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An Internal and Critical Review of the PEAK Relational Training System for Children with Autism and Related Intellectual Disabilities: 2014–2017

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Abstract

The PEAK Relational Training System was designed as an assessment instrument and treatment protocol for addressing language and cognitive deficits in children with autism. PEAK contains four comprehensive training modules: Direct Training and Generalization emphasize a contingency-based framework of language development, and Equivalence and Transformation emphasize an approach to language development consistent with Relational Frame Theory. The present paper provides a comprehensive and critical review of peer-reviewed publications based on the entirety PEAK system through April, 2017. We describe both psychometric and outcome research, and indicate both positive features and limitations of this body of work. Finally, we note several research and practice questions that remain to be answered with the PEAK curriculum as well as other many other autism assessment and treatment protocols that are rooted within the framework of applied behavior analysis.

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Notes

  1. We knew that our group had conducted about two dozen studies, and thought it unlikely that other research teams had published more than four times that many without our knowledge.

  2. When referring specifically to the assessment portion of a module we will append “A” (for assessment) to the relevant acronym. Thus, PEAK-DTA is the assessment from the PEAK-DT module. PEAK-GA is the assessment from the PEAK-G module, and so forth.

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Studies that were included in the review of the PEAK system summarized in Tables 1, 2, and 3 are indicated with asterisks**

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Authors and Affiliations

  1. Behavior Analysis and Therapy Program, Southern Illinois University, Carbondale, IL, 62901, USA

    Mark R. Dixon & Jordan Belisle

  2. Aurora University, Aurora, IL, USA

    Autumn McKeel

  3. Central Michigan University, Mt Pleasant, MI, USA

    Seth Whiting

  4. Pittsburg State University, Pittsburg, KS, USA

    Ryan Speelman

  5. Northern Michigan University, Marquette, MI, USA

    Jacob H. Daar

  6. University of Southern Mississippi, Hattiesburg, MS, USA

    Kyle Rowsey

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  1. Mark R. Dixon
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Correspondence to Mark R. Dixon.

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The first author receives small royalties from the sales of the PEAK curriculum. The remaining authors declare they have no conflicts of interest.

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Dixon, M.R., Belisle, J., McKeel, A. et al. An Internal and Critical Review of the PEAK Relational Training System for Children with Autism and Related Intellectual Disabilities: 2014–2017. BEHAV ANALYST 40, 493–521 (2017). https://doi.org/10.1007/s40614-017-0119-4

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