The Use of In Situ Behavioral Skills Training to Improve Staff Implementation of the PEAK Relational Training System

Belisle, Jordan; Rowsey, Kyle E.; Dixon, Mark R.

doi:10.1080/01608061.2016.1152210

Cited by 36 publications

(34 citation statements)

References 10 publications

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“…As the methods did not report if the authors, research assistants, or those with little experience implementing interventions administered the program, a conservative designation rests with efficacy rather than effectiveness. Designating PEAK‐DTM research as efficacy versus effectiveness is important as research suggests that additional training might be needed for some administrators to implement the discrete‐trial components outlined in the manual (Belisle, Rowsey, & Dixon, ).…”

Section: Conclusion Regarding Peak‐dtm and Peak‐dtamentioning

confidence: 99%

“…As Reinhart () argued, small groups of participants are more likely to produce wide and variable results. Concerns of power analyses provide an objection to a commonly touted achievement in PEAK‐DTA research, namely that obtaining significant findings with small sample sizes is evidence of high internal validity (see Belisle et al, , Dixon, Belisle et al, , Dixon, Carman et al, , Dixon et al, , and Rowsey et al, ). By reporting a priori decisions about group assignment, statistical evaluation selection, and power analyses, consumers will be better able to evaluate the outcomes in PEAK research (see also Chambers, ).…”

Section: Recommendations For Peak Relational Training System Researchmentioning

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%

Section: Recommendations For Peak Relational Training System Researchmentioning

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

show abstract

“…This approach is composed of six elements: (a) describing the skill, (b) providing a written description of the skill, (c) demonstrating the target skill, (d) requiring the trainee to practice the skill, (e) providing the trainee feedback on the practice, and (f) repeating the practice and feedback until the skill has been mastered (Parsons & Reid, ; Sarokoff & Sturmey, ). The BST framework has effectively trained numerous personnel, including teachers, caregivers, university psychology students, and support staff (e.g., Alaimo, Seiverling, Sarubbi, & Sturmey, ; Belisle, Rowsey, & Dixon, ; Clayton & Headley, ; Hassan et al, ; Hassan, Thomson, Khan, Burnham Riosa, & Weiss, ; Hogan, Knez, & Kahng, ; Nigro‐Bruzzi & Sturmey, ; Ward‐Horner & Sturmey, ). This training method has also been applied to teach a wide variety of skills including, but not limited to: safety skills, social skills, and leisure skills (e.g., Dogan, King, & Fischetti, ; Hanratty, Miltenberger, & Florentino, ; Himle, Miltenberger, Flessner, & Gatheridge, ; Nuernberger, Ringdahl, Vargo, Crumpecker, & Gunnarsson, ; Speelman, Whiting, & Dixon, ; Thomas, Lafasakis, & Spector, ).…”

Section: Introductionmentioning

confidence: 99%

A component analysis of behavioral skills training with volunteers teaching motor skills to individuals with developmental disabilities

Davis

Thomson

Connolly

2019

Behavioral Interventions

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This study included a component analysis of behavioral skills training (BST) for teaching volunteers how to use this training method to support individuals with developmental disabilities in a physical education program. In an alternating treatment design embedded within a multiple baseline design across five participants, the number of BST steps that volunteers completed correctly while teaching four motor skills was measured. In the initial training phase, each motor skill was taught to volunteers using a specific component of BST (i.e., instructions, modeling, rehearsal, or feedback). In subsequent training phases, BST components were combined to teach the volunteers the motor skills for which they did not reach a predetermined mastery criterion (a score of four correct responses across two consecutive trials). Maintenance was assessed. Results indicated that individual components of BST alone were sufficient for volunteers to meet the mastery criterion; however, the full BST framework was necessary for skill maintenance.Strengths, limitations, and recommendations for future research are discussed. K E Y W O R D S behavioral skills training, component analysis, developmental disabilities, motor skills, physical education

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“…The PEAK group demonstrated greater increases both in PDA total scores and change scores relative to a quasi‐experimental control group. The results further extend upon the study conducted by McKeel et al () and the study conducted by Belisle et al () by demonstrating that significant skill acquisition can occur when procedures are conducted by frontline staff rather than trained graduate students. This finding supports the generalizability of the PEAK‐DT curriculum in human service settings where practitioners with specialized training in ABA may be scarce.…”

Section: Discussionmentioning

confidence: 87%

Student outcomes after 1 year of front line staff implementation of the PEAK curriculum

Dixon

Belisle

Stanley

et al. 2018

Behavioral Interventions

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Systems‐level interventions built by behavior analysts often rely on others to implement, and this may be especially true in public education settings where behavior analysts are scarce. This study evaluated the effectiveness of the Promoting the Emergence of Advanced Knowledge Direct Training (PEAK‐DT) curriculum when implemented by school teachers and direct care staff. Thirty‐nine children with autism took part in the study (19 PEAK, 15 control), where the experimental group received applied behavior analytic instruction through the PEAK‐DT curriculum, and the quasi‐randomized control group received training as usual. The PEAK‐DT assessment was first administered to the participants at the onset of the study and again following 1 year. Participants who received PEAK training gained more skills on the PEAK‐DT assessment compared to the control group (PEAK: M = 16.0, SD = 17.8; control: M = 6.1, SD = 14.4, F(1,33) = 10.66, p < .05), suggesting that systems level implementation of behavior analytic procedures can be effective in teaching language skills as prescribed in a packaged curriculum designed by behavior analysts.

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The Use of In Situ Behavioral Skills Training to Improve Staff Implementation of the PEAK Relational Training System

Cited by 36 publications

References 10 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

A component analysis of behavioral skills training with volunteers teaching motor skills to individuals with developmental disabilities

Student outcomes after 1 year of front line staff implementation of the PEAK curriculum

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