Jacob H. Daar

Derived Equivalence Relations of Geometry Skills in Students with Autism: An Application of the PEAK-E Curriculum.

The present study evaluated the efficacy of equivalence-based instruction (EBI) as described in the PEAK-E curriculum (Dixon, 2015) for promoting the emergence of derived geometry skills in two children with high-functioning autism. The results suggested that direct training of shape name (A) to shape property (B) (i.e., A-B relations) was effective for both participants. Following A-B training, both participants demonstrated emergent relations that are consistent with symmetry (B-A), as well as emergent shape name (A) to shape picture (C) relations that are consistent with transitivity (A-C). The results expand on existing literature by demonstrating the emergence of an A-C relation when neither A nor B stimuli were ever trained to C stimuli and illustrate the efficacy of EBI for training geometry skills.

Establishing derived categorical responding in children with disabilities using the PEAK-E curriculum

The purpose of the study was to evaluate a procedure to generate derived categorical responding by three children with disabilities and to promote the emergence of untrained intraverbal categorical responses. In the study, three 4-member equivalence classes including three stimuli (A, B, and C) and a category name (D) for each class were trained using a match-to-sample procedure. Test probes were conducted for categorical responding, including both a trained (D-A) and two derived (D-B, D-C) relational responses, as well as the emergence of untrained intraverbal categorical responding (D-A/B/C) throughout the study. Relational training was effective at promoting the emergence of categorical responding, and two of the three participants demonstrated the emergence of additional intraverbal responding without prior training. The results provide further evidence supporting the practical utility of stimulus equivalence as well as the PEAK-E curriculum.

Teaching foundational perspective-taking skills to children with autism using the PEAK-T curriculum: single-reversal "I-You" deictic frames.

We taught basic perspective-taking tasks to 3 children with autism and evaluated their ability to derive mutually entailed single-reversal deictic relations of those newly established perspective-taking skills. Furthermore, we examined the possibility of transfers of perspective-taking function to novel untrained stimuli. The methods were taken from the PEAK-T training curriculum, and results yielded positive gains for all 3 children to learn basic perspective taking as well as for 2 of the 3 to derive untrained single-reversal I relations following direct training of single-reversal You relations. All participants demonstrated a transfer of stimulus function to untrained stimuli after the single-reversal deictic relations had been mastered.

Teaching complex verbal operants to children with autism and establishing generalization using the peak curriculum

The present study evaluated the feasibility of the PEAK Relational Training Systems Generalization Module (Dixon, 2014b) to teach and establish generalization of autoclitic mands, distorted tacts, and creative path finding in three children diagnosed with autism spectrum disorder. Using a multiple-baseline design across behaviors, each participant was provided with differential reinforcement and a least-to-most prompting hierarchy for correct responses to a subset of stimuli, and responses to other similar stimulus sets were probed for emergent generalization. Following training, each participant successfully acquired the directly trained behaviors and demonstrated generalization to the nonreinforced test exemplars. These data support the utility of Skinners (1957) analysis to teach complex forms of verbal operants, and suggest that a manualized curriculum such as PEAK may have utility for promoting skill development and generalization for front line staff and caregivers of children with autism.

Monetary Discounting of Delayed Consequences Predict Employment Nudity: Exotic Dancers Versus Waitresses

ABSTRACT The present study examined temporal monetary discounting rates among exotic dancers, waitresses who are required to wear revealing uniforms, and waitresses at a local restaurant where revealing clothes are not part of work attire. Current findings indicate that exotic dancers and waitresses who are required to wear revealing clothing discounted significantly more than waitresses at restaurants where provocative dress is not required. These results suggest that the type of job held may predict impulsivity, with nude or risqué occupations indicating steeper patterns of overall discounting.

Conceptual, Experimental, and Therapeutic Approaches to Problem Gambling

For approximately 70 years, the behavior analytic tradition has generated conceptually systematic explanations of gambling using contingency shaped analyses. This perspective has identified practical procedures for predicting and controlling certain dimensions of gambling behavior yet has failed to provide a comprehensive account of gambling addiction. From initial theoretical speculations regarding the similarities of gambling with variable schedules of reinforcement, to the analyses of complex verbal relations, we present an overview of the field’s impact on understanding the psychological condition of excessive gambling. Therapeutic approaches and methodologies are discussed with special emphasis on the paradigmatic evolution from simple behavior modification techniques and cognitive behavioral therapy to the eventual use of advanced contextual models for investigating pathological gambling.