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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 …
A Pilot Investigation Of The Relationship Between Derived Relational Responding And Challenging Behavior Function, Kaitlin N. Beason
A Pilot Investigation Of The Relationship Between Derived Relational Responding And Challenging Behavior Function, Kaitlin N. Beason
MSU Graduate Theses
The study evaluated the relationship between participants derived relational responding across arbitrary stimuli and parent or teacher endorsed functions of challenging behavior as assessed on the Questions About Behavior Function (QABF). Supplemental analyses were conducted to directly observe the frequency and intensity of challenging behavior using the Challenging Behavior Index (CBI), as week as direct observation of presenting autism symptoms in session using the PEAK Autism Symptoms and Behavioral Observation Summary (PAS-BOS). Derived relational responding was assessed using the Promoting the Emergence of Advanced Knowledge Equivalence Pre-Assessment (PEAK-E-PA) and the Promoting the Emergence of Advanced Knowledge Transformation Pre-Assessment (PEAK-T-PA) taking …