IMPLEMENTING PEAK TRANSFORMATIONAL MODULE TO TEACH DERIVED RELATIONAL RESPONDING IN CHILDREN WITH AUTISM

• Main Author: Sprong, Jenna
• Format: Others
• Published: OpenSIUC 2018
• Online Access: https://opensiuc.lib.siu.edu/theses/2356; https://opensiuc.lib.siu.edu/cgi/viewcontent.cgi?article=3370&context=theses

The instructor evaluated the efficacy of the PEAK Transformation module by establishing derived relations in the six relational frame categories among three children with autism. A total of five different skills were trained and assessed for an emergence of untrained relations with novel stimuli for each participant. The PEAK Transformation module was implemented in-home for all three participants. Baseline data confirmed the participants were unable to derive relations with their three target skills. The participants were trained by the instructor in responding to multiple exemplars, then tested for derived relational responding in each program. Data collection had shown mastery criterion of 100% was met by each participant along all three skills presented, promoting the emergence of derived relational responding. The results of the current study suggest the assessments and procedures used within the PEAK Transformational module is effective and provides the necessary programs to teach derived relational responding in children with autism. Keywords: Arbitrary Stimuli, Autism, PEAK-T, Relational Responding