–27. http://dx.doi.org/10.33094/ijssp.v11i1.627.

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The increase in the number of children with autism spectrum disorders has exacerbated the problem of improving (facilitating) social interaction skills in preschoolers. This category of children is characterized by a combination of qualitative disorders, where one of the main manifestations is difficulties in verbal and social behavior. The aim is to study the dynamics of the development of social interaction skills in preschoolers with autism spectrum disorders, depending on gender and age, to identify points of facilitation, to give recommendations. On the basis of ontological and behavioral

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15

Lotfizadeh, Amin D., Ellie Kazemi, Paula Pompa-Craven, and Sigmund Eldevik. "Moderate Effects of Low-Intensity Behavioral Intervention." Behavior Modification 44, no. 1 (2018): 92–113. http://dx.doi.org/10.1177/0145445518796204.

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We compared clinical outcomes in a treatment group of 98 individuals who received between 8 and 15 weekly hours ( M = 10.6; SD = 1.7) of applied behavior analysis (ABA) intervention with a comparison group of 73 individuals who received another provision, including some ABA, (between 1.4-8 weekly hours, M = 5.7; SD = 1.6). After 2 years, the treatment group made greater gains than the comparison group on language and social skills, and other areas assessed by the Verbal Behavior Milestones Assessment and Placement Program (VB-MAPP). We evaluated the outcome on adaptive skills for a smaller sam

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16

Yanchik, Amelia, Peter Vietze, and Leah Esther Lax. "The Effects of Discrete Trial and Natural Environment Teaching on Adaptive Behavior in Toddlers With Autism Spectrum Disorder." American Journal on Intellectual and Developmental Disabilities 129, no. 4 (2024): 263–78. http://dx.doi.org/10.1352/1944-7558-129.4.263.

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Abstract The literature has yet to review the differential effects of Natural Environment Teaching (NET) and Discrete Trial Teaching (DTT) on adaptive skills. A sample of 142 children diagnosed with ASD between the ages of 16 and 35 months received either DTT, NET, or both interventions (NET+ DTT). The Bayley Scales of Infant and Toddler Development (BSID) Adaptive Subscale and the Verbal Behavior Milestones Assessment and Placement Program (VB-MAPP) Barriers Assessment were used as baseline and posttest measures. Children who received NET and NET+DTT conditions showed significant improvements

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17

Дмитрієва, Ірина, та Аліна Іваненко. "Особливості впровадження поведінкових ткхнологій у процес супроводу дітей з рас у інклюзивному середовищі". InterConf, № 40(183) (20 грудня 2023): 188–93. http://dx.doi.org/10.51582/interconf.19-20.12.2023.018.

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Авторами висвітлено актуальні проблеми, з якими стикаються педагоги та фахівці в інклюзивних навчальних закладах при роботі з дітьми з розладами аутистичного спектра. Зокрема, досліджується вплив поведінкових технологій на усунення бар’єрів для успішного процесу адаптації дитини з РАС до умов інклюзивного середовища. Змістовно розкрито сутність прикладного аналізу поведінки (АВА), як наукового підходу з підтвердженою науковими дослідженнями ефективністю (Evidence-Based Practices). Вивчено особливості діагностичного інструментарію поведінкового підходу, а саме ABBLS-R та VB-MAPP, який дозволяє

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18

Dixon, Mark R., Jordan Belisle, Caleb Stanley, Kyle Rowsey, Jacob H. Daar, and Susan Szekely. "Toward a Behavior Analysis of Complex Language for Children with Autism: Evaluating the Relationship between PEAK and the VB-MAPP." Journal of Developmental and Physical Disabilities 27, no. 2 (2014): 223–33. http://dx.doi.org/10.1007/s10882-014-9410-4.

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19

Montallana, Khrystle L., Brendan M. Gard, Amin D. Lotfizadeh, and Alan Poling. "Inter-Rater Agreement for the Milestones and Barriers Assessments of the Verbal Behavior Milestones Assessment and Placement Program (VB-MAPP)." Journal of Autism and Developmental Disorders 49, no. 5 (2019): 2015–23. http://dx.doi.org/10.1007/s10803-019-03879-4.

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20

Dixon, Mark R., Scott H. Wiggins, and Jordan Belisle. "The effectiveness of the peak relational training system and corresponding changes on the VB-MAPP for young adults with autism." Journal of Applied Behavior Analysis 51, no. 2 (2018): 321–34. http://dx.doi.org/10.1002/jaba.448.

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21

Arsić, Bojana, Ana Lukić, and Anja Gajić. "The presence of teaching barriers in children with autism spectrum disorders." Norma 27, no. 2 (2022): 141–55. http://dx.doi.org/10.5937/norma2202141a.

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The aim of this research was to examine the frequency of different barriers faced by special education teachers in working with children with autism spectrum disorders (ASD). The sample included 53 participants of both genders and of different ages who were diagnosed with ASD. The instrument used to assess the presence of barriers in teaching refers to the Assessment of Barriers in Teaching (VB-Mapp Barriers Assessment -Sundberg, 2008). In our sample, it was found that all respondents have a pronounced presence of teaching barriers, while the most frequent barriers are prompt dependence, gener

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22

Akhmetzyanova, Anna, Tatiana Artemieva, and Anastasia Gryaznova. "Study of Social and Language Skills in Children with Autism Spectrum Disorder." ARPHA Proceedings 5 (February 10, 2022): 17–28. https://doi.org/10.3897/ap.5.e0017.

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One of the main obstacles to full communication and socialization is the impairment of the communication sphere in children with autism spectrum disorder. Competent diagnostics will help to identify at what level of development of social and speech skills the child is and in the future to develop goals and objectives for correctional work. This article discusses the problem of diagnosing the formation of speech and social skills in children with autism spectrum disorder, describes the results of a diagnostic study, based on the analysis of the results, formulates conclusions about the level of

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23

Yarmakeev, Iskander, Irina Nigmatullina, Elena Gorobets, Rimma Gamirova, and Yana Mukhamedshina. "A Comprehensive Model of Neuropsychological and Speech Assessment for Children with ASD." ARPHA Proceedings 5 (February 10, 2022): 1227–38. https://doi.org/10.3897/ap.5.e1227.

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Modern scientific projects connected with autism spectrum disorders (ASD) study the difficulties in differential diagnosis of ASD and other types of developmental dysphasia, issues of cognitive and physical development of children with ASD, formation of trajectories for their individual and group education and training, their social integration. The relevance of the study is explained by the necessity to work out a system of medical, psychological, linguistic and educational support for children with ASD corresponding to the modern requirements of society and global practices. The aim of the r

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24

Pakhtusova, N. A., V. A. Akmaev, and O. S. Nekrasova. "Integrated Approach in the Support of the Child with Autism Spectrum Disorders. Clinical Case Exploration." Autism and Developmental Disorders 21, no. 2 (2023): 42–49. http://dx.doi.org/10.17759/autdd.2023210206.

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<p style="text-align: justify;"><strong>Objectives. </strong>The effects of the psycho-educational work in autism spectrum disorders (ASD) in preschool children is largely associated with timely comprehensive diagnostics. Present article aims to expound the possibilities of a mul&shy;tidisciplinary diagnostical and psycho-educational approach using the analysis of a clinical case of a child with ASD as an example.</p> <p style="text-align: justify;"><strong>Methods</strong>. Explored the clinical case of a 3 years 10 months old child with the regis

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25

Wu, Yi, Xueping Chen, Duo Li, et al. "Family Intensive Behavioral Intervention for Children with Autism Spectrum Disorder: A Half-Year Comparison-Controlled Study." Alpha Psychiatry 26, no. 1 (2025). https://doi.org/10.31083/ap38796.

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Objective: Family intervention is a crucial component of treatment for children with autism spectrum disorder (ASD), yet the impact of parent-mediated family-intensive behavioral intervention on the language abilities of children with ASD has been barely studied. The purpose is to investigate the effectiveness of the Verbal Behavior Milestones Assessment and Placement Program (VB-MAPP)-based family-intensive behavioral intervention in enhancing the language abilities of children with ASD. This study provides insights to help ASD children better cope with daily life. Methods: From September 202

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26

Mambetalina, Alija Saktaganovna, Opabekova Aislu Borankulovna, Mukatayeva Saniya Kanatovna, Utemissova Gulmira Ukatayevna, Mandykayeva Almagul Pamazanovna, and Utaliyeva Zhanna Tlegenovna. "The Impact of Complex Intervention on the Dynamics of Children’s Development with ASD." Open Psychology Journal 15, no. 1 (2022). http://dx.doi.org/10.2174/18743501-v15-e2205110.

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Background: The study of the complex development of a child with ASD is an important and relevant topic for discussion at the present moment. Complex intervention involves the interaction of specialists such as psychologists, speech therapists, speech pathologists, sensory integration and adaptive physical culture (APC) specialists for the rapid dynamics of children with ASD. To track the development of children, we used a comprehensive assessment of the child’s current skills – VB-MAPP. Objective: The objective of this study is to show the effectiveness of complex intervention in the correcti

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27

Belisle, Jordan, Mark R. Dixon, Albert Malkin, Joshua Hollie, and Caleb R. Stanley. "Exploratory Factor Analysis of the VB-MAPP: Support for the Interdependency of Elementary Verbal Operants." Journal of Behavioral Education, January 1, 2021. http://dx.doi.org/10.1007/s10864-020-09413-2.

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28

Peterson, Tami, Jessica Dodson, Robert Sherwin, and Frederick Strale. "Evaluating the Verbal Behavior Milestones Assessment and Placement Program (VB-MAPP) Scores Using Principal Components Analysis." Cureus, August 10, 2024. http://dx.doi.org/10.7759/cureus.66602.

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29

مرقس, الفت وجيه متياس, صمويل تامر بشري خليل та أمانى حامد مرغنى طلبة. "الخصائص السيكومترية لمقياس مهارات اللغة الاستقبالية و التعبيرية لدى الأطفال ذوى اضطراب التوحد فى ضوء برنامج VB-MAPP". مجلة کلية التربية (أسيوط), 17 квітня 2025, 0. https://doi.org/10.21608/mfes.2025.353469.2075.

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30

"VB-MAPP: Opportunities for Differential Diagnosis of Verbal Skills and Social Interaction of Children with Autism and Hearing Disorders." International Journal of Pharmaceutical Research 12, sp1 (2020). http://dx.doi.org/10.31838/ijpr/2020.sp1.157.

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31

Ferreira, Tahena da Silva, Taís Chiodelli, and Olga Maria Piazentin Rolim Rodrigues. "Programa ABA para pais e o desenvolvimento verbal de crianças com TEA." Ciencias Psicológicas, May 23, 2025. https://doi.org/10.22235/cp.v19i1.4030.

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Intervenções em Análise do Comportamento Aplicada (ABA) para crianças com Transtorno do Espectro Autista (TEA) devem ser sistematizadas, intensivas e com orientações para pais. Este estudo objetivou descrever e avaliar os efeitos de um programa para pais, baseado em ABA, sobre o desenvolvimento verbal de crianças com TEA. Com delineamento experimental, a amostra incluiu 12 mães, cinco pais e seus filhos com TEA, de um a quatro anos, distribuídas em grupo experimental (GE) e controle (GC). O repertório verbal das crianças foi avaliado com o VB-MAPP antes e depois dos pais participarem do progra

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32

Lotfizadeh, Amin D., Brendan Gard, Cynthia Rico, Alan Poling, and Kristen R. Choi. "Convergent and Discriminant Validity of the Verbal Behavior Milestones Assessment and Placement Program (VB-MAPP) and the Vineland Adaptive Behavior Scales (VABS)." Journal of Autism and Developmental Disorders, May 8, 2024. http://dx.doi.org/10.1007/s10803-024-06241-5.

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Serbentavičiūtė, Milda, Jovita Petrulytė, and Laima Mikulėnaitė. "KINEZITERAPIJOJE TAIKOMŲ SPECIALIŲJŲ VAIZDINIŲ PRIEMONIŲ POVEIKIS 3-6 METŲ VAIKŲ, TURINČIŲ AUTIZMO SPEKTRO SUTRIKIMŲ, IMITACIJOS ĮGŪDŽIŲ LAVINIMUI." Health Sciences 30, no. 1 (2020). http://dx.doi.org/10.35988/sm-hs.2020.024.

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Tyrimo tikslas – ištirti vaizdinių elementų taikymo kineziterapijoje poveikį vaikų, turinčių autizmo spektro sutrikimų, imitacijos įgūdžiams. Darbo uždaviniai: 1. Įvertinti bendrosios kineziterapijos programos poveikį vaikų, turinčių autizmo spektro sutrikimų, reakcijos greičiui, imitavimo trukmei ir imituojamų veiksmų skaičiui. 2. Nustatyti kineziterapijos programos, taikant vaizdines priemones, poveikį vaikų, turinčių autizmo spektro sutrikimų, reakcijos greičiui, imitavimo trukmei ir imituojamų veiksmų skaičiui. 3. Palyginti bendrosios ir eksperimentinės kineziterapijos programų efektyvu

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Minutoli, Roberta, Ileana Scarcella, Germana Doria, et al. "Case report: Receptive labeling training in autism: conventional vs. technology-based approaches? a single case study." Frontiers in Psychiatry 15 (December 11, 2024). https://doi.org/10.3389/fpsyt.2024.1437293.

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BackgroundReceptive language, the ability to comprehend and respond to spoken language, poses significant challenges for individuals with Autism Spectrum Disorder (ASD). To support communication in autistic children, interventions like Lovaas’ simple-conditional method and Green’s conditional-only method are commonly employed. Personalized approaches are essential due to the spectrum nature of autism. Advancements in technology have opened new avenues for personalizing therapeutic interventions. This single case study compares traditional and technology-based learning sets in a receptive label

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