The Convergent Validity of the PEAK-E-PA and Two Common Assessments of Language Development: The ABLLS-R and the TOLD 1:4
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.
Assessment, Education, PEAK, Stimulus equivalence
Belisle, Jordan, Mark R. Dixon, Bridget E. Munoz, and Kate Fricke-Steuber. "The Convergent Validity of the PEAK-E-PA and Two Common Assessments of Language Development: The ABLLS-R and the TOLD 1: 4." Journal of Behavioral Education (2021): 1-19.
Journal of Behavioral Education