EVALUATING PRE- AND POST- FUNCTIONAL INTRAVERBAL CLASS FORMATION IN INDIVIDUALS WITH AUTISM USING THE PEAK-E CURRICULUM

• Main Author: Hirata, Jomi
• Format: Others
• Published: OpenSIUC 2016
• Subjects: Autism; Behavior Analysis; Intraverbal behavior; Relational Frame Theory; Stimulus Equivalence; Verbal Behavior
• Online Access: https://opensiuc.lib.siu.edu/theses/1935; https://opensiuc.lib.siu.edu/cgi/viewcontent.cgi?article=2945&context=theses

The purpose of this study was to evaluate the efficacy of the procedures described in the PEAK-E curriculum in generating derived intraverbal categorization responses in both a vocal categorization context and written problem-solving context, replicated across three children with disabilities. Six four-member equivalence classes were taught, including three class member stimuli (A, B, and C) as well as one function class name (D), using a match-to-sample arrangement. These classes were divided into two stimulus sets (i.e., classes 1-3 and classes 4-6) and trained using pre-class (D-C training followed by mixed A-B/B-C training) and post-class formations (Mixed A-B/B-C training followed by D-C training). The procedures were efficacious in generating derived intraverbal categorization responses for one participant in a vocal context, and additional exemplar training was required for the emergence of vocal categorization responses in the other two participants. None of the participants were able to solve the written problem-solving tasks following training and testing of all target relations.