@article{ThorMar2007,
	title = {Predicting the learning ability of people with intellectual disabilities: The Assessment of Basic Learning Abilities test versus caregivers.},
	author = {J.R. Thorsteinsson and G.L. Martin and C.T. Yu and S.M. Spevack and T.L. Martin and M.S. Lee},
	journal = {American Journal on Mental Retardation},
	month = {March},
	number = {2},
	pages = {130-139},
	url = {http://dx.doi.org/10.1352/0895-8017(2007)112[130:PLAOPW]2.0.CO;2},
	volume = {112},
	year = {2007},
	biburl = {http://www.bibsonomy.org/bibtex/212835c99d11ca0c8e1363c20300bc549/dani},
	abstract = {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.},
	keywords = {ABLA }
}

@article{MartinThorBM,
	title = {The Assessment of Basic Learning Abilities test for predicting learning of persons with intellectual disabilities: a review.},
	author = {Garry L. Martin and Jennifer Thorsteinsson and C.T. Yu and Toby L. Martin and Tricia Vause},
	journal = {Behavior Modification},
	number = {2},
	pages = {228-247},
	url = {http://dx.doi.org/10.1177/0145445507309022},
	volume = {32},
	year = {2008},
	biburl = {http://www.bibsonomy.org/bibtex/28e529e3a77a9e27cc6706919d589fc56/dani},
	abstract = {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.},
	keywords = {ABLA }
}

@article{LeeNguyenETDD,
	title = {Discrimination skills predict effective preference assessment methods for adults with developmental disabilities.},
	author = {May S.H. Lee and Duong Nguyen and C.T. Yu and Jennifer Thorsteinsson and Toby L. Martin and Garry L. Martin},
	journal = {Education and Training in Developmental Disabilities},
	number = {3},
	pages = {388-396},
	volume = {43},
	year = {2008},
	biburl = {http://www.bibsonomy.org/bibtex/2f6b7d0d8190ba83c7c54a56532a898e4/sarc},
	abstract = {We examined the relationship between three discrimination skills (visual, visual matching-to-sample, and auditory-visual) and four stimulus modalities (object, picture, spoken, and video) in assessing preferences of leisure activities for 7 adults with developmental disabilities. Three discrimination skills were measured using the Assessment of Basic Learning Abilities Test. Three participants mastered a visual discrimination task, but not visual matching-to-sample and auditory-visual discriminations; two participants mastered visual and visual matching-to-sample discriminations, but not auditory-visual discrimination, and two participants showed all three discriminations. The most and least preferred activities, identified through paired-stimulus preference assessment using objects, were presented to each participant in each of the four modalities using a reversal design. The results showed that (1) participants with visual discrimination alone showed a preference for their preferred activities in the object modality only; (2) those with visual and visual matching-to-sample discriminations, but not auditory-visual discrimination, showed a preference for their preferred activities in the object but not in the spoken modality, and mixed results in the pictorial and video modalities; and (3) those with all three discriminations showed a preference for their preferred activities in all four modalities. These results provide partial replications of previous findings on the relationship between discriminations and object, pictorial, and spoken modalities, and extend previous research to include video stimuli.},
	keywords = {DD preference-assessment publication sarc }
}

@article{discetdd,
	title = {Discrimination Skills Predict Effective Preference Assessment Methods for Adults with Developmental Disabilities.},
	author = {M.S.H Lee and D. Nguyen and C.T. Yu and J.R. Thorsteinsson and T.L. Martin and Martin G.L.},
	journal = {Education and Training in Developmental Disabilities},
	number = {3},
	pages = {388-396},
	volume = {43},
	year = {2008},
	biburl = {http://www.bibsonomy.org/bibtex/2d799d2a72dbb47fca755168db21962db/toby},
	abstract = {We examined the relationship between three discrimination skills (visual, visual matching-to-sample, and auditory-visual) and four stimulus modalities (object, picture, spoken, and video) in assessing preferences of leisure activities for 7 adults with developmental disabilities. Three discrimination skills were measured using the Assessment of Basic Learning Abilities Test. Three participants mastered a visual discrimination task, but not visual matching-to-sample and auditory-visual discriminations; two participants mastered visual and visual matching-to-sample discriminations, but not auditory-visual discrimination, and two participants showed all three discriminations. The most and least preferred activities, identified through paired-stimulus preference assessment using objects, were presented to each participant in each of the four modalities using a reversal design. The results showed that (1) participants with visual discrimination alone showed a preference for their preferred activities in the object modality only; (2) those with visual and visual matching-to-sample discriminations, but not auditory-visual discrimination, showed a preference for their preferred activities in the object but not in the spoken modality, and mixed results in the pictorial and video modalities; and (3) those with all three discriminations showed a preference for their preferred activities in all four modalities. These results provide partial replications of previous findings on the relationship between discriminations and object, pictorial, and spoken modalities, and extend previous research to include video stimuli.},
	keywords = {cv developmental-disabilities discrimination preference-assessment publication }
}

@article{MartinThorBM,
	title = {The Assessment of Basic Learning Abilities test for predicting learning of persons with intellectual disabilities: a review.},
	author = {Garry L. Martin and Jennifer Thorsteinsson and C.T. Yu and Toby L. Martin and Tricia Vause},
	journal = {Behavior Modification},
	number = {2},
	pages = {228-247},
	url = {http://dx.doi.org/10.1177/0145445507309022},
	volume = {32},
	year = {2008},
	biburl = {http://www.bibsonomy.org/bibtex/28e529e3a77a9e27cc6706919d589fc56/sarc},
	abstract = {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.},
	keywords = {2008 ABLA review sarc }
}

@article{ThorMar2007,
	title = {Predicting the learning ability of people with intellectual disabilities: The Assessment of Basic Learning Abilities test versus caregivers.},
	author = {J.R. Thorsteinsson and G.L. Martin and C.T. Yu and S.M. Spevack and T.L. Martin and M.S. Lee},
	journal = {American Journal on Mental Retardation},
	month = {March},
	number = {2},
	pages = {130-139},
	url = {http://dx.doi.org/10.1352/0895-8017(2007)112[130:PLAOPW]2.0.CO;2},
	volume = {112},
	year = {2007},
	biburl = {http://www.bibsonomy.org/bibtex/212835c99d11ca0c8e1363c20300bc549/sarc},
	abstract = {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.},
	keywords = {2007 ABLA DD assessment learning psychology sarc }
}

@article{pmid18285508,
	title = {{{T}he {A}ssessment of {B}asic {L}earning {A}bilities test for predicting learning of persons with intellectual disabilities: a review}},
	author = {Garry L. Martin and Jennifer R. Thorsteinsson and C.T. Yu and Toby L. Martin and Tricia Vause},
	journal = {Behavior Modification},
	month = {Mar},
	pages = {228--247},
	volume = {32},
	year = {2008},
	biburl = {http://www.bibsonomy.org/bibtex/23a29d5139bab47cf60fac0e64a1d6684/toby},
	abstract = {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.},
	keywords = {ABLA cv review }
}

@article{journals/ijlt/LehtonenPTH07,
	title = {An application of a virtual learning environment in support of teaching and learning for design and technology education.},
	author = {Miika Lehtonen and Tom Page and Gisli Thorsteinsson and Mark Hepburn},
	journal = {IJLT},
	number = {2},
	pages = {133-151},
	url = {http://dblp.uni-trier.de/db/journals/ijlt/ijlt3.html#LehtonenPTH07},
	volume = {3},
	year = {2007},
	biburl = {http://www.bibsonomy.org/bibtex/2d833ddd98a6a36f3957644d404af6ce1/dblp},
	description = {dblp},
	ee = {http://dx.doi.org/10.1504/IJLT.2007.014841}, date = {2008-01-09},
	keywords = {dblp }
}

@article{journals/ijlt/PageLT06,
	title = {The web-orientation agent (WOA) for simulated learning in technology education.},
	author = {Tom Page and Miika Lehtonen and Gisli Thorsteinsson},
	journal = {IJLT},
	number = {1},
	pages = {62-76},
	url = {http://dblp.uni-trier.de/db/journals/ijlt/ijlt2.html#PageLT06},
	volume = {2},
	year = {2006},
	biburl = {http://www.bibsonomy.org/bibtex/20b9852cbff83e5f29b8afe0f3d62bd08/dblp},
	description = {dblp},
	ee = {http://dx.doi.org/10.1504/IJLT.2006.008694}, date = {2008-01-09},
	keywords = {dblp }
}

@misc{ABA2007-380-52,
	title = {Discrimination skills predict effective preference assessment methods for adults with developmental disabilities},
	author = {Duong Nguyen and May S.H. Lee and C.T. Yu and Jennifer R. Thorsteinsson and Toby L. Martin and Garry L. Martin},
	booktitle = {33rd Annual Convention of the Association for Behavior Analysis},
	month = {May},
	organization = {Association for Behavior Analysis},
	type = {poster presentation},
	year = {2007},
	biburl = {http://www.bibsonomy.org/bibtex/2cec9f728397c9ef3d802dfa90e4644ea/toby},
	abstract = {We examined the relationship between three discrimination skills (visual, visual matching-to-sample, and auditory-visual) and four stimulus modalities (object, picture, spoken, and video) in assessing preferences of leisure activities for 7 adults with developmental disabilities. Three discrimination skills were measured using the Assessment of Basic Learning Abilities Test. Three participants mastered a visual discrimination task, but not visual matching-to-sample and auditory-visual discriminations; two participants mastered visual and visual matching-to-sample discriminations, but not auditory-visual discrimination, and two participants showed all three discriminations. The most and least preferred activities, identified through paired-stimulus preference assessment using objects, were presented to each participant in each of the four modalities using a reversal design. The results showed that (1) participants with visual discrimination alone showed a preference for their preferred activities in the object modality only; (2) those with visual and visual matching-to-sample discriminations, but not auditory-visual discrimination, showed a preference for their preferred activities in the object but not in the spoken modality, and mixed results in the pictorial and video modalities; and (3) those with all three discriminations showed a preference for their preferred activities in all four modalities. These results provide partial replications of previous findings on the relationship between discriminations and object, pictorial, and spoken modalities, and also extends previous research to include video stimuli.},
	keywords = {ABLA cv developmental-disabilities discrimination poster preference-assessment presentation video }
}