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dc.contributor.authorVause, Triciaen_US
dc.date.accessioned2007-05-17T12:36:43Z
dc.date.available2007-05-17T12:36:43Z
dc.date.issued1998-08-01T00:00:00Zen_US
dc.identifier.urihttp://hdl.handle.net/1993/1446
dc.description.abstractThe present study examined whether an extension of the Assessment of Basic Learning Abilities (ABLA) test, to include auditory matching tasks, enhanced its relationship to communicative ability. The participants were 40 developmentally-disabled persons. Participants were assessed on the ABLA test, and four auditory matching tasks. In addition, a care worker of each participant completed the Communication Ability Screening Survey (CASS) and a portion of the Vineland daptive Behavioral Scales (VABS) that assessed communicative ability. To examine whether adding auditory matching tasks to the ABLA test would increase its correlation with communication ability, a forward multiple-regression analysis was used. For individuals classified at or above ABLA Level 4, the addition of auditory matching tasks to ABLA Levels 4 and 6 differentiated individual communicative ability to a greater extent than the ABLA test alone.en_US
dc.format.extent4378185 bytes
dc.format.extent184 bytes
dc.format.mimetypeapplication/pdf
dc.format.mimetypetext/plain
dc.language.isoengen_US
dc.rightsinfo:eu-repo/semantics/openAccess
dc.titleRelationships between ABLA test performance, auditory matching, and communication abilityen_US
dc.typeinfo:eu-repo/semantics/masterThesis
dc.typemaster thesisen_US
dc.degree.disciplinePsychologyen_US
dc.degree.levelMaster of Arts (M.A.)en_US


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