Evaluating the Relationships between the PEAK Relational Training System – Direct Training Module, Assessment of Basic Language and Learning Skills – Revised, and the Vineland Adaptive Behavior Scales – II

Malkin, Albert; Dixon, Mark R.; Speelman, Ryan C.; Luke, Nicole

doi:10.1007/s10882-016-9527-8

Cited by 25 publications

(16 citation statements)

References 14 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Emerging research has shown the ABLLS‐R has high validity and yields reliable scores (Partington et al, ; Usry, ). Malkin et al () demonstrated convergent validity scores obtained from the ABLLS‐R correlated strongly with those from the Vineland Adaptive Behaviour Scale (VABS; Sparrow et al, ).…”

Section: Methodsmentioning

confidence: 99%

Reducing pupils’ barriers to learning in a special needs school: integrating applied behaviour analysis into Key Stages 1–3

Pitts¹,

Gent²,

Hoerger³

2019

British J Special Edu

View full text Add to dashboard Cite

Interventions based on applied behaviour analysis (ABA) have been shown to improve outcomes for young children with autism spectrum disorder (ASD), but there is very little research into outcomes for older pupils. This study evaluated the effectiveness of an ABA intervention for pupils with ASD and additional learning difficulties in a UK special needs school. The aim of the intervention was to reduce barriers to learning for individuals aged four to 13 years old. Behaviour analysts collaborated with school‐based teaching teams to design and implement function‐based behaviour support plans, individual education programmes and ABA teaching strategies, and to promote the generalisation of skills. Pupils were assessed at baseline and again following one academic year of intervention. The pupils demonstrated significant gains in learning skills, language and communication, social and play skills and self‐help skills. Pupils of all ages acquired essential ‘learning to learn’ skills which have reduced their barriers to learning and are enabling them to learn more effectively. The article discusses how a behavioural model was successfully and affordably implemented across key stages within a special educational needs school.

show abstract

Section: Methodsmentioning

confidence: 99%

Reducing pupils’ barriers to learning in a special needs school: integrating applied behaviour analysis into Key Stages 1–3

Pitts¹,

Gent²,

Hoerger³

2019

British J Special Edu

View full text Add to dashboard Cite

show abstract

“…Finally, Malkin, Dixon, Speelman, and Luke () examined the relations between the PEAK‐DTA, ABLLS‐R, and Vineland Adaptive Behavior Scales – II (VABS‐II) by comparing scores on each from twenty‐one 4‐ to 8‐year‐olds with an ASD diagnosis. Data indicated that the ABLLS‐R strongly predicted scores on the PEAK‐DTA ( r = 0.951), the VABS‐II moderately predicted scores on the PEAK‐DTA ( r = 0.453), and that the VABS‐II moderately predicted scores on the ABLLS‐R ( r = 0.563; all p s < .05).…”

Section: Conclusion Regarding Peak‐dtm and Peak‐dtamentioning

confidence: 99%

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

Witts

2018

J of App Behav Analysis

View full text Add to dashboard Cite

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.

show abstract

“…If Witts' statement was true (it is not; see Young, Falco, & Hanita, ) regarding the state of psychometric research on the EOWPVT‐4 and ROWPVT‐4, this still commits to moving the goalposts, as the authors claimed the purpose of their study was to assess for convergence with a commonly used picture vocabulary test that has established some psychometric support. C16 was sound and was already addressed as a limitation by Malkin, Dixon, Speelman, and Luke ().…”

Section: A Critical Analysis Of Witts (2018)mentioning

confidence: 99%

Rational skepticism: A scientific review of Witts' (2018) criticisms of the PEAK relational training system

Belisle

Dixon²

2019

J of App Behav Analysis

Self Cite

View full text Add to dashboard Cite

Witts' (2018) review of the peer‐reviewed research on the PEAK‐Direct Training Module (Dixon, 2014) yielded a divergent conclusion from that of previous reviews (Reed & Luiselli, 2016; Dixon, Belisle, McKeel et al., 2017). Witts advocates for skepticism of this research due to methodological shortcomings, hyperclaiming of results, and inappropriate statistical testing procedures. We identified 30 criticisms in Witts' review, respond to each, and argue that all but 2 (7%) contain untrue assumptions (7, 23%), are not novel (5, 17%), are logically invalid (7, 23%), or are more appropriately framed as criticisms of applied behavior analytic research more generally (9, 30%). The two criticisms that support Witts' purpose in writing his review are minor and not fatal. We discuss all of Witts' criticisms both specifically and broadly to illustrate that most of his suggestions about applied behavior analytic research may actually serve to hinder progress in a discipline moving toward larger‐scale research.

show abstract

Evaluating the Relationships between the PEAK Relational Training System – Direct Training Module, Assessment of Basic Language and Learning Skills – Revised, and the Vineland Adaptive Behavior Scales – II

Cited by 25 publications

References 14 publications

Reducing pupils’ barriers to learning in a special needs school: integrating applied behaviour analysis into Key Stages 1–3

Reducing pupils’ barriers to learning in a special needs school: integrating applied behaviour analysis into Key Stages 1–3

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

Rational skepticism: A scientific review of Witts' (2018) criticisms of the PEAK relational training system

Contact Info

Product

Resources

About