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| Pushing PEAK to the Edge: Explorations to Music, Empathy, and Advanced Verbal Operants With Neurotypical Children and Individuals With Autism |
| Sunday, May 26, 2019 |
| 12:00 PM–12:50 PM |
| Hyatt Regency East, Ballroom Level, Grand Ballroom CD South |
| Area: VBC/EDC; Domain: Translational |
| Chair: Asha Fuller (Arizona State University) |
| CE Instructor: Kieva Sofia Hranchuk, Ph.D. |
| Abstract: The present symposium explored relatively uncharted territory of PEAK. Specifically, the authors investigated the extent to which the system facilitated a basic musical repertoire in playing notes on a piano, empathetic responding supported by a scenario-based empathy training, and advanced verbal operants with typically-developing children. |
| Instruction Level: Basic |
| Keyword(s): Empathy, Music, PEAK, Verbal Operants |
| Target Audience: beginner-intermediate behavior analysts or students of |
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| Using the PEAK Relational Training System to Teach Music |
| (Applied Research) |
| KIEVA SOFIA HRANCHUK (Arizona State University), Mario Lanuza (Arizona State University), Adam DeLine Hahs (Arizona State University) |
| Abstract: The PEAK Relational Training System (Dixon, 2014-2016) has been used predominantly to teach early language and cognition skills. One area of the PEAK system yet to be empirically explored is that of the music-related programs. To that end, the proposed study used the PEAK Relational Training System, Equivalence, Module: Playing Music (13A) program to facilitate the acquisition of recognizing, labeling, and playing musical notes on a piano. |
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Assessment and Training of an Empathetic Repertoire for Children With Autism |
| (Theory) |
| SHRAVYA SRINIVAS SANAGALA (Arizona State University, MS ABA program), Adam DeLine Hahs (Arizona State University), Alison Parker (ASU) |
| Abstract: Great behavior-analytic attention has been afforded to the better understanding of the core skills to an empathetic repertoire. However, these efforts have predominantly remained in the conceptual and theoretical domains of our science. To expand the extent to which behavior analysis has a place in the discussion of a more advanced skill, the current study sought to tease out theoretically-couched prerequisites to a typically-developing empathetic repertoire and, in the absence of said skills, propose a training for those skills. |
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| Generalization and Derived Emergence of Metaphorical Sensory Tact Extensions: PEAK for Neurotypical Preschool Children |
| (Applied Research) |
| RYAN C. SPEELMAN (Pittsburg State University), Andy Gloshen (Pittsburgh State University - Pittsburgh Kansas) |
| Abstract: We evaluated multiple exemplar training (MET) and equivalence based instruction (EBI) to promote the emergence of novel metaphorical sensory tact extensions in two neurotypical preschool children. Methods were adapted from the Promoting the Emergence of Advanced Knowledge (PEAK) equivalence and generalization curriculum guides. Participants were first trained to label pictures (A) using metaphorical tacts (B). Following MET both participants demonstrated response generalization by emitting untrained metaphorical tacts in the presence of novel pictures. Next participants were taught to select a corresponding picture (A) given a functionally related tactile stimulus (C). This phase established three member equivalence classes consisting of pictures, generalized metaphorical responses, and tactile stimuli. Following EBI participants demonstrated emergent transitive relations by providing previously generalized metaphorical tact extensions (B) in the presence of untrained tactile stimuli (C). These preliminary results illustrate the convergent role of relational responding and response generalization in the formation and flexible application of academic concepts. Manualized curriculum guides such as the PEAK may be used in educational practices to facilitate the acquisition of complex language skills common to standard education curriculum. |
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