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Related Experiment Video

Updated: Nov 1, 2025

Modeling Verbal Behavior Deficits with the Stimulus Control Ratio Equation, SCoRE

Modeling Verbal Behavior Deficits with the Stimulus Control Ratio Equation, SCoRE

Published on: May 14, 2019

Evidence From Children with Autism that Derived Relational Responding is a Generalized Operant.

Mark R Dixon¹, Jordan Belisle², Steven C Hayes³

¹College of Applied Health Sciences, University of Illinois at Chicago, Chicago, 60612 IL USA.

Behavior Analysis in Practice

|June 21, 2021

Summary

This summary is machine-generated.

This study shows that the Promoting the Emergence of Advanced Knowledge - Equivalence (PEAK-E) curriculum effectively teaches derived relational responding in children with autism. Equivalence-based instruction using PEAK-E demonstrates its utility in advancing higher-order behavioral skills.

Keywords:

Autism Derived responding Equivalence-based instruction PEAK

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Last Updated: Nov 1, 2025

Modeling Verbal Behavior Deficits with the Stimulus Control Ratio Equation, SCoRE

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Published on: May 14, 2019

An Electrophysiology Protocol to Measure Reward Anticipation and Processing in Children

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Use of a Video Scoring Anchor for Rapid Serial Assessment of Social Communication in Toddlers

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Published on: March 14, 2018

Area of Science:

Behavioral Science
Developmental Psychology
Applied Behavior Analysis

Background:

Derived relational responding is a complex cognitive skill.
The Promoting the Emergence of Advanced Knowledge - Equivalence (PEAK-E) curriculum aims to teach advanced skills.
Evaluating generalized operants is crucial for understanding learning.

Purpose of the Study:

To empirically examine derived relational responding as a generalized operant.
To evaluate the validity and efficacy of the PEAK-E curriculum.
To compare PEAK-E's impact on derived responding with earlier models.

Main Methods:

A multiple-baseline across-skills design was used to assess PEAK-E efficacy in 11 children with autism.
33 individualized skills were taught, with testing for untrained relations.
A second study used a multiple-baseline design to compare PEAK-E with traditional verbal operant training.

Main Results:

29 out of 33 instructional targets met the mastery criterion.
Replication with novel stimuli confirmed results for 3 participants.
Increases in derived relational responding were observed only with PEAK-E's multiple-exemplar equivalence-based instruction.

Conclusions:

Derived relational responding functions as a generalized operant.
The PEAK-E curriculum is effective for teaching derived relational responding.
Single-case experimental arrangements are suitable for evaluating higher-order behavioral phenomena.