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An Application Of The Peak T Curriculum To Assess Derived Relations Between Tactile Stimuli In Children With Autism
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Book Synopsis An Application of the PEAK-T Curriculum to Assess Derived Relations Between Tactile Stimuli in Children with Autism by : Jordan A. Creed
Download or read book An Application of the PEAK-T Curriculum to Assess Derived Relations Between Tactile Stimuli in Children with Autism written by Jordan A. Creed and published by . This book was released on 2018 with total page 90 pages. Available in PDF, EPUB and Kindle. Book excerpt: The current study utilized a program from the Promoting the Emergence of Advanced Knowledge Relational Training System Transformation Module (PEAK-T) to test derived auditory-tactile cross-sensory relations. Current published research involving cross-sensory relations has mainly focused on audio-visual, this study sought to explore the under-researched audio-tactile cross-sensory relation. A multiple baseline design across two participants was used. Participants were two boys diagnosed with autism spectrum disorder aged 6 and 16 years old. Baseline probes showed that neither participant reliably demonstrated proficiency with the skill prior to instruction. Based off of the procedures outlined in the PEAK-T: Opposing Tactile Qualities, each participant was taught tactile opposites of three stimulus classes: hard-squishy, rough-smooth, and big-small. Test probes were conducted using novel stimuli that fit the same previously taught stimulus classes to evaluate if derived relations had formed. Following instruction, each of the participants reached mastery criteria for directly trained opposite relations among all three stimulus classes as well as the derived relations present in test probes. These results show that the PEAK-T: Opposing Tactile Qualities curriculum was able to help both participants derive new cross-sensory relations within a previously trained stimulus class.
Book Synopsis The Emergence of Equivalent Tactile-visual-auditory Relations Using the PEAK-E Curriculum with Children with Autism and Developmental Disabilities by : Stuart Mullen
Download or read book The Emergence of Equivalent Tactile-visual-auditory Relations Using the PEAK-E Curriculum with Children with Autism and Developmental Disabilities written by Stuart Mullen and published by . This book was released on 2016 with total page 112 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of the current study was to assess the efficacy of the Promoting the Emergence of Advanced Knowledge Relational Training System Equivalence Module (Peak-E) in equivalence of tactile discrimination to arbitrary stimuli. Two participants were trained in two Peak: Equivalence programs of symmetry. The first program taught symmetry for a relation between arbitrary spoken words to a tactile object (stimulus A to stimulus B). The second program taught symmetry for a relation between tactile objects and arbitrary symbols (stimulus B to stimulus C) Then, after mastery was achieved for these two symmetry programs, emergent transitive and equivalence relations were subsequently tested for the relations between arbitrary spoken words (stimulus A) and arbitrary symbols (stimulus C). The results suggest that the Peak: E programs are effective in training symmetrical relations that lead to the emergence of derived relations.
Book Synopsis Handbook of Applied Behavior Analysis Interventions for Autism by : Justin B. Leaf
Download or read book Handbook of Applied Behavior Analysis Interventions for Autism written by Justin B. Leaf and published by Springer Nature. This book was released on 2022-05-06 with total page 627 pages. Available in PDF, EPUB and Kindle. Book excerpt: This handbook addresses evidence-based practices in Applied Behavior Analysis (ABA) for individuals diagnosed with autism spectrum disorder (ASD). It provides an overview of the history of evidence-based practices and their importance as applied to the law, school settings, and factors that influence the use for treatment of ASD. Additional areas of coverage include evidence-based and non-evidence-based ABA interventions for autism as well as decision-making ethics related to these treatments. In addition, the book addresses cultural considerations as they relate to these treatments and examines procedural aspects of ABA interventions for autism. Key ABA treatments addressed include: Discrete trial teaching. Pivotal response training. Video modeling. Parent-mediated intervention. Early Start Denver Model, PEAK, PECS, and AAC. Script fading/activity schedules and differential reinforcement/extinction. Response interruption and redirection. Self-management and self-monitoring. The Handbook of Applied Behavior Analysis Interventions for Autism is a must-have resource for researchers, professors, and graduate students as well as clinicians, therapists, and other professionals across such interrelated disciplines as clinical child, school, and developmental psychology, child and adolescent psychiatry, social work, rehabilitation medicine/therapy, pediatrics, and special education.
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 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 Implementing Peak Transformational Module to Teach Derived Relational Responding in Children with Autism by : Jenna L. Sprong
Download or read book Implementing Peak Transformational Module to Teach Derived Relational Responding in Children with Autism written by Jenna L. Sprong and published by . This book was released on 2018 with total page 96 pages. Available in PDF, EPUB and Kindle. Book excerpt: The instructor evaluated the efficacy of the PEAK Transformation module by establishing derived relations in the six relational frame categories among three children with autism. A total of five different skills were trained and assessed for an emergence of untrained relations with novel stimuli for each participant. The PEAK Transformation module was implemented in-home for all three participants. Baseline data confirmed the participants were unable to derive relations with their three target skills. The participants were trained by the instructor in responding to multiple exemplars, then tested for derived relational responding in each program. Data collection had shown mastery criterion of 100% was met by each participant along all three skills presented, promoting the emergence of derived relational responding. The results of the current study suggest the assessments and procedures used within the PEAK Transformational module is effective and provides the necessary programs to teach derived relational responding in children with autism.
Book Synopsis The Investigation of Cross-modal Transfer Across Visual and Tactile Sensory Modalities in Children with Autism by : Meghan Doherty
Download or read book The Investigation of Cross-modal Transfer Across Visual and Tactile Sensory Modalities in Children with Autism written by Meghan Doherty and published by . This book was released on 2017 with total page 80 pages. Available in PDF, EPUB and Kindle. Book excerpt: In the present study, two children diagnosed with autism spectrum disorder were taught to identify reflexive relations across three varying stimuli using procedures outlined in the Promoting the Emergence of Advanced Knowledge Equivalence Module (PEAK-E). Two programs from the PEAK-E module were utilized, programs 2B and 3C, both of which incorporated reflexive relations utilizing two differing sensory modalities. Visual relations were directly trained to the participants while the tactile relations were derived and monitored through probes. The same three stimuli were utilized in both PEAK-E programs for each participant; however, those three stimuli varied across participants. All stimuli were retrieved from the participants' environments and were familiar objects to the participants. The results indicate that only one sense mode, visual, required corrective feedback and praise in order for cross-modal transfer to occur for the second sense mode, tactile. Both participants demonstrated they acquired the reflexive skills for both visual and tactile stimuli. Participant 1 reached mastery criterion for both skills in 36 trials, and participant 2 reached mastery criterion within 20 trials. Limitations and future directions for implication of cross modal transfer are discussed.
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 Evaluating the Validity of the PEAK-T Assessment and the Efficacy of the PEAK-T Curriculum by : Amani M. Alholail
Download or read book Evaluating the Validity of the PEAK-T Assessment and the Efficacy of the PEAK-T Curriculum written by Amani M. Alholail and published by . This book was released on 2018 with total page 114 pages. Available in PDF, EPUB and Kindle. Book excerpt: The current study evaluated the methods outlined in the Promoting the Emergence of Advanced Knowledge Relational Training System Transformation Module (PEAK-T). Researches evaluated the validity and efficacy of the PEAK-T assessment at identifying skill deficits as well as its ability to identify appropriate intervention to target those deficits. Additionally, the current study evaluated the efficacy and validity of the methods as outline by the PEAK-T curriculum at teaching target skills. The PEAK-T assessment was conducted to identify three programs for each of the participants. Baseline probes of three boys with autism suggested that programs identified by the PEAK-T assessment were not in their repertories prior to treatment. Following treatment each of the participants was able to achieve mastery of all three programs this included directly trained as well as derived relations. The PEAK-T assessment was run following the intervention, all participants exhibited an increase in total PEAK-T score.
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 Using the PEAK-T Relational Training System to Teach Children with Autism to Develop Complex Relations by : Maria Ucan
Download or read book Using the PEAK-T Relational Training System to Teach Children with Autism to Develop Complex Relations written by Maria Ucan and published by . This book was released on 2018 with total page 116 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of the present study is to evaluate the efficacy of Promoting the Emergence of Advanced Knowledge Transformation Module System (PEAK-T) in teaching relational responding to children with Autism Spectrum Disorder (ASD). The current study was conducted on three participants that ranged from ages 5-10. The current study was conducted using a multiple baseline design across skills. A total of nine skills, three for each participant, were trained during this study. Baseline indicated that participants did not have skills previous to training. After skills were trained, participants were submitted to a post-assessment which results indicated the acquisition of novel skills that were not trained as part of the study. Results suggested the effectiveness of PEAK-T training on all three participants. The Average PND was 92% in the A-B relation training and a 100% when testing relations Y-Z. The post-Test results indicated that nine out of the nine skills were mastered after the skills were trained, in addition participants were able to acquire new skills that were not directly targeted throughout the study.
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 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 The Relationship Between Ocular Observing Responses and Relational Training Procedures for Children with Autism Spectrum Disorder by : Becky F. Barron
Download or read book The Relationship Between Ocular Observing Responses and Relational Training Procedures for Children with Autism Spectrum Disorder written by Becky F. Barron and published by . This book was released on 2020 with total page 334 pages. Available in PDF, EPUB and Kindle. Book excerpt: Current research has shown differences in eye gaze, or ocular observing responses amongst individuals diagnosed with autism spectrum disorder (ASD) compared with their typically developing counterparts, and with individuals with developmental disabilities other than autism. Eye gaze is currently studied as a predictor for ASD diagnoses and as a potential predictive level of social deficit for individuals already diagnosed with autism. Deficits in language and communication are also studied as predictive risk factors for ASD, and are identified as areas for treatment for individuals with autism. As a behavior analytic account of language, Relational Frame Theory (RFT) suggests that language development is attributed to the development of derived relational responding repertoires. A growing body of literature suggests that there is great benefit in behavior analytic treatment methods for autism that incorporate procedures rooted in RFT. Specifically, relational training procedures that promote derived relational responding (DRR) have been shown to improve language repertoires for children with autism. Previous research using typically developing adults has also suggested that accuracy in eye gaze on relational tasks improves as individuals demonstrate the emergence of novel derived relations. By combining the benefits of relational training procedures on outcomes of language development with technology used to understand eye gaze behaviors, behavior analysts may be able to better understand how to target specific behaviors in treatment that may indirectly improve eye gaze. In turn, improvements in eye gaze may assist in increasing socially significant and helpful behaviors such as attending to appropriate social stimuli within the environment. The current series of studies investigated the relationship between DRR repertoires and ocular observing responses in individuals with autism. Study 1 examined the relationship between DRR of equivalence relations with latency to respond to task items, as well as eye fixation duration and fixation rate toward correct stimuli in the assessment. The results from this study showed a strong, positive correlation between fixation rate and duration with assessment scores. These results suggest more advanced DRR repertoires lead to longer and more frequent eye gaze toward correct stimuli. Study 2 investigated changes in latency to respond as well as changes rate and duration of eye fixations as participants were taught novel relations and tested for the emergence of derived responding. All four participants in the study demonstrated an increase in fixation to correct stimuli from baseline to treatment. Study 3 sought to evaluate the impact that relational training techniques have on eye gaze following a 6-week intervention period compared to a more traditional treatment technique and a waitlist control. Eye gaze measures were assessed before and after the intervention using three different categories of videos of social situations: Person Telling a Story, Conversations, and Social Imaginative Play. Results suggested that the relational training procedure had the most significant impact on eye gaze for Conversation videos compared to a direct contingency group and a waitlist control group. Taken together, the results suggest the potential impact that RFT-based treatments have on ocular observing responses for children with ASD, and how improvements may benefit appropriate eye gaze toward a social environment.
Book Synopsis Transforming the Workforce for Children Birth Through Age 8 by : National Research Council
Download or read book Transforming the Workforce for Children Birth Through Age 8 written by National Research Council and published by National Academies Press. This book was released on 2015-07-23 with total page 587 pages. Available in PDF, EPUB and Kindle. Book excerpt: Children are already learning at birth, and they develop and learn at a rapid pace in their early years. This provides a critical foundation for lifelong progress, and the adults who provide for the care and the education of young children bear a great responsibility for their health, development, and learning. Despite the fact that they share the same objective - to nurture young children and secure their future success - the various practitioners who contribute to the care and the education of children from birth through age 8 are not acknowledged as a workforce unified by the common knowledge and competencies needed to do their jobs well. Transforming the Workforce for Children Birth Through Age 8 explores the science of child development, particularly looking at implications for the professionals who work with children. This report examines the current capacities and practices of the workforce, the settings in which they work, the policies and infrastructure that set qualifications and provide professional learning, and the government agencies and other funders who support and oversee these systems. This book then makes recommendations to improve the quality of professional practice and the practice environment for care and education professionals. These detailed recommendations create a blueprint for action that builds on a unifying foundation of child development and early learning, shared knowledge and competencies for care and education professionals, and principles for effective professional learning. Young children thrive and learn best when they have secure, positive relationships with adults who are knowledgeable about how to support their development and learning and are responsive to their individual progress. Transforming the Workforce for Children Birth Through Age 8 offers guidance on system changes to improve the quality of professional practice, specific actions to improve professional learning systems and workforce development, and research to continue to build the knowledge base in ways that will directly advance and inform future actions. The recommendations of this book provide an opportunity to improve the quality of the care and the education that children receive, and ultimately improve outcomes for children.
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 The Verbal Behavior Approach by : Mary Lynch Barbera
Download or read book The Verbal Behavior Approach written by Mary Lynch Barbera and published by Jessica Kingsley Publishers. This book was released on 2007-05-15 with total page 201 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Verbal Behavior (VB) approach is a form of Applied Behavior Analysis (ABA), that is based on B.F. Skinner's analysis of verbal behavior and works particularly well with children with minimal or no speech abilities. In this book Dr. Mary Lynch Barbera draws on her own experiences as a Board Certified Behavior Analyst and also as a parent of a child with autism to explain VB and how to use it. This step-by-step guide provides an abundance of information about how to help children develop better language and speaking skills, and also explains how to teach non-vocal children to use sign language. An entire chapter focuses on ways to reduce problem behavior, and there is also useful information on teaching toileting and other important self-help skills, that would benefit any child. This book will enable parents and professionals unfamiliar with the principles of ABA and VB to get started immediately using the Verbal Behavior approach to teach children with autism and related disorders.
