Abstract
The current study sought to assess the content validity and internal consistency of the PEAK Generalization Module. Eighty-four children with autism were evaluated using the PEAK Generalization Assessment to ascertain the presence or absence of 184 language and learning skills within the child’s repertoire. Following the assessment, a principal component analysis was run yielding a four-component model of the PEAK Generalization Module. Specifically, components possessing eigenvalues greater than 3 and that had at least one item which was most strongly correlated to them were retained. Items were then sorted into the various components based on their correlation scores within the rotated component matrix generated by the principal component analysis. Following the establishment of the four-component model, the internal consistency of the model was tested using Cronbach’s Alphas which indicated strong internal consistency in the overall PEAK-G Assessment as well as each of the four underlying components. The four components identified include the constructs of Foundational Learning and Basic Social Skills, Basic Verbal Comprehension, Memory, and Advanced Social Skills, Advanced Verbal Comprehension, Reading and Writing, and Basic Problem Solving Skills, and Verbal Reasoning, Problem Solving, Logic, and Mathematical Skills. With the increased demand for evidence-based intervention as the number of individuals with diagnoses of autism rises, the present data provide support for a conceptually systematic behavior analytic approach to the treatment of children with autism.
This is a preview of subscription content, log in via an institution to check access.
Similar content being viewed by others
References
Abdi, H., & Williams, L. J. (2010). Principal component analysis. Wiley Interdisciplinary Reviews: Computational Statistics, 2(4), 433–459.
Boyle, C. A., Boulet, S., Schieve, L. A., Cohen, R. A., Blumberg, S. J., Yeargin-Allsopp, M., et al. (2011). Trends in the prevalence of developmental disabilities in US children, 1997-2008. Pediatrics, 127(6), 1034–1042.
Christensen, D. L., Baio, J., Van Naarden Braun, K., Bilder, D., Charles, J., Constantino, J. N., et al. (2016). Prevalence and characteristics of of autism spectrum disorder among children aged 8 years – Autism and developmental disabilities monitoring network, 11 sites, United States, 2012. MMWR Surveillance Summaries, 65(3), 1–23.
Dixon, M. R. (2014a). The PEAK relational training system: Direct training module. Carbondale: Shawnee Scientific Press.
Dixon, M. R. (2014b). The PEAK relational training system: Generalization module. Carbondale: Shawnee Scientific Press.
Dixon, M. R. (2015). The PEAK relational training system: Equivalence module. Carbondale: Shawnee Scientific Press.
Dixon, M. R., Belisle, J., Stanley, C. R., Rowsey, K. E., Daar, J. H., & Szekely, S. (2014a). Toward a behavior analysis of complex language for children with autism: Evaluating the relationship between the PEAK and the VB-MAPP. Journal of Developmental and Physical Disabilities, 27(2), 223–233.
Dixon, M. R., Belisle, J., Whiting, S. W., & Rowsey, K. E. (2014b). Normative sample of the PEAK relational training system: Direct training module and subsequent comparisons to individuals with autism. Research in Autism Spectrum Disorders, 8, 1597–1606.
Dixon, M. R., Carman, J., Tyler, P. A., Whiting, S. W., Enoch, R., & Daar, J. H. (2014c). PEAK relational training system for children with autism and developmental disabilities: Correlations with Peabody picture vocabulary test and assessment reliability. Journal of Developmental and Physical Disabilities, 26(5), 603–614.
Dixon, M. R., Whiting, S. W., Rowsey, K. E., & Belisle, J. (2014d). Assessing the relationship between intelligence and the PEAK relational training system. Research in Autism Spectrum Disorders, 8, 1208–1213.
Dixon, M. R., Stanley, C. R., Belisle, J., & Rowsey, K. E. (2016). The test-retest and interrater reliability of the promoting the emergence of advanced knowledge-direct training assessment for use with individuals with autism and related disabilities. Behavior Analysis: Research and Practice, 16(1), 34–40.
Dixon, M. R., Rowsey, K. E., Belisle, J., & Daar, J. H. (under review). A review of applied behavior analytic assessment and curriculum protocols targeting language skills for individuals with autism. Journal of Behavioral Education.
Fabrigar, L. R., & Wegener, D. T. (2011). Exploratory Factor Analysis. Oxford University Press, USA. http://www.mylibrary.com?ID=393389. Accessed 19 Apr.
Individuals With Disabilities Education Act (2004) 20 U.S.C. § 1400.
Loiacono, V., & Allen, B. (2008). Are special education teachers prepared for the increasing number of students diagnosed with autism? International Journal of Special Education, 23(2), 120–127.
Lovaas, O. I. (1987). Behavioral treatment and normal education functioning in young autistic children. Journal of Counseling and Clinical Psychology, 5(1), 3–9.
McKeel, A. N., Dixon, M. R., Daar, J. H., Rowsey, K. E., & Szekely, S. (2015a). Evaluating the efficacy of the PEAK relational training system using a randomized controlled trial of children with autism. Journal of Behavioral Education, 24(2), 230–241.
McKeel, A. N., Rowsey, K. E., Belisle, J., Dixon, M. R., & Szekely, S. (2015b). Teaching complex verbal operants with the PEAK relational training system. Behavior Analysis in Practice, 8(2), 241–244.
McKeel, A. N., Rowsey, K. E., Dixon, M. R., & Daar, J. H. (2015c). Correlation between PEAK relational training system and one-word picture vocabulary tests. Research in Autism Spectrum Disorders, 12, 34–39.
National Autism Center. (2015). Evidence-based practice and autism in the schools: An Educator’s guide to providing appropriate interventions to students with autism Spectrum disorder (2nd ed.). Randolph: National Autism Center.
Newschaffer, C. J., Falb, M. D., & Gurney, J. G. (2005). National autism prevalence trends from United States special education data. Pediatrics, 115(3), 277–282.
Pinborough-Zimmerman, J., Bakian, A. V., Fombonne, E., Bilder, D., Taylor, J., & McMahon, W. M. (2012). Changes in the administrative prevalence of autism spectrum disorders: Contribution of special education and health from 2002-2008. Journal of Autism and Developmental Disorders, 42(4), 521–530.
Roane, H. S., Fisher, W. W., & Carr, J. E. (2016). Applied behavior analysis as treatment for autism spectrum disorder. The Journal of Pediatrics, 175, 27–32.
Rosenwasser, B., & Axelrod, S. (2001). The contributions of applied behavior analysis to the education of people with autism. Behavior Modification, 25(5), 671–677.
Rosenwasser, B., & Axelrod, S. (2002). More contributions of applied behavior analysis to the education of people with autism. Behavior Modification, 26(1), 3–8.
Rowsey, K. E., Belisle, J., & Dixon, M. R. (2015). Principal component analysis of the PEAK relational training system. Journal of Developmental and Physical Disabilities, 27(1), 15–23.
Sundberg, M. L. (2008). Verbal behavior milestones assessment and placement program: The VB-MAPP. Concord: AVB Press.
Author information
Authors and Affiliations
Corresponding author
Ethics declarations
Funding
This study did not receive funding.
Ethical Approval
All procedures performed in studies involving human participants were in accordance with the ethical standards of the institutional and/or national research committee and with the 1964 Helsinki declaration and its later amendments or comparable ethical standards.
Informed Consent
Informed consent was obtained by all individual participants/guardians that were included in this study.
Conflict of Interest
Mark R Dixon receives small royalties from the sales of the PEAK curriculum. The remaining authors declare they have no conflicts of interest.
Rights and permissions
About this article
Cite this article
Rowsey, K.E., Belisle, J., Stanley, C.R. et al. Principal Component Analysis of the PEAK Generalization Module. J Dev Phys Disabil 29, 489–501 (2017). https://doi.org/10.1007/s10882-017-9539-z
Published:
Issue Date:
DOI: https://doi.org/10.1007/s10882-017-9539-z