Teaching Addition Through Stimulus Equivalence Training Using the PEAK-E Curriculum PDF Download

Author: Greg W. Macke
Publisher:
ISBN:
Category : Behavior modification
Languages : en
Pages : 132

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Book Description
The purpose of the study was to evaluate the efficacy of the procedures described in the PEAK-E curriculum in teaching addition skills to children with developmental disabilities. In the present study, three participants were taught to match sample addition problems (A) to a number of pictures (B) corresponding to the sum of A (A-B), and to match sample pictures (B) to textual numbers (C) (B-C). They were then tested to see if they could match sample addition problems (A) to with the textual numbers (C) that were the solution of the addition problems A (A-C). Following mastery of the A-B and B-C relations, none of the participants were able to demonstrate the derived transitive A-C relation. An additional training phase was conducted across all participants whereby two of the five stimulus classes were provided “equivalence” C-A training (matching the textual number C to the equation A), after which all of the participants were able to demonstrate the derived transitive A-C relations across all stimulus classes without direct training of any of the stimulus classes. The results expand on previous research evaluating behavioral approaches to teaching math skills by showing how the development of equivalence class can result in the untrained emergence of novel math skills.

Author: Catherine Huggins
Publisher:
ISBN:
Category : Behavior modification
Languages : en
Pages : 68

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Book Description
The present study investigates the language phenomenon of stimulus equivalence in children with Autism Spectrum Disorder. Stimulus equivalence is comprised of 3 main concepts: reflexivity, symmetry, and transitivity. Specifically, the researcher evaluated the ability to teach, test, and transfer sequential reflexivity across two participants. Two 4-year-old children diagnosed with Autism Spectrum Disorder participated in the study. Methods were derived from the program: Reflexivity: Pictures-2A, along with a yes/no response modification to suite both of the participant's current level of developmental skills. The results suggest that the PEAK-E curriculum was effective in training and testing both children to establish reflexivity across stimulus set one. In addition, both participants demonstrated a transfer of stimulus function to an untrained stimulus set two once the trained stimulus set one was mastered.

Author: Danielle Jordan
Publisher:
ISBN:
Category : Behavior modification
Languages : en
Pages : 90

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Book Description
The present study evaluated the validity and efficacy of the Promoting the Emergence of Advanced Knowledge Relational Training System Equivalence Module (PEAK-E) using a single-case, multiple baseline across skills design with 3 adolescents with autism. Total scores from the PEAK-E assessment (PEAK-E-A) and programs were used to evaluate the degree to which the assessment was able to identify language skills to teach using the PEAK-E curriculum, and how effective the PEAK-E curriculum was at teaching those target skills. Baseline results suggested that the programs selected using the PEAK-E-A were not currently in the participant's language repertoire. Upon completion of 9 total programs across three participants (3 programs per participant), mastery was achieved and all derived relations emerged for all 9 programs. The PEAK-E pre-assessment, assessment, and training programs were proven to be valid and efficacious at improving participant's language skill repertoire. Keywords: autism, applied behavior analysis, verbal behavior, derived relational responding, stimulus equivalence, PEAK.

Author: Hailey Williams
Publisher:
ISBN:
Category : Behavior modification
Languages : en
Pages : 78

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Book Description
The purpose of this study was to observe the formation of equivalence response classes using drawing to demonstrate the transformation of stimulus function from arbitrary textual words to simple drawings. Two children with Autism were taught directly trained relations, which paired together three stimuli from three separate class formations. The children were taught to relate A-B and B-C relations in trial blocks, and then tested with B-A and C-A relations. This train-test method was used to see if derived relations had emerged. Both participants demonstrated adequate learning in achieve mastery criteria in all the directly trained and derived relations from this study. The data is represented in a multiple baseline graph with an embedded multiple probe design. The outcome of this study indicates that the use of drawing and other creative behaviors have value in both relation frame theory and PEAK. There are also several implications of the study addressed here, including drawing as a verbal behavior and the role of internal events and covert behaviors in learning.

Author: Ruth Anne Rehfeldt
Publisher: New Harbinger Publications
ISBN: 1608826392
Category : Psychology
Languages : en
Pages : 402

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Book Description
Copublished with Context Press Derived Relational Responding offers a series of revolutionary intervention programs for applied work in human language and cognition targeted at students with autism and other developmental disabilities. It presents a program drawn from derived stimulus relations that you can use to help students of all ages acquire foundational and advanced verbal, social, and cognitive skills. The first part of Derived Relational Responding provides step-by-step instructions for helping students learn relationally, acquire rudimentary verbal operants, and develop other basic language skills. In the second section of this book, you'll find ways to enhance students' receptive and expressive repertoires by developing their ability to read, spell, construct sentences, and use grammar. Finally, you'll find out how to teach students to apply the skills they've learned to higher order cognitive and social functions, including perspective-taking, empathy, mathematical reasoning, intelligence, and creativity. This applied behavior analytic training approach will help students make many substantial and lasting gains in language and cognition not possible with traditional interventions.

Author: Kayde L. Keinz
Publisher:
ISBN:
Category : Autistic children
Languages : en
Pages : 96

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Book Description
This study sought to evaluate the efficiency of the methods outlined in the Promoting the Emergence of Advanced Knowledge Relational Training System Equivalence Module (PEAK-E) utilizing a single-subject design. Three participants from a Midwest town were recruited to participate in the study and were assessed and validity, reliability, and efficacy were evaluated to determine the assessments ability to identify three language skills that weren't currently present in their repertoire. Baseline levels determined that the 3 skills for each participant (a total of 9 skills across the 3 participants) were not currently present in their repertoire prior to implementation of PEAK-E programs, as the participants demonstrated low levels of correct responding. Upon completion of program implementation across all three participants with autism, mastery criteria was obtained for all directly trained skills, and relations were derived for 9 out of 9 programs.

Author: Ashley Partlo
Publisher:
ISBN:
Category : Behavior modification
Languages : en
Pages : 114

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Book Description
The present investigation evaluated the effectiveness of the methods outlined in the Promoting the Emergence of Advanced Knowledge Relational Training System Equivalence Module (PEAK-E) using a single-case design. The validity and reliability of the assessments and procedures within the PEAK-E curriculum were examined across three children diagnosed with autism. The assessments contained in the PEAK-E Module were used to determine each participants' current repertoire of existing derived relational abilities and language skills and to identify three appropriate skills to target during instruction. Results from this study demonstrated successful utility of the PEAK-E curriculum for teaching language skills to children with autism. The high level of reliability associated with the interobserver agreements in this study provide evidence of reliability of the assessments within the PEAK Relational System. Additionally, two of the three participants were able to acquire derived symmetrical relations and one student was able to acquire derived transitive relations.

Author: Brooke Walker
Publisher:
ISBN:
Category :
Languages : en
Pages : 72

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Book Description
The current research study examined the formation of derived stimulus relations consisting of course content material in an undergraduate rehabilitation class. Specifically, the study examined the degree to which the stimulus equivalence instructional paradigm could be effectively used to teach the relationships between the names, definitions, causes, and common treatments for disabilities using a paper-and-pencil training format. Results suggest that the stimulus equivalence paradigm can be effectively trained in a paper-and-pencil training format with great ease.

Author: National Research Council
Publisher: National Academies Press
ISBN: 0309256496
Category : Education
Languages : en
Pages : 203

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Book Description
Americans have long recognized that investments in public education contribute to the common good, enhancing national prosperity and supporting stable families, neighborhoods, and communities. Education is even more critical today, in the face of economic, environmental, and social challenges. Today's children can meet future challenges if their schooling and informal learning activities prepare them for adult roles as citizens, employees, managers, parents, volunteers, and entrepreneurs. To achieve their full potential as adults, young people need to develop a range of skills and knowledge that facilitate mastery and application of English, mathematics, and other school subjects. At the same time, business and political leaders are increasingly asking schools to develop skills such as problem solving, critical thinking, communication, collaboration, and self-management - often referred to as "21st century skills." Education for Life and Work: Developing Transferable Knowledge and Skills in the 21st Century describes this important set of key skills that increase deeper learning, college and career readiness, student-centered learning, and higher order thinking. These labels include both cognitive and non-cognitive skills- such as critical thinking, problem solving, collaboration, effective communication, motivation, persistence, and learning to learn. 21st century skills also include creativity, innovation, and ethics that are important to later success and may be developed in formal or informal learning environments. This report also describes how these skills relate to each other and to more traditional academic skills and content in the key disciplines of reading, mathematics, and science. Education for Life and Work: Developing Transferable Knowledge and Skills in the 21st Century summarizes the findings of the research that investigates the importance of such skills to success in education, work, and other areas of adult responsibility and that demonstrates the importance of developing these skills in K-16 education. In this report, features related to learning these skills are identified, which include teacher professional development, curriculum, assessment, after-school and out-of-school programs, and informal learning centers such as exhibits and museums.

Author: Kylie F. Gutknecht
Publisher:
ISBN:
Category : Behavior modification
Languages : en
Pages : 160

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Book Description
The present study evaluated the utility of the methods outlined in the Promoting the Emergence of Advanced Knowledge Relational Training System Equivalence Module (PEAK-E) through a single-case evaluation. Validity, reliability, and effectiveness were the variables explored to assess the degree to which the assessment was able to identify appropriate skills for targeted intervention, and the degree to which the programs were efficacious in teaching the targeted skills. Baseline results suggested that the programs identified through the PEAK-E assessment were not within the participants’ repertoires prior to the intervention. Following the implementation of 9 programs across three participants with autism, mastery was achieved for all of the directly trained relations, and all targeted derived relations emerged for 8 of the 9 programs.