Measuring Outcome in an Early Intervention Program for Toddlers with Autism Spectrum Disorder: Use of a Curriculum-Based Assessment

Table 2

aSLP assessment example.

Lesson	Concept	Example instruction cue	Target skill	Student response
Preverbal communication	Goal directed reach to request	Teacher holds up object	Child reaches toward desired object	Rarely	Sometimes	Usually
	Eye contact to request	Teacher blocks access/withholds desired object	Child makes eye contact to obtain desired object	Rarely	Sometimes	Usually
	Proximal point to request	Teacher holds up object	Child points to desired object	Rarely	Sometimes	Usually
		Teacher holds up two objects	Child points to indicate a choice between two objects	Rarely	Sometimes	Usually
Expanded learning to play	Multiple-step imitation	Verbal cue: “Do this.” Nonverbal play model: teacher puts man in toy car and then pushes the car	Student models teacher’s action (e.g., student puts man in a toy car and then student pushes car)	Never	If prompted	Independently
Expanded playing with toys	Following two- or three-step play commands	Teacher gives verbal cue (e.g., “Put man in car and push car”)	Student responds to teacher cue without need for initiation (e.g., student puts man in the toy car and pushes it)	Never	If prompted	Independently
	Independent construction or functional play	No specific cue is needed	Child plays appropriately with toy during reinforcement phase of PRT lessons	Never	If prompted	Independently