The Assessment of Basic Learning Abilities (ABLA) Test uses standard prompting and reinforcement procedures to assess the ease or difficulty with which a testee is able to learn a simple imitation and five two-choice discriminations. The authors review studies that have examined performance of participants with developmental disabilities (DD) on the ABLA test to predict (a) performance on a variety of simple imitations and two-choice discriminations, (b) performance on three-choice and four-choice discriminations, (c) the relative efficacy of three presentation modes (objects vs. photographs vs. verbal descriptions) for assessing preferences, (d) compliance of adults with DD and children with and without DD, and (e) participants' ability to learn to respond to the spoken names of pictures of common objects. Across all five types of studies, the predictive validity of the ABLA test has been very high.
Two sets of predictions were compared concerning the ability of 20 adults with profound, severe, or moderate intellectual disabilities to learn 15 everyday tasks. Predictions were made by caregivers who had worked with the participants for a minimum of 24 months and consideration of participant performance on the Assessment of Basic Learning Abilities (ABLA) test. Standardized training procedures were used to attempt to teach each task to each participant until a pass or fail criterion was met. Ninety-four percent of predictions based on ABLA performance were confirmed, and the ABLA was significantly more accurate for predicting client performance than were the caregivers. The utility of these results is discussed.
Noncompliance is a common problem exhibited by children with developmental delay (DD;Walker, 1993). The authors evaluated whether performance on the Assessment of Basic Learning Abilities (ABLA) test would predict compliance of children with and without DD to instructions alone (IA) versus instructions with modelling and/or gestures (IMG) administered by their caregivers. The ABLA test uses standard prompting and reinforcement procedures to assess the ease or difficulty with which a testee is able to learn a simple imitation and five two-choice discriminations. Twenty-one children without DD and 16 children with DD were presented with five age-appropriate educational tasks by their respective caregivers in a structured teaching session that included IA on some trials and IMG on others. The ABLA test performance reliably predicted the compliance of the children in the two conditions, and the results were consistent across both groups. The results are important for providing information to caregivers on how best to instruct their children in an effort to increase compliance.
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