Utilizing PEAK Relational Training System to Teach Visual, Gustatory, and Auditory Relations to Adults with Developmental Disabilities

McKeel, Autumn N.; Matas, Jaime

doi:10.1007/s40617-017-0194-8

Cited by 8 publications

(8 citation statements)

References 18 publications

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“…The evaluation of long-term maintenance of training is another strength of the present study. Some relational training studies tested emergent responses upon completion of training and did not evaluate whether these responses maintained (e.g., McKeel & Matas, 2017;Mullen et al, 2017;Toussaint & Tiger, 2010). All three children in the present study maintained APP at a relatively high level at 7-and 10-week follow-ups, indicating that the intervention had a sustainable effect.…”

Section: Discussionmentioning

confidence: 68%

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Improving pretend play for children with autism through experiencing the stimulus properties of real objects

Lee

Liu

et al. 2021

J of App Behav Analysis

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Children with autism spectrum disorder (ASD) often lack symbolic play skills. Attribution of pretend properties (APP) is a type of symbolic play in which a child tacts pretend properties of an object (e.g., smelling a toy flower and saying, "It smells like a rose!"). Three Chinese boys (5-6 years of age) with ASD served as participants. A multiple-probe design across 5 objects was used to determine the effects of an intervention that involved having the child experience and tact sensory properties of real objects (e.g., rose). Corresponding test objects, including mock (e.g., a toy flower) and arbitrary objects (e.g., a stick), were used to evaluate whether tact responses for sensory properties were transferred. Results indicated that all 3 children emitted tacts of stimulus properties for test objects and maintained the skill for 7 to 10 weeks following the intervention. Two participants also tacted novel (nontarget) properties for test objects.

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Section: Discussionmentioning

confidence: 68%

“…Previous research has demonstrated that multiple sensory modalities are important learning channels for facilitating the emergence of untaught relations (Annett & Leslie, 1995;Bush, 1993;McKeel & Matas, 2017;Mullen et al, 2017;Toussaint & Tiger, 2010). Horne and Lowe (1996) provide an example.…”

mentioning

confidence: 99%

Improving pretend play for children with autism through experiencing the stimulus properties of real objects

Lee

Liu

et al. 2021

J of App Behav Analysis

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“…Entre os artigos que utilizaram o livro equivalência, a maior parte teve como objetivo o desenvolvimento de comportamentos específicos como habilidades acadêmicas Dixon, Belisle, Stanley, Daar, & Williams, 2016; ou relação entre diferentes sistemas sensoriais (Mullen et al, 2017;McKeel & Matas, 2017b;Dixon, Belisle, Stanley, et al, 2017).…”

Section: Livro Equivalênciaunclassified

PEAK: Revisão de Literatura das Intervenções Baseadas em Equivalência de Estímulos e RFT para Pessoas com Desenvolvimento Atípico

Marquetti¹,

Gonçalves²,

Amaral³

2021

perspectivas

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O PEAK é um instrumento de avaliação e intervenção comportamental com proposta inovadora. O objetivo do presente artigo foi investigar as possibilidades do instrumento para intervenção em equivalência e transformação (RFT). A coleta de dados compreendeu o período de 2014 até 2019 e foi realizada inicialmente no site oficial do instrumento e depois ampliada para periódicos da área. As palavras utilizadas na pesquisa foram “PEAK”, “equivalência” e “transformação”. Os resultados mostraram que o currículo foi eficaz para o ensino de diferentes populações como pessoas com autismo, síndrome de Down e deficiência intelectual. Foram ensinados diferentes conteúdos, como habilidades acadêmicas, relações de sistemas sensoriais e habilidades mais complexas em linguagem e tomada de perspectiva. Como limitações, foram observadas a idade dos participantes e o fato de a maioria dos estudos ter sido realizada pelo grupo de pesquisa do autor do instrumento. Sugerem-se novas investigações.

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“…Some studies report that gustatory referents effectively contribute to associative learning among multisensory features for people with autism or developmental disabilities (e.g., [ 19 , 20 , 21 , 22 ]), since the learning of linguistic and gustatory stimuli helps with their word learning. People with autism have language delay or impairment [ 23 , 24 , 25 ].…”

Section: Introductionmentioning

confidence: 99%

“…In a behavioral study, after three autistic children studied associative pairs of gustatory and visual features and associative pairs of visual and auditory features, two children could also study derived transitive pairs of gustatory and auditory features [ 21 ]. Another study reports that the Promoting the Emergence of Advanced Knowledge equivalent module, which is a development curriculum, may be effective while teaching adults with autism the relationships between multisensory features (gustatory, visual, and auditory stimuli) to improve their derived relational skills [ 22 ]. These findings about people with developmental disabilities are also consistent with a previous finding about healthy subjects [ 19 ].…”

Section: Introductionmentioning

confidence: 99%

Multisensory Connections of Novel Linguistic Stimuli in Japanese as a Native Language and Referential Tastes

Yan

Yang

Ando

et al. 2021

EJIHPE

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Previous findings have shown essential connections between linguistic and gustatory stimuli for people with autism or lexical gustatory synesthesia. We examined the associative learning of novel linguistic forms in Japanese as a native language and tastes (candies and chocolates) for healthy people. Healthy subjects performed four phases: (a) evaluation phase of gustatory features; (b) learning phases of novel linguistic form and gustatory stimulus pairs (G) or novel word forms (W); (c) recognition memory phases linked with G and W; and (d) free recall phase for G and W. In the recognition memory phases, the performance scores of W were higher than those of G, while there was no significant difference between response times of G and W. Additionally, no difference between recall performances in G and W was also shown. A subjective evaluation of gustatory features (sweetness) negatively correlated with the recall score for linguistic forms connected to the gustatory feature, whereas the accuracy rates of the recognition memory phase in G positively correlated with those of the free recall phase in G. Although learning of novel linguistic forms is more efficient than learning of the relationships between novel linguistic forms and tastes, gustatory features influence the free recall performances of linguistic forms linked with the tastes. These results may contribute to future applications to word learning not just for patients, but also healthy people.

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Utilizing PEAK Relational Training System to Teach Visual, Gustatory, and Auditory Relations to Adults with Developmental Disabilities

Cited by 8 publications

References 18 publications

Improving pretend play for children with autism through experiencing the stimulus properties of real objects

Improving pretend play for children with autism through experiencing the stimulus properties of real objects

PEAK: Revisão de Literatura das Intervenções Baseadas em Equivalência de Estímulos e RFT para Pessoas com Desenvolvimento Atípico

Multisensory Connections of Novel Linguistic Stimuli in Japanese as a Native Language and Referential Tastes

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