PEAK: Literature Review of the Interventions Based on Stimulus Equivalence and RFT for People with Atypical Development
DOI:
https://doi.org/10.18761/PAC.2021.v12.RFT.16Keywords:
derived learning, skills training, neurodiversity, transformation, PEAKAbstract
PEAK is a behavioral assessment and intervention instrument with an innovative proposal. This article aimed to investigate the possibilities of PEAK equivalence and transformation modules (RFT) as a tool of intervention. The timespan of selected data was from 2014 to 2019. The search was initially carried out on the official website of the instrument and later expanded to journals of the area. The search expressions were “PEAK”, “equivalence”, and “transformation”. The results showed that the curriculum was effective for teaching different populations such as people with autism, Down syndrome, and intellectual disability. Different contents were taught, such as academic skills, sensory system relations, and more complex skills in language and perspective. As limitations, it was observed the age of the participants and the fact that the majority of studies was carried out by the research group of the author of the instrument. Further investigations are suggested.
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References
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*Barron, B. F., Verkuylen, L., Belisle, J., Paliliunas, D., & Dixon, M. R. (2019). Teaching “then-later” and “here-there” relations to children with autism: An evaluation of single reversals and transformation of stimulus function. Behavior Analysis in Practice, 12(1), 167–175. http://doi.org/10.1007/s40617-018-0216-1
Belisle, J., Dixon, M. R., & Stanley, C. R. (2018). The mediating effects of derived relational responding on the relationship between verbal operant development and IQ. Behavior Analysis in Practice, 11(4), 411–416. http://doi.org/10.1007/540617-018-0215-2
* Belisle, J., Dixon, M. R., Stanley, C., Munoz, B., & Daar, J. H. (2016). Teaching foundational perspective taking skills to children with autism using the PEAK-T curriculum: Single- reversal “I-You” deictic frames. Journal of Applied Behavior Analysis, 49(4), 965–969. http://doi.org/10.1002/jaba.324
Belisle, J., Dixon, M. R., Rowsey, K. E., & Dixon, M. R. (2016). The use of in-situ behavioral skills training to improve staff implementation of the PEAK relational training system. Journal of Organizational Behavior Management, 36(1), 71–79. https://doi.org/10.1080/01608061.2016.1152210
* Belisle, J., Stanley, C. R., & Dixon, M. R. (2017). The relationship between derived mutually entailed relations and the function of challenging behavior in children with autism: Comparing the PEAK-E-PA and the QABF. Journal of Contextual Behavioral Science, 6(3), 298–307. https://doi.org/10.1016/j.jcbs.2017.07.004
Belisle, J., Stanley, C. R., Alholail, A. M., Galliford, M. E., & Dixon, M. R. (2018). Abstraction of tactile properties by individuals with autism and down syndrome using a picture-based communication system. Journal of Applied Behavior Analysis, 52(2), 467–475. https://doi.org/10.1002/jaba.526
Chomsky, N. (1956). Three models for the description of language. IRE Transactions on Information Theory, 2(3), 113–124. https://doi.org/10.1109/TIT.1956.1056813
* Daar, J. H., Negrelli, S., & Dixon, M. R. (2015). Derived emergence of WH-question-answers in children with autism. Research in Autism Spectrum Disorders, 19, 59–71. https://doi.org/10.1016/j.rasd.2015.06.004
Dixon, M. R. (2014a). PEAK: Relational Training System: Evidence-based autism assessment and treatment – Direct training module. Carbondale.
Dixon, M. R. (2014b). PEAK: Relational Training System: Evidence-based autism assessment and treatment – Generalization module. Carbondale.
Dixon, M. R. (2015). PEAK: Relational Training System: Evidence-based autism assessment and treatment – Equivalence module. Carbondale.
Dixon, M. R. (2016). PEAK: Relational Training System: Evidence-based autism assessment and treatment – Transformation module. Carbondale.
Dixon, M. R., Belisle, J., McKeel, A., Whiting, S., Speelman, R., Daar, J. H., & Rowsey, K. (2017). An internal and critical review of the PEAK relational training system for children with autism and related intellectual disabilities: 2014–2017. The Behavior Analyst, 40(2), 493–521. https://doi.org/10.1007/s40614-017-0119-4
Dixon, M. R., Belisle, J., Munoz, B. E., Stanley, C. R., & Rowsey, K. E. (2017). Teaching metaphorical extensions of private events through rival-model observation to children with autism. Journal of Applied Behavior, 50(4), 744–749. https://doi.org/10.1002/jaba.418
* Dixon, M. R., Belisle, J., Rowsey, K. E., Speelman, R., Stanley, C., & Kime, D. (2016). Evaluating emergent naming relations through representational drawing in individuals with developmental disabilities using the PEAK-E curriculum.
PEAK: Revisão de Literatura das Intervenções Baseadas em Equivalência de Estímulos e RFT para Pessoas com Desenvolvimento Atípico 001-013
Revista Perspectivas 2021 Early View RFT Special Volume pp.001-013 12 www.revistaperspectivas.org
Behavior Analysis: Research and Practice, 17(1), 92–97. https://doi.org/10.1037/bar0000055
* Dixon, M. R., Belisle, J., Stanley, C. R., Daar, J. H., & Williams, L. A. (2016). Derived equivalence relations of geometry skills in students with autism: An application of the PEAK-E curriculum. The Analysis of Verbal Behavior, 32(1), 38–45. https://doi.org/10.1007/s40616-016-0051-9
Dixon, M. R., Belisle, J., Stanley, C., & Rowsey, K. E. (2018). Student outcomes after 1 year of front-line staff implementation of the PEAK curriculum. Behavioral Interventions, 33(2), 185–195. https://doi.org/10.1002/bin.1516
* Dixon, M. R., Belisle, J., Stanley, C., Munoz, B. E., & Speelman, R. C. (2017). Establishing derived coordinated symmetrical and transitive gustatory-visual-auditory relations in children with autism and related intellectual disabilities using the PEAK-E curriculum. Journal of Contextual Behavioral Science, 6(1), 91–95. https://doi.org/10.1016/j.jcbs.2016.11.001
Dixon, M. R., Belisle, J., Stanley, C. R., Speelman, R. C., Rowsey, K. E., Kime, D., & Daar, J. H. (2016). Establishing derived categorical responding in children with disabilities using the PEAK-E curriculum. Journal of Applied Behavior, 50(1), 1–12. https://doi.org/10.1002/jaba.355
Dixon, M. R., Belisle, J., Whiting, S. W., & Rowsey, K. E. (2014). Normative sample of the PEAK relational training system: Direct training module and subsequent comparisons to individuals with autism. Research in Autism Spectrum Disorders, 8(11), 1597–1606. https://doi.org/10.1016/j.rasd.2014.07.020
Dixon, M. R., Carman, J., Tyler, P. A., Whiting, S. W., Enoch, M. R., & Daar, J. H. (2014). PEAK relational training system for children with autism and developmental disabilities: Correlations with Peabody Picture Vocabulary Test and assessment reliability. Journal Development Physical Disabilities, 26(5), 603–614. https://doi.org/10.1007/s10882-014-9384-2
* Dixon, M. R., Speelman, R., Rowsey, K. E., & Belisle, J. (2016). Derived rule-following and transformation of stimulus functions in a children’s game: An application of PEAK-E with children with developmental disabilities. Journal of Contextual Behavioral Science, 5(3), 186–192. https://doi.org/10.1016/j.jcbs.2016.05.002
* Dixon, M. R., Stanley, C., Belisle, J., Galliford, M.E., Alholail, A., & Schmick, A.M. (2017). Establishing derived equivalence relations of basic geography skills in children with autism. Analysis Verbal Behavior, 33(2), 290–295. https://doi.org/10.1007/s40616-017-0084-8
Dixon, M. R., Wiggins, S. H., & Belisle, J. (2018). The effectiveness of the PEAK relational training system and corresponding chances on the VB-MAPP for young adults with autism. Journal of Applied Behavior Analysis, 51(2), 321–344. https://doi.org/10.1002/jaba.448
Dymond, S., & Rehfeldt, R. A. (2000). Understanding complex behavior: The transformation of stimulus functions. The Behavior Analyst, 23(2), 239–254. https://doi.org/10.1007/BF03392013
Dymond, S., May, R. J., Munnelly, A., & Hoon, A. E. (2010). Evaluating the evidence base for relational frame theory: A citation analysis. Behavior Analyst, 33(1), 97–117. https://doi.org/10.1007/BF03392206
Hayes, S. C., Barnes-Holmes, D., & Roche, B. (2001). Relational frame theory: A post-Skinnerian account of human language and cognition. Plenum Press.
Malkin A., Dixon, M. R., Speelman, R. C., & Luke, N. (2016). Evaluating the relationships between the PEAK relational training system – Direct training modules, assessment of basic language and learning skills – Revised, and the Vineland adaptative behavior scales – II. Journal of Developmental and Physical Disabilities, 29(2), 341–351. https://doi.org/10.1007/s10882-016-9527-8
Matsumoto, M. S. (2014). A generalização de repertórios de mando após o ensino a crianças com autismo: Uma revisão de artigos de 2009 a 2014 [Dissertação de mestrado, Núcleo Paradigma de Análise do Comportamento, São Paulo, SP, Brasil]. https://www.nexoic.com.br/wp-content/uploads/2019/07/A-generaliza%C3%A7%C3%A3o-de-repert%C3%B3rios-de-mando-ap%C3%B3s-o-ensino-a-crian%C3%A7as-com-autismo_uma-revis%C3%A3o-de-artigos-de-2009-a-2014.pdf
Izaniele Marquetti, Yanne R. Gonçalves, Ana Raquel Q. Amaral 001-013
Revista Perspectivas 2021 Early View RFT Special Volume pp.001-013 13 www.revistaperspectivas.org
* McKeel, A., & Matas, J. (2017b). Utilizing PEAK relational training system to teach visual, gustatory, and auditory relations to adults with developmental disabilities. Behavior Analysis in Practice, 10(3), 252–260. https://doi.org/10.1007/s40617-017-0194-8
McKeel, A. N., Rowsey, K. E., Belisle, J., Dixon, M. R., & Szekely, S. (2015). Teaching complex verbal operants using the PEAK relational training system. Behavior Analysis in Practice, 8(2), 241–244. https://doi.org/10.1007/s40617-015-0067-y
Mcllvane, W. (2003). A stimulus in need of a response: A review of relational frame theory: A post Skinnerian account of human language and cognition. The Analysis of Verbal Behavior, 19(1), 29–37. https://doi.org/10.1007/BF0339298
Montoya-Rodriguez, M. M, Molina, F. J., & McHugh, L. (2017). A review of relational frame theory research into deictic relational responding. The Psychological Record, 67(4), 569–579. https://doi.org/10.1007/s40732-016-0216-x
* Mullen, S., Dixon, M. R., Belisle, J., & Stanley, C. (2017). Establishing auditory-tactile-visual equivalence classes in children with autism and developmental delays. Analysis Verbal Behavior, 33(2), 283–289. https://doi.org/10.1007/s40616-017-0092-8
Perez, W. F., Nico, Y. C., Kovac, R., Fidalgo, A. P., &Leonardi, J. L. (2013). Introdução à teoria das molduras relacionais (relational frame theory): Principais conceitos, achados experimentais e possibilidades de aplicação. Perspectivas em Análise do Comportamento, 4(1), 33–51. http://pepsic.bvsalud.org/scielo.php?script=sci_arttext&pid=S2177-35482013000100005
Reed, D., & Luiselli, J. (2016). Promoting the emergence of advanced knowledge: A review of PEAK relational training system: direct training module by Mark R. Dixon. Journal of Applied Behavior Analysis, 49, 205–211. https://doi.org/10.1002/jaba.281
* Schmick, A. M., Stanley, C.R., & Dixon, M. R. (2018). Teaching children with autism to identify private events of other in context. Behavior Analysis in Practice, 11(4), 400-405. doi: 10.1007/s40617-018-0214-3
Sidman, M. (1971). Reading and auditory-visual equivalences. Journal of Speech, Language, and Hearing Research, 14(1), 5–13. https://doi.org/10.1044/jshr.1401.05
Sidman, M., & Tailby, W. (1982). Conditional discrimination vs. matching to sample: An expansion of the testing paradigm. Journal of the Experimental Analysis of Behavior, 37(1), 5–22. https://doi.org/10.1901/jeab.1982.37-5
Skinner, B. F. (1978). O comportamento verbal (M. P. Villalobos, Trad.). São Paulo:
Cultrix/Edusp. (Trabalho original publicado em 1957)
Souza, D.G., & de Rose, J. (2006). Desenvolvendo programas individualizados para o ensino de leitura. Revista Latina de Análisis de Comportamiento, 14(1), 77–98. http://pepsic.bvsalud.org/scielo.php?script=sci_arttext&pid=S0188-81452006000100004
* Stanley R., Belisle, J., & Dixon, M. R. (2018). Equivalence-based instruction of academic skills: Application to adolescents with autism. Journal of Applied Behavior Analysis, 51(2), 352–359. https://doi.org/10.1002/jaba.446
Witts, B. N. (2018). An external review of the conclusions regarding the PEAK direct training module. Journal of Applied Behavior Analysis, 51(3), 719-737. https://doi.org/10.1002/jaba.491
*Barron, B. F., Verkuylen, L., Belisle, J., Paliliunas, D., & Dixon, M. R. (2019). Teaching “then-later” and “here-there” relations to children with autism: An evaluation of single reversals and transformation of stimulus function. Behavior Analysis in Practice, 12(1), 167–175. http://doi.org/10.1007/s40617-018-0216-1
Belisle, J., Dixon, M. R., & Stanley, C. R. (2018). The mediating effects of derived relational responding on the relationship between verbal operant development and IQ. Behavior Analysis in Practice, 11(4), 411–416. http://doi.org/10.1007/540617-018-0215-2
* Belisle, J., Dixon, M. R., Stanley, C., Munoz, B., & Daar, J. H. (2016). Teaching foundational perspective taking skills to children with autism using the PEAK-T curriculum: Single- reversal “I-You” deictic frames. Journal of Applied Behavior Analysis, 49(4), 965–969. http://doi.org/10.1002/jaba.324
Belisle, J., Dixon, M. R., Rowsey, K. E., & Dixon, M. R. (2016). The use of in-situ behavioral skills training to improve staff implementation of the PEAK relational training system. Journal of Organizational Behavior Management, 36(1), 71–79. https://doi.org/10.1080/01608061.2016.1152210
* Belisle, J., Stanley, C. R., & Dixon, M. R. (2017). The relationship between derived mutually entailed relations and the function of challenging behavior in children with autism: Comparing the PEAK-E-PA and the QABF. Journal of Contextual Behavioral Science, 6(3), 298–307. https://doi.org/10.1016/j.jcbs.2017.07.004
Belisle, J., Stanley, C. R., Alholail, A. M., Galliford, M. E., & Dixon, M. R. (2018). Abstraction of tactile properties by individuals with autism and down syndrome using a picture-based communication system. Journal of Applied Behavior Analysis, 52(2), 467–475. https://doi.org/10.1002/jaba.526
Chomsky, N. (1956). Three models for the description of language. IRE Transactions on Information Theory, 2(3), 113–124. https://doi.org/10.1109/TIT.1956.1056813
* Daar, J. H., Negrelli, S., & Dixon, M. R. (2015). Derived emergence of WH-question-answers in children with autism. Research in Autism Spectrum Disorders, 19, 59–71. https://doi.org/10.1016/j.rasd.2015.06.004
Dixon, M. R. (2014a). PEAK: Relational Training System: Evidence-based autism assessment and treatment – Direct training module. Carbondale.
Dixon, M. R. (2014b). PEAK: Relational Training System: Evidence-based autism assessment and treatment – Generalization module. Carbondale.
Dixon, M. R. (2015). PEAK: Relational Training System: Evidence-based autism assessment and treatment – Equivalence module. Carbondale.
Dixon, M. R. (2016). PEAK: Relational Training System: Evidence-based autism assessment and treatment – Transformation module. Carbondale.
Dixon, M. R., Belisle, J., McKeel, A., Whiting, S., Speelman, R., Daar, J. H., & Rowsey, K. (2017). An internal and critical review of the PEAK relational training system for children with autism and related intellectual disabilities: 2014–2017. The Behavior Analyst, 40(2), 493–521. https://doi.org/10.1007/s40614-017-0119-4
Dixon, M. R., Belisle, J., Munoz, B. E., Stanley, C. R., & Rowsey, K. E. (2017). Teaching metaphorical extensions of private events through rival-model observation to children with autism. Journal of Applied Behavior, 50(4), 744–749. https://doi.org/10.1002/jaba.418
* Dixon, M. R., Belisle, J., Rowsey, K. E., Speelman, R., Stanley, C., & Kime, D. (2016). Evaluating emergent naming relations through representational drawing in individuals with developmental disabilities using the PEAK-E curriculum.
PEAK: Revisão de Literatura das Intervenções Baseadas em Equivalência de Estímulos e RFT para Pessoas com Desenvolvimento Atípico 001-013
Revista Perspectivas 2021 Early View RFT Special Volume pp.001-013 12 www.revistaperspectivas.org
Behavior Analysis: Research and Practice, 17(1), 92–97. https://doi.org/10.1037/bar0000055
* Dixon, M. R., Belisle, J., Stanley, C. R., Daar, J. H., & Williams, L. A. (2016). Derived equivalence relations of geometry skills in students with autism: An application of the PEAK-E curriculum. The Analysis of Verbal Behavior, 32(1), 38–45. https://doi.org/10.1007/s40616-016-0051-9
Dixon, M. R., Belisle, J., Stanley, C., & Rowsey, K. E. (2018). Student outcomes after 1 year of front-line staff implementation of the PEAK curriculum. Behavioral Interventions, 33(2), 185–195. https://doi.org/10.1002/bin.1516
* Dixon, M. R., Belisle, J., Stanley, C., Munoz, B. E., & Speelman, R. C. (2017). Establishing derived coordinated symmetrical and transitive gustatory-visual-auditory relations in children with autism and related intellectual disabilities using the PEAK-E curriculum. Journal of Contextual Behavioral Science, 6(1), 91–95. https://doi.org/10.1016/j.jcbs.2016.11.001
Dixon, M. R., Belisle, J., Stanley, C. R., Speelman, R. C., Rowsey, K. E., Kime, D., & Daar, J. H. (2016). Establishing derived categorical responding in children with disabilities using the PEAK-E curriculum. Journal of Applied Behavior, 50(1), 1–12. https://doi.org/10.1002/jaba.355
Dixon, M. R., Belisle, J., Whiting, S. W., & Rowsey, K. E. (2014). Normative sample of the PEAK relational training system: Direct training module and subsequent comparisons to individuals with autism. Research in Autism Spectrum Disorders, 8(11), 1597–1606. https://doi.org/10.1016/j.rasd.2014.07.020
Dixon, M. R., Carman, J., Tyler, P. A., Whiting, S. W., Enoch, M. R., & Daar, J. H. (2014). PEAK relational training system for children with autism and developmental disabilities: Correlations with Peabody Picture Vocabulary Test and assessment reliability. Journal Development Physical Disabilities, 26(5), 603–614. https://doi.org/10.1007/s10882-014-9384-2
* Dixon, M. R., Speelman, R., Rowsey, K. E., & Belisle, J. (2016). Derived rule-following and transformation of stimulus functions in a children’s game: An application of PEAK-E with children with developmental disabilities. Journal of Contextual Behavioral Science, 5(3), 186–192. https://doi.org/10.1016/j.jcbs.2016.05.002
* Dixon, M. R., Stanley, C., Belisle, J., Galliford, M.E., Alholail, A., & Schmick, A.M. (2017). Establishing derived equivalence relations of basic geography skills in children with autism. Analysis Verbal Behavior, 33(2), 290–295. https://doi.org/10.1007/s40616-017-0084-8
Dixon, M. R., Wiggins, S. H., & Belisle, J. (2018). The effectiveness of the PEAK relational training system and corresponding chances on the VB-MAPP for young adults with autism. Journal of Applied Behavior Analysis, 51(2), 321–344. https://doi.org/10.1002/jaba.448
Dymond, S., & Rehfeldt, R. A. (2000). Understanding complex behavior: The transformation of stimulus functions. The Behavior Analyst, 23(2), 239–254. https://doi.org/10.1007/BF03392013
Dymond, S., May, R. J., Munnelly, A., & Hoon, A. E. (2010). Evaluating the evidence base for relational frame theory: A citation analysis. Behavior Analyst, 33(1), 97–117. https://doi.org/10.1007/BF03392206
Hayes, S. C., Barnes-Holmes, D., & Roche, B. (2001). Relational frame theory: A post-Skinnerian account of human language and cognition. Plenum Press.
Malkin A., Dixon, M. R., Speelman, R. C., & Luke, N. (2016). Evaluating the relationships between the PEAK relational training system – Direct training modules, assessment of basic language and learning skills – Revised, and the Vineland adaptative behavior scales – II. Journal of Developmental and Physical Disabilities, 29(2), 341–351. https://doi.org/10.1007/s10882-016-9527-8
Matsumoto, M. S. (2014). A generalização de repertórios de mando após o ensino a crianças com autismo: Uma revisão de artigos de 2009 a 2014 [Dissertação de mestrado, Núcleo Paradigma de Análise do Comportamento, São Paulo, SP, Brasil]. https://www.nexoic.com.br/wp-content/uploads/2019/07/A-generaliza%C3%A7%C3%A3o-de-repert%C3%B3rios-de-mando-ap%C3%B3s-o-ensino-a-crian%C3%A7as-com-autismo_uma-revis%C3%A3o-de-artigos-de-2009-a-2014.pdf
Izaniele Marquetti, Yanne R. Gonçalves, Ana Raquel Q. Amaral 001-013
Revista Perspectivas 2021 Early View RFT Special Volume pp.001-013 13 www.revistaperspectivas.org
* McKeel, A., & Matas, J. (2017b). Utilizing PEAK relational training system to teach visual, gustatory, and auditory relations to adults with developmental disabilities. Behavior Analysis in Practice, 10(3), 252–260. https://doi.org/10.1007/s40617-017-0194-8
McKeel, A. N., Rowsey, K. E., Belisle, J., Dixon, M. R., & Szekely, S. (2015). Teaching complex verbal operants using the PEAK relational training system. Behavior Analysis in Practice, 8(2), 241–244. https://doi.org/10.1007/s40617-015-0067-y
Mcllvane, W. (2003). A stimulus in need of a response: A review of relational frame theory: A post Skinnerian account of human language and cognition. The Analysis of Verbal Behavior, 19(1), 29–37. https://doi.org/10.1007/BF0339298
Montoya-Rodriguez, M. M, Molina, F. J., & McHugh, L. (2017). A review of relational frame theory research into deictic relational responding. The Psychological Record, 67(4), 569–579. https://doi.org/10.1007/s40732-016-0216-x
* Mullen, S., Dixon, M. R., Belisle, J., & Stanley, C. (2017). Establishing auditory-tactile-visual equivalence classes in children with autism and developmental delays. Analysis Verbal Behavior, 33(2), 283–289. https://doi.org/10.1007/s40616-017-0092-8
Perez, W. F., Nico, Y. C., Kovac, R., Fidalgo, A. P., &Leonardi, J. L. (2013). Introdução à teoria das molduras relacionais (relational frame theory): Principais conceitos, achados experimentais e possibilidades de aplicação. Perspectivas em Análise do Comportamento, 4(1), 33–51. http://pepsic.bvsalud.org/scielo.php?script=sci_arttext&pid=S2177-35482013000100005
Reed, D., & Luiselli, J. (2016). Promoting the emergence of advanced knowledge: A review of PEAK relational training system: direct training module by Mark R. Dixon. Journal of Applied Behavior Analysis, 49, 205–211. https://doi.org/10.1002/jaba.281
* Schmick, A. M., Stanley, C.R., & Dixon, M. R. (2018). Teaching children with autism to identify private events of other in context. Behavior Analysis in Practice, 11(4), 400-405. doi: 10.1007/s40617-018-0214-3
Sidman, M. (1971). Reading and auditory-visual equivalences. Journal of Speech, Language, and Hearing Research, 14(1), 5–13. https://doi.org/10.1044/jshr.1401.05
Sidman, M., & Tailby, W. (1982). Conditional discrimination vs. matching to sample: An expansion of the testing paradigm. Journal of the Experimental Analysis of Behavior, 37(1), 5–22. https://doi.org/10.1901/jeab.1982.37-5
Skinner, B. F. (1978). O comportamento verbal (M. P. Villalobos, Trad.). São Paulo:
Cultrix/Edusp. (Trabalho original publicado em 1957)
Souza, D.G., & de Rose, J. (2006). Desenvolvendo programas individualizados para o ensino de leitura. Revista Latina de Análisis de Comportamiento, 14(1), 77–98. http://pepsic.bvsalud.org/scielo.php?script=sci_arttext&pid=S0188-81452006000100004
* Stanley R., Belisle, J., & Dixon, M. R. (2018). Equivalence-based instruction of academic skills: Application to adolescents with autism. Journal of Applied Behavior Analysis, 51(2), 352–359. https://doi.org/10.1002/jaba.446
Witts, B. N. (2018). An external review of the conclusions regarding the PEAK direct training module. Journal of Applied Behavior Analysis, 51(3), 719-737. https://doi.org/10.1002/jaba.491
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Published
2021-09-16
How to Cite
Marquetti, I. ., Gonçalves, Y. R. ., & Amaral, A. R. Q. . (2021). PEAK: Literature Review of the Interventions Based on Stimulus Equivalence and RFT for People with Atypical Development. Perspectivas Em Análise Do Comportamento, 12(1), 155–167. https://doi.org/10.18761/PAC.2021.v12.RFT.16
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