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Basic discrimination (or “learning to learn”) skills are important, because they provide the means by which humans learn self-care, academic, social, and vocational behaviors. While most behavior modification programs assume that the learner can make simple motor, visual, and auditory discriminations, this assumption is usually untested. Recently, Kerr, Meyerson, Flora, Tharinger, Schallert, Casey, and Fehr (1977) published a monograph in this journal that reviewed their research on the development of a test (referred to hereafter as the AVC) involving simple two-choice discrimination tasks for assessing basic discrimination skills. Their findings, if confirmed by independent investigators, have important implications for the assessment and training of mentally handicapped persons. This paper describes two studies on the AVC test conducted by independent investgators at another setting. The first study attempted to confirm the hierarchical discrimination skill levels, test-retest reliability, and intertester reliability of the AVC as reported by Kerr et al. The second study considered the potential of the AVC test for predicting performance of six developmentally handicapped persons who were learning a vocational assembly task.