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Maintenance Of Language And Learning Skills Using Peak Relational Training During Extended School Closure, Kayla Marie Welch
Maintenance Of Language And Learning Skills Using Peak Relational Training During Extended School Closure, Kayla Marie Welch
MSU Graduate Theses
Autism Spectrum Disorder (ASD) is a developmental and neurological disorder that affects how people communicate, interact with others, behave, and learn. Applied Behavior Analysis is a scientific approach to predicting and influencing behavior that has been applied successfully in supporting children with ASD. Due to communication and intellectual differences experienced by those diagnosed with ASD, it is important to identify therapies and interventions that focus on language development as well as maintenance of intervention gains during unexpected lapses in instruction. The PEAK Relational Training System (Dixon et al., 2017)is a treatment framework that exists within ABA to address language and …
An Examination Of Transformation Of Evaluative And Consequential Functions Through Derived Relations With Participant-Generated Values-Relevant Stimuli, Emily K. Sandoz, Michael J. Bordieri, Gina Q. Boullion, Ian Tyndall
An Examination Of Transformation Of Evaluative And Consequential Functions Through Derived Relations With Participant-Generated Values-Relevant Stimuli, Emily K. Sandoz, Michael J. Bordieri, Gina Q. Boullion, Ian Tyndall
Faculty & Staff Research and Creative Activity
Values-affirmation interventions have demonstrated efficacy in increasing approach behavior in the context of potential threat. In other words, writing about values seems associated with changes to the functions of previously aversive events. Evaluative conditioning and derived relational responding have been offered as possible mechanisms by which values interventions change behavior. The current study aimed to extend the extant literature by demonstrating derived relational responding and subsequent transformation of evaluative and consequential functions with values-relevant stimuli. Participants were 34 undergraduate students. Participants generated personally meaningful values-relevant stimuli after engaging in a values-affirmation task and were subsequently trained through matching to sample …
Evaluating Changes In Peak And Iq Scores In Children With Autism Following A Peak Treatment Program, Megan Nicole Kimzey
Evaluating Changes In Peak And Iq Scores In Children With Autism Following A Peak Treatment Program, Megan Nicole Kimzey
MSU Graduate Theses
The present study evaluated the relationship between scores on the Promoting the Emergence of Advanced Knowledge Pre-Assessments (Equivalence & Transformation Modules; PEAK) in one individual with autism spectrum disorder (ASD) and their corresponding performance on standardized IQ tests (WPPSI-IV Short Form), their performances on PEAK assessments following 10 weeks of treatment with four hours per week, and the corresponding obtained relational deceleration coefficient. The data indicated a strong, significant relationship between participation in PEAK treatment and an increase in scores on PEAK and IQ tests. The relational deceleration coefficient score did not change significantly. These results have the implications PEAK …
Effects Of Peak Equivalence And Transformation Treatment On Derived Relational Responding As A Generalized Operant And Iq, Lindsey Schneider
Effects Of Peak Equivalence And Transformation Treatment On Derived Relational Responding As A Generalized Operant And Iq, Lindsey Schneider
MSU Graduate Theses
The present study examined Promoting the Emergence of Advanced Knowledge Relational Training System; Equivalence (PEAK-E) and Transformation’s (PEAK-T) effect on a participant with ASD’s derived relational responding, intelligence scores (WPPSI-IV; Weschler 2012), and the deceleration coefficient. One participant with ASD was given 10 weeks of PEAK-E and PEAK-T treatment for four hours a week, along with probes throughout the study for IQ scores and deceleration coefficient scores. The data indicated a significant relationship between PEAK-E and PEAK-T treatment and IQ scores, as well as a relationship between PEAK scores and a participant’s deceleration coefficient. This indicated that PEAK-E and …
Evaluating Correlations Between The Peak Equivalence And Transformation Assessments With Intelligence Quotient Scores And The Relational Acquisition Of Skills In Children With Autism, Hannah L. Wallace
MSU Graduate Theses
The purpose of the present study was to evaluate correlations between PEAK Equivalence and Transformation assessment scores to Intelligence Quotient (IQ) scores in children with autism. An assessment called the Relational Acquisition of Skills in Children with autism (RASC) was created as a pilot test. This method was used to test relational responding in young children with autism. The scores of this assessment were correlated with scores obtained using PEAK Equivalence and Transformation assessments and IQ. It was found that PEAK Equivalence and Transformation assessments had a strong positive correlation with IQ. No significant relationship between the Relational Acquisition of …
Transformation Of Stimulus Function Through Relational Networks: The Impact Of Derived Stimulus Relations On Stimulus Control Of Behavior, Samantha Rose Florentino
Transformation Of Stimulus Function Through Relational Networks: The Impact Of Derived Stimulus Relations On Stimulus Control Of Behavior, Samantha Rose Florentino
USF Tampa Graduate Theses and Dissertations
Relational Frame Theory research involves either of two protocols utilized to establish relational networks and functions for stimuli in those relational networks. Years of research indicate the most prevalent method involves first establishing a relational frame, conditioning one of the stimuli to acquire a particular function, and then providing a test to see if the function trained to one of the stimuli in the network transferred through the relational network to other stimuli. The less common method involves first training a particular function for a stimulus, entering that stimulus in a relational network with at least two other stimuli, and …