Jordan Belisle

The Use of In Situ Behavioral Skills Training to Improve Staff Implementation of the PEAK Relational Training System

ABSTRACT The study evaluated the effectiveness of an in situ behavioral skills training program for training 3 direct care staff to implement the Promoting the Emergence of Advanced Knowledge Relational Training System (PEAK) with 3 individuals with autism. PEAK is an evidence-based behavior analytic language development curriculum that uses discrete trials to promote the emergence of language. The data suggest that behavioral skills training improved staff implementation of PEAK and resulted in a corresponding improvement in selected language skills across 2 of 3 learners with autism.

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.

Evaluating emergent naming relations through representational drawing in individuals with developmental disabilities using the PEAK-E curriculum.

Naming has been described behavior analytically as the ability to engage in both speaker and listener behavior as they relate to stimuli in the real world, where speaker behavior is often demonstrated in the form of tacting and listener behavior in the form of selection-based responding. The present study sought to evaluate representational drawing as an alternative to selection-based listener responding where the listener behavior is unprompted. A multiple-baseline with an embedded multiple probe design was conducted across 3 individuals with developmental disabilities, and tact/drawing stimuli included unfamiliar animal blends. The results suggested that, following tact training, all of the participants demonstrated the untrained emergence of representational drawing of the blended animal pictures. The procedures and stimuli in the present study were taken from the PEAK-E curriculum, allowing for potentially easier replication by practitioners and researchers.

Teaching metaphorical extensions of private events through rival-model observation to children with autism

The study evaluated the efficacy of observational learning using the rival-model technique in teaching three children with autism to state metaphorical statements about emotions when provided a picture, as well as to intraverbally state an appropriate emotion when provided a scenario and corresponding metaphorical emotion. The results provide a preliminary evaluation of how an observational teaching strategy may be effective in teaching children with autism to correctly tact emotions when given metaphors.

A Randomized Control Trial to Evaluate the Use of Acceptance and Commitment Therapy (ACT) to Increase Academic Performance and Psychological Flexibility in Graduate Students

Graduate students experience high levels of demand in their degree programs, which often results in difficulty maintaining their academic performance and managing their distress. The present study examined the effectiveness of a 6-week values clarification and committed action training program derived from acceptance and commitment therapy (ACT) to increase academic performance and psychological flexibility of graduate students in a behavior analysis and therapy program by comparing a Values intervention group to a Study Tips active treatment control group on measures of academic performance, psychological flexibility, values-driven behavior, and stress. The results suggest that the Values group demonstrated statistically significant improvements in academic performance (t (32) = 1.902, p < 0.05), psychological flexibility (t (32) = 1.895, p < .05), and ratings of the importance of education-related values (t (32) = 2.013, p < .05) compared to the control group, and nonsignificant improvements in reports of consistency with education-related values (t (32) = 0.7204, p > .05) and perceived stress (t (32) = 1.521, p > .05). The Values group also demonstrated a higher score for social validity than the control group following the intervention (t (32) = 2.449, p < .05).

Establishing Derived Equivalence Relations of Basic Geography Skills in Children with Autism

The present study evaluated the efficacy of a stimulus-equivalence training procedure in teaching basic geography skills to two children with autism. The procedures were taken directly from a standardized training curriculum based in stimulus equivalence theory called Promoting the Emergence of Advanced Knowledge Equivalence Module (PEAK-E). Results suggest that the procedures were efficacious in directly training several geographical relations, as well as promoting the derivation of several untrained relations for three countries and their corresponding continents. In addition, responding generalized from selecting countries on a tabletop paper map to selecting countries on an interactive touchscreen map.

The effect of embedded bonus rounds on slot machine preference: THE EFFECT OF EMBEDDED BONUS ROUNDS

Twenty-three university students completed a simulated slot machine task involving the concurrent presentation of two slot machines that were varied both in win density and the inclusion of a bonus round feature to evaluate the effect of embedded bonus rounds on participant response allocation. The results suggest that participants allocated a greater percentage of responses to machines with embedded bonus rounds across both dense (Bonus: M = 68.4, SD = 19.2; No Bonus: M = 51.2; 9.6) and lean (Bonus: M = 48.8, SD = 9.6; No Bonus: M = 31.6, SD = 19.2) reinforcement schedules, in which the overall reinforcement rate across all machines was held constant.

Transfers of stimulus function during roulette wagering

Twenty-five recreational gamblers were initially asked to place bets on either red or black positions on a roulette board in a simulated casino setting. Each participant was then exposed to a stimulus pairing observing procedure which attempted to develop equivalence classes between one color (black or red) and traditionally positive words (e.g., love, happy, sex) and another color (black or red) and traditionally negative words (e.g., death, cancer, taxes), in the absence of consequence manipulations. Twenty-one of the twenty-five participants demonstrated greater response allocation to the color position on the roulette board that participated in a relational network with the positive words. Variations in sequencing of experimental conditions had no impact on poststimulus-pairing wagers, but did impact tests for equivalence accuracy.