VB-MAPP

Tabela de Análise de Tarefas e Rastreamento de Habilidades: Nível 2 (18 a 30 meses)

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 VBMAPP

Task Analysis and Skills Tracking: Level 2 (18 to 30 months)

Skill COMMAND–LEVEL 2 Reached

6-a Spontaneously issues 5 commands without an object present and without verbal cues.
Observe.

6-b Emit 10 different commands without ecoic or imitative tips - the object can be
present. Test or Observe.

6-c Request 5 different missing items without hints (except for one verbal hint). Test or Observe.

6-d Generalizes 4 commands for 4 different people. Test or Observe.

6-e Keeps a newly acquired controller for an absent item after 24 hours without contact with the
item. Test or Observe.

6-M Request 20 different missing items without hints (except "What do you need?") (Ex:
ask for paper when given colored pencils). Test or Observe.

7-a Order 2 times with 2 words in the sentence (e.g.: "Drink juice"). Note for
time - 60 minutes.

7-b Ask other people to issue 2 different actions with verbal cues (e.g.: "Go",
Rotate. Test or Observe.

7-c Issue 2 commands to remove undesirable items or activities. Observe.

7-d Demonstrates generalization of responses for 2 different commands (Ex: calls a cup)
full of "Cup" and "Drink"; calls a dog "Dog" and "Maggie".
Observe.

7-e The commands contain varied intonations appropriate for positive motivations.
negatives, 5 times. Observe.

7-f Request help or assistance twice. Observe.

7-g Demonstrates high frequency of commands. (15 in a period of 5 minutes). Observe.

7-M Ask other people to issue 5 different actions or actions that are missing for the
child performs a desired activity (e.g.: asking another person to open the door)
for the child to get out; ask the other to push the swing). Test or Observe.

8-a Ask 5 times with 2 words in a sentence or phrase. Observation for time - 120
minutes.

8-b Ask for information 2 times using questions with 'What' (e.g., 'What is this?'). Test
you Observe.

8-c Foot using a pronoun 2 times (Ex: "My train. That one is yours."). Observe.

8-d Commands occur with 3 different types of phrases (Ex: 'I want...', 'It's mine...')
“Eu posso...”, “Aquele é meu...”). Observar.

8-e Emite mandos com“Sim”e“Não”4 vezes (Ex:“Você quer dar uma volta? Sim”).

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 Test or Observe.

8-f Pede informação 2 vezes usando perguntas com“onde”(Ex:“Onde está o Elmo?”).

Test or Observe.

8-M Emite 5 diferentes mandos contendo 2 ou mais palavras (não incluir“Eu quero”)
["Faster","My turn","More juice"]
minutes.

9-a Spontaneously emits 50 remotes per day (can be with present objects, but without
verbal tips). Observe.

9-b Acquire 2 controllers based only on training of tatos and echoes (Ex: see and name one
giraffe live, and then ask to go back and see the giraffe). Observe.

9-c Request information 25 times using any type of question. Observe.

9-d Pedestrian using adjectives 5 times (Ex: large ship, red car). Observe.

9-e Emit 5 commands in 30 seconds (Ex: during a game or fun activity, such as
play in the water). Observation time - 30 seconds.

9-f The commands contain sentences with 3 words 10 times (e.g.: “That is my horse”).

March 9 Spontaneously emits 15 different commands (e.g.: 'Let's play'; 'Open'; 'I
I want the book”). Observation period - 30 minutes.

10-a Issues 2 new commands without training (e.g.: says 'I want hot chocolate', without training).
Observe.

10-b Demonstrates generalization of responses for 2 different commands (Ex: "Get me")
"Run after me", "Run"). Observe.

10-c Ask for an adjective 5 times - it can be with verbal and non-verbal cues. Observe.

10-d Ask for information 3 times using questions with 'Who?'. Observe.

10-e Spontaneously asks other people to issue 20 different actions (e.g.: "Run",
"Go", "Push me"). Observe.

10-f Spontaneously asks new or unfamiliar people 2 times. Observe.

10-M Issues 10 new commands without specific training (e.g., spontaneously says 'Where the
kitten goes?

Skill TATO–LEVEL 2 Reached

6-a Nomeia 4 diferentes pessoas, animais ou personagens por seus nomes específicos (pode
include mom and dad). Test.

6-b Name 2 actions when asked, for example, 'What am I doing?' (Ex:
jumping, clapping). Test.

6-c Acquire a new skill with less than 20 training attempts. Test.

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6-d Name 5 items in a period of 15 seconds (fluency). Test.

6-M Nomeia 25 itens quando perguntado“O que é isso?”(Ex: livro, sapato, carro,
dog, hat). Test.

7-a Name 3 body parts (Ex: nose, eyes, mouth). Test.

7-b Nomeia 2 estímulos auditivos (Ex: toque do telefone, sirene, latido do cachorro). Testar.

7-c Espontaneamente emite um tato contendo 2 palavras para 5 diferentes tatos (Ex: bebê
(crying). Test or Observe.

7-d Nomeia 2 ações diferentes quando perguntado“O que ele está fazendo?”(Ex: bebendo,
swimming). Test.

7-e Nomeia 40 itens quando perguntado“O que é isto?”(Ex: árvore, tigela, meia, lápis,
apple). Test.

7-M Generalize data for 3 examples of 50 items, or from a list of generalizations

known (e.g., name three different cars). Test.

8-a Name 2 tactile stimuli (e.g., say 'Ball' when feeling the ball inside the bag). Test.

8-b Nomeia 5 combinações de substantivo-verbo ou verbo-substantivo (Ex: cachorro

eating, rolling the ball). Test.

8-c Name 2 or more items from 10 different pages of a book when asked, "The
What do you see here?” Test.

8-d Look at the listener while you touch on 5 occasions. Observe.

8-M Nomeia 10 ações quando perguntado, por exemplo,“O que estou fazendo?”(Ex:
jumping; sleeping; eating). Test.

9-a Nomeia 25 relações com 2 componentes de substantivo-substantivo (Ex: papel e lápis;

car and truck). Test.

9-b Acquire a new skill in less than 15 training attempts. Test.

9-c Spontaneously names items in a book, on TV, or in a video 5 times (Ex:

Cinderella). Observe.

9-d Learn 2 new tacts without direct training (e.g., transfer of echoic to tact not
trained). Test.

9-e Show response generalization for 5 items (e.g., Name the same stimulus with 2
different words–teacher and Katie; cat and Garfield; dog and Maggie). Test or
Observe.

9-M Nomeia 50 combinações de 2 componentes com verbo-substantivo ou substantivo-

verb, tested or from a list of known compound facts (e.g., washing the
face; João swimming; baby sleeping). Test.

10-a Nomeia 10 ações (Ex: subindo, brincando, colorindo, nadando, lavando). Testar ou
Observe.

10-b Name 2 taste stimuli (e.g., name "orange" while tasting it). Test or

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 Observe.

10-c Name 20 items in a 1-minute fluency test. Test.

10-d Nomeia 2 cores diferentes (Ex: vermelho, azul). Testar ou Observar.

10-e Nomeia 2 formas diferentes (Ex: círculo, estrela). Testar ou Observar.

10-M Name 200 nouns and/or verbs (or other components of speech), tested or
from a cumulative list of known facts. Test.

Skill LISTENER RESPONSE - LEVEL 2 Reached

6-a Select the correct item from a misaligned matrix of 5 stimuli, for 25 items
different (Ex: book, car, dog, shoe). Test.

6-b Acquire a new listening skill with less than 25 training attempts. Test.

6-c Discriminates stimuli by name among 6 people, animals, or characters (Ex: Look for
Oscar). Test.

6-d Generalizes in a listener task for 3 examples of 25 different items. Test.

6-M Select the correct item from an unaligned matrix of 6 stimuli, for 40 objects.
or different figures (Ex: "Find the cat"; "Pick up the ball"). Test.

7-a Go to up to 3 specific people after command (Ex: Go to Debbie). Test.

7-b Point to an item in a book named by the adult, for 5 items (Ex: Where is the
fire truck?)

7-c Select 5 items in the natural environment after the command (e.g.: 'Take the spoon', being in the
table). Test or Observe.

7-d Spontaneously demonstrates (without hints to respond) 5 listening skills in

natural environment (Ex: when someone in the room mentions the rocking horse, the
child spontaneously goes to the rocking horse). Observe.

7-M It generalizes listener discriminations in an unaligned matrix of 8 stimuli,

for 3 different examples of 50 items (Ex: the child is able to find 3
examples of train). Test.

8-a Go to 3 specific places after command (Ex: "Go to the kitchen.", "Show me the
your room) Test.

8-b Select the correct item from a set of 8 items, containing 2 similar stimuli (Ex:
same color), for 20 items. Test.

8-c Seleciona um item quando é dado o som que o item faz, para 5 itens (Ex: latido–
dog; siren–ambulance). Test.

8-d Select 2 items from a set of 8, for 5 pairs of items (noun-noun)

Where is the baby and the bottle?

8-M Perform 10 specific motor actions upon instruction (e.g.: "Show clapping");

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 Can you jump?). Test.

9-a Acquire 2 new listener responses without formal training (e.g., someone asks another person)
person turns off the light, and the child goes to the switch, and no one knew that the child
I knew the word 'light'). Observe.

9-b Responde apropriadamente a 5 diferentes gestos (Ex: dedo nos lábios para silêncio,
show the palm of your hand to stop). Test or Observe.

9-c Demonstra 3 ações específicas para 3 pessoas diferentes (Ex:“Abrace a vovó”,“Faz

A play here with Laura. Test.

9-d Seleciona 2 itens alvo de uma cena, um livro ou do ambiente natural para 20 conjuntos
of items (noun-noun) (Ex: "Where is the elephant and the giraffe?"). Test.

9-M Here are 25 instructions composed of 2 components with noun-verb and/or

verb-noun (Ex:"Point to the sleeping baby"; "Push the swing"). Test.

10-a Performs 2 consecutive actions for 10 different pairs of actions (verb-verb) (Ex:
Clean and clap your hands). Test.

10-b Discriminate between 2 colors in a set of 4 different colored objects. Test.

10-c Discriminate between 2 forms in a set of 4 different forms. Test.

10-d Generalizes in a listener task (noun-verb) with a new object for 5.

different actions (e.g.: after receiving training to spin and roll a pencil, the child
correctly turns and rolls a straw on the first attempt). Test.

10-e Generalizes in a task of listener (noun-verb) with a new action for 5

objects (Ex: can rotate any object). Test.

10-M Select the correct item in a book, an illustrated scene, or in the natural environment.
when appointed for 250 items, tested or from an accumulated list of words
known. Test.

Ability to perceive visual skills and choose according to what was achieved
MODEL–LEVEL 2
6-a Connect 2 items or toys (e.g., Legos). Observe.

6-b Stack identical objects 2 times (e.g., bowls, cups, plates). Observe.

6-c Turn 2 pages of a book. Test or Observe.

6-d Complete 3 different puzzles or fitting games containing 3-4 pieces without
tips. Test or Observe.

6-e Stack 4 blocks without help. Observe.

6-f Pair identical objects or figures in an organized matrix with 3 stimuli,

for 10 items (e.g.: pair a hat with another identical hat). Test.

6-g Pair identical objects or figures, but of different sizes in a matrix.

misaligned with 6 stimuli, for 10 items (e.g.: pair a large red ball

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 with a small red ball). Test.

6-h Place 5 items in their proper places or in an appropriate context (Ex: place
a glass in the sink). Test or Observe.

6-M Pair identical objects or figures in an unaligned matrix of 6 stimuli,

for 25 items. Test.

7-a Complete 5 different puzzles containing 6 or more pieces without hints. Test or
Observe.

7-b Pair identical objects or figures in an unaligned matrix with 8 stimuli,

for 25 items. Test.

7-c Pair identical figures that have different backgrounds in an unaligned matrix with
8 stimuli, for 25 items. Test.

7-d Match 2D figures to the corresponding 3D objects and vice versa, in a matrix.
unaligned with 8 stimuli, for 10 pairs (Ex: match the figure of Thomas the Tank Engine to
toy the same). Test.

7-e Espontaneamente emparelha 2 itens em uma brincadeira ou outras situações (Ex: pega a
figure of the Hulk and select another identical figure in a box of figures). Observe.

7-f Complete identity pairings in a matrix of 8 stimuli, for 10.

pairings in less than 20 seconds (fluency). Test.

7-M Separate similar colors and shapes into 10 different colors or shapes.
presented as a model (e.g., the child separates in red, blue, and green bowls
red, blue, and green bears by colors). Test.

8-a Generalizes to 5 new identity matching tasks without formal training.

Test and Observe.

8-b Emparelha objetos ou figuras idênticas a itens correspondentes em um livro, para 25

items. Test.

8-c Pair identical objects or figures with corresponding items in the natural environment.
for 25 items. Test.

8-d Select 3 non-identical but associated objects from a box for 3 activities.
playful (For example: take several farm animals from a box containing other toys).
Test.

8-e Successfully assembled 5 parts of 5 building toys (Ex: Legos, trains, Mr. Potato Head)
Sweet potato). Test.

8-M Match identical objects or figures in an unaligned matrix of 8 stimuli

containing 3 similar stimuli, for 25 items (e.g.: pair a dog with)
another dog in a matrix that also contains a cat, pig, and pony). Test.

9-a Pair up objects and figures with different colors, but that aside, they are exactly the same.
same stimulus, in a misaligned matrix with 8 stimuli for 25 items (Ex:
pair a red Ford Mustang with a blue Ford Mustang). Test.

9-b Pair non-identical objects and figures in an unaligned matrix with 8 stimuli.
containing 2 similar stimuli, for 25 items. Test.

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 9-c Pair non-identical objects and figures with corresponding items in a book, for 25.
items. Test.

9-d Match non-identical objects and figures with corresponding items in the natural environment.
for 25 items. Test.

9-e Demonstrates spontaneously choice responses according to the functional model in

natural environment 2 times (Ex: find the pair of a shoe). Test.

9-M Pair non-identical objects or figures in a misaligned matrix of 10

stimuli, for 25 items (Ex: pair a Ford truck with a truck
Toyota). Test.

10-a Assemble, collect, or group 5 different toys, characters, or items that are
used together or always appear together (e.g., a tea set). Test.

10-b Pair the picture of a body part with your own body part for 5 parts of the body.
body. Test or Observe.

10-c Pair a figure of an action with a non-identical figure of the same action, for 10
actions (e.g., match the image of a girl swimming with an image of a boy)
swimming in a different pool). Test.

10-d Color figures in a coloring book, although it doesn't always stay within the lines.
Test.

10-e Emparelha 10 itens diferentes que são associados entre si (Ex: emparelha um sapato
with a sock). Test.

10-M Pair 3D objects with their respective non-identical 2D figures, and/or vice-
versus, in a misaligned matrix of 10 stimuli containing 3 similar stimuli,
for 25 items. Test.

Skill INDEPENDENT PLAY – LEVEL 2 Hit

6-a Carry 2 or more toys while walking. Observe.

6-b Play independently with puzzles and fitting games for 1 minute.
Observe.

6-c Engage in sensory play for 2 minutes (e.g., digging in sand or rice)
tray, play with shaving cream). Observe.

6-d Sprays water and plays with objects in the pool. Watch.

6-e Play with toy sets that have multiple parts for 2 minutes (Ex:
farm animals). Observe.

6-M Look for a missing or corresponding toy or part of a set for 5

items or sets (e.g., a puzzle piece; the bottle for a
toy doll; a piece of a fitting game). Test or Observe.

7-a Sketch on a magic board, whiteboard, or paper. Observe.

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7-b Wait while an activity is being set up. Observe.

7-c Jumps independently for 2 minutes without adult interaction. Observe.

7-d Select or separate preferred toys from others in a box (e.g., take out the...
(trens Thomas). Observe.

7-e Spontaneously imitates the way adults use objects. (E.g.: combing the hair)
hair). Observe.

7-M Demonstrates, independently, the use of toys or objects of

agreement according to your functions for 5 items (e.g. puts the train on the tracks; pulls a

cart; put the phone to the ear). Observe.

8-a Jumps independently in a playground for 2 minutes without adult guidance.

Observe.

8-b Watch, then imitate other children in play structures (e.g., going down a slide)
Slide). Observe.

8-c Tie large beads, strings, or similar fine motor leisure activities for 1
minute. Observe.

8-d Plays with 2 sets of toys as designed (Ex: hammer and set of
tools, kitchen set). Observe.

8-M Play with everyday items in a creative way twice (Ex: use a
a vessel like a drum or a box like an imaginary car). Observe.

9-a Ask to go to a playground or play structure, or to have access to

toys that the child cannot obtain independently (e.g., asks to be
lifted to the bars of the jungle gym). Observe.

9-b Complete 5 jigsaw puzzles with 5 or more pieces. Observe.

9-c Repeatedly plays with specific components of a play structure (Ex:

slide down the slide several times, go back and forth on a bridge of
Observe.

9-d Spontaneously kicks a ball forward. Observe.

9-M Independently engages in play with structures and equipment.

from a playground for a total of 5 minutes (e.g., slide, swing).
Observation time - 30 minutes.

10-a Play with toy sets as designed (e.g., birthday set,

tea set). Observe.

10-b Allow others to play very close. Observe.

10-c Show interest in the complete project of a pair (e.g., a sandcastle, a

Lego structure). Observe.

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 10-d Ask the peers not to disrupt your structure or assembly with pieces. Observe.

10-e Improvises when parts are missing (Ex: still plays with a car when it's missing)
a wheel). Observe.

10-f Help to put away the toys after an activity with tips from the adult. Observe.

10-M Assembles toys with multiple parts using 5 different sets of materials.
(Ex: Mr. Potato Head; Puzzle; Fitting Games). Observe.

Skill SOCIAL BEHAVIOR AND SOCIAL PLAY – LEVEL 2 Reached

6-a Look at a pair when it speaks twice. Observe.

6-b Chases the peers in the game with hints from the adult. Observe.

6-c Sit with peers in a group activity (e.g., music) without behavior issues.
disruptive for 2 minutes. Observe.

6-d Engages in physical play with peers (e.g., rolling down a hill) with tips from
adult, 2 times. Observe.

6-e Spontaneously imitates 5 different behaviors of peers. Observe.

6-M Start physical interaction with a partner 2 times (e.g., holding hands, spinning around)
another child, pushing the child in a wagon or cart, etc.). Note
for a period of - 30 minutes.

7-a Ask the peers for tips from the adult 5 times (Ex: ask the classmate to give one)
cookie). Test.

7-b Echo sounds or words from a colleague with adult tips 2 times (e.g., What did he say?).
Testing.

7-c Spontaneously joins other children in a game 2 times (e.g.: in a

playroom). Observe.

7-d Spontaneously offers a reinforcement to a colleague once. Observe.

7-M Spontaneously asks your peers 5 times (Ex: "My turn"; "Push me";)
["Look!","Come here."]

8-a Spontaneously greets others with a wave or a vocal response once.

Observe.

8-b Spontaneously imitates the actions of a partner with objects 2 times (e.g., blowing on a cat)
wind). Observe.

8-c Respond to the commands from the colleagues with hints from the adult 2 times (Ex: "Give me the car").
Test or Observe.

8-d Spontaneously echoes the words of a colleague 2 times. Observe.

8-M Engages in a continued social play with peers for 3 minutes without the
help or reinforcement of an adult (e.g., cooperatively put together a game,
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 water play). Observation time - 30 minutes.

9-a Spontaneously copies the setup of a game or other items made by a colleague once.
(Ex: Legos). Observe.

9-b Respond appropriately to the commands of the peers for an object 2 times (Ex: "Give me the
truck”). Test or Observe.

9-c Respond appropriately to the commands of peers for an action 2 times (Ex: "Me
push) Test or Observe.

9-d Respond to the commands of colleagues to stop a behavior once (e.g.: "Stop ")
push me". Test or Observe.

9-e Spontaneously asks adults for help once. Observe.

9-f Name items for the benefit of the peers with adult tips, 2 times (Ex: "That one is the
your car). Observe.

9-M Respond spontaneously to the requests (commands) of peers 5 times (e.g.: "Me
"They push the balance"; "I want the train"). Test or Observe.

10-a Spontaneously asks colleagues to follow instructions 2 times (e.g.: "Put the
bicycle here". Observe.

10-b Spontaneously asks others to look at what he is looking at (Ex: "Look

That's it! Observe.

10-c Spontaneously asks others to look at their behavior, 2 times (Ex:

Look at me. Observe.

10-d Calls for the attention of colleagues 2 times (e.g.: 'Hey, Johnny!'). Observe.

10-e Spontaneously imitates a colleague driving a tricycle, a toy car or

another vehicle to drive, 2 times. Observe.

10-M Spontaneously asks peers to participate in games, social activities,

etc., 2 times (e.g., 'Come here you'; 'Let's dig a hole'). Note
for time - 60 minutes.

Skill MOTOR IMITATION - LEVEL 2 Reached

6-a Imitate blowing twice (e.g., soap bubbles, candles, balloons). Test.

6-b Imitate 5 common gestures (e.g., shrugging shoulders, thumbs up, finger to lips - silence). Test
You Observe.

6-c Imitate turning the page in a book. Test.

6-d Imitate 5 actions with a specific object selected from a set of 2 objects (Ex:
pretend to hug a teddy bear from a set containing a doll and a teddy bear). Test.

6-e Imitate disassembling 5 different items (e.g., Legos, puzzle pieces, caps on
containers).

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6-M Imitate 10 actions that require selecting a specific object from a
set of objects (Ex: select a drumstick from a set that
it also contains a horn and a bell, and mimics the adult's movement of hitting the
drum with the drumsticks). Test.

7-a Imitate 3 play behaviors in the natural environment (Ex: pushing a car down a slope)
below). Test.

7-b Mimic 5 behaviors with 2 steps (Ex: Touch your head and touch your shoulders). Test
You Observe.

7-c Spontaneously imitates a behavior seen on TV or in a video (e.g., dancing, jumping).

Observe.

7-d Imita 5 expressões faciais (Ex: beijar, abrir a boca, fechar os olhos, coçar o nariz).
Test.

7-e Maintains an imitative behavior acquired recently after 24 hours without

training. Test.

7-f Imitate a new behavior correctly on the first attempt. Test or Observe.

7-g Imita 5 exemplos de brincadeiras com os dedos (fingir que anda com os dedos, dançar
with the fingers). Test.

7-M Imitate 20 different fine motor actions when asked, 'Do this.' (Ex:
move the fingers, pinch, close the hand into a fist, make a butterfly). Test.

8-a Imitate 5 actions in a 10-second fluency test. Test.

8-b Imitate drawing a circle on 2 occasions. Test.

8-c Imita 5 brincadeiras de imaginação (Ex: monstro, servir chá). Testar.

8-d Espontaneamente imita 5 atividades grafomotoras que envolvam habilidades motoras

fine (e.g., cut, paste, draw). Observe.

8-e Acquire 5 new listening skills through the transfer of control.

imitation for the listener's response (Ex: the child learns to cast a fishing rod
first watching someone do it and then listening to the instruction). Test.

8-f Imita outras crianças durante atividades diárias em 2 ocasiões (Ex: fazer fila, puxar um
cart). Observe.

8-g Repeat a previously observed funny behavior (delayed imitation) (Ex:

squirting water). Test.

8-M Imita 10 sequências diferentes compostas por 3 ações quando solicitado,“Faça

this.”(Ex: clap, jump and touch your feet; pick up a doll, put it in the crib
and swing the cradle). Test.

9-a Imitate a pair-modeled socio-dramatic play on 2 occasions. Test.

9-b Spontaneously imitates 5 behaviors in a group activity (Ex: sitting

when the other children sit). Observe.

9-c Imitate 10 actions with 2 components (e.g., pretend to serve tea and drink). Test or

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 Observe.

9-d Imita o mesmo comportamento sendo feito rápido e devagar para 5 comportamentos
(Ex: raise the arms quickly and slowly). Test.

9-M Imita espontaneamente 5 atividades funcionais no ambiente natural (Ex: come

with a spoon; puts on a coat; takes off the shoes). Observe.

10-a Imitate building items or the construction of a set of toys (Legos, railway,
wooden houses). Test or Observe.

10-b Imita 5 sequências de habilidades de auto-cuidado funcionais com múltiplos passos (Ex:
brush teeth, wash face, put on shoes). Test or Observe.

10-c Imita 5 atividades de vida diária funcionais (Ex: colocar a mesa, varrer o chão). Testar
or Observe.

10-d Demonstrates late imitation of adult behavior in pretend play

Observe.

10-e Imitate 50 different motor behaviors upon command. Test or Observe.

10-M Imitate (or try to approximate) any new motor action given by an adult.
as a model, with and without objects (that is, "generalized imitation repertoire").
Test.

Listener repertoire by function, characteristic, and class achieved

-LEVEL 2
(NOTE: This section starts at Level 2)

6-a Select an animal from a set of 3, for 5 different sounds made by the animals.
(Ex: "Meow does the..."). Test.

6-b Select an object from a set of 3 for 5 different sounds made by the objects.
(Ex: "Triiimm makes the ..."). Test.

6-c Select one item from a set of 3 stimuli, for 5 different gaps for
complete parts of songs (e.g.: "The wheel of..." - the child should pick the picture of the
bus). Test.

6-M Seleciona 5 diferentes comidas ou bebidas quando cada uma delas é apresentada
in a set of 5 items (along with 4 non-edible or non
drinkable) after the verbal questions "Do you eat..." and "Do you drink...". Test.

7-a Select one item from a set of 5 items for 5 different completion sentences.
gaps containing a verb (Ex: "You sleep in the..."). Test.

7-b Select one item from a set of 5 items, for 5 different groups of words
associated. (E.g.: "Shoes and..."). Test.

7-c Revert 5 associations previously acquired in a listener's repertoire format

by function, characteristic, and class. (Ex: 'Shoes and...') Socks and...”). Test.

7-d Generalizes 10 known responses from the listener's repertoire by function, characteristic, and

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 class for different tones of voice, volumes, prosodies, etc. Test.

7-e Generalizes 10 known responses from the listener's repertoire by function, characteristic and
class for new types of sentences without training. (Ex: "Let's sit on a..." Time to
sit in a...". Test.

7-f Generalizes 10 known responses from the listener's repertoire by function, characteristic, and
class for 2 different figures or objects. (Ex: 2 different shoes). Test or
Observe.

7-M Select the correct item from a set of 8 items, for 25 different sentences
(fill in the blanks) of any kind within the listener's repertoire by
characteristic, class, and function (Ex: "You sit on a ..."). Test.

8-a Select one item from a set of 8 items for 10 fill-in-the-blank sentences.
about function (Ex:"You draw with a..."). Test.

8-b Select an item from a set of 8 items for 10 fill-in-the-blank sentences.

about characteristic (Ex:"You find wheels in a..."). Test.

8-c Select one item from a set of 8 items for 10 fill-in-the-blank sentences.
about class (Ex: "A type of animal is a..."). Test.

8-d Select one item from a set of 8 items for 10 different questions with "What".
(Ex:"What do you eat?"). Test or Observe.

8-e Select one item from a set of 8 items for 10 different questions with 'Which'.
(Ex: "Which of these flies?"). Test or Observe.

8-f Select one item from a set of 8 items for 10 different questions using "Who".
(Ex: "Who builds a nest?"). Test or Observe.

8-M Select the correct item from a set of 10 items (or from a book), for 25.
different questions with "What?", "Which?" or "Who?" about
verbs/nouns. (Ex: "What do you drive?"; "Who barks?"; "Who can
jump? Test.

9-a Demonstrate generalization between classes of the listener's repertoire by function,

característica e classe com 5 exemplos (Ex: 5 animais diferentes) para 10 classes.
Test.

9-b Emit 10 known responses from the repertoire of the listener by function, characteristic and
class in a set of 10 stimuli in less than 1 minute (fluency). Test.

9-c Select an item given 2 verbal sentences about each item when presented.
independentemente (Ex:“Encontre uma comida”, “O que você come?”) para 10 itens
different. Test.

9-d Select one item from a set of 10 items, for 10 different questions with
Where in the repertoire of listeners by function, characteristic, and class (e.g.: "Where are you
"find milk?"). Test.

9-e Show 10 responses from the listener's repertoire by function, characteristic, and class.
natural environment. Test.

9-M Select an item given 3 different verbal sentences about each item when
presented separately (Ex: "Find an animal." - Dog; "Which of them
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 "Late?" - Dog; "Which one has paws?" - Dog) for 25 items. Test.

10-a Select an item from a set of 10 items given the class and the function (Ex: "Find
something that you wear on your foot." to 25 items. Test or Observe.

10-b Select an item from a set of 10 items given the class and the characteristic (For example:
Find an animal with wings.) for 25 items. Test or Observe.

10-c Demonstra 5 respostas não treinadas do repertório de ouvinte por função, característica
and class in the natural environment. Test.

10-d Generalizes to 25 new tasks of the listener's repertoire by function, characteristic, and
class with 2 components without training (Ex "Do you see a red fruit?"). Test.

10-e Espontaneamente emite 5 respostas do repertório de ouvinte por função, característica e

class (Ex: picks up a broom after hearing 'There's dirt on the floor.'). Test.

10-M Spontaneously name the item in 50% of repertoire attempts.

listener by feature, class and function (e.g., says 'Dog' in front of the instruction
"Find an animal", and from a set of visual stimuli containing the
figure of a dog). Test or observe.

Skill INTRAVERBAL - LEVEL 2 Reached

(NOTE: This section starts at Level 2)

6-a Make the sound of 2 animals or objects (Ex: "The dog makes...", "The horse makes..."). Test.

6-b Dá 2 nomes de animais quando são dados os sons que eles fazem (Ex:“Miau faz o...”).
Test.

6-c Completa 5 diferentes partes de músicas (Ex:“A roda do...”, “A dona aranha...”).
Testing.

6-d Completa 2 diferentes lacunas verbais envolvendo atividades de lazer (Ex:“Pique-...”,

Prepare, aim... Test.

6-M Completa 10 diferentes sentenças de qualquer natureza (Ex: completa trechos de

songs, social games, fun fill-in-the-blanks, and animal sounds and/or
objects). Test.

7-a Completa 5 diferentes sentenças contextualizadas (Ex:“Você dorme na sua...”,

while the child is in her bed). Test.

7-b Respond correctly to 5 contextualized gaps when they are inverted (Ex:
On your bed you...

7-c Completa 5 frases diferentes descontextualizadas (Ex:“Você lava suas...”). Testar.

7-d Generalizes 10 known intraverbal responses for a different adult and for a
Different context. Test and Observe.

7-M Say your name when asked "What is your name?" Test.

8-a Completa 2 lacunas sobre comidas e 2 sobre bebidas (Ex:“Você come...”, “Você

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 baby...

8-b Completa 5 diferentes sentenças (completar lacunas) com associações substantivo-

noun (Ex: "Mommy and..."). Test.

8-c Completa 5 partes de músicas com 2 ou mais palavras (Ex:“A dona aranha subiu...
through the wall”). Test or Observe.

8-d Generaliza 10 respostas intraverbais para um novo tipo de frase (Ex:“Nós pulamos
one... Let's skip one... Test or Observe.

8-M Completa 25 diferentes sentenças (não incluindo músicas) (Ex:“Você come...”;

You sleep in...; Shoes and...). Test.

9-a Completa 10 sentenças diferentes com verbo-substantivo (Ex:“Você dirige o...”, “Você
play in..." Test.

9-b Spontaneously (without verbal cues) emits 2 intraverbal responses. Observe.

9-c Responde a 10 diferentes questões com“O que”,com um verbo como estímulo

primary discriminative. (E.g.: "What do you brush?"). Test.

9-d Responde a 10 diferentes questões com“O que”,com um substantivo como estímulo

primary discriminative. (Ex: "What is in the barn?"). Test.

9-e When asked "What do you eat (or drink)?" give 2 or more members of each.
category. Test.

9-f Provides 5 new answers to previously learned questions (generalization of

answers) (Ex: when asked about the name of an animal, the child answers
"Bear" for the first time without receiving training for this response). Test.

9-M Responde a 25 diferentes perguntas com“O que?”(Ex:“O que vocêescova?”).

Test

10-a Responde a 5 diferentes questões com“Onde”(Ex:“Onde estão seus vídeos?”).

Test.

10-b Responde a 5 diferentes questões com“Quem”(Ex:“Quem é sua professora?”).

Test.

10-c Demonstra 2 respostas intraverbais não treinadas (Ex: responde“flor”quando alguém,

say "daisy". Test.

10-d Responde a 10 questões diferentes sobre classe (Ex:“Que animal você gosta?”, “Que
Do you like toys? Test.

10-e Responde a cor e o nome de 10 itens visíveis (Ex:“O que é isso?”, “De que cor é
this?

10-f Responde a 10 questões diferentes sobre função (Ex:“O que você faz com uma escova
of tooth?). Test.

10-g Spontaneously emits 5 intraverbal commands (Ex: The father says 'It's hot', and the child
Say "Let's go to the pool". Test or Observe.

10-M Responde a 25 diferentes perguntas com“Quem?”ou“Onde?”(Ex:“Quem são

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 your friends?"; "Where is your pillow?". Test.

Skill CLASSROOM ROUTINES AND GROUP SKILLS - LEVEL 2 Reached

(NOTE: This section starts at Level 2)

6-a Adapts to parental separation (e.g., does not cry when parents leave). Observe.

6-b Sit at a snack or lunch table for 1 minute when receiving physical tips.
Observe.

6-c Line up with other children when receiving physical tips. Observe.

6-d Demonstrate generalized obedience with all class assistants. Observe.

6-M Sit down for snack time with the group or at the lunch table without making a sound.
inappropriate behaviors for 3 minutes. Observe.

7-a Don't try to move away from your colleague when sitting near him. Observe.

7-b Store personal items (e.g., jacket, backpack, lunch box) with gesture and verbal tips.
Observe.

7-c Go to a table and sit with other children using only verbal cues. Observe.

7-d Cooperate with hand washing with physical assistance. Observe.

7-e Does not engage in negative behavior directed at a colleague when they are
sitting next to him. Observe.

7-M Store and organize your personal items and head to a table with only 1
verbal instruction. Observe.

8-a Go to a circle of children and sit down only with verbal cues. Observe.

8-b Go to a table or activity station and sit down only with verbal cues. Observe.

8-c Wait while sitting at a table, without touching the materials, until this is allowed.
Observe.

8-d Sit in a circle of children for 2 minutes without disruptive behavior or

tips to remain seated. Observe.

8-M Make transitions between activities in the classroom with no more than 1.
gesture or verbal cue. Observe.

9-a Enter the room after recess only with verbal cues. Observe.

9-b Participate in collective activities with movement and music only with verbal cues.
(Ex: ring games; Run, Cotia; Head, shoulders, knees and toes). Observe.

9-c Imitate group activities with objects (e.g., pick-up sticks, play instruments).
Observe.

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 9-d Sing songs with the group only using verbal hints (Ex: Head, shoulder, knee, and toe).
Observe.

9-M Sit with a small group for 5 minutes without exhibiting behaviors.
disruptive and without trying to leave the group. Observe.

10-a Take the tray or dishes to the sink and put items in the trash, only with verbal tips.
Observe.

10-b Get lunch only with verbal tips. Observe.

10-c Put away the backpack, lunchbox, or jacket when entering the classroom with tips from the group.
Test or Observe.

10-d Takes the lunchbox out and opens most of the snack items independently.
Observe.

10-e Respond verbally in a group context 2 times during a 5-session.

minutes. Observe.

10-f Imitate the pairs in a song or activity in a group context 2 times in one
5-minute session. Observe.

10-g Sits on the toilet without negative behavior when receiving tips, but can
do not pee or poop. Observe.

10-M Sit down with a small group for 10 minutes, pay attention to the teacher or
material at 50% of the period, and responds to 5 discriminative stimuli (SDs) given
pelo professor. Observar.

Skill LINGUISTIC STRUCTURE – LEVEL 2 Reached

(NOTE: This section starts at Level 2)

6-M The articulation of 10 sounds emitted by the child can be understood by adults.
relatives who cannot see the named item. Test.

7-a Use recognizable words more often than jargon. Observe.

7-b It is a cat.
"Are you going for a walk?"). Observe.

7-c There is a total expressive vocabulary of 50 words (all verbal operants, except for
ecological). Test or Observe.

7-M Apresenta vocabulário receptivo total com 100 palavras (Ex:“Toque no nariz”;
["Pule","Find the keys","Test"]

8-a Issue commands with 2 words to receive more of something (Ex: "More
tickles". Test or Observe.

8-b Emit commands or touch with 2-word combinations – noun-verb or verb-noun (Ex:
“Coloque suco”, “Bebê chorando”). Testar ou Observar.

8-c Adjust the voice volume after command (e.g., whisper and speak loudly). Observe.

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 8-d Echo 10 different rhythms, intonations or steps. Observe.

March 8 Emite 10 diferentes declarações com 2 palavras por dia de qualquer natureza,
except ecoic (Ex: commands, tatters). Observe.

9-a Consistently emits the initial consonants of words. Observe.

9-b Issue commands with 2 words for possession (Ex: "My cookie.", "This is mine."). Test
or Observe.

9-c Issue commands or touches with 2 words for location (e.g.: "Come here.", "There is the"
Thomas." Test or Observe.

9-d Shoes no.

no. No more. Observe.

9-e Combine 2 words to make a new word or phrase (e.g., "Miss Betty").
Observar.

9-M Emit functional prosody (that is, rhythm, emphasis, intonation) in 5 situations in a
he emphasizes or accentuates certain words at appropriate moments, just like
"This is MINE!"). Observe.

10-a Echoes most of the words or approximations of the words after command
(generalized echoic repertoire), but still has articulation errors. Test or
Observe.

10-b Strangers can understand at least 50% of the words spoken by the child. Test.
or Observe.

10-c Emit a total receptive vocabulary of 400 words. Test or Observe.

10-d Emit an average sentence length of 2 ½ morphemes (Ex: "Push the car.")
("Where is mommy going?"). Test or Observe.

10-M Presents expressive vocabulary (speaker) with a total of 300 words (all the
verbal operants except for echoic). Test or Observe.

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