We taught basic perspective-taking tasks to 3 children with autism and evaluated their ability to derive mutually entailed single-reversal deictic relations of those newly established perspective-taking skills. Furthermore, we examined the possibility of transfers of perspective-taking function to novel untrained stimuli. The methods were taken from the PEAK-T training curriculum, and results yielded positive gains for all 3 children to learn basic perspective taking as well as for 2 of the 3 to derive untrained single-reversal I relations following direct training of single-reversal You relations. All participants demonstrated a transfer of stimulus function to untrained stimuli after the single-reversal deictic relations had been mastered.
The study evaluated the test-retest and interrater reliability of the Promoting the Emergence of Advanced Knowledge-Direct Training (PEAK-DT) assessment. In the study, the reliability of PEAK-DT scores were assessed both in terms of raw scores and age-referenced scores. To evaluate test-retest reliability, 39 participants with autism or a related disability were administered the PEAK-DT assessment on 2 occasionsduring an initial assessment and a follow-up assessment after 3 weeks to 1 month. The results suggest that PEAK-DT had high test-retest reliability both for raw scores (intraclass correlation coefficient [ICC] ϭ .987, p Ͻ .001) and age-referenced scores (ICC ϭ .973, p Ͻ .001). In addition, 10 of the participants were assessed independently by 2 observers during the initial assessment period to evaluate interrater reliability. The results also suggested that PEAK-DT had strong interrater reliability ( ϭ .981, p Ͻ .001). Taken together, the results provide support for the reliability of PEAK-DT as a behavioral assessment of directly trained language skills.
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