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Evaluating The Efficacy Of The Peak E Curriculum In Establishing Equivalence Relations In Children With Autism
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Book Synopsis Evaluating the Efficacy of the PEAK-E Curriculum in Establishing Equivalence Relations in Children with Autism by : Kayde L. Keinz
Download or read book Evaluating the Efficacy of the PEAK-E Curriculum in Establishing Equivalence Relations in Children with Autism written by Kayde L. Keinz and published by . This book was released on 2017 with total page 96 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study sought to evaluate the efficiency of the methods outlined in the Promoting the Emergence of Advanced Knowledge Relational Training System Equivalence Module (PEAK-E) utilizing a single-subject design. Three participants from a Midwest town were recruited to participate in the study and were assessed and validity, reliability, and efficacy were evaluated to determine the assessments ability to identify three language skills that weren't currently present in their repertoire. Baseline levels determined that the 3 skills for each participant (a total of 9 skills across the 3 participants) were not currently present in their repertoire prior to implementation of PEAK-E programs, as the participants demonstrated low levels of correct responding. Upon completion of program implementation across all three participants with autism, mastery criteria was obtained for all directly trained skills, and relations were derived for 9 out of 9 programs.
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 Validity and Efficacy of the PEAK-E Curriculum by : Danielle Jordan
Download or read book Evaluating the Validity and Efficacy of the PEAK-E Curriculum written by Danielle Jordan and published by . This book was released on 2017 with total page 90 pages. Available in PDF, EPUB and Kindle. Book excerpt: The present study evaluated the validity and efficacy of the Promoting the Emergence of Advanced Knowledge Relational Training System Equivalence Module (PEAK-E) using a single-case, multiple baseline across skills design with 3 adolescents with autism. Total scores from the PEAK-E assessment (PEAK-E-A) and programs were used to evaluate the degree to which the assessment was able to identify language skills to teach using the PEAK-E curriculum, and how effective the PEAK-E curriculum was at teaching those target skills. Baseline results suggested that the programs selected using the PEAK-E-A were not currently in the participant's language repertoire. Upon completion of 9 total programs across three participants (3 programs per participant), mastery was achieved and all derived relations emerged for all 9 programs. The PEAK-E pre-assessment, assessment, and training programs were proven to be valid and efficacious at improving participant's language skill repertoire. Keywords: autism, applied behavior analysis, verbal behavior, derived relational responding, stimulus equivalence, PEAK.
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.
Book Synopsis Evaluating the Validity and Efficacy of the PEAK-E Assessment and the PEAK-E Curriculum in a Single-case Evaluation Across 3 Individuals with Autism by : Cara M. Lucas
Download or read book Evaluating the Validity and Efficacy of the PEAK-E Assessment and the PEAK-E Curriculum in a Single-case Evaluation Across 3 Individuals with Autism written by Cara M. Lucas and published by . This book was released on 2017 with total page 134 pages. Available in PDF, EPUB and Kindle. Book excerpt: The present study evaluates the criterion validity and efficacy of the PEAK-E Promoting the Emergence of Advanced Knowledge Relational Training System Equivalence Module (PEAK-E) through a single case design across 3 individuals with autism. Validity, reliability, and efficacy were all addressed in the study. The study showed that the PEAK-E assessment was an effective measure for skills which were not in the individuals' repertoires. All participants demonstrated derived responses using the PEAK-E curriculum. After training all three participants using the PEAK-E curriculum, there was an overall increase in the participants' abilities to derive relations when reassessed again using the PEAK-E assessment.
Book Synopsis Evaluating the Reliability, Validity, and Effectiveness of the Peak Equivalence Module Through Single-case Design by : Ashley Partlo
Download or read book Evaluating the Reliability, Validity, and Effectiveness of the Peak Equivalence Module Through Single-case Design written by Ashley Partlo and published by . This book was released on 2017 with total page 114 pages. Available in PDF, EPUB and Kindle. Book excerpt: The present investigation evaluated the effectiveness of the methods outlined in the Promoting the Emergence of Advanced Knowledge Relational Training System Equivalence Module (PEAK-E) using a single-case design. The validity and reliability of the assessments and procedures within the PEAK-E curriculum were examined across three children diagnosed with autism. The assessments contained in the PEAK-E Module were used to determine each participants' current repertoire of existing derived relational abilities and language skills and to identify three appropriate skills to target during instruction. Results from this study demonstrated successful utility of the PEAK-E curriculum for teaching language skills to children with autism. The high level of reliability associated with the interobserver agreements in this study provide evidence of reliability of the assessments within the PEAK Relational System. Additionally, two of the three participants were able to acquire derived symmetrical relations and one student was able to acquire derived transitive relations.
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 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 Evaluating the Validity of the PEAK-E Assessment and the Efficacy of the PEAK-E Curriculum in a Single-case Evaluation by : Kylie F. Gutknecht
Download or read book Evaluating the Validity of the PEAK-E Assessment and the Efficacy of the PEAK-E Curriculum in a Single-case Evaluation written by Kylie F. Gutknecht and published by . This book was released on 2016 with total page 160 pages. Available in PDF, EPUB and Kindle. Book excerpt: The present study evaluated the utility of the methods outlined in the Promoting the Emergence of Advanced Knowledge Relational Training System Equivalence Module (PEAK-E) through a single-case evaluation. Validity, reliability, and effectiveness were the variables explored to assess the degree to which the assessment was able to identify appropriate skills for targeted intervention, and the degree to which the programs were efficacious in teaching the targeted skills. Baseline results suggested that the programs identified through the PEAK-E assessment were not within the participants’ repertoires prior to the intervention. Following the implementation of 9 programs across three participants with autism, mastery was achieved for all of the directly trained relations, and all targeted derived relations emerged for 8 of the 9 programs.
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 Teaching Addition Through Stimulus Equivalence Training Using the PEAK-E Curriculum by : Greg W. Macke
Download or read book Teaching Addition Through Stimulus Equivalence Training Using the PEAK-E Curriculum written by Greg W. Macke and published by . This book was released on 2016 with total page 132 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of the study was to evaluate the efficacy of the procedures described in the PEAK-E curriculum in teaching addition skills to children with developmental disabilities. In the present study, three participants were taught to match sample addition problems (A) to a number of pictures (B) corresponding to the sum of A (A-B), and to match sample pictures (B) to textual numbers (C) (B-C). They were then tested to see if they could match sample addition problems (A) to with the textual numbers (C) that were the solution of the addition problems A (A-C). Following mastery of the A-B and B-C relations, none of the participants were able to demonstrate the derived transitive A-C relation. An additional training phase was conducted across all participants whereby two of the five stimulus classes were provided “equivalence” C-A training (matching the textual number C to the equation A), after which all of the participants were able to demonstrate the derived transitive A-C relations across all stimulus classes without direct training of any of the stimulus classes. The results expand on previous research evaluating behavioral approaches to teaching math skills by showing how the development of equivalence class can result in the untrained emergence of novel math skills.
Book Synopsis Teaching Equivalence Relations Through Drawing Using the PEAK-E Curriculum by : Hailey Williams
Download or read book Teaching Equivalence Relations Through Drawing Using the PEAK-E Curriculum written by Hailey Williams and published by . This book was released on 2016 with total page 78 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to observe the formation of equivalence response classes using drawing to demonstrate the transformation of stimulus function from arbitrary textual words to simple drawings. Two children with Autism were taught directly trained relations, which paired together three stimuli from three separate class formations. The children were taught to relate A-B and B-C relations in trial blocks, and then tested with B-A and C-A relations. This train-test method was used to see if derived relations had emerged. Both participants demonstrated adequate learning in achieve mastery criteria in all the directly trained and derived relations from this study. The data is represented in a multiple baseline graph with an embedded multiple probe design. The outcome of this study indicates that the use of drawing and other creative behaviors have value in both relation frame theory and PEAK. There are also several implications of the study addressed here, including drawing as a verbal behavior and the role of internal events and covert behaviors in learning.
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 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 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 Educator′s Guide to Autism Spectrum Disorder by : Kaye L. Otten
Download or read book The Educator′s Guide to Autism Spectrum Disorder written by Kaye L. Otten and published by Corwin Press. This book was released on 2023-07-18 with total page 425 pages. Available in PDF, EPUB and Kindle. Book excerpt: Identify the best interventions to fit the unique needs of each learner with autism Whatever your role—general or special education teacher, school counselor, therapist, behavior analyst, administrator—you undoubtedly interact with learners with autism spectrum disorder (ASD) and are committed to helping them succeed and thrive. This easy-to-use accessible guide summarizes more than 75 interventions and rates each based on the most recent evidence of effectiveness and safety. Features include: A summary of interventions and treatments from a comprehensive variety of domains organized into 11 categories, including behavioral interventions, visual supports, social and emotional skills training, and physiological interventions, as well as interventions that have the potential for causing harm An evidence-based five-point scale that clearly rates each intervention’s effectiveness for specific learners Guidance for working with colleagues and families to choose and implement the most promising treatments Written by educators with decades of experience and expertise in a variety of settings, many of whom are also Board Certified Behavior Analysts, this comprehensive guide is an indispensable resource for all those who serve students with ASD.
Book Synopsis Applied Behavior Analysis by : John O. Cooper
Download or read book Applied Behavior Analysis written by John O. Cooper and published by Pearson UK. This book was released on 2020 with total page 2547 pages. Available in PDF, EPUB and Kindle. Book excerpt:
