PEAK: Revisão de Literatura das Intervenções Baseadas em Equivalência de Estímulos e RFT para Pessoas com Desenvolvimento Atípico
DOI:
https://doi.org/10.18761/PAC.2021.v12.RFT.16Palavras-chave:
aprendizagem derivada, treinamento de habilidades, neurodiversidade, transformação, PEAKResumo
O PEAK é um instrumento de avaliação e intervenção comportamental com proposta inovadora. O objetivo do presente artigo foi investigar as possibilidades do instrumento para intervenção em equivalência e transformação (RFT). A coleta de dados compreendeu o período de 2014 até 2019 e foi realizada inicialmente no site oficial do instrumento e depois ampliada para periódicos da área. As palavras utilizadas na pesquisa foram “PEAK”, “equivalência” e “transformação”. Os resultados mostraram que o currículo foi eficaz para o ensino de diferentes populações como pessoas com autismo, síndrome de Down e deficiência intelectual. Foram ensinados diferentes conteúdos, como habilidades acadêmicas, relações de sistemas sensoriais e habilidades mais complexas em linguagem e tomada de perspectiva. Como limitações, foram observadas a idade dos participantes e o fato de a maioria dos estudos ter sido realizada pelo grupo de pesquisa do autor do instrumento. Sugerem-se novas investigações.
Downloads
Não há dados estatísticos.
Referências
Baron-Cohen, S., Leslie, A. M., & Frith, U. (1985). Do children with autism have a “theory of mind”? Cognition, 21(1), 37–46. https://doi.org/10.1016/0010-0277(85)90022-8
*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
Downloads
Publicado
16-09-2021
Como Citar
Marquetti, I. ., Gonçalves, Y. R. ., & Amaral, A. R. Q. . (2021). PEAK: Revisão de Literatura das Intervenções Baseadas em Equivalência de Estímulos e RFT para Pessoas com Desenvolvimento Atípico. Perspectivas Em Análise Do Comportamento, 12(1), 155–167. https://doi.org/10.18761/PAC.2021.v12.RFT.16
Edição
Seção
Artigos
