A Simple Strategy for the Qualitative Assessment of Learning Capacity Of

A simple procedure for evaluating the learning capacities of individuals with severe cognitive deficits is described. The procedure is based theoretically on a modification of the learning hierarchy described by Thomas (1980; 1993; 1996), and it examines simple observational learning, simple instrumental conditioning, learning a concurrent object discrimination, and mastering a reversal or several reversals of the object discrimination. It is argued that information gleaned from such an assessment is valuable in describing: (1) a client’s potential to profit from various behavior modification, education, and training strategies, (2) possible reasons that a particular client failed to show progress in a particular training program, and (3) neuropsychological conditions such as frontal lobe conditions or dementia that limit the adaptive capacity of an individual and, therefore, can be responsible for lack of progress in behavior therapy or training. The maximal level of learning attained was examined with a sample of 65 individuals diagnosed as being either moderately, severely, or profoundly mentally retarded. Consistent with expectations, nonparametric statistical analyses revealed that individuals with moderate mental retardation achieved a significantly higher level on the test than individuals diagnosed with severe mental retardation. Likewise, individuals with severe mental retardation performed at a higher level than individuals with profound mental retardation. Nonparametric analyses also revealed statistically significant correlations between the maximal level of learning achieved and Global Memory Composite scores and functional age equivalents as determined through administration of the Vineland Adaptive Behavior Scales. The diagnostic utility of the learning screen is demonstrated in sample cases where this procedure resulted in meaningful information.