Correlation between PEAK relational training system and one-word picture vocabulary tests

McKeel, Autumn N.; Rowsey, Kyle E.; Dixon, Mark R.; Daar, Jacob H.

doi:10.1016/j.rasd.2014.12.007

Cited by 21 publications

(7 citation statements)

References 8 publications

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“…McKeel, Rowsey, Dixon et al, reported a 92.3% agreement on PEAK‐DTA, the Receptive One‐Word Picture Vocabulary Test (ROWPVT‐4), and the Expressive One‐Word‐Picture Vocabulary Test (EOWPVT‐4) administrations when a primary assessor and secondary observer simultaneously collected data on 30% of assessments. However, according to these authors, IOA data were analyzed collectively, thus making it impossible to separate IOA for PEAK‐DTA from the ROWPVT‐4 and the EOWPVT‐4.…”

Section: Conclusion Regarding Peak‐dtm and Peak‐dtamentioning

confidence: 99%

“…Before moving forward with my critical review, I must make clear that any line of research is an effortful undertaking and Dixon and his colleagues must be commended for their efforts in pursuing empirical support for PEAK. As is noted in the literature, among the language assessment and curriculum tools available to behavior analysts, PEAK has the most published psychometric evidence (see, e.g., Dixon, Stanley, Belisle, & Rowsey, and McKeel, Rowsey, Dixon, & Daar, ). A critique—such as the present paper—is a relatively simple task, whereas actually producing research is often a lengthy, effortful, and difficult endeavor.…”

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confidence: 99%

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An external review of the conclusions regarding the peak direct training module

Witts

2018

J of App Behav Analysis

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Promoting the Emergence of Advanced Knowledge-Direct Training Module (PEAK-DTM) is a commercially available assessment and curriculum for individuals whose language skills are not developmentally adequate. In their review of PEAK-DTM, Reed and Luiselli (2016) analyzed the extant literature on PEAK-DTM and concluded that it has a sound and growing body of empirical support on its efficacy, usability, and psychometric properties. Similar conclusions are mirrored in the PEAK-DTM literature and promotional material. I review these conclusions and contend that many overrate the research that backs them. Suggestions for a more rigorous research agenda on PEAK-DTM and its related modules are provided.

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Section: Conclusion Regarding Peak‐dtm and Peak‐dtamentioning

confidence: 99%

mentioning

confidence: 99%

An external review of the conclusions regarding the peak direct training module

Witts

2018

J of App Behav Analysis

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“…Peer-Reviewed Support for PEAK There are several peerreviewed, published articles examining the effectiveness and psychometric properties of PEAK-DT, PEAK-G, PEAK-E, and PEAK-T (e.g., Belisle, Dixon, Stanley, Munoz, & Daar, 2016;Dixon, Belisle, Whiting, & Rowsey, 2014a;Dixon et al, 2014b;Dixon, Whiting, Rowsey, & Belisle, 2014c;McKeel, Dixon, Daar, Rowsey, & Szekely, 2015a;McKeel, Rowsey, Belisle, Dixon, & Szekely, 2015b;McKeel, Rowsey, Dixon, & Daar, 2014;Rowsey, Belisle, & Dixon, 2014). PEAK has demonstrated reliability (e.g., PEAK-DT: Dixon, Stanley, Belisle, & Rowsey, 2016), internal validity (e.g., PEAK-DT: Rowsey et al, 2014;PEAK-G: Dixon et al, 2017b), and external validity (PEAK-DT: Dixon et al, 2014b;Dixon et al, 2014b;Malkin, Dixon, Speelman, & Luke, 2017;McKeel et al, 2014;PEAK-G: Dixon et al, 2015;Dunkel-Jackson, 2016). Further research from Dixon and colleagues has explored the relationship between age and PEAK scores of both normative and ASD samples for PEAK-DT (Dixon et al, 2014a) and PEAK-G (Dixon et al, 2017b).…”

Section: Peakmentioning

confidence: 99%

Promoting Generalized Advanced Language Skills of Children in Intensive Behavioral Intervention with Promoting the Emergence of Advanced Knowledge Generalization Module (PEAK–G)

Dunkel-Jackson

Dixon

2018

Behav Analysis Practice

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The Promoting the Emergence of Advanced Knowledge Relational Training System Generalization Module (PEAK-G; Dixon, 2014) was used within a community-based intensive behavioral intervention (IBI) program to enhance the generalized advanced language skills of children diagnosed with autism spectrum disorder. Four multiple-baseline, across-behaviors designs were used to assess the effectiveness of the PEAK-G "train and test" discrete trial training (DTT) method on directly trained and generalized language skills. After implementing PEAK-G, directly trained language skills increased for all participants, and generalization to test stimuli was observed for two participants, with some generalization observed for a third participant. These data suggest that PEAK-G may be a viable option for community-based practitioners to promote more advanced generalized language skills to children who have mastered early language skills. Keywords Generalization. Autism. Train and test. Verbal behavior & The typically enhanced discrimination skills of children with autism spectrum disorder (ASD) can lead to obvious strengths, but overselectivity to stimuli may hinder generalization of skills. & PEAK-G promotes directly trained and generalized advanced language skills based on Skinner's (1957) analysis of verbal behavior. & The PEAK-G train and test DTT method provides important information about generalization of skills across a variety of stimuli targets. & PEAK-G may be a viable option for community-based IBI and applied behavior analysis (ABA) practitioners. Approximately 1 out of every 68 children in the United States is diagnosed with autism spectrum disorder (ASD; Centers for Disease Control and Prevention [CDC], 2014), a developmental disability that affects social communication and social interaction and is characterized by restricted and repetitive patterns of behavior (American Psychiatric Association, 2013). These behavioral excesses and skill deficits can be improved through effective interventions based on the principles of applied behavior analysis (ABA) that have proven to be the most useful for developing skills of children diagnosed with ASD (

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“…The topographies of operant skills across all assessment items include socially valid intervention targets (e.g., tacting community helpers, manding for preferred items), which were guided by the Common Core State Standards in the United States (National Governors Association Center for Best Practices & Council of Chief State School Officers, ). Research following the publication of the PEAK‐DTA has supported the construct validity of the assessment (Dixon, Belisle, Whiting, & Rowsey, ; Dixon, Stanley, Belisle, & Rowsey, ; Rowsey, Belisle, & Dixon, ), and correlations have been reported between the PEAK‐DTA and measures of school readiness (Dixon, Carman, et al, ), vocabulary (McKeel, Rowsey, Dixon, & Daar, ), and intelligence (Dixon, Whiting, Rowsey, & Belisle, ). In addition to the PEAK‐DTA, PEAK‐DT contains a 184‐program curriculum that directly targets skills identified in the PEAK‐DTA (Dixon, Whiting, & Daar, ).…”

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confidence: 96%

The effectiveness of the peak relational training system and corresponding changes on the VB‐MAPP for young adults with autism

Dixon

Wiggins

Belisle

2018

J of App Behav Analysis

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The current investigation sought to extend prior research evaluating the use of the PEAK Relational Training System as a comprehensive treatment model in improving language skills demonstrated by individuals with autism. Baseline PEAK-Direct Training and Verbal Behavior Milestone Assessment and Placement Program (VB-MAPP) assessments were conducted across 3 adult male participants, and scores on the PEAK-Direct Training assessment were used to select targets for intervention. Language instruction guided by the PEAK-Direct Training module was implemented for 45 to 69 days across participants. Results suggest that participants mastered target skills throughout the training phase, and VB-MAPP test probes showed an increasing trend. Follow-up probes suggested that scores on the VB-MAPP maintained when training was discontinued. In addition, participants demonstrated an increase in assessment scores on the PEAK-Direct Training assessment in the follow-up phase, including the mastery of untargeted verbal skills.

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Correlation between PEAK relational training system and one-word picture vocabulary tests

Cited by 21 publications

References 8 publications

An external review of the conclusions regarding the peak direct training module

An external review of the conclusions regarding the peak direct training module

Promoting Generalized Advanced Language Skills of Children in Intensive Behavioral Intervention with Promoting the Emergence of Advanced Knowledge Generalization Module (PEAK–G)

The effectiveness of the peak relational training system and corresponding changes on the VB‐MAPP for young adults with autism

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