Early Assessment of Ecological Skills
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Early Assessment of Ecological Skills (EAES)1
Subtest
Dr. Barbara E. Esch, BCBA, CCC-SL
Adaptation by Dr. Renata de L. Velloso
General instructions
Ensure cooperation by having important reinforcers available.
Administer the test items followed by an appropriate reinforcer for the child.
If necessary, the APCE can be applied in multiple sessions with few items evaluated.
for once.
Specific instructions
• Ask the child to repeat each item of the test (say 'cat'). Omit 'say' if the child repeats it.
word.
• Write down the correct punctuation (below) in the box next to each item.
• Make up to 3 attempts, scoring the best response, if the first answer is wrong or
absent.
Scoring the APCE
The scoring criteria for all groups are listed in the Evaluation Protocol of
APCE (Milestone Assessment EESA Protocol). In addition, examples of scoring for the
Groups 1 to 3 are presented below.
Mark 1 point for each answer where all the sounds are correct.
Mark the points and the echoic response is recognizable, but identify:
Incorrect consonants (“poca” to “foca”)
Omission of consonants (‘opo’ for ‘copo’)
Extra syllables (from 'oi oi oi' to 'oi')
Mark 0 points for:
• Absence of response OR if the echoic response presents:
Incorrect vowels ('uu' to 'ai')
Omission of syllables ('ma' for 'maçã')
1Subtest taken from: Martone, M.C.C. (2016). Adaptation of Verbal Behavior Milestones to the Portuguese language
Assessment and Placement Program (VB-MAPP) and the effectiveness of behavioral skills training for
qualifying professionals. Doctoral thesis. Graduate Program in Psychology. Federal University of
São Carlos, p.90-92; 220-221.
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Evaluator(s):
Learner:
Data:
Early Evaluation of Ecological Skills (EES)2
Subtest
Dr. Barbara E. Esch, BCBA, CCC-SL
Adaptation by Dr. Renata de L. Velloso
Scoring in Groups 1 to 3: For each item, TOTAL GROSS SCORE:
mark the best answer in up to 3 attempts. (Groups 1 to 5)
X = correct sounds and correct number of syllables (1
dot) Assessment
l = recognizable response, but incorrect consonants
or omissions of consonants, or extra syllables (½ 1st 2nd 3rd 4th
dot
Blank = no response, incorrect vowels, or
omission of syllables (0 points)
Group 1: Simple and duplicated syllables
Objetivos: Vogais, ditongos e consoantes p, b, t, d, m, n
( ) aa ( ) dada bread not ( ) ai
( ) au au ( ) moo ( ) father ( ) ii ( ) day
( ) dad ( ) no ( ) tutu ( ) wow ( ) me
( ) boy ( ) uu ( ) dou more ( ) um
so hi ( ) mama ( ) buu ( ) I
Subtotal Group 1
Evaluation
1st 2nd 3rd 4th
Group 2: Combination of 2 syllables
Objectives: Add the consonants k, g, f, v, 'nh' (/ɲ/), s, and z.
( ) cup ( ) blue never but ( ) finger
( ) cat ( ) drink ( ) thing table ( ) girl
( ) knife ( ) mouth ( ) escape ( ) duck ( ) nothing
cow everything wine ( ) my foot apple
( ) morning ( ) dance ( ) cafe boot ( ) gray
( ) bag ( ) mine sweet ( ) tattoo frog
Subtotal Group 2
Evaluation
1st 2nd 3rd 4th
2Subtest taken from: Martone, M.C.C. (2016). Adaptation to the Portuguese language of Verbal Behavior Milestones
Assessment and Placement Program (VB-MAPP) and the effectiveness of behavioral skills training for
qualify professionals. Doctoral thesis. Graduate Program in Psychology. Federal University of
São Carlos, p.90-92; 220-221.
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Group 3: Combination of 3 syllables
( ) coat shoe alone ( ) truck ( ) animal
badminton domino ( ) come here dresser ( ) swimming
horn ( ) begins ( ) shirt ( ) doctor heavy
tomato ( ) boy chick mountain ( ) beautiful
( x ) banana ( ) tomorrow popcorn ( ) city ( ) everything is fine
( ) potato ( ) cement rocket little house ( ) toucan
Subtotal Group 3
Evaluation
1st 2nd 3rd 4th
Group 4: Prosody: spoken sentences (Model: emphasize syllables in bold and italic)
X = emphasis on the correct syllable (1 point)
l = emphasis on incorrect syllables (½ point)
In blank = monotonous response (without emphasis) (0 points)
( ) thisNOT ‐CABBAGE
( ) a MYlove ( ) allGOOD ( ) vem a ‐HERE
( ) is my ( ) PU-xa life ‐lha
( )O ( ) let's go ‐GO‐ra
( ) and a
Subtotal Group 4
Evaluation
1st 2nd 3rd 4th
Group 5: Prosody: other contexts
X = correct or closest answer (1 point)
Blank = answer does not match the model (0 points)
Intonation
repeat with variation in intonation 1 or 2 lines of a familiar song
( ) echoes in continuous vocalizations/chirps (fire truck "OO oo OO oo OO oo")
Intensity
( ) echoes a whisper
( ) echoes in low and high voice (bye bye XTCHAU TCHAU)
Duration
( ) sustains 'aaaaa' for 3 seconds, by repetition
Subtotal Group 5
Evaluation
1st 2nd 3rd 4th
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