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ERIC Number: EJ1101452
Record Type: Journal
Publication Date: 2016-Jun
Pages: 8
Abstractor: As Provided
ISSN: ISSN-0889-9401
Derived Equivalence Relations of Geometry Skills in Students with Autism: An Application of the PEAK-E Curriculum
Dixon, Mark R.; Belisle, Jordan; Stanley, Caleb R.; Daar, Jacob H.; Williams, Leigh Anne
Analysis of Verbal Behavior, v32 n1 p38-45 Jun 2016
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.
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Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A