Abstract
The present study sought to examine the relationships between two language assessments and a psychometrically validated adaptive behavior scale. The assessments evaluated included the Promoting the Emergence of Advanced Knowledge Relational Training System - Direct Training Module (PEAK-DT), the Assessment of Basic Language and Learning Skills – Revised (ABLLS-R), and the Vineland Adaptive Behavior Scales, second edition (VABS-II). The assessments were completed for 21 children diagnosed with autism. Results indicate a significant correlation between scores on the PEAK-DT and ABLLS-R (r = 0.951, p < 0.001, PEAK-DT and VABS-II (r = 0.453, p < .05), as well as the ABLLS-R and VABS-II (r = 0.563, p < 0.05). The results did not indicate any ceiling effects amongst any of the assessments. These results extend research on the psychometric properties of these assessment tools and provide implications for practitioner choice of curricula.
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Acknowledgments
The author would like to thank the dedicated group of professionals at Surrey Place Centre, Toronto, ON for their help in gathering the data for this project.
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This study was not funded by any entity.
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All procedures performed in this project were in accordance with the ethical standards of the institutional and/or national research committee and with the 1964 Helsinki declaration and its later amendments or comparable ethical standards.
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Informed consent was obtained from all individual participants, guardians, and/or agencies that are included in the study.
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The second author receives small royalties from sales of the PEAK curriculum. The first, third and fourth authors declare that they have no conflict of interest.
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Second author receives small royalties from sales of the PEAK curriculum.
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Malkin, A., Dixon, M.R., Speelman, R.C. et al. Evaluating the Relationships between the PEAK Relational Training System – Direct Training Module, Assessment of Basic Language and Learning Skills – Revised, and the Vineland Adaptive Behavior Scales – II. J Dev Phys Disabil 29, 341–351 (2017). https://doi.org/10.1007/s10882-016-9527-8
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DOI: https://doi.org/10.1007/s10882-016-9527-8