of F1 (Requests by indicating) is a simpler skill than F12 (Requesting Help). Usually, lower level skills are needed before proceeding to teach higher skills. However, many individuals display splinter skills that are above their practical level. The ABLLS-R is conducted via observation of the child's behavior in each skill area. The instructor will provide a stimulus to the child (verbal, hand-over-hand, non-verbal, etc.), and, depending on what the child does (the behavior), determines their skill-level. Some skills are difficult or time-consuming to test; instructors frequently accept anecdotal evidence from parents and other instructors as to a child's ability at a given skill-level. Sections The ABLLS-R is split into 25 functional areas, each corresponding to a letter in the alphabet. The sections between the ABLLS and ABLLS-R are similar; it is mostly the skills that vary in number and scope. Advantages and disadvantages The following is a very brief list of advantages and disadvantages to using the ABLLS-R assessment. Advantages Can be conducted by most people with a minimal understanding of applied behavior analysis. Addresses basic language, academic, self-help, classroom, and gross and fine motor skill sets. Provides quick review for parents and educators to identify skill level of student Easy for parents and teachers to communicate about the student's educational programming Provides data to indicate the skill level of normal development Disadvantages Skill lists are not exhaustive (544 skills). Skills are mostly in order of childhood development, but every child learns differently. Not a fully standardized assessment IDELA is too generalized making biased comparisons among international countries. See also Applied behavior analysis Autism therapies Educational psychology Verbal Behavior (book) The Analysis of Verbal Behavior (journal) References Further reading Aman, M. G., Novotny, S., Samango-Sprouse, C., Lecavalier, L., Leonard, E., Gadow, K. D., King, B. H., Pearson, D. A., Gernsbacher, M. A. & Chez, M. (2004). Outcome Measures for Clinical Drug Trials in Autism. CNS Spectrums, 9 (1), 36–47. National Research Council (2002). Educating Children with Autism. Committee on Educational Interventions for Children with Autism. Catherine Lord and James P. McGee, eds. Division of Behavioral and Social Sciences and Education. Washington, DC: National Academy Press. Neisworth, J. T. & Wolfe, P. S. (2005). The Autism Encyclopedia. Baltimore, MD: Paul H. Brookes Publishing Co. Sallows, G & Graupner, T. (2005). Intensive Behavioral Treatment for Children With Autism: Four-Year Outcome and Predictors. American Journal on Mental Retardation, 110(6), 417-438 Schwartz, I. S.,