PEAK Relational Training System

Dixon, Mark R.; Stanley, Caleb R.

doi:10.1007/978-1-4614-6435-8_102280-1

Cited by 24 publications

(40 citation statements)

References 12 publications

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“…As suggested in the introduction, a central aspect of categorization is that categories can be hierarchically related (i.e., that classes can be contained within other classes) and CI responding is a key feature of this repertoire. This might be measured by assessing performance on behavioral or cognitive measures that tap into classification skills such as the Function Feature Class domains of the VB-MAPP (Sundberg, 2008), Equivalence or Transformation sections of the PEAK (e.g., Dixon, 2015), or cognitive assessments such as the Children"s Category Test (CCT; Boll, 1993). It might also be assessed by examining whether performance on everyday tasks that might be expected to draw on classification skills (e.g., sorting items) are improved.…”

Section: Discussionmentioning

confidence: 99%

Training class inclusion responding in individuals with autism: Further investigation

Zagrabska‐Swiatkowska

Mulhern

Ming³

et al. 2020

J of App Behav Analysis

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Class inclusion (CI) requires responding to an item simultaneously as a member of both a class and a more inclusive class that contains that class. This study extends previous research by Ming et al. (2018) who trained CI responding in typically developing children and individuals with autism using a Relational Frame Theory (RFT) approach according to which CI involves responding in accordance with relations of containment and comparison. In Ming et al., participants experienced multiple exemplar training in which class containment relations were represented by placing pictures (of subclasses of animals) within nested transparent boxes. In the current study, 3 adult males with autism and moderate learning disability were not able to learn CI responding using contingent feedback alone. However, an intervention involving nonarbitrary guidance facilitated the repertoire. Implications and future directions are discussed.

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Section: Discussionmentioning

confidence: 99%

Training class inclusion responding in individuals with autism: Further investigation

Zagrabska‐Swiatkowska

Mulhern

Ming³

et al. 2020

J of App Behav Analysis

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“…PEAK (Dixon, 2014(Dixon, , 2015(Dixon, , 2017) is a new criterionreferenced curriculum assessment and intervention guide system based on a contemporary behavior-analytic approach. PEAK aims to teach basic and advanced language skills by promoting generativity and relational responding for more abstract and complex language use.…”

Section: Peakmentioning

confidence: 99%

“…PEAK aims to teach basic and advanced language skills by promoting generativity and relational responding for more abstract and complex language use. PEAK includes four modules: Direct Training (PEAK-DT; Dixon, 2014), Generalization (PEAK-G; Dixon, 2014), Equivalence (PEAK-E; Dixon, 2015), and Transformation (PEAK-T; Dixon, 2017). Each PEAK module includes a performance matrix, a program assessment, a discrete trial training (DTT) flowchart, a data sheet, a program list, 185 program instruction sheets (184 sample programs, one blank program), and a PEAK report card.…”

Section: Peakmentioning

confidence: 99%

“…After the Gould et al (2011) early intensive behavioral intervention (EIBI) assessment review, another curriculum assessment was published that may include these "critical components." The Promoting the Emergence of Advanced Knowledge (PEAK) Relational Training System (Dixon, 2014(Dixon, , 2015(Dixon, , 2017) is a comprehensive, functional tracking and assessment system that guides practitioners to specific curriculum targets of early childhood skills.…”

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confidence: 99%

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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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“…It is likely that the applied research-to-practice gap will persist despite continued efforts to narrow this gap. However, some recent advances in manualizing assessments focused on verbal behavior for learners with autism and related disorders (Dixon, 2014a;Sundberg, 2008) and derived stimulus relations (Dixon, 2014b(Dixon, , 2015(Dixon, , 2016, as well as treatment programming (Rehfeldt & Barnes-Holmes, 2009), may help to bridge this gap. In addition, the updated Fifth Edition Task List of the Behavior Analyst Certification Board (BACB, 2017) includes specific items related to both verbal behavior (i.e., B-14: "Define and provide examples of the verbal operants," p. 2; G-11: "Use Skinner's analysis to teach verbal behavior," p. 4) and derived stimulus relations (B-15: "Define and provide examples of derived stimulus relations," p. 2; G-12: "Use equivalence-based instruction," p. 4).…”

Section: The Applied Research-to-practice Gapmentioning

confidence: 99%

The Future of Verbal Behavior: Together Is Better

Rosales

2018

Analysis Verbal Behav

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Prior editorials have addressed the question "Where do we go from here?" This is a reasonable query as an incoming editorial team considers new perspectives and initiatives that may further benefit the journal. I will address two important highlights of the revised mission statement of The Analysis of Verbal Behavior aimed at actively encouraging diversity of thought in publications and focusing on narrowing the gap between applied research and practice.

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PEAK Relational Training System

Cited by 24 publications

References 12 publications

Training class inclusion responding in individuals with autism: Further investigation

Training class inclusion responding in individuals with autism: Further investigation

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

The Future of Verbal Behavior: Together Is Better

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