Does ABLA Test Performance on the ABLA Test Predict Picture Receptive Name Recognition with Persons with Severe Developmental Disabilities?

Research has shown that performance on the Assessment of Basic Learning Abilities (ABLA) test correlates with language assessments for persons with developmental disabilities. This study investigated whether performance on ABLA Level 6, an auditory-visual discrimination, predicts performance on a receptive language task with persons with severe developmental disabilities. Five participants who passed ABLA Level 6, and five who failed ABLA Level 6, were each tested on five 2-choice discriminations that required them to point to pictures of common objects after hearing their names. Four of the five participants who had failed ABLA Level 6 failed all of the receptive name recognition tasks. All five participants who had passed ABLA Level 6 passed all of the name recognition tasks. The practical implications of these results are discussed.     

Children’s conceptualisation(s) of their well-being

This paper describes the process and some findings of a collaborative project between the New South Wales Commission for Children and Young People and researchers at the Social Justice and Social Change Research Centre, at the University of Western Sydney. The project was designed to inform the Commission in implementing its legislative mandate to develop a set of well-being indicators to monitor children's well-being over time. Placing children centrally as research participants was fundamental to the methodological approach of the project in which children's understandings of what contributes to their well-being were explored through qualitative methods. We discuss the epistemological and methodological approaches used in the project, in the context of other, earlier research towards the development of children's well-being indicators. Some of the early findings from the collaborative project are outlined and an example given of the way in which knowledge produced by a research approach which places children centrally, differs from and is similar to knowledge produced by more traditional child social indicator research. The paper ends with a discussion of some of the implications and challenges posed by reflecting on the research process and early findings from the research.     

THE WRAPPED t FAMILY OF CIRCULAR DISTRIBUTIONS

This paper considers the three‐parameter family of symmetric unimodal distributions obtained by wrapping the location‐scale extension of Student's t distribution onto the unit circle. The family contains the wrapped normal and wrapped Cauchy distributions as special cases, and can be used to closely approximate the von Mises distribution. In general, the density of the family can only be represented in terms of an infinite summation, but its trigonometric moments are relatively simple expressions involving modified Bessel functions. Point estimation of the parameters is considered, and likelihood‐based methods are used to fit the family of distributions in an illustrative analysis of cross‐bed measurements. The use of the family as a means of approximating the von Mises distribution is investigated in detail, and new efficient algorithms are proposed for the generation of approximate pseudo‐random von Mises variates.