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

Abstract

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 (

A Cultural Generalization: An Effective Training for Staff Integrity on DTT in the Application of the PEAK in Brazil

“…The PEAK content is divided into six main skill domains: foundational learning, perceptual learning, verbal comprehension, verbal reasoning, memory, and mathematical skills (Rowsey et al 2015). Although research has supported the effectiveness of the PEAK (Dixon et al, 2017;Dunkel-Jackson & Dixon, 2018;Dixon, Belisle, Stanley, & Rowsey, 2018), the program's success rests on staff implementation of the protocol. The PEAK curriculum was designed to be user-friendly for parents, teachers, and direct-care staff, in addition to behavior analysts and other trained professionals, however training is required to establish the proper instructional skills to teach each of the skill domains (Hahs & Jarynowski, 2019).…”