The Convergent Validity of the PEAK-E-PA and Two Common Assessments of Language Development: The ABLLS-R and the TOLD 1:4
Tóm tắt
The study evaluated the convergent validity of the PEAK-E-PA and two common assessments of language development used in educational and clinical settings: the ABLLS-R and the TOLD-I:4. The PEAK-E-PA provides a measure of a participant’s ability to derive arbitrary stimulus relations, and may therefore provide a more complex analysis of language functioning than traditional behavior analytic language assessments. The results of the present study support a strong, significant relationship between the PEAK-E-PA and the ABLLS-R (r = 0.73, p < 0.01), but the obtained coefficient falls within the lower range of prior psychometric evaluations of behavioral language assessments. The results suggest a stronger relationship between the PEAK-E-PA the TOLD-I:4 (r = 0.94, p < 0.01), supporting the use of the PEAK-E-PA with individuals with autism who have progressed beyond the elementary verbal operant skills assessed for in traditional behavioral assessments.
Tài liệu tham khảo
American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders: DSM-5. Washington, D.C: American Psychiatric Association.
Barnes-Holmes, D., & Barnes-Holmes, Y. (2000). Explaining complex behavior: Two perspectives on the concept of generalized operant classes. The Psychological Record, 50, 251–265.
Boyle, C. A., Boulet, S., Schieve, L. A., Cohen, R. A., Blumberg, S. J., Yeargin-Allsopp, M., & Kogan, M. D. (2011). Trends in the prevalence of developmental disabilities in US children, 1997–2008. Pediatrics, 127, 1034–1042.
Chomsky, N. (1959). A review of BF Skinner’s Verbal Behavior. Language, 35, 26–58.
Dixon, M. R. (2014a). PEAK Relational Training System: Direct Training Module. Carbondale, IL: Shawnee Scientific Press.
Dixon, M. R. (2014b). PEAK Relational Training System: Generalization Module. Carbondale, IL: Shawnee Scientific Press.
Dixon, M. R. (2015). PEAK Relational Training System: Equivalence Module. Carbondale, IL: Shawnee Scientific Press.
Dixon, M. R., Belisle, J., Blevins, A., & Hayes, S. C. (in press). Derived relational responding is a generalized operant: Evidence from children with autism using the PEAK curriculum. Behavior Analysis in Practice.
Dixon, M. R., Belisle, J., & Stanley, C. R. (2018). Derived relational responding and intelligence: Assessing the relationship between the PEAK-E Pre-Assessment and IQ with individuals with disabilities. The Psychological Record. https://doi.org/10.1007/s40732-018-0284-1.
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, 38–45. https://doi.org/10.1007/s40616-016-0051-9.
Dixon, M. R., Belisle, J., Stanley, C., Rowsey, K., Daar, J. H., & Szekely, S. (2015). Toward a behavior analysis of complex language for children with autism: Evaluating the relationship between PEAK and the VB-MAPP. Journal of Developmental and Physical Disabilities, 27, 223–233. https://doi.org/10.1007/s10882-014-9410-4.
Dixon, M. R., Belisle, J., Whiting, S. W., & Rowsey, K. E. (2014a). Normative sample of the PEAK relational training system: Direct training module and subsequent comparisons to individuals with autism. Research in Autism Spectrum Disorders, 8, 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. (2014b). PEAK relational training system for children with autism and developmental disabilities: Correlations with peabody picture vocabulary test and assessment reliability. Journal of Developmental and Physical Disabilities, 26, 603–614. https://doi.org/10.1007/s10882-014-9384-2.
Dixon, M. R., Rowsey, K. E., Gunnarsson, K. F., Belisle, J., Stanley, C. R., & Daar, J. H. (2017). Normative Sample of the PEAK Relational Training System: Generalization Module with Comparison to Individuals with Autism. Journal of Behavioral Education, 26(1), 101–122. https://doi.org/10.1007/s10864-016-9261-4.
Dixon, M. R., Small, S. L., & Rosales, R. (2007). Extended analysis of empirical citations with Skinner’s Verbal Behavior: 1984–2004. The Behavior Analyst, 30, 197–209. https://doi.org/10.1007/BF03392155
Dixon, M. R., Whiting, S. W., Rowsey, K., & Belisle, J. (2014c). Assessing the relationship between intelligence and the PEAK relational training system. Research in Autism Spectrum Disorders, 8, 1208–1213. https://doi.org/10.1016/j.rasd.2014.05.005.
Downing, S. M., & Haladyna, T. M. (2006). Handbook of test development. Mahwah, NJ: Lawrence Erlbaum Associates Publishers.
Gould, E., Dixon, D. R., Najdowski, A. C., Smith, M. N., & Tarbox, J. (2011). A review of assessments for determining the content of early intensive behavioral intervention programs for autism spectrum disorders. Research in Autism Spectrum Disorders, 5, 990–1002. https://doi.org/10.1016/j.rasd.2011.01.012.
Hammill, D. D., & Newcomer, P. L. (2005). Test of Language Development–Intermediate–Fourth Edition (TOLD-I:4). Austin, TX: PRO-ED inc.
Hancock, M. A., Cautilli, J. D., Rosenwasser, B., & Clark, K. (2000). Four tactics for improving behavior analytic services. The Behavior Analyst Today, 1, 35–38. https://doi.org/10.1037/h0099873.
Hayes, S. C., Barnes-Holmes, D., & Roche, B. (2001). Relational Frame Theory: A Post-Skinnerian Account of Human Language and Cognition (p. c2001). New York, NY: Kluwer Academic/Plenum Publishers.
Hayes, S. C., & Brownstein, A. J. (1986). Mentalism, behavior-behavior relations, and a behavior-analytic view of the purposes of science. The Behavior Analyst, 9, 175–190. https://doi.org/10.1007/BF03391944.
Healy, O., Barnes-Holmes, D., & Smeets, P. M. (2000). Derived relational responding as generalized operant behavior. Journal of the Experimental Analysis of Behavior, 74, 207–227. https://doi.org/10.1901/jeab.2000.74-207.
Malkin, A., Dixon, M. R., Speelman, R. C., & Luke, N. (2017). Evaluating the relationships between the PEAK Relational Training System-Direct Training Module, Assessment of Basic Language and Learning Skills-Revised, and the Vineland Adaptive Behavior Scales–II. Journal of Developmental and Physical Disabilities, 29, 341–351. https://doi.org/10.1007/s10882-016-9527-8.
Partington, J. (2006). Assessment of Basic Language and Learning Skills-Revised (The ABLLS-R). Pleasant Hill, CA: Behavior Analysts.
Rehfeldt, R. A. (2011). Toward a technology of derived stimulus relations: An analysis of articles published in the Journal of Applied Behavior Analysis, 1992–2009. Journal of Applied Behavior Analysis, 44, 109–119. https://doi.org/10.1901/jaba.2011.44-109.
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, 5–22. https://doi.org/10.1901/jeab.1982.37-5.
Skinner, B. F. (1957). Verbal behavior. New York, NY: Appleton-Century Crofts.
Sundberg, M. L. (2008). VB-MAPP: Verbal behavior milestones assessment and placement program. Concord, CA: AVB Press.
Sundberg, M. L., & Michael, J. (2001). The benefits of Skinner’s analysis of verbal behavior for children with autism. Behavior Modification, 25, 698–724. https://doi.org/10.1177/0145445501255003.
TXautism.net, (n.d.). Assessment of Basic Language and Learning Skills-Revised: Overview. Retrieved from http://www.txautism.net/evaluations/assessment-of-basic-language-and-learning-skills-revised-ablls-r