Predicting Learning Ability of People With Intellectual Disabilities: Assessment of Basic Learning Abilities Test Versus Caregivers' Predictions

Thorsteinsson, Jennifer R.; Martin, Garry L.; Yu, C. T.; Spevack, Sara; Martin, Toby L.; Lee, May S.

doi:10.1352/0895-8017(2007)112[130:plaopw]2.0.co;2

Cited by 4 publications

(3 citation statements)

References 7 publications

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“…B-Tasks: Six everyday teaching tasks, one task at each ABLA level. Thorsteinsson et al (2007) B-Tasks: Fifteen everyday tasks that had not been used in the studies listed above, three tasks at each of ABLA Levels 1, 2, 3, 4, and 6.…”

Section: Results With Imitative and Two-choice Criterion Tasksmentioning

confidence: 99%

“…The ABLA test results were significantly more accurate for predicting client performance than either group of experienced staff. In another study, Thorsteinsson et al (2007) compared two sets of predictions concerning the ability of 20 adults with profound, severe, or moderate MR to learn 15 everyday B-tasks. Predictions were made by (a) caregivers who had worked with the participants for a minimum of 24 months, and (b) consideration of participant performance on the ABLA test.…”

Section: Results With Imitative and Two-choice Criterion Tasksmentioning

confidence: 99%

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The Assessment of Basic Learning Abilities Test for Predicting Learning of Persons With Intellectual Disabilities

Martin

Thorsteinsson

et al. 2008

Behav Modif

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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.

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Section: Results With Imitative and Two-choice Criterion Tasksmentioning

confidence: 99%

Section: Results With Imitative and Two-choice Criterion Tasksmentioning

confidence: 99%

The Assessment of Basic Learning Abilities Test for Predicting Learning of Persons With Intellectual Disabilities

Martin

Thorsteinsson

et al. 2008

Behav Modif

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“…To address this second goal, we were concerned primarily with answering the question of whether or not the individuals with intermediate accuracy were in fact capable of exhibiting higher accuracy. Individuals with neurodevelopmental disabilities have often been characterized as showing great heterogeneity in response to intervention (e.g., Howlin, Magiati, & Charman, 2009; Thorsteinsson et al, 2007), thus leaving open the issue of whether restricted stimulus control can be corrected via training. It seems possible that restricted stimulus control might reflect neurological inadequacy (e.g., Allen & Courchesne, 2003; Belmonte & Yurgelun‐Todd, 2003).…”

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confidence: 99%

Observing Behavior and Atypically Restricted Stimulus Control

Dube

Dickson

Balsamo

et al. 2010

J Exper Analysis Behavior

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Restricted stimulus control refers to discrimination learning with atypical limitations in the range of controlling stimuli or stimulus features. In the study reported here, 4 normally capable individuals and 10 individuals with intellectual disabilities (ID) performed two-sample delayed matching to sample. Sample-stimulus observing was recorded with an eye-tracking apparatus. High accuracy scores indicated stimulus control by both sample stimuli for the 4 nondisabled participants and 4 participants with ID, and eye tracking data showed reliable observing of all stimuli. Intermediate accuracy scores indicated restricted stimulus control for the remaining 6 participants. Their eye-tracking data showed that errors were related to failures to observe sample stimuli and relatively brief observing durations. Five of these participants were then given interventions designed to improve observing behavior. For 4 participants, the interventions resulted initially in elimination of observing failures, increased observing durations, and increased accuracy. For 2 of these participants, contingencies sufficient to maintain adequate observing were not always sufficient to maintain high accuracy; subsequent procedure modifications restored it, however. For the 5th participant, initial improvements in observing were not accompanied by improved accuracy, an apparent instance of observing without attending; accuracy improved only after an additional intervention that imposed contingencies on observing behavior. Thus, interventions that control observing behavior seem necessary but may not always be sufficient for the remediation of restricted stimulus control.

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Does Mastery of ABLA Level 6 Make it Easier for Individuals with Developmental Disabilities to Learn to Name Objects?

et al. 2009

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Predicting Learning Ability of People With Intellectual Disabilities: Assessment of Basic Learning Abilities Test Versus Caregivers' Predictions

Cited by 4 publications

References 7 publications

The Assessment of Basic Learning Abilities Test for Predicting Learning of Persons With Intellectual Disabilities

The Assessment of Basic Learning Abilities Test for Predicting Learning of Persons With Intellectual Disabilities

Observing Behavior and Atypically Restricted Stimulus Control

Does Mastery of ABLA Level 6 Make it Easier for Individuals with Developmental Disabilities to Learn to Name Objects?

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