%0 Journal Article
%T Derived Equivalence Relations of Geometry Skills in Students with Autism: an Application of the PEAK-E Curriculum
%A Caleb R. Stanley
%A Jacob H. Daar
%A Jordan Belisle
%A Leigh Anne Williams
%A Mark R. Dixon
%J Archive of "The Analysis of Verbal Behavior".
%D 2016
%R 10.1007/s40616-016-0051-9
%X 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
%K Autism
%K Equivalence-based instruction
%K Geometry
%K Stimulus equivalence
%K PEAK
%U https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4883554/