Correlation between PEAK relational training system and one-word picture vocabulary tests / Autumn MCKEEL in Research in Autism Spectrum Disorders, 12 (April 2015)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 12 (April 2015) . - p.34-39 Titre : Correlation between PEAK relational training system and one-word picture vocabulary tests Type de document : Texte imprimé et/ou numérique Auteurs : Autumn MCKEEL, Auteur ; Kyle ROWSEY, Auteur ; Mark R. DIXON, Auteur ; Jacob H. DAAR, Auteur Article en page(s) : p.34-39 Langues : Anglais (eng) Mots-clés : ABA therapy  Language skills  Discrete trial training  PEAK relational training system  Psychometric tests Index. décimale : PER Périodiques Résumé : Abstract The past few decades of research in autism spectrum disorders have been successful in developing effective behavioral treatments; however, the psychometrics of these strategies has not been documented well in applied settings. The current experiment evaluated the relationship between established measures of language skills (receptive and expressive one-word picture vocabulary test; ROWPVT-4 and EOWPVT-4, respectively) and a recently released assessment and curriculum tool designed to teach instructional skills using a behavior analytic approach (promoting the emergence of advanced knowledge relational training system; PEAK). Each participant was administered three assessments: The PEAK direct training module assessment, the ROWPVT-4 assessment, and the EOWPVT-4 assessment. Scores from all three assessments were compared to assess the relationship between each assessment. The results indicated both a strong correlation between the PEAK direct training module and commonly used language assessments (ROWPVT-4 and EOWPVT-4), as well as strong reliability in the administration of the assessments. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.12.007 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=260 [article] Correlation between PEAK relational training system and one-word picture vocabulary tests [Texte imprimé et/ou numérique] / Autumn MCKEEL, Auteur ; Kyle ROWSEY, Auteur ; Mark R. DIXON, Auteur ; Jacob H. DAAR, Auteur . - p.34-39. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 12 (April 2015) . - p.34-39 Mots-clés : ABA therapy  Language skills  Discrete trial training  PEAK relational training system  Psychometric tests Index. décimale : PER Périodiques Résumé : Abstract The past few decades of research in autism spectrum disorders have been successful in developing effective behavioral treatments; however, the psychometrics of these strategies has not been documented well in applied settings. The current experiment evaluated the relationship between established measures of language skills (receptive and expressive one-word picture vocabulary test; ROWPVT-4 and EOWPVT-4, respectively) and a recently released assessment and curriculum tool designed to teach instructional skills using a behavior analytic approach (promoting the emergence of advanced knowledge relational training system; PEAK). Each participant was administered three assessments: The PEAK direct training module assessment, the ROWPVT-4 assessment, and the EOWPVT-4 assessment. Scores from all three assessments were compared to assess the relationship between each assessment. The results indicated both a strong correlation between the PEAK direct training module and commonly used language assessments (ROWPVT-4 and EOWPVT-4), as well as strong reliability in the administration of the assessments. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.12.007 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=260

Derived emergence of WH question–answers in children with autism / Jacob H. DAAR in Research in Autism Spectrum Disorders, 19 (November 2015)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 19 (November 2015) . - p.59-71 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 [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

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