Utilizing PEAK Relational Training System to Teach Visual, Gustatory, and Auditory Relations to Adults with Developmental Disabilities
- 254 Downloads
Two multiple baseline designs were conducted across participants to determine if the promoting the emergence of advanced knowledge (PEAK) equivalence module was an effective tool in teaching adults with autism relationships between stimuli. More specifically, a transitivity program utilizing the gustatory sensory modality was implemented. Stimuli were selected and probed initially preceding the training. First, gustatory stimuli to a visual picture were trained. Then, a visual picture to a spoken word was trained. Finally, once mastery criterion was reached, each participant’s responding was tested to determine whether there were derived relations following training. Results showed that all three participants reached mastery criterion in training sessions and were able to derive new relations without direct training.
KeywordsDevelopmental disabilities Group home PEAK-E Verbal behavior
Compliance with Ethical Standards
Conflict of Interest
The authors declare that they have no conflict of interest.
This study was not funded.
All applicable international, national, and/or institutional guidelines for the care and use of animals were followed. 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. This article does not contain any studies with animals performed by any of the authors.
Informed consent was obtained from all individual participants included in the study.
- Cooper, J. O., Heron, T. E., & Heward, W. L. (1987). Applied behavior analysis. Columbus: Merrill Pub.Google Scholar
- Dixon, M. R. (2015). Promoting the emergence of advanced knowledge relational training system: equivalence module. Carbondale: Shawnee Behavioral Press.Google Scholar
- Dixon, M. R., Belisle, J., Stanley, C. R., Daar, J. H., & Williams, L. A. (2016a). Derived equivalence relations of geometry skills in students with autism: an application of the PEAK-E curriculum. Analysis of Verbal Behavior. doi: 10.1007/s40616-016-0051-9.
- Dixon, M. R., Belisle, J., Whiting, S. W., & Rowsey, K. E. (2014a). Normative sample of the PEAK relational training system: direct training module and subsequent comparisons to individuals with autism. Research in Autism Spectrum Disorders, 8(11), 1597–1606. doi: 10.1016/j.rasd.2014.07.020.CrossRefGoogle Scholar
- Dixon, M. R., Speelman, R., Rowsey, K., & Belisle, J. (2016b). Derived rule-following and transformations of stimulus functions in a children’s game: an application of PEAK-E with children with developmental disabilities. Journal of Contextual Behavioral Science, 5, 186–192. doi: 10.1016/j.jcbs.2016.05.002.CrossRefGoogle Scholar
- Fienup, D. M., & Dixon, M. R. (2006). Acquisition and maintenance of visual-visual and visual-olfactory equivalence classes. European Journal of Behavior Analysis, 7, 87–98.Google Scholar
- McKeel, A. N., Dixon, M. R., Daar, J. H., Rowsey, K. E., & Szekely, S. (2015). 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. doi: 10.1007/s10864-015-9219-y.CrossRefGoogle Scholar
- National Autism Center: National Standards Project (2015). Retrieved March 9, 2016, from http://www.nationalautismcenter.org/national-standards-project/results-reports/
- Office of the Surgeon General (OSG). (2000). Mental health: a report of the surgeon general. Retrieved 16 February 2016 from http://www.surgeongeneral.gov/library/mentalhealth
- Sidman, M. (1994). Equivalence relations and behavior: a research story. Boston: Authors Cooperative.Google Scholar