Date of Graduation
Summer 2024
Degree
Master of Science in Applied Behavior Analysis
Department
Psychology
Committee Chair
Jordan Belisle
Abstract
Assessments are widely used by behavior analysts throughout the field of Applied Behavior Analysis when determining curriculum and intervention for individuals with autism spectrum disorder (ASD). This thesis combines and discusses two collaborative manuscripts that revolve around the subject of one commonly used ABA assessment and curriculum. The PEAK Relational Training System (PEAK, Dixon 2014-2016) provides a wide-ranging assessment and training program that incorporates Skinnerian verbal operant learning and derived relational responding expressed in contemporary Relational Frame Theories (Hayes et al., 2001). The PEAK Comprehensive Assessment (PEAK-CA; Dixon, 2018) was developed to standardize and streamline assessments from all four PEAK modules (Direct Training, Generalization, Equivalence, Transformation) into a single direct assessment to provide an estimate of performance across each of these verbal and relational learning modalities. In the first chapter, 174 PEAK-CA scores were obtained from de-identified data from a prior approved study with participants receiving behavior analytic autism services and evaluated the interdependency of items using a principal component analysis (PCA). Results of the PCA revealed both a 2 and 3 factor model where items in the PEAK-CA were highly interdependent. These results support the interdependence of relational learning and verbal operant learning while generally supporting clustering of PEAK-CA items within and across modules that build in relational complexity allowing for shaping of language and cognitive skills within the curriculum. The second chapter aimed to determine underestimation in the PCA by identifying the total number of trial blocks until mastery in mastered PEAK programs from a de-identified data set from a previously approved study. 22 participants diagnosed with ASD were a part of this study along with 861 total mastered programs across all participants. Results showed an underestimation in the PCA in that majority of PEAK programs are mastered in the first trial block and decay in mastery over subsequent trial blocks.
Keywords
principal component analysis, autism, PEAK, interdependence, mastery, PCA
Subject Categories
Applied Behavior Analysis
Copyright
© Julia A. Busam
Recommended Citation
Busam, Julia A., "Evaluating the Interdependency of the PEAK Comprehensive Assessment as It Relates to Performance Estimation and Curricular Programming for Autistic Learners" (2024). MSU Graduate Theses. 4009.
https://bearworks.missouristate.edu/theses/4009
