Jacob H. Daar

TL;DR: This article evaluated the relationship between two behavioral language assessments that are currently used to evaluate the verbal repertoires of individuals with autism and found that there was a strong correlation between PEAK total scores and the Verbal Behavior Milestones Assessment and Placement Program (VB-MAPP) and that a logarithmic regression model provided a good fit for the data.

TL;DR: The results suggested that direct training of shape name (A) to shape property (B) (i.e., A-B relations) was effective for both participants, and demonstrated emergent relations that are consistent with symmetry (B-A) and transitivity (A-C).

TL;DR: In this article, the authors explored initial psychometric properties of the PEAK Relational Training System (PEAK) for children with autism and found significant positive correlations among the obtained PEAK assessment scores, the Peabody Picture Vocabulary Test, and the Illinois Early Learning Standards Test.

TL;DR: The authors examined the efficacy of the instructional curriculum described in the Direct Training Module of PEAK Relational Training System on the language repertoires, as measured by the PEAK direct assessment, of children diagnosed with autism or related developmental disabilities.

TL;DR: Relational training was effective at promoting the emergence of categorical responding, and two of the three participants demonstrated the emerged of additional intraverbal responding without prior training, providing further evidence supporting the practical utility of stimulus equivalence as well as the PEAK-E curriculum.