Synthesizing the Multiple-Probe Experimental Design With the PEAK Relational Training System in Applied Settings

Area of Science:

• Applied Behavior Analysis
• Experimental Design in Practice

Background:

• The scientist-practitioner model requires integrating experimental designs into applied settings.
• The PEAK Relational Training System is a widely used assessment and curriculum for language and cognitive skills.

Purpose of the Study:

• To describe a procedure for embedding a multiple-probe experimental design within all four modules of the PEAK Relational Training System.
• To demonstrate the utility of this embedded design for assessing skill acquisition and programming effectiveness.

Main Methods:

• A multiple-probe experimental design was embedded across all four PEAK modules.
• Baseline probes were used to assess target skills before direct intervention.
• Probes were temporally staggered to maintain design fidelity and adapt to learner progress.
• Mastery criteria were established to evaluate programming efficacy.

Main Results:

• The embedded multiple-probe design allowed for direct assessment of skill acquisition.
• The procedure demonstrated the ability to capture the effects of programming adjustments.
• A field test with a child with disabilities supported the procedure's viability in applied settings.

Conclusions:

• Embedding a multiple-probe experimental design within the PEAK Relational Training System is a viable procedure.
• This method facilitates the assessment of skill acquisition and the evaluation of intervention efficacy within applied practice.
• The design supports the scientist-practitioner model by integrating research methodology into clinical work.