3141 Anas Bin Malik Al Malqa Dist. Unit No. 20 Riyadh, 13521 – 8292

Assessment Header

The effectiveness of each ABA programme and, consequently, each child’s progress will be assessed, monitored and evaluated by collecting data on an ongoing basis, using best practices as guided by the literature. ​

Our BCBA-D Consultant & Associates conduct a variety of different assessments such as:

Vineland Adaptive Behavior Scales, Third Ed. (VABS™-3; Sparrow, Cicchetti, & Balla, 2016). ​

This is the leading measure of adaptive behaviour - daily living skills - for individuals with autism spectrum disorders (ASD) and other developmental disorders, from birth to adulthood. Importantly, this scale can be used not only for diagnosis purposes, but also for qualification of special programmes, programme and treatment planning as well as progress reporting.

Childhood Autism Rating Scale, Second Ed. (CARS2™; Schopler, Van Bourgondien, Wellman, & Love, 2010).

This scale helps not only to identify children with ASD (2 years and older), but also to distinguish between mid-to-moderate and severe ASD. The advanced 2nd Ed. has been structured to become more responsive to individuals on the "high functioning" end of the Autism Spectrum; for example, individuals with average or higher IQ scores, better verbal skills, and even more subtle social and behavioural deficits.

The Verbal Behavior Milestones Assessment and Placement Program (VB-MAPP; Sundberg, 2008).

The VB-MAPP is an assessment tool based on B.F. Skinner's analysis of verbal behaviour, which is not only used for language assessment for children with ASD or other developmental disabilities, but also it stands as a curriculum guide and skill tracking system that is also based on established developmental milestones.

The VB-MAPP is used extensively within ABA programmes, mainly because it provides an accurate picture of an individual child's strengths and weaknesses with a particular focus on potential language and learning barriers that may be hindering progress.

The Assessment of Basic Language and Learning Skills - Revised (ABLLS-R; Partington, 2006).

This assessment tool, apart from being used to facilitate the identification of skills needed by a child with ASD or other developmental disorders to effectively communicate and learn from everyday experiences, it is also used as a curriculum guide and skills-tracking system for the development of language and critical thinking skills.

​The Assessment of Functional Living Skills (AFLS; Partington and Mueller, 2012).

This guide and protocol assess functional, practical, and essential skills of everyday life including Basic Living Skills (e.g., self-help, self-care, self-management, hygiene, routines, core communication skills etc.), Home Skills (e.g., clothing and laundry, leisure, cooking, housekeeping etc.), Community Participation Skills (e.g., basic mobility, shopping, money, phone, time etc.), and School Skills (e.g., classroom routines and expectations, social skills, academics etc.). ​

Mission Statement

To bring science into everyday practice with an ultimate goal of enhancing the quality of life of individuals with Autism Spectrum Disorder (ASD) and other developmental disabilities. This is achieved because we provide high standard, individualised educational services and therapy programmes focused on Verbal Behaviour.