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Assessing the relationship between intelligence and the PEAK relational training system
Institution:1. Department of Physical Medicine and Rehabilitation, Chi Mei Medical Center, No. 901, Zhonghua Rd., Tainan 710, Taiwan;2. School of Medicine, Kaohsiung Medical University, No. 100, Shih-Chuan 1st Rd., Kaohsiung 807, Taiwan;3. School of Occupational Therapy, College of Medicine, National Taiwan University, No. 17, Xu-Zhou Rd., Taipei 100, Taiwan;4. National Cheng Kung University Hospital, No. 138, Sheng-Li Rd., Tainan 704, Taiwan;5. School of Occupational Therapy, College of Medicine, National Cheng Kung University, No. 1, University Rd., Tainan 701, Taiwan;1. Weisskopf Child Evaluation Center, University of Louisville, School of Medicine, Department of Pediatrics, United States;2. Eastern Kentucky University, United States;3. Kansas University Medical Center, Occupational Therapy Education Program, United States;1. Department of Psychology, Swansea University, Swansea SA28PP, United Kingdom;2. Rehabilitation Institute, Southern Illinois University, Carbondale, Mailcode 4609, Carbondale, IL 62901, United States;3. School of Psychology, University College Dublin, Belfield, Dublin 4, Ireland;4. School of Psychology, University of South Wales, Pontypridd CF371DL, United Kingdom;1. University of Colorado Denver School of Medicine, Department of Psychiatry, 13121 E. 17th Place, Mailstop C-234, Aurora, CO 80045, United States;2. Kaiser Permanente Colorado Region, Hidden Lake Mental Health, 7701 Sheridan Boulevard, Arvada, CO 80003, United States;1. Department of Psychology, Tulane University, 2007 Percival Stern Hall, 6400 Freret Street, New Orleans, LA 70118, United States;2. Children''s Hospital, 200 Henry Clay Avenue, New Orleans, LA 70118, United States
Abstract:The Promoting the Emergence of Advanced Knowledge (PEAK) Relational Training System is an assessment and curriculum tool developed for basic and advanced skills using behavior analytic approaches. The current study evaluated the relationship between intelligence (as measured by IQ scores) and performance on the PEAK assessment with children with autism or other developmental and intellectual disabilities. Each child was administered the PEAK assessment from the Direct Training Module. Scores from this assessment were compared to IQ scores for all participants to assess the relationship between the two measures. Results indicated a strong, significant correlation between scores on standardized IQ tests and scores on the PEAK assessment (r = .759, p < .01). The results demonstrated strong convergent validity and indicate that the PEAK may be a useful assessment and curriculum guide for training language and learning skills to individuals with autism and other developmental disabilities.
Keywords:ABA therapy  Intelligence quotient  Language  Verbal behavior therapy
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