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Visual-visual nonidentity matching assessment: a worthwhile addition to the assessment of basic learning abilities
Gina Sakko1, Toby L Martin, Tricia Vause
1Department of Psychology, University of Manitoba, Winnipeg, Canada.
American Journal of Mental Retardation : AJMR
|December 4, 2003
Summary
The Assessment of Basic Learning Abilities (ABLA) test now includes a visual-visual nonidentity matching task. This addition enhances training task selection for individuals with developmental disabilities, showing strong reliability and validity.
Area of Science:
- Developmental Psychology
- Special Education
- Applied Behavior Analysis
Background:
- The Assessment of Basic Learning Abilities (ABLA) test aids in selecting training tasks for individuals with developmental disabilities.
- The ABLA test assesses learning difficulty across six hierarchical discrimination tasks.
Purpose of the Study:
- To evaluate a visual-visual nonidentity matching task for inclusion in the ABLA test.
- To determine the task's hierarchical placement, predictive validity, and test-retest reliability.
Main Methods:
- A visual-visual nonidentity matching prototype task was administered to 23 participants with developmental disabilities.
- The study assessed the task's position within the ABLA hierarchy.
- Predictive validity and test-retest reliability were evaluated.
Main Results:
- The visual-visual nonidentity matching task is a valuable addition to the ABLA.
- It is hierarchically positioned above Level 4 (visual-visual identity matching) and below Level 6 (auditory-visual discrimination).
- The task demonstrated high predictive validity and test-retest reliability.
Conclusions:
- The visual-visual nonidentity matching task is a reliable and valid measure.
- Its inclusion refines the ABLA's utility in educational and therapeutic settings for individuals with developmental disabilities.