The Assessment of Basic Learning Abilities (ABLA) is a valuable tool that is used to assess the learning ability of individuals with developmental disabilities (DD). The ABLA was recently revised and is now referred to as the ABLA-R. A self-instructional manual was recently prepared to teach individuals how to administer the ABLA-R (DeWiele, Martin, Martin, Yu, & Thomson, 2011). Using a modified multiple-baseline design across a pair of university students, and replicated across four pairs, I evaluated the effectiveness of the ABLA-R self-instructional manual for teaching the students to administer the ABLA-R to individuals with DD. Each student: (a) after studying a brief description of the ABLA-R, attempted to administer the ABLA-R to a confederate role-playing an individual with DD (Baseline); (b) studied the ABLAR self-instructional manual (Training); and (c) once again, attempted to administer the ABLA-R to a confederate (Post-Training Assessment). Participants who achieved at least 90% accuracy in conducting the ABLA-R in their Post-Training Assessment with a confederate then administered the ABLA-R to an individual with DD in a Generalization phase. In Baseline, Post-training, and Generalization phases I scored each participant’s performance using the ABLA-R Tester Evaluation Form. The overall results indicate that the self-instructional manual is an effective method for training individuals to accurately administer the ABLA-R.