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List price 5950 yen each (tax included)

" ABLLS-R® Assessment"

"ABLLS-R® Guide"

Basic language / learning skills

Assessment revised edition

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Of "words" and "hearing"


Perform skill evaluation

In the Individualized Education Program (IEP)

Guidance basedAnd give advice


  • Language delay (language delay)

  • Pronunciation ambiguity

  • Stuttering (stuttering)

  • Weakness in mutual communication

  • Weakness in literacy calculation (learning disability)

  • Delayed cognitive development

  • Difficulty of group activities


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Language delay
  • No words even at the age of 2 (no first word)

  • I only speak words when I'm 3 years old

  • I understand the language, but I don't speak much (difference between understanding and expression)

  • Don't pay attention to the voice

  • Do not imitate words

  • "Language delay" was pointed out in the garden and medical examination

Delay in nonverbal intelligence
  • Cannot compose puzzles and blocks

  • I'm not good at copying shapes

  • Low recognition of body parts

  • Cannot perform simple movements or imitate voice

  • Do not voluntarily work or request



Of basic learning skills
  • Immature basic learning ability to "acquire learning ability"

* Cooperation

* Generalized behavior (applied use of acquired skills and behavior)

* Imitation

* Sociality

* Play skills

Mutual interpersonal
Problem of
  • Weak eye contact

  • I don't understand the feelings of the other person

  • Unable to interact or talk with others or children, unsustainable (talks do not mesh, become unilateral or redundant)

  • I can't understand the waiting list and the rules of the game.

  • I can't share my interests, feelings, and thoughts with others

  • I can't do group action

  • Symptoms of repeated sounds (“Kakakaban”) and stretching (“Carban”) when speaking

  • Sound does not come out like "... bag" (block)

  • I have a strong sense of anxiety and tension in anticipation of not being able to speak well.

  • The amount of speech decreased (avoidance behavior for speech)

Three Cute Kids
Pronunciation ambiguity
  • I've become an older man, but I still can't say the sound of Sa line well ("fish"-> "chakana" "takana")

  • The corners of the mouth and lower jaw are pulled sideways when pronouncing a row or a row sound.

  • I'm not good at pronunciation

  • Pronouncing like a muffled nose

  • Speak with your tongue out when pronouncing the sa and ta lines



Literacy calculation
I'm not good at it
(Learning disability)
  • Even by the end of the first grade of elementary school, it is difficult to read and write hiragana characters.

  • There is a stumbling block in reading and writing special syllables (yoon, narration, sokuon)

  • Difficulty to read: Mixing letters, flipping them, reading from the opposite direction, reading without letters, not knowing where you were reading, taking a long time to read, the content of the text can not understand

  • Difficulty of writing: Writing mirror letters, unable to write in a well-balanced manner, difficult to copy the letters on the blackboard, unable to write essays, unable to understand the reading points

  • Difficulty in calculation: I can't understand / recognize numbers and symbols, I don't know the size of numbers, I can't recognize patterns of numbers

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