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-  2016 

Derived Equivalence Relations of Geometry Skills in Students with Autism: an Application of the PEAK-E Curriculum

DOI: 10.1007/s40616-016-0051-9

Keywords: Autism, Equivalence-based instruction, Geometry, Stimulus equivalence, PEAK

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Abstract:

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

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