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Normative sample of the PEAK relational training system: Direct training module and subsequent comparisons to individuals with autism / Mark R. DIXON in Research in Autism Spectrum Disorders, 8-11 (November 2014)
[article]
Titre : Normative sample of the PEAK relational training system: Direct training module and subsequent comparisons to individuals with autism Type de document : Texte imprimé et/ou numérique Auteurs : Mark R. DIXON, Auteur ; Jordan BELISLE, Auteur ; Seth W. WHITING, Auteur ; Kyle E. ROWSEY, Auteur Article en page(s) : p.1597-1606 Langues : Anglais (eng) Mots-clés : PEAK Language Cognition Autism Normative data Index. décimale : PER Périodiques Résumé : The present data provide a normative sample of the PEAK: direct training module assessment and a subsequent comparison to individuals with autism. Altogether, 206 typically developing participants and 94 participants with autism took part in the study. For the normative sample, there was a strong relationship between PEAK total score and age (r = .659, p lt; .01), and a cubic regression provided a strong fit for the data (R2 = .821, t = 18.51, p lt; .01). The results from the autism sample suggest that there was no significant correlation between PEAK total score and age (r = .021, p = .861), and that PEAK total scores for the autism group were significantly lower than the normative sample (t(275) = 10.63, p lt; .001). The data suggest that PEAK may be especially useful as an assessment and curriculum guide for individuals with autism, and future research should be conducted on the increasingly complex topographies of human language and cognition that PEAK affords clinicians. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.07.020 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=241
in Research in Autism Spectrum Disorders > 8-11 (November 2014) . - p.1597-1606[article] Normative sample of the PEAK relational training system: Direct training module and subsequent comparisons to individuals with autism [Texte imprimé et/ou numérique] / Mark R. DIXON, Auteur ; Jordan BELISLE, Auteur ; Seth W. WHITING, Auteur ; Kyle E. ROWSEY, Auteur . - p.1597-1606.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 8-11 (November 2014) . - p.1597-1606
Mots-clés : PEAK Language Cognition Autism Normative data Index. décimale : PER Périodiques Résumé : The present data provide a normative sample of the PEAK: direct training module assessment and a subsequent comparison to individuals with autism. Altogether, 206 typically developing participants and 94 participants with autism took part in the study. For the normative sample, there was a strong relationship between PEAK total score and age (r = .659, p lt; .01), and a cubic regression provided a strong fit for the data (R2 = .821, t = 18.51, p lt; .01). The results from the autism sample suggest that there was no significant correlation between PEAK total score and age (r = .021, p = .861), and that PEAK total scores for the autism group were significantly lower than the normative sample (t(275) = 10.63, p lt; .001). The data suggest that PEAK may be especially useful as an assessment and curriculum guide for individuals with autism, and future research should be conducted on the increasingly complex topographies of human language and cognition that PEAK affords clinicians. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.07.020 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=241 Derived emergence of WH question–answers in children with autism / Jacob H. DAAR in Research in Autism Spectrum Disorders, 19 (November 2015)
[article]
Titre : Derived emergence of WH question–answers in children with autism Type de document : Texte imprimé et/ou numérique Auteurs : Jacob H. DAAR, Auteur ; Stephanie NEGRELLI, Auteur ; Mark R. DIXON, Auteur Article en page(s) : p.59-71 Langues : Anglais (eng) Mots-clés : Autism Equivalence PEAK Relational frame theory Wh- questions Index. décimale : PER Périodiques Résumé : Children with autism spectrum disorder often struggle to respond to conversational questions involving words such as “who,” “what,” and “where.” One reason for this may be that answering these types of questions requires a repertoire of relational responding in which the individual must select an answer based on the class memberships of stimuli found in the question. For example, answering the question, “Who do you see at the hospital?” requires identifying a potential response that is in coordination with both “who” and “hospital,” e.g., a doctor. The present study sought to examine this premise by providing training designed to promote relational responding to community associations, associations of noun types, and associations between wh- words and noun types. Three participants diagnosed with autism, between the ages of 10 and 12, were exposed to a multi-phase relational training sequence designed to establish equivalence class membership between community helper stimuli, noun-class stimuli, and wh- word relations using protocols from the PEAK Relational Training System (Dixon, 2015. PEAK relational training system: Equivalence module. Shawnee Scientific Press: Carbondale, IL; Dixon, in press. PEAK relational training system: Transformation module. Shawnee Scientific Press: Carbondale, IL). A concurrent multiple baseline across skills and participants design was used to evaluate the functional relationship between the establishment of these relations and the emergence of correct responding to wh- questions. Results indicated that for two of the three participants, mastery of these relations was functionally related to the emergence of accurate responding to untrained intraverbal wh- questions. En ligne : http://dx.doi.org/10.1016/j.rasd.2015.06.004 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=270
in Research in Autism Spectrum Disorders > 19 (November 2015) . - p.59-71[article] Derived emergence of WH question–answers in children with autism [Texte imprimé et/ou numérique] / Jacob H. DAAR, Auteur ; Stephanie NEGRELLI, Auteur ; Mark R. DIXON, Auteur . - p.59-71.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 19 (November 2015) . - p.59-71
Mots-clés : Autism Equivalence PEAK Relational frame theory Wh- questions Index. décimale : PER Périodiques Résumé : Children with autism spectrum disorder often struggle to respond to conversational questions involving words such as “who,” “what,” and “where.” One reason for this may be that answering these types of questions requires a repertoire of relational responding in which the individual must select an answer based on the class memberships of stimuli found in the question. For example, answering the question, “Who do you see at the hospital?” requires identifying a potential response that is in coordination with both “who” and “hospital,” e.g., a doctor. The present study sought to examine this premise by providing training designed to promote relational responding to community associations, associations of noun types, and associations between wh- words and noun types. Three participants diagnosed with autism, between the ages of 10 and 12, were exposed to a multi-phase relational training sequence designed to establish equivalence class membership between community helper stimuli, noun-class stimuli, and wh- word relations using protocols from the PEAK Relational Training System (Dixon, 2015. PEAK relational training system: Equivalence module. Shawnee Scientific Press: Carbondale, IL; Dixon, in press. PEAK relational training system: Transformation module. Shawnee Scientific Press: Carbondale, IL). A concurrent multiple baseline across skills and participants design was used to evaluate the functional relationship between the establishment of these relations and the emergence of correct responding to wh- questions. Results indicated that for two of the three participants, mastery of these relations was functionally related to the emergence of accurate responding to untrained intraverbal wh- questions. En ligne : http://dx.doi.org/10.1016/j.rasd.2015.06.004 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=270