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The Behavior analyst
Nov, 2017;40 (2): 493-521.

An Internal and Critical Review of the PEAK Relational Training System for Children with Autism and Related Intellectual Disabilities: 2014-2017.

Mark R Dixon, Jordan Belisle, Autumn McKeel, Seth Whiting, Ryan Speelman, Jacob H Daar, Kyle Rowsey
Author Information
  1. Mark R Dixon: 1Behavior Analysis and Therapy Program, Southern Illinois University, Carbondale, IL 62901 USA.
  2. Jordan Belisle: 1Behavior Analysis and Therapy Program, Southern Illinois University, Carbondale, IL 62901 USA.
  3. Autumn McKeel: 2Aurora University, Aurora, IL USA.
  4. Seth Whiting: 3Central Michigan University, Mt Pleasant, MI USA.
  5. Ryan Speelman: 4Pittsburg State University, Pittsburg, KS USA.
  6. Jacob H Daar: 5Northern Michigan University, Marquette, MI USA.
  7. Kyle Rowsey: 6University of Southern Mississippi, Hattiesburg, MS USA.
PMID: 31978209 DOI: 10.1007/s40614-017-0119-4

Abstract

The PEAK Relational Training System was designed as an assessment instrument and treatment protocol for addressing language and cognitive deficits in children with autism. PEAK contains four comprehensive training modules: and emphasize a contingency-based framework of language development, and and emphasize an approach to language development consistent with Relational Frame Theory. The present paper provides a comprehensive and critical review of peer-reviewed publications based on the entirety PEAK system through April, 2017. We describe both psychometric and outcome research, and indicate both positive features and limitations of this body of work. Finally, we note several research and practice questions that remain to be answered with the PEAK curriculum as well as other many other autism assessment and treatment protocols that are rooted within the framework of applied behavior analysis.

Keywords

ABA Therapy Autism EIBI Language Training PEAK Relational Frame Theory

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Journal Article
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