Normative sample of the PEAK relational training system: Direct training module and subsequent comparisons to individuals with autism

Self Cite

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.

Section: Methodssupporting

confidence: 79%

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

Dixon

Wiggins

Belisle

2018

Self Cite

“…Given that PEAK‐DTM is cited as being available for purchase in 2014, and the earliest PEAK‐DTM article was also published in 2014, the publication dates suggest, rightly or not, that PEAK‐DTM and its empirical support were available at the same time. Given the lag in time from concluding a research project to its publication, it would not be surprising to find that in fact some work was conducted sometime earlier than 2014 (though see Dixon, Belisle, Whiting, & Rowsey, and Dixon, Whiting, Rowsey, & Belisle, , both of which were accepted within four days after being first submitted for publication, indicating no extended period of peer review).…”

Section: Conclusion Regarding Peak‐dtm and Peak‐dtamentioning

confidence: 99%

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

Witts

2018

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.

“…In a two‐phase study, Dixon, Belisle, Whiting, and Rowsey () first administered the PEAK‐DTM to 206 regular education students to acquire normative data by which “specific cognitive and language deficits experienced by individuals with autism can be identified as they deviate from typical cognitive and language development” (p. 1598). There was a strong positive relation between the PEAK‐DTM total score and age; as age increased, the PEAK‐DTM total score rose equivalently until the age of approximately 8 years.…”

Section: Derived Relational Responding and Verbal Behaviormentioning

confidence: 99%

Promoting the emergence of advanced knowledge: A review of peak relational training system: Direct training module by Mark R. Dixon

Reed

Luiselli

2016

Mark Dixon's (2014) manual, PEAK Relational Training System: Direct Training Module, proposes a novel approach to manualized evaluation and curriculum development. Dixon's PEAK system, introduced in the book as the first of four modules, translates derived relational responding methodology into a new verbal‐behavior approach. The PEAK system is firmly rooted in the basic, conceptual, and applied behavior‐analytic tradition; however, it differs substantially from the competition in its unique application of relational frame theory to produce efficient learning. The manual's accessible nature renders it a viable product for many users and readers. The growing empirical support for PEAK’s efficacy, usability, and psychometrics is impressive and provides a robust empirical basis for the system that is not described within the pages of the manual. Behavior analysts may shy away from a manualized system that explicitly omits discussion of scholarship and empirical bases but would be remiss in doing so, given the potential of PEAK to revolutionize the way clinicians and parents apply the verbal behavior approach.