Implementing the ABLLS Goals
As a teaching assistant and an aide in a
grade 5/6 class at a private school specializing in learning disorders I find
my time spread thin. Just helping
students keep up with the daily work in class is a full time job and I was unable
find time to address their ABLLS (Assessment of Basic Language and Learning)
goals. The teacher and I discussed
this and decided to integrate the IEP, daily goals and ABLLS goals in their
lessons and daily interactions.
Every day the students choose personal goals;
for example: “I will try to be quiet while I’m doing my work.” They also have weekly goals such as “I
will use capitals and periods with all my sentences.” We of course have their IEP goals that are carried forward
every week like getting the student to write a complete paragraph by
December.
The ABLLS goals are personal to each student
and address everything about that student’s personality, language (expressive
and receptive), math, fine motor, gross motor, writing, etiquette, grooming, socialization,
play and more.
Our students are aware of all their
goals. To not overwhelm them we
pick one ABLLS goal for the week even though the teacher and I are working on
all the ABBLS goals with charts and notes. For instance:
If the goal is to have the child pay attention to other children’s
comments and responses in a group discussion, we will remind the student to do
so and reward them for their efforts while the discussion is going on. This will also transfer into other
classes, other discussions and situations, and will be generalized with all
teachers. Meanwhile, while the
lesson is going on we are watching all the goals and will redirect the student
appropriately. If one of their
goals is to answer in a sentence of more than five words we will ask them to
repeat their answer and will prompt them to answer with more effort. The teacher and I will make eye contact
when we feel a goal needs to be addressed and because both of us are aware of
the goals we understand each other’s facial and body language. In this manner we are going ahead with
the curriculum, not making special time for the ABBLS goals but using them to
drive their learning forward. This
also integrates them more naturally into life.
If the goals have to do with written work, I
prepare short worksheets that can be done in the morning before classes begin
to give them practice with a certain skill. For instance, if the student does not use pronouns correctly
I’ll make a sheet with a picture of a girl dressed in a raincoat, boots, and
hat carrying her books and umbrella.
Under the picture I will write sentences such as: This girl is dress for
the rain. She is wearing ________
raincoat, and ________hat. She is
also wearing _________boots and carrying ________ umbrella. We can tell she is going to school
because she has _________school books.
This gives the student lots of opportunity to practice the word “her”. They will receive a sheet like this for
a week using a picture of a boy, man, woman, and community helpers from all
walks of life. I have found this
very successful in teaching and reinforcing this concept.
