Evaluation of the PEAK-DT and PEAK-G Pre-assessments: Comparing Directly Implemented and Indirect Assessments of Verbal Abilities
The purpose of the present study was to examine the relationship between the PEAK Direct Training Pre-assessment (PEAK-DT-PA) and the PEAK Generalization Pre-assessment (PEAK-G-PA) with the corresponding indirect assessments based on parent and therapist reports. Participants were administered the PEAK-DT-PA and PEAK-G-PA. Parents and therapist completed a 184-item skills checklist for each of the corresponding modules. The results of the study suggest that there was a strong correlation between the pre-assessments and the indirect reports from both the parents and the therapists for each module. Additional correlations and inter-rater reliability across factors and individual test items were also investigated. Finally, trends in inter-rater reliability between caregiver report and direct assessments suggest that caregivers reporting for participants with lower overall scores more reliably identified whether their child had a deficit with an advanced skill, but could less reliably identify whether their child had a more basic skill. The opposite trend was found for caregivers reporting on participants with greater overall scores. Implications of these findings for clinicians and future research are discussed.
Caregiver report, Direct assessment, Indirect assessment, PEAK, Pre-assessment
Barron, Becky F.; Paliliunas, Dana; and Dixon, Mark R., "Evaluation of the PEAK-DT and PEAK-G Pre-assessments: Comparing Directly Implemented and Indirect Assessments of Verbal Abilities" (2020). Articles by College of Health and Human Services Faculty. 658.
Journal of Behavioral Education