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Evaluating Pre And Post Functional Intraverbal Class Formation In Individuals With Autism Using The Peak E Curriculum
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Book Synopsis Evaluating Pre- and Post- Functional Intraverbal Class Formation in Individuals with Autism Using the Peak-e Curriculum by : Jomi Hirata
Download or read book Evaluating Pre- and Post- Functional Intraverbal Class Formation in Individuals with Autism Using the Peak-e Curriculum written by Jomi Hirata and published by . This book was released on 2016 with total page 134 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to evaluate the efficacy of the procedures described in the PEAK-E curriculum in generating derived intraverbal categorization responses in both a vocal categorization context and written problem-solving context, replicated across three children with disabilities. Six four-member equivalence classes were taught, including three class member stimuli (A, B, and C) as well as one function class name (D), using a match-to-sample arrangement. These classes were divided into two stimulus sets (i.e., classes 1-3 and classes 4-6) and trained using pre-class (D-C training followed by mixed A-B/B-C training) and post-class formations (Mixed A-B/B-C training followed by D-C training). The procedures were efficacious in generating derived intraverbal categorization responses for one participant in a vocal context, and additional exemplar training was required for the emergence of vocal categorization responses in the other two participants. None of the participants were able to solve the written problem-solving tasks following training and testing of all target relations.
Book Synopsis PEAK Relational Training System for Individuals with Autism Spectrum Disorder by : Kathryn J. Stueber
Download or read book PEAK Relational Training System for Individuals with Autism Spectrum Disorder written by Kathryn J. Stueber and published by . This book was released on 2016 with total page 112 pages. Available in PDF, EPUB and Kindle. Book excerpt: Behavioral and linguistic theoretical approaches to language development may have the most influence in terms of treating language deficits experienced with individuals with autism, and contemporary theories of language development provided by stimulus equivalence and Relational Frame Theory may bridge the gap between these two theoretical approaches. The present study evaluated the relationship between an assessment based off of these contemporary behavioral theories with the results gathered from widely used behavioral and linguistic assessments of language functioning with individuals with autism. These correlated assessments included: the Promoting the Emergence of Advanced Knowledge Equivalence Pre-Assessment (PEAK-E-PA), the Test of Language Development (TOLD-I:4), and The Assessment of Basic Language and Learning Skills-Revised (ABLLS-R). The results suggested that there was a strong correlation between the PEAK-E-PA and the TOLD-I:4 (r = 0.93, p
Book Synopsis Establishing Cause and Effect Relations in Children with Autism Using the PEAK-E Curriculum by : Dustin Heitter
Download or read book Establishing Cause and Effect Relations in Children with Autism Using the PEAK-E Curriculum written by Dustin Heitter and published by . This book was released on 2016 with total page 78 pages. Available in PDF, EPUB and Kindle. Book excerpt: The present study evaluated the effectiveness of stimulus equivalence procedures using the instructional protocols from the PEAK-E curriculum to develop the emergence of cause and effect relational responding in two children with autism. The procedures were taken from the PEAK-E program Transitivity: Multiple Actions & Outcomes-9p to aid in clinical replication. This study utilized a multiple baseline design across participants to evaluate the functional relationship between cause and effect relations. The results suggested that direct training of an action (A) to an outcome (B) (A-B) and direct training of an outcome (B) with an action that is produced by the outcome (C) (B-C) was effective for both participants. Following A-B and B-C training, the participants demonstrated emergent relations and untrained action (A) to action (C) relations which are consistent with transitivity. The results demonstrate efficacy of stimulus equivalence procedures for training cause and effect skills as well as the PEAK-E curriculum.
Book Synopsis Evaluating the Effectiveness of the PEAK-E Curriculum in Teaching Receptive Metonymical Tacts Using Stimulus Equivalence Training Procedures by : Caleb R. Stanley
Download or read book Evaluating the Effectiveness of the PEAK-E Curriculum in Teaching Receptive Metonymical Tacts Using Stimulus Equivalence Training Procedures written by Caleb R. Stanley and published by . This book was released on 2016 with total page 92 pages. Available in PDF, EPUB and Kindle. Book excerpt: There currently exists limited published literature on methods for teaching complex verbal operants to individuals with autism. The purpose of the current study was to evaluate the effectiveness of the PEAK -- E curriculum in teaching receptive metonymical tacts using stimulus equivalence training procedures to children with autism. The procedures described in the PEAK -- E program 10P -- Equivalence: Metonymical Tacts were replicated across three children diagnosed with autism using a multiple baseline experimental design. The results of the suggest that the procedures were effective in teaching receptive metonymical tacts, with all three participants achieving mastery criteria. The results support and extend on previous studies by providing an empirical demonstration of effective procedures to teach receptive metonymical tacts to children with autism. The current study adds to progress behavior analysis in the direction of a behavior analytic understanding of complex verbal behavior.
Book Synopsis Derived Relational Responding Applications for Learners with Autism and Other Developmental Disabilities by : Ruth Anne Rehfeldt
Download or read book Derived Relational Responding Applications for Learners with Autism and Other Developmental Disabilities written by Ruth Anne Rehfeldt and published by New Harbinger Publications. This book was released on 2009-04-02 with total page 402 pages. Available in PDF, EPUB and Kindle. Book excerpt: Copublished with Context Press Derived Relational Responding offers a series of revolutionary intervention programs for applied work in human language and cognition targeted at students with autism and other developmental disabilities. It presents a program drawn from derived stimulus relations that you can use to help students of all ages acquire foundational and advanced verbal, social, and cognitive skills. The first part of Derived Relational Responding provides step-by-step instructions for helping students learn relationally, acquire rudimentary verbal operants, and develop other basic language skills. In the second section of this book, you'll find ways to enhance students' receptive and expressive repertoires by developing their ability to read, spell, construct sentences, and use grammar. Finally, you'll find out how to teach students to apply the skills they've learned to higher order cognitive and social functions, including perspective-taking, empathy, mathematical reasoning, intelligence, and creativity. This applied behavior analytic training approach will help students make many substantial and lasting gains in language and cognition not possible with traditional interventions.
Book Synopsis Olfactory-visual-textual Equivalence Class Formation by : Allison M. Ribley
Download or read book Olfactory-visual-textual Equivalence Class Formation written by Allison M. Ribley and published by . This book was released on 2016 with total page 8 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of the study was to evaluate the efficacy of a procedure for promoting stimulus equivalence class formation inclusive of olfactory, visual, and textual stimuli. The procedures used in the study were taken from the Promoting the Emergence of Advanced Knowledge Relational Training System Equivalence Module (PEAK-E). Four participants diagnosed with autism were taught to match written words (A) with pictures (B) (A-B), and to match pictures (B) with olfactory stimuli (C) (B-C). Following direct training of the A-B and B-C relations, the participants demonstrated both the derived transitive A-C relation, as well as the derived equivalence C-A relation. In addition, after demonstrating the formation of the equivalent olfactory-visual-textual classes, the participants also demonstrated untrained speaker (tact) as well as listener (mand) responses. The study was the first to demonstrate the emergence of equivalence classes inclusive of olfactory stimuli.
Book Synopsis Verbal Behavior by : Burrhus Frederic Skinner
Download or read book Verbal Behavior written by Burrhus Frederic Skinner and published by New York : Appleton-Century-Crofts. This book was released on 1957 with total page 478 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Utilizing the PEAK-E Training System to Teach Children with Autism to Derive Relations and Complex Language Skills by : Lindsay R. Ryan
Download or read book Utilizing the PEAK-E Training System to Teach Children with Autism to Derive Relations and Complex Language Skills written by Lindsay R. Ryan and published by . This book was released on 2016 with total page 120 pages. Available in PDF, EPUB and Kindle. Book excerpt: In this study, a multiple baseline study was done on 3 participants with disabilities. The PEAK-E assessment and curriculum was used on the participants to identify skills that needed to be taught, trained and tested. This was done to show the effectiveness of teaching stimulus equivalence and demonstrate the reliability and validity of the PEAK-E assessment and modules. The participants were assessed, taught new skills, tested on these new skills and then assessed again to see what gains had been made. The results show that all three participants were able to master the trained and tested relations in all their programs. The assessment that was administered before and after treatment showed results of gains in skills. Two of the participants results were not only limited to gains in the skills taught in treatment, but displayed other skills as well.
Book Synopsis Evaluating the Peak by : Catherine Huggins
Download or read book Evaluating the Peak written by Catherine Huggins and published by . This book was released on 2017 with total page 68 pages. Available in PDF, EPUB and Kindle. Book excerpt: The present study investigates the language phenomenon of stimulus equivalence in children with Autism Spectrum Disorder. Stimulus equivalence is comprised of 3 main concepts: reflexivity, symmetry, and transitivity. Specifically, the researcher evaluated the ability to teach, test, and transfer sequential reflexivity across two participants. Two 4-year-old children diagnosed with Autism Spectrum Disorder participated in the study. Methods were derived from the program: Reflexivity: Pictures-2A, along with a yes/no response modification to suite both of the participant's current level of developmental skills. The results suggest that the PEAK-E curriculum was effective in training and testing both children to establish reflexivity across stimulus set one. In addition, both participants demonstrated a transfer of stimulus function to an untrained stimulus set two once the trained stimulus set one was mastered.
Book Synopsis An Evaluation of Response Variability of Intraverbal Responding in Children with Autism and Their Age-matched Typically Developing Peers by : Kimberly Ford
Download or read book An Evaluation of Response Variability of Intraverbal Responding in Children with Autism and Their Age-matched Typically Developing Peers written by Kimberly Ford and published by . This book was released on 2015 with total page 78 pages. Available in PDF, EPUB and Kindle. Book excerpt: A lag schedule is a schedule of reinforcement in which an emitted response must differ to an n degree from the previous response. Previous research shows that implementation of a lag schedule of reinforcement will increase response variability to intraverbal stimuli in individuals with autism (Contreras & Betz, in press; Heldt & Schlinger, 2012; Lee, McComas, & Jawor, 2002; Susa and Schlinger, 2012). However, current research is missing two important pieces of information: 1) How much variability is enough; 2) How much variability can an individual emit. The current study used a pre-assessment in which each child was asked to name all animals known to them and then implemented a Lag 1 for those participants who failed to vary during baseline. Results found that a Lag 1 alone was effective at increasing varied responding to those emitted by the age-matched peer for one participant and a Lag 1 schedule with training was effective in increasing responding for two participants.
Book Synopsis Evaluation of the Efficacy of the PEAK-T Curriculum with Children with Autism by : Emily Jenkins
Download or read book Evaluation of the Efficacy of the PEAK-T Curriculum with Children with Autism written by Emily Jenkins and published by . This book was released on 2018 with total page 94 pages. Available in PDF, EPUB and Kindle. Book excerpt: This was a single-case study which evaluated the effects of PEAK-T on two children with Autism. A total of 6 programs were trained between the two participants using a Multiple Baseline Design across skills. This evaluation was conducted using the subtest materials provided in the PEAK-T modules and through full assessments. The assessments were used to identify the appropriate skill level of each participant and they were used to evaluate whether the skills were maintained. The participants had no prior exposure to any of the PEAK-T programs as demonstrated by the participants baseline scores. The results of the study showed that programming of multiple exemplars resulted in acquisition of novel skills in both participants and that the skills were maintained. Both Participants demonstrated mastery of their programs and a total of 4 programs between two participants were added to the participants repertoire.
Book Synopsis Evaluating the Relationship Between Derived Relational Responding, Verbal Operant Development, and Linguistic Structure by : Bridget E. Munoz
Download or read book Evaluating the Relationship Between Derived Relational Responding, Verbal Operant Development, and Linguistic Structure written by Bridget E. Munoz and published by . This book was released on 2016 with total page 152 pages. Available in PDF, EPUB and Kindle. Book excerpt: The increasing prevalence of Autism Spectrum Disorder has produced a longstanding relevance for continued progressive measures towards a systematic approach to the treatment of deficient language repertoires. Current behavior analytic assessments, such as the Assessment of Basic Language and Learning Skills-Revised (ABLLS-R), have demonstrated utility in providing relative measures of the functional characteristics of an individual's language and learner repertoire, as consistent with a traditional Skinnerian approach. Further assessments have been created under other existing theoretical frameworks, such as the Test of Language Development (TOLD), and the Promoting the Emergence of Advanced Knowledge Relational Training System (PEAK). Each assessment was run with 17 children with Autism. A Spearman's rank order correlation was then conducted to examine the relationships between the ABBLS-R, the TOLD-I:4, and PEAK-E-PA. Therefore, the purpose of the present investigation was to examine any existing relationships between these assessments in order to evaluate their treatment utility, produced measures, and overall implications towards an understanding of language development in children with Autism.
Book Synopsis Evaluating the Efficacy of Using Peak Relational Training System to Produce Derived Relational Responding to Planets, Sports Teams, and Holidays in Children with Autism by : Kathleen S. M. Scully
Download or read book Evaluating the Efficacy of Using Peak Relational Training System to Produce Derived Relational Responding to Planets, Sports Teams, and Holidays in Children with Autism written by Kathleen S. M. Scully and published by . This book was released on 2015 with total page 82 pages. Available in PDF, EPUB and Kindle. Book excerpt: Autism is a neurological disorder which impairs the individual's social interactions and communication. Such impairments lead to deficits in learning which accumulate over time. Finding effective and efficient technologies to teach children with autism helps to minimize deficits and teach children new skills to be independent learners. There is previous research on technologies such as discrete trail training (DTT), antecedent based interventions, and consequence based interventions which have to be shown to be effective, however, more research is needed to find more cost effective and efficient procedures.. The PEAK Stimulus Equivalence Training Module seeks to teach children with Autism in a concise easy to follow manual. Past research has shown stimulus equivalence to not only effectively teach children with autism novel skills, but also has shown the emergence of untrained relations. The present study uses the PEAK module with three boys with autism, between the ages of 6 and 8, to teach novel stimuli including planets, holidays, and sports teams and to test for the emergence of untrained relations. Results showed that the all participants demonstrated derived relations. Implications for future research are discussed.
Book Synopsis Evaluating Psychometric Properties of Peak Training by : Josie L. Carman
Download or read book Evaluating Psychometric Properties of Peak Training written by Josie L. Carman and published by . This book was released on 2013 with total page 98 pages. Available in PDF, EPUB and Kindle. Book excerpt: Skinner (1957) published a theoretical viewpoint of verbal behavior that suggested a comprehensive behavioral account of language. However, this publication contained no empirical research and expanded only conceptually on the basic principles of operant conditioning with nonhuman organisms. Since this publication, there has been some research to support the concepts of verbal operants described by Skinner (1957), yet the research has been of relative limited scope and depth (Dymond et al., 2006). In the decades that followed Skinner's text, a number of empirical and conceptual advances have been documented which have concluded that language learning is more complex than initially thought (Hayes et al., 2001). A number of applied curriculum and assessment protocols have been developed to use Skinner's concepts of language to teach such skills to children with autism and related disabilities. However, those published documents contain no empirical support of their effectiveness, and do not include either a) post-1957 Skinner era behavior analysis or b) concepts found in Skinner's own 1957 text beyond the basic verbal operants. As a result, the present study examined the utility of a new behavior analytic system to teach language and cognition to children with autism and related disorders. Specifically, this study evaluated the relationships between the PEAK Relational Training System and the Peabody Picture Vocabulary Test and the Illinois Early Learning Standards. Also, the research looked at the effects of a novel implementer compared to a familiar caregiver. Using 13 children (ages 3-8) exposed to the PEAK system for a period of three months, it was found that educational gains were observed in all students. Furthermore, there was a positive correlation of the PEAK Relational Training System and the PPVT. Also a positive correlation was found between the PEAK score and the Illinois Early Learning Standards. The data also suggests that the PEAK Relational Training System can be implemented with same procedural fidelity with a novice implementer compared to a familiar caregiver.
Book Synopsis PEAK Relational Training System for Adults with Autism and Developmental Disabilities by : Scott H. Wiggins
Download or read book PEAK Relational Training System for Adults with Autism and Developmental Disabilities written by Scott H. Wiggins and published by . This book was released on 2015 with total page 82 pages. Available in PDF, EPUB and Kindle. Book excerpt: During the past decade, the prevalence of any developmental disability has increased from 12.84% to 15.04% (Boyle et al., 2011). In particular, the current rate of autism spectrum disorder (ASD) is estimated to effect 1 in every 68 children, 1 in 42 boys and 1 in 189 girls (Interagency Autism Coordinating Committee & US Department of Health and Human Services, 2012). Given that the prevalence of autism and other related disorders continues to increase, the number of children diagnosed with ASD who will become adolescents and adults over the next few years is considerable. More intensive evaluations and services are needed to address this aging population. A multiple probe design was used in the current study to demonstrate the effectiveness of the PEAK Relational Training System (PEAK; Dixon, 2014) in development of language and cognition in adults with autism. Additionally, this study evaluated if generalized behavior change occurred for participants following the implementation of the PEAK Direct Training assessment. This study will measure the effectiveness of the PEAK Relational Training System by comparing assessment scores from the Vineland Adaptive Behavior Scale-II (Sparrow, Cicchetti, & Balla, 2005) and the Verbal Behavior Milestones Assessment and Placement Program (VB-MAPP; Sundberg, 2008). Results revealed that verbal repertoires and adaptive functioning levels for participants increased following the implementation of programs from the PEAK Direct Training Assessment. Generalizes behavior change was achieved for all three participants through the acquisition of new untrained skills. Overall, this study provides empirical support for the PEAK Relational Training System in the development of language and cognition for adults with autism.
Book Synopsis Evaluating Procedures Derived from the Conditional Discrimination Literature to Teach Advanced Intraverbals to Children with Autism Spectrum Disorders by : April N. Kisamore
Download or read book Evaluating Procedures Derived from the Conditional Discrimination Literature to Teach Advanced Intraverbals to Children with Autism Spectrum Disorders written by April N. Kisamore and published by . This book was released on 2013 with total page 62 pages. Available in PDF, EPUB and Kindle. Book excerpt: "Reciprocal conversations, instructional activities, and other social interactions are replete with advanced intraverbal behavior, many instances of which involve conditional discriminations (Axe, 2008; Sundberg & Sundberg, 2011). Past research offers little guidance for teaching intraverbal conditional discriminations to people with autism spectrum disorders (ASD); however, conditional discriminations have been examined extensively in the literature on stimulus equivalence and match-to-sample (MTS) performance (Green, 2001). Thus, further research is warranted on (1) the extent to which a trial-and-error teaching package for establishing advanced intraverbals (Braam and Poling, 1983) is effective with children with autism and (2) whether strategies from the conditional discrimination-MTS literature might be relevant for establishing intraverbal conditional discriminations with people who do not succeed under standard (i.e., trial-and-error) teaching conditions. The purpose of this investigation was to evaluate the effects of trial-and-error teaching, a differential observing response (DOR) requirement, a DOR plus trial-blocking procedure, and errorless teaching on acquisition of intraverbals. Findings included that (a) accuracy of intraverbal performance increased for at least one set of stimuli for all participants under trial-and-error conditions; (b) 4 of 7 participants required additional teaching procedures (i.e., DOR, modified DOR, modified trial-and-error) to reach mastery for 1 to 2 sets of stimuli; and (c) all participants who learned with DOR procedures demonstrated an increase in unprompted DORs and correct responding after unprompted DORs. Based on these findings, trial-and-error procedures are effective for some children with ASDs and prompted DORs offer an effective alternative when trial-and-error teaching is not sufficient to establish advanced intraverbals." --Abstract, p.2.
Book Synopsis Promoting the Emergence of Equivalence Relations Under Multiple Contextual Control with Children with Autism Using the PEAK-E Curriculum by : Maureen O'Connor
Download or read book Promoting the Emergence of Equivalence Relations Under Multiple Contextual Control with Children with Autism Using the PEAK-E Curriculum written by Maureen O'Connor and published by . This book was released on 2016 with total page 80 pages. Available in PDF, EPUB and Kindle. Book excerpt: Children with Autism Spectrum Disorder (ASD) language repertoire development varies greatly amongst each individual especially in one’s ability to understand emotions. One way to increase language development and further understand emotions is through stimulus equivalence. Theis present study examined the efficacy of a stimulus equivalence training procedure in bringing the recognition of others’ emotions under multiple contextual control, and also evaluated co-occurring changes in the flexibility of participant responses to common questions requiring emotional recognition that is multiply controlled. The procedures were taken from the Promoting the Emergence of Advanced Knowledge Equivalence Module (PEAK-E) to aid in replication both clinically and in research. The results suggest that each of the three participants, all with an autism diagnosis, were able to identify the facial expressions of others when provided with a person and a context (i.e., What face does Person A feel at Location B?). In addition, two of the three participants were able to correctly identify an individual when provided with a context and an emotion (i.e., Who feels Emotion A at Location C?). Results from the flexibility probes throughout the study however indicate that the participants did not demonstrate an increase in flexible responding following equivalence training. Effectiveness of stimulus equivalence under multiple control to promote the emergence of an untrained relation via the PEAK – E Curriculum: Feelings in Context. Three participants diagnosed with autism, between the ages 12 and 17, were directly trained nine relations that established under a specific context a person will make a certain facial expression. Results indicate that all three participants demonstrated mastery in the training condition; however, when tested for equivalence only two of three participants were able to do so.
