Derived Equivalence Relations of Geometry Skills in Students with Autism: an Application of the PEAK-E Curriculum.
The present study evaluated the efficacy of equivalence-based instruction (EBI) as described in the PEAK-E curriculum (Dixon, 2015) for promoting the emergence of derived geometry skills in two children with high-functioning autism. The results suggested that direct training of shape name (A) to shape property (B) (i.e., A-B relations) was effective for both participants. Following A-B training, both participants demonstrated emergent relations that are consistent with symmetry (B-A), as well as emergent shape name (A) to shape picture (C) relations that are consistent with transitivity (A-C). The results expand on existing literature by demonstrating the emergence of an A-C relation when neither A nor B stimuli were ever trained to C stimuli and illustrate the efficacy of EBI for training geometry skills.
Behavior Analysis and Therapy Program, Southern Illinois University, Carbondale, IL 62901 USA.
Mark R
MR
Dixon
Behavior Analysis and Therapy Program, Southern Illinois University, Carbondale, IL 62901 USA.
Jordan
J
Belisle
Behavior Analysis and Therapy Program, Southern Illinois University, Carbondale, IL 62901 USA.
Caleb R
CR
Stanley
Behavior Analysis and Therapy Program, Southern Illinois University, Carbondale, IL 62901 USA.
Jacob H
JH
Daar
Behavior Analysis and Therapy Program, Southern Illinois University, Carbondale, IL 62901 USA.
Leigh Anne
LA
Williams
Autism; Equivalence-based instruction; Geometry; PEAK; Stimulus equivalence