Abstract
Objectives
The current study analyzed the data from a 1-year pragmatic clinical trial on the effectiveness of a naturalistic implementation of the PEAK Relational Training System in a public school setting.
Methods
We accessed student records from two classrooms at the same grade level within one public school. Students’ assignments in these two classrooms were based on the severity of their diagnosis. Students in both classrooms received conventional special education services and applied behavior analysis intervention based on the PEAK Relational Training System. Post hoc analyses were conducted after one school year to compare students’ behavior skill levels, school readiness skills, and their relationship with their daily dosage of ABA intervention.
Results
Post hoc analyses indicated a significant difference in students’ behavior skill level and school readiness skills at the beginning of the school year. Significant differences were also found in the amount of PEAK interventions delivered to each classroom. At the end of the school year, all students demonstrated improvements on the PEAK pre-assessment (p < .001) and the Bracken School Readiness Assessment (BSRA; p < .001). A secondary analysis examined variables that predicted students’ progress and showed that their daily ABA dosage (R2 = .278) was a significant predictor of their BSRA improvement.
Conclusions
The current study added to a growing body of research demonstrating the utility and feasibility of implementing PEAK-based interventions in special education settings. Behavior interventions along with special education practices produced significant outcomes on students’ overall skill level and school readiness. Implications of applying a low dosage of ABA intervention are discussed.
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Data Availability
The data that support the findings of this study are available from the first author, Z. Y., upon reasonable request.
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Authors and Affiliations
Contributions
Z. Y. helped develop the methods of the study, conducted data analysis, and wrote parts of the paper. J. K. curated data and conducted research. M. R. D. developed the methods of the study, collaborated in the writing, and editing of the final manuscript.
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Ethics Approval
Ethical approval was waived by the Human Subjects Committee of the Southern Illinois University Carbondale in view of the retrospective nature of the study and all the procedures being performed were part of the routine care. Study data was generated and de-identified data set was provided to the first and third author when they were both affiliated with the Southern Illinois University Carbondale.
Informed Consent
Written consent was obtained from school officials to access de-identified student data.
Conflict of Interest
Mark R. Dixon receives small royalties from sales of the PEAK. The remaining authors declare no conflict of interest.
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Yi, Z., Koenig, J. & Dixon, M.R. Comparing Low Dosages of ABA Treatment on Children’s Treatment Gains and School Readiness. Adv Neurodev Disord 7, 222–230 (2023). https://doi.org/10.1007/s41252-022-00296-0
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DOI: https://doi.org/10.1007/s41252-022-00296-0