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Teaching Complex Verbal Operants with the PEAK Relational Training System.

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Summary

The Promoting the Emergence of Advanced Knowledge (PEAK) curriculum effectively taught complex verbal operants, including autoclitics and guessing. Skills were mastered and maintained two weeks later, showing the curriculum's efficacy.

Keywords:
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Area of Science:

  • Behavioral science
  • Applied Behavior Analysis (ABA)
  • Verbal behavior development

Background:

  • Skinner's theory of verbal behavior highlights complex operants often lacking in research.
  • Current literature has gaps in addressing advanced verbal skills.
  • The Promoting the Emergence of Advanced Knowledge (PEAK) curriculum offers packaged protocols for skill development.

Purpose of the Study:

  • To evaluate the effectiveness of five PEAK curriculum protocols.
  • To assess the acquisition and maintenance of complex verbal operants.
  • To address the lack of research in specific verbal behavior areas.

Main Methods:

  • Utilized five packaged protocols from the PEAK curriculum.
  • Targeted complex verbal operants: autoclitics, metonymical tacts, tacting planet names, and guessing.
  • Assessed skill acquisition to a mastery criterion and maintenance at a 2-week follow-up.

Main Results:

  • The PEAK methodology demonstrated effectiveness in teaching all targeted complex verbal operants.
  • Participants achieved mastery of skills including autoclitics, metonymical tacts, tacting planet names, and guessing.
  • Skills were successfully maintained at the 2-week follow-up assessment.

Conclusions:

  • The PEAK curriculum is an effective tool for teaching complex verbal operants.
  • The study supports the PEAK methodology for developing advanced verbal behaviors.
  • Findings contribute to the literature on verbal behavior and ABA interventions.