An Overview of the PEAK Relational Training System

Abby Pfister and Jen Quaranta Author

04/06/2021 Added

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[00:00:02.210]Hello, and welcome to an overview of
[00:00:03.900]the PEAK Relational Training System.
[00:00:06.440]Today, we're going to be discussing
[00:00:08.210]this evaluation and curriculum guide
[00:00:09.920]for teaching basic and advanced language skills.
[00:00:15.550]My name is Jen Quaranta.
[00:00:16.870]I am the Southeast regional coordinator for the ASD Network.
[00:00:23.200]And my name is Abby Pfister.
[00:00:24.460]I'm the Northeast Regional Coordinator.
[00:00:27.970]Today's objectives are to describe
[00:00:29.720]the components of the PEAK Relational Training System,
[00:00:33.090]identify the four PEAK modules,
[00:00:35.870]be familiar with the PEAK assessment materials
[00:00:37.990]and basic steps to getting started,
[00:00:40.330]and to describe the PEAK Relational Training System
[00:00:43.000]that can be used as a standalone curriculum
[00:00:45.280]or in conjunction with existing intensive teaching
[00:00:48.240]verbal behavior programs.
[00:00:50.620]As a reminder, it's just an overview.
[00:00:55.000]So by the end of today's session,
[00:00:57.130]some things we'd like you to take away from this is
[00:01:00.790]that PEAK is an evidence-based language curriculum
[00:01:03.160]that teaches learning to learn.
[00:01:05.720]PEAK can be used to support language skills,
[00:01:08.050]flexible thinking, sticking with it,
[00:01:10.820]when things get difficult.
[00:01:12.320]And practitioners have reported
[00:01:14.150]that PEAK can be implemented in schools
[00:01:15.870]without extensive training.
[00:01:22.000]So objective one, describe the components
[00:01:24.391]of the PEAK relational Training System.
[00:01:30.630]PEAK was created in the spring of 2008 by Dr. Mark R. Dixon
[00:01:34.810]in response to the growing need for contemporary,
[00:01:37.550]comprehensive, and easy to use ABA assessment,
[00:01:40.760]and treatment program for children and adults with autism
[00:01:44.500]and other related conditions.
[00:01:48.840]You're probably asking yourself,
[00:01:50.460]so what does PEAK stand for?
[00:01:52.500]PEAK stands for
[00:01:53.510]the Promoting the Emergence of Advanced Knowledge.
[00:01:57.660]Some things that make PEAK different
[00:01:59.440]or unique from other programs you may be familiar with,
[00:02:02.640]is that there's a reliable administration
[00:02:05.360]of the assessments.
[00:02:06.530]which is called the PCA.
[00:02:08.130]Jen will cover that later today.
[00:02:10.360]It has a standardization of delivery.
[00:02:12.530]which reduces the time and completion.
[00:02:15.820]It has easy to implement programs.
[00:02:18.220]It was developed so it could be used by
[00:02:19.950]teachers, parents, caregivers, and behavior analysts.
[00:02:23.540]Although PEAK was created
[00:02:24.860]from a behavior analytic foundation,
[00:02:27.120]instructions are written in a non-technical way
[00:02:29.580]so that everybody can understand it.
[00:02:32.360]Jen and I both have experience implementing it with teams,
[00:02:35.050]working with paraprofessionals as well as teachers, SLPs.
[00:02:38.540]So we know you guys can do it too.
[00:02:41.700]There are over 736 different programs to choose from.
[00:02:46.040]And like I said before,
[00:02:47.400]they're based on the principles
[00:02:48.540]of applied behavior analysis,
[00:02:50.400]which we know is great for kiddos with autism.
[00:02:53.610]And it is peer reviewed in over 30 papers.
[00:02:59.270]So PEAK again, is that learning how to learn.
[00:03:04.830]So the target students for PEAK
[00:03:07.050]are about 18 months through the age of the teenage years.
[00:03:10.390]It's an evaluation and curriculum guide for teaching
[00:03:12.950]basic and advanced language skills
[00:03:15.300]from a contemporary behavior analytic approach.
[00:03:18.900]It utilizes DTT, those Discrete Trial Trainings,
[00:03:22.800]to help students learn and generalize skills.
[00:03:26.510]It's teaching everything.
[00:03:27.830]We know that teaching everything a student needs to know
[00:03:30.480]is time consuming, unrealistic, right?
[00:03:34.130]So this really helps us to break it down
[00:03:35.978]and to work on building that skillset for our students.
[00:03:45.080]So don't just take my word for it.
[00:03:46.610]Let's hear from Morgan Martin,
[00:03:48.030]a teacher from Westside Community Schools,
[00:03:50.680]tell us how she began using it.
[00:03:55.889]Hi, my name is Morgan Martin.
[00:03:57.080]I am a resource special education teacher
[00:03:59.410]at Westside Community Schools.
[00:04:01.650]I currently have a behavioral functional caseload.
[00:04:04.330]So PEAK was introduced to me
[00:04:05.810]through our behavior facilitator.
[00:04:08.100]She went to the training
[00:04:09.100]and brought back all of the training to me
[00:04:11.670]and we've set up a program together
[00:04:13.890]for one of my kindergarten students.
[00:04:15.460]He came to me with a lot of gaps in his learning,
[00:04:19.360]and we know students with autism will have that.
[00:04:22.180]So we just decided to set up a verbal behavior program
[00:04:24.970]for him and use PEAK.
[00:04:28.260]So as you can see,
[00:04:29.440]Morgan tells us that it's very teacher-friendly.
[00:04:32.257]She was able to implement PEAK without having gone through
[00:04:35.390]the formal training,
[00:04:36.660]by working with someone who was formally trained.
[00:04:40.030]So it's a team approach, right?
[00:04:42.010]Not everyone has to have extensive training,
[00:04:44.267]that we can get it up and going pretty quickly
[00:04:46.890]for individuals.
[00:04:48.810]So objective number two, identify the four PEAK modules.
[00:04:54.140]The first module we're going to discuss
[00:04:55.930]is the direct training module.
[00:04:58.150]And this module is going to target the foundational skills
[00:05:01.030]that help to build the more complex skills.
[00:05:03.950]This module or book is going to be similar to the programs
[00:05:06.720]we currently see ran when we think of mass discrete trials.
[00:05:10.480]So a lot of the programs in here
[00:05:13.300]are very similar to what we see on the ABLLS-R
[00:05:15.610]or the VB-MAPP, such as requesting, labeling, imitation.
[00:05:21.720]The learners are taught these skills using prompting,
[00:05:24.910]positive reinforcement, as well as immediate feedback.
[00:05:30.490]Some of the programs you'll see in this module
[00:05:33.500]are turn-taking, imitating counting, simple drawings,
[00:05:37.760]following one step directions, tracing, matching colors,
[00:05:41.790]as well as matching items.
[00:05:46.320]Here, we're going to watch it in action.
[00:05:54.730]Right, put with same.
[00:05:57.730]No, try that again, that's green,
[00:05:59.940]and what color is this?
[00:06:00.890]Yellow, put with same.
[00:06:02.690]Good, that's putting with same.
[00:06:06.070]Here, put with same.
[00:06:08.730]Good, blue and blue is the same.
[00:06:13.780]Put with same.
[00:06:16.174]That is putting with same, good.
[00:06:19.090]Let's do another one.
[00:06:22.340]Okay, so that was program 7B, matching colors.
[00:06:26.730]And you can see in the direct training module,
[00:06:29.450]there's one correct response,
[00:06:31.210]and answers are directly taught to the student.
[00:06:34.830]Seems very familiar, right?
[00:06:36.630]We can be very successful with that training,
[00:06:39.430]with those programs.
[00:06:42.100]And also this video is from their YouTube channel,
[00:06:45.750]which is amazing at helping and supporting teachers
[00:06:50.410]or SLPs, whoever's implementing the program,
[00:06:53.080]kind of understand it
[00:06:55.000]and get that little visual model of how to do it.
[00:06:58.680]Okay, here, we're going to see it implemented
[00:07:00.730]into a classroom here in Nebraska.
[00:07:03.180]So this is a kindergarten student,
[00:07:04.960]he's going to go through the part
[00:07:07.020]of the direct training module.
[00:07:11.760]And this is program 7H, imitate animal sounds.
[00:07:17.239](teacher baas)
[00:07:18.406](pupil baas)
[00:07:19.273](teacher baas)
[00:07:20.106](pupil baas)
[00:07:21.422](teacher neighs)
[00:07:22.298](pupil neighs)
[00:07:26.131](teacher baas)
[00:07:27.303](pupil baas)
[00:07:29.636](teacher oinks)
[00:07:30.469](pupil oinks)
[00:07:32.892](teacher neighs)
[00:07:33.815](pupil neighs)
[00:07:35.783](teacher barks)
[00:07:36.616](pupil barks)
[00:07:38.270]Excellent job.
[00:07:40.051]Excellent job.
[00:07:43.170]So, see he's equally proud of himself,
[00:07:45.190]telling himself excellent job.
[00:07:47.100]So not only is he the cutest kindergartner ever,
[00:07:50.620]he, as you can tell, he is thoroughly enjoying the program.
[00:07:55.999]So the next module we're going to go into
[00:07:58.060]is the generalization module.
[00:08:00.520]So this is where we're going to teach our learners
[00:08:02.239]to use skills in new and different ways,
[00:08:04.800]in different settings.
[00:08:07.620]And we're going to teach the child to extend
[00:08:10.300]the skills that they've learned to new settings,
[00:08:13.470]people, materials.
[00:08:15.150]It's important for our learners with autism, right?
[00:08:17.363]So that they are able to use their skills in different ways.
[00:08:21.720]in this module book, I love Dr. Dixon's example,
[00:08:26.530]pretend that you're staying at a hotel room, right,
[00:08:28.660]And you need to set that alarm clock as the backup
[00:08:31.360]to our phone alarms in case it dies or for whatever reason.
[00:08:36.260]But although the clock looks different
[00:08:39.103]than your alarm clock at home,
[00:08:41.160]you're able to set the alarm
[00:08:42.630]based on generalizing your skills.
[00:08:45.360]So first you set the hour, where on our phones,
[00:08:48.520]we just have to scroll it quickly with our thumbs.
[00:08:53.530]Or if you are like me, I have like 17 different alarms
[00:08:57.050]from all my snooze buttons
[00:08:59.090]I can find the one that's most appropriate.
[00:09:01.720]On the one at the hotel,
[00:09:03.660]I have to first set the hour and decide what I want to use.
[00:09:09.390]If I'm going to wake up and what minutes am I going to do?
[00:09:11.880]5:00 AM, 5:15, 5:16.
[00:09:16.010]Do I want to set it in advance?
[00:09:17.960]There's people that like their clocks
[00:09:19.780]to be 10 minutes ahead, I figured that out,
[00:09:23.360]Jen's one of those.
[00:09:24.590]I figured that out way too quickly,
[00:09:26.330]then I just think I have longer time to sleep
[00:09:28.700]or do something else.
[00:09:30.250]So we have to decide, am I waking up in the AM or the PM?
[00:09:34.520]Who has set that incorrectly before?
[00:09:38.130]Not a good thing, right?
[00:09:39.370]So to be able to generalize those skills of what hour,
[00:09:43.440]what minute, what time of day I want to wake up,
[00:09:47.200]as well as what sound do I want to wake up to?
[00:09:50.700]Is it the blaring alarm, the beep, beep, beep, right?
[00:09:53.790]Or is it a calmer tone so that I gradually increase,
[00:10:00.068]I can pick music as well.
[00:10:02.250]So I don't have to learn how to set the alarm
[00:10:05.536]on every single clock that I come in contact to.
[00:10:08.950]I learned it on a couple, I can generalize those skills.
[00:10:13.210]I don't have to be directly taught,
[00:10:15.660]and no one is there telling me great job, Abby,
[00:10:19.250]you just set the hour, wow.
[00:10:21.642]That's how you set the minute.
[00:10:23.750]Great job choosing AM.
[00:10:25.510]Oh, I love that song too.
[00:10:28.490]No, I come in contact with the natural reinforcement
[00:10:31.630]of great, now it's waking me up
[00:10:34.270]so that I'm not late for my training
[00:10:35.840]or not late for vacation.
[00:10:37.620]That's that natural reinforcement.
[00:10:42.070]So in the generalization
[00:10:43.830]as well as the transformation and equivalence modules,
[00:10:47.000]we'll cover those two next,
[00:10:48.860]that's where we'll start to see some of the training
[00:10:51.600]as well as the testing.
[00:10:53.770]So during the training trials,
[00:10:55.770]we want to make sure that we're providing that
[00:10:57.430]quality instruction for this skill.
[00:11:00.240]We need to ensure that we're providing immediate feedback
[00:11:02.960]after each response, looking at the prompt hierarchy,
[00:11:06.080]that we're varying it and meeting the student's needs.
[00:11:10.100]Do they need a positional prompt?
[00:11:12.920]Do they need me to vocalize it again.
[00:11:17.040]So being aware of your individual learner.
[00:11:20.710]And items are scored based on the number of prompts
[00:11:26.010]and adjustments needed to evoke that appropriate response.
[00:11:30.310]So it doesn't matter if I am prompting them vocally again
[00:11:35.600]to tell them, oh, no try it again.
[00:11:38.550]Or if I am pushing some of the cards a little bit closer,
[00:11:43.420]that doesn't matter.
[00:11:44.253]It's just how many times I have to prompt them
[00:11:48.080]to the right answer.
[00:11:52.710]Okay, and here we are,
[00:11:55.040]we're going to watch the classroom train,
[00:11:58.273]a training session in action.
[00:12:02.040]And as you watch this, you'll notice that the teacher
[00:12:04.410]does provide some direct teaching,
[00:12:06.453]which helps make those corrections
[00:12:09.320]during the training session.
[00:12:11.370]And you'll also notice that she's using one color of bear,
[00:12:14.580]working on that one-to-one correspondence.
[00:12:17.420]In a couple more slides,
[00:12:18.770]you'll see that when she is running test trials,
[00:12:22.220]she's using multiple colors of bears,
[00:12:25.070]that the kiddo has to distinguish
[00:12:27.560]between the colors of the bears that he has to count.
[00:12:30.390]And she'll describe that in her video as well.
[00:12:34.010]And you'll also notice in this video
[00:12:36.140]that the teacher is taking data
[00:12:38.500]during the train sessions too.
[00:12:40.750]And so that just helps us to see the progress
[00:12:42.900]the student is making.
[00:12:46.760]Noah, Noah, count the red.
[00:12:50.720]Red, red, red.
[00:12:57.270]One, two, three.
[00:12:59.785]Good job.
[00:13:12.645]Count the green.
[00:13:15.657]Green, purple.
[00:13:20.239]Nope, count the green.
[00:13:22.632]Show me, count the green.
[00:13:29.337]One.
[00:13:32.496]Noah, count the green, one, two, three, four, five.
[00:13:43.390]Okay, so although you can see the student
[00:13:45.990]engages in some silliness, that's our reality.
[00:13:49.580]Every teaching session doesn't go perfect.
[00:13:51.760]But again, most of this was due to that,
[00:13:54.910]he was knowing that he was being recorded like,
[00:13:57.670]oh right, look, they're watching me.
[00:14:01.480]But it's exciting to watch the growth of the student
[00:14:04.430]in such a short period of time.
[00:14:06.320]So actually this student prior to implementing PEAK,
[00:14:10.650]he would stand from the work area at the slightest break,
[00:14:15.010]would stand up and go away from the work area
[00:14:17.290]at the slightest break in instruction.
[00:14:18.830]So it had to be extremely quick pace.
[00:14:21.130]Now he's able to stay at the table
[00:14:23.170]and wait while the teacher records the data
[00:14:25.660]and gets the items for him for the next trial.
[00:14:27.810]So that again, just reiterating,
[00:14:29.910]we have to make sure the learning is fun for the kiddo.
[00:14:32.890]As well as focusing on those skills.
[00:14:37.120]So then in the test session, this is designed to assess
[00:14:42.270]the individual's ability to generalize each target skill
[00:14:45.910]that you're using.
[00:14:46.920]So during this time,
[00:14:48.460]you may be using the different materials
[00:14:51.080]in training versus testing, each individual target skill.
[00:14:56.080]It's important to remember that reinforcement and prompts
[00:14:59.880]are not provided in the test trials.
[00:15:02.120]And that can be really difficult.
[00:15:04.432]But it's either a zero or a 10,
[00:15:08.630]they either get it or they don't.
[00:15:11.805]So just that's what breaks it apart,
[00:15:14.180]those tests from those trainings
[00:15:24.250]For this one, I'm going to test
[00:15:25.960]on the counting groups of items.
[00:15:27.960]In the previous one you've see me training on it.
[00:15:32.460]And on that one, I used one color at a time
[00:15:36.060]and had him count.
[00:15:36.893]On this one, the testing part,
[00:15:38.810]I would give him two different colors
[00:15:41.550]or three different colors and prompt to just count one.
[00:15:44.280]So like, I'm going to say Noah, count the red ones.
[00:15:50.650]And on this one, I can not help him out.
[00:15:56.890]He's got to do it on his own
[00:15:58.210]and I cannot give praise or anything.
[00:16:01.020]So since he didn't do that, we'll take it away.
[00:16:07.520]Noah, count the blue ones.
[00:16:11.740]Count the blue ones.
[00:16:14.377]Yeah, count the blue ones
[00:16:16.460]This isn't blue.
[00:16:17.820]That's not blue, you're right.
[00:16:20.010]Count, the blue ones.
[00:16:21.400]One, two.
[00:16:26.210]So it's something we're still working on
[00:16:28.550]for him, but that's how I would do the test then.
[00:16:33.840]All right, and as you can see,
[00:16:35.500]those test trials are a little trickier, right?
[00:16:38.074]Because you're seeing without instruction,
[00:16:39.790]now can the kiddo generalize that skill
[00:16:43.110]that we just worked on?
[00:16:44.970]So that is where they score a 10 or a zero.
[00:16:48.080]They either have it or they don't.
[00:16:53.350]All right.
[00:16:55.850]So, and this program has a mix of test and train
[00:16:59.250]that you will see.
[00:17:00.370]The teacher has to know if she is training
[00:17:02.630]and can provide some feedback or if it's a test trial.
[00:17:06.390]And whether it is either correct or incorrect.
[00:17:12.640]What do I do?
[00:17:14.907]Okay, you need to pick which does not belong.
[00:17:18.030]Try again, nice job.
[00:17:21.360]Those have circles.
[00:17:23.073]Those have spots, you're right.
[00:17:27.133]But that's circles.
[00:17:29.056]Yep, spots or circles.
[00:17:33.039]All those have circles.
[00:17:36.140]Which does not belong?
[00:17:40.510]Ice cream doesn't belong.
[00:17:44.323]Ice cream doesn't belong.
[00:17:48.733]The ice cream.
[00:17:50.290]Hey, which does not belong?
[00:17:54.030]Nice work.
[00:17:55.075]Dog doesn't belong.
[00:17:56.567]Dog doesn't belong,
[00:17:57.570]these are squares.
[00:18:00.957]The dog has circles.
[00:18:05.770]Nice job working Andrew.
[00:18:08.980]Ready?
[00:18:09.813]Show me ready hands.
[00:18:13.320]Which does not belong?
[00:18:19.947]That doesn't belong.
[00:18:27.630]Quack, quack.
[00:18:30.400]Which does not belong?
[00:18:33.646]Try again.
[00:18:37.080]Dog does not belong.
[00:18:38.580]Tails.
[00:18:41.070]These have tails.
[00:18:42.490]They do, nice job.
[00:18:43.930]The fork does not belong.
[00:18:47.760]Forks don't have tails, you're right.
[00:18:51.990]Another really fun student and a little shout out
[00:18:55.000]to the teachers and parents and students
[00:18:57.780]for allowing us the videos.
[00:19:00.350]It just makes it so much more meaningful.
[00:19:02.250]So this was a great example
[00:19:04.420]of why the generalization program is used.
[00:19:07.000]We can't possibly teach every type of difference
[00:19:09.929]that a student will encounter,
[00:19:12.140]but we can teach them to attend to the information
[00:19:14.870]and to make the categories on their own
[00:19:17.720]as we heard Andrew do here.
[00:19:22.420]So we're going to watch another example.
[00:19:24.750]And this again is from their YouTube channel,
[00:19:27.660]from the PEAK YouTube channel.
[00:19:29.510]So again, another great resource
[00:19:32.280]and just so that we can see another kind of program.
[00:19:45.250]All right, find shirt.
[00:19:48.400]No, try again, find shirt.
[00:19:50.320]Good job, that is the shirt.
[00:19:51.880]Find pants, nice, those are pants.
[00:19:57.906]Find, let me switch these up.
[00:20:04.290]Find shirt.
[00:20:08.060]Find pants.
[00:20:11.450]Let's do some more.
[00:20:16.500]Find hat.
[00:20:18.550]Good job finding hat.
[00:20:20.230]Find coat.
[00:20:22.140]No that's hat, find coat.
[00:20:24.670]Look at these again, where's the coat?
[00:20:27.670]Good job, that is the coat.
[00:20:34.010]All right, where's the cap?
[00:20:37.130]Where's the raincoat?
[00:20:40.860]Let's do some more.
[00:20:44.790]Find pants.
[00:20:47.220]No, that's a hat, find pants, good job.
[00:20:51.600]Find coat, good work, that is a coat.
[00:20:59.346]So as you can see from this video,
[00:21:01.410]they're immediately working on generalizing the skill.
[00:21:04.740]A shirt is a shirt is a shirt,
[00:21:06.440]whether it has buttons or a pocket or a v-neck,
[00:21:09.360]we're teaching the kiddo in this,
[00:21:11.583]well the adult in this case,
[00:21:13.310]that it's still a shirt and we're immediately
[00:21:15.970]working on that.
[00:21:16.940]You can see that there are test and train trials
[00:21:20.730]intermixed in there.
[00:21:23.900]So during that video they were training
[00:21:27.590]shirts, pants, hat, and coat.
[00:21:30.100]And then they were testing the button up shirt,
[00:21:32.580]the cargo pants, the cap, the raincoat.
[00:21:35.980]So you can see how quickly,
[00:21:37.640]we're seeing how the individual student
[00:21:41.000]can generalize those skills.
[00:21:44.930]Each kind of shirt and each type of hat
[00:21:48.180]and each kind of pair of pants.
[00:21:53.923]So some of the programs in generalization are creativity.
[00:21:58.090]So there'll be drawing different paths, identifying sarcasm,
[00:22:03.260]beginning perspectives, problem solving,
[00:22:06.860]so how to pack a container so it all fits.
[00:22:10.320]We all have those kiddos that pack it,
[00:22:13.640]if they had to put a game away at the end of recess time,
[00:22:16.630]they pile it all in there, shut the box
[00:22:18.620]and it's good, right?
[00:22:19.840]So it's working on skills like that as well.
[00:22:23.430]That audience credibility.
[00:22:25.190]So given a scenario and who said it,
[00:22:27.830]is the statement likely to be true or is it false?
[00:22:33.030]Which there's many of us adults that could benefit
[00:22:35.110]from that program as well.
[00:22:38.180]It also works on games such as I Spy,
[00:22:40.870]so tolerating failure.
[00:22:42.440]I Spy something purple, the kiddo says the wrong thing,
[00:22:47.253]it's going to be okay.
[00:22:48.086]And working on that, we're not always going to get it right.
[00:22:53.190]So that abstract component
[00:22:55.660]that comes with the game of guess who
[00:22:58.480]as well as that problem solving with tic-tac-toe,
[00:23:01.840]how do you get three in a row?
[00:23:03.010]Where do you want to play first?
[00:23:04.780]Where do you want to play second?
[00:23:06.410]So those are all built in there.
[00:23:08.540]It also goes into academic skills such as sorting
[00:23:11.460]and counting groups, matching letters and numbers
[00:23:14.490]of various fonts and sizes.
[00:23:17.840]Again, so we don't have to teach each individual A
[00:23:21.570]depending on the type of print,
[00:23:23.530]we start building that into the programming early, early on.
[00:23:27.940]So as you can see here from the sample,
[00:23:31.230]that generalization programs go far beyond
[00:23:34.160]what we have traditionally thought about
[00:23:35.820]in terms of generalizing across people or environments.
[00:23:40.200]And it goes beyond that very, very quickly.
[00:23:45.220]And as you see, just again from the sample here,
[00:23:48.120]that there some real life applications
[00:23:50.690]that our students often struggle with.
[00:23:53.000]And so this is built into their programming
[00:23:56.000]which is really a great component of it.
[00:24:00.810]So now going into the equivalence module
[00:24:03.910]and that is the blue book
[00:24:05.270]that's where we're learning to relate concepts together
[00:24:08.320]that have not been directly taught.
[00:24:11.340]It encourages our learners to gain new knowledge
[00:24:13.890]without being directly taught it as well.
[00:24:16.720]And it teaches learners to attain new skills
[00:24:20.100]from skills previously taught.
[00:24:22.320]So that is really where we're starting to see
[00:24:25.979]that ability of learning how to learn,
[00:24:29.460]how can I relay what I've previously been taught?
[00:24:33.670]So let me see here.
[00:24:36.290]This is where we start to use our senses
[00:24:38.060]to interact with the environment around us.
[00:24:40.280]And it's not the same as generalization.
[00:24:43.820]And we'll go into some examples here.
[00:24:47.863]So this is what a lot of us love,
[00:24:50.670]this is where we get the teach two, get four for free,
[00:24:54.410]and who doesn't like freebies.
[00:24:56.750]Particularly when we think about the skills
[00:24:58.730]that our kiddos need to work on
[00:25:00.590]and how are we going to fit that into a school year
[00:25:03.620]in a limited number of minutes.
[00:25:07.230]So we'll take anything we can for free.
[00:25:09.810]So as you can see here, in this example,
[00:25:12.380]this blue component with the solid arrows,
[00:25:15.550]those are the trained relations.
[00:25:17.240]Those are the parts that we're going to directly
[00:25:20.570]teach our students.
[00:25:22.180]So we're going to teach them that the fox written down,
[00:25:25.460]the word fox, right, is this same as the spoken word fox.
[00:25:32.130]And we're also going to teach and train
[00:25:34.740]that the written word fox equals the picture of fox.
[00:25:39.690]And then our kiddos are going to derive from that,
[00:25:43.270]start thinking and learning about that learning,
[00:25:46.130]how the other ones are related.
[00:25:48.120]So spoken fox is the same as written fox
[00:25:50.980]and a picture of a fox is the same as written fox.
[00:25:53.820]And the spoken word fox is the same as the picture fox.
[00:25:59.040]And the image is the same as the spoken word fox.
[00:26:02.870]So that's a lot of foxes in there.
[00:26:05.576]We're going to now watch a sample.
[00:26:07.660]And this from their web,
[00:26:11.000]sorry from their YouTube channel again.
[00:26:17.810]What is it?
[00:26:18.643]A rabbit.
[00:26:19.476]Try again, Let's name it, it's a bunnerfly.
[00:26:21.820]Bunnerfly.
[00:26:22.653]What is it?
[00:26:23.486]Bunnerfly.
[00:26:24.319]Bunnerfly.
[00:26:25.930]All right, what is this?
[00:26:27.850]Pig.
[00:26:28.683]Let's name it, it's a cow wig.
[00:26:30.470]Cow wig.
[00:26:31.303]What is it?
[00:26:32.136]Cow wig. Cow wig.
[00:26:33.840]What is this?
[00:26:35.150]A fish.
[00:26:36.000]Let's name it, it's a doggish.
[00:26:37.680]Doggish.
[00:26:38.513]What is it?
[00:26:39.346]Doggish.
[00:26:40.179]Doggish.
[00:26:41.153]What is this?
[00:26:43.090]Cow wig.
[00:26:43.923]Good remembering, that is a cow wig.
[00:26:46.620]What is this?
[00:26:47.920]Doggish.
[00:26:48.753]Doggish, great.
[00:26:50.070]What is this?
[00:26:51.529]Doggish.
[00:26:52.362]No, what was this?
[00:26:53.350]Bunnerfly.
[00:26:54.183]Bunnerfly.
[00:26:56.010]All right, what is this?
[00:26:58.470]Cow wig.
[00:26:59.303]Great, what is this?
[00:27:01.697]Doggish.
[00:27:02.801]Doggish, awesome, what is this?
[00:27:05.080]Bunnerfly.
[00:27:05.913]Awesome, and what is this?
[00:27:08.420]Cow pig.
[00:27:09.900]Let's try that again, what is it?
[00:27:11.400]Cow wig.
[00:27:12.233]Cow wig, good job.
[00:27:14.423]Now, you get to draw.
[00:27:18.861]Let me draw this up for you.
[00:27:20.930]All right, oh yeah, you need a pencil too still.
[00:27:24.260]In your first one, draw a cow wig.
[00:27:34.490]All right, draw a doggish.
[00:27:44.380]Draw a bunnerfly.
[00:27:51.980]Draw a cow wig.
[00:27:59.820]Okay, so you could see there the learner is experiencing
[00:28:03.590]the same thought process, right?
[00:28:06.300]The student was already familiar with rabbit or bunny
[00:28:09.700]and a butterfly, so they could use those two
[00:28:12.660]previously acquired skills to create the bunnerfly, right.
[00:28:16.220]The bunny and the butterfly together.
[00:28:22.900]So some of the examples of the equivalence programs
[00:28:26.050]are the picture to picture.
[00:28:27.780]So that's just matching the identical, the same.
[00:28:31.210]Money, capital and lowercase letters,
[00:28:33.790]vocal counting, money to monetary value,
[00:28:37.350]synonym generalization, food groups,
[00:28:39.970]as well as countries and continents.
[00:28:41.990]Again, this is just a little sample of the programs
[00:28:45.740]included in that module.
[00:28:48.230]So next step and the fourth module in the group
[00:28:52.440]is the transformation module.
[00:28:54.230]So we know the individuals with autism
[00:28:56.230]think about their own perspectives.
[00:28:58.100]So creating learning opportunities
[00:28:59.765]to show them that others have perspectives too,
[00:29:03.320]is an important skill.
[00:29:04.600]And that's where we're really going to focus on here.
[00:29:07.830]That's where they learn to solve problems,
[00:29:09.771]and to make decisions and to plan and execute actions.
[00:29:15.020]It's teaching them and working with them,
[00:29:17.300]how things are related to one another.
[00:29:22.960]So some of the transformation programs
[00:29:25.460]are picture to picture matching, larger and smaller.
[00:29:29.960]So going, sorry,
[00:29:30.950]going back to the picture to picture matching,
[00:29:33.670]finding a picture that is different than,
[00:29:36.070]a lot of times we're used to the same, the same, the same,
[00:29:39.660]that our kiddos don't listen to language.
[00:29:41.760]So switching that up a little bit too.
[00:29:46.724]Going into what do, sorry,
[00:29:49.860]larger and smaller, picture discrimination, what do I see?
[00:29:54.550]What do you see?
[00:29:56.060]That you and I, that again,
[00:29:58.860]we see things that are different based on
[00:30:02.430]where we're looking or what we have access to.
[00:30:06.150]So as well as that auditory discrimination,
[00:30:09.910]what do you hear?
[00:30:12.010]So being aware of all of that.
[00:30:17.660]So make sure during this video recording
[00:30:19.800]that we're paying close attention to
[00:30:21.187]the language the teacher uses
[00:30:23.510]and notice that she varies what questions she asks first
[00:30:27.480]as well as how the question is asked.
[00:30:35.800]Right, which one is bigger?
[00:30:38.770]No, look again, which one's bigger?
[00:30:41.090]That is bigger, which one's smaller?
[00:30:44.140]That is smaller, nice work.
[00:30:46.580]Let's do another one, which one's smaller?
[00:30:51.350]Yeah, which one's bigger?
[00:30:53.677]If this one's smaller then which one's bigger?
[00:30:56.484]This one's smaller, find bigger.
[00:30:59.060]Yeah, we have smaller and bigger.
[00:31:02.470]Let's do another one, which one's bigger?
[00:31:06.628]Yeah, which one's smaller?
[00:31:08.660]Great job getting both of those right.
[00:31:12.110]Okay, so in that model,
[00:31:13.990]you could see that she varied What she asked first,
[00:31:17.650]as well as the items that she used,
[00:31:19.570]while still working on the same skill.
[00:31:26.400]So as we wrap up this section,
[00:31:28.460]we're going to hear again from Morgan Martin
[00:31:31.070]on skills generalization.
[00:31:35.160]The biggest change I've noticed
[00:31:36.590]is he's able to generalize a lot of the material
[00:31:39.040]he's learning through PEAK and use it in the classroom.
[00:31:42.160]Just simple things like greeting people and the colors.
[00:31:45.820]I mean, kindergarten is so language rich, anyways,
[00:31:48.940]he's picking that up,
[00:31:49.850]but PEAK gives them extra opportunities
[00:31:52.029]to practice those things.
[00:31:56.110]All right, now I'm going to let Jen take it from here.
[00:32:07.908]And our third objective,
[00:32:08.741]we are going to become familiar
[00:32:10.330]with the PEAK assessment materials
[00:32:11.930]and the basic steps we need for getting started.
[00:32:16.540]So there are a few steps we're going to go through for this.
[00:32:20.240]And it's basically, we're going to do our assessment,
[00:32:22.770]identify our areas of needs,
[00:32:24.820]target the programs that we want, gather our materials,
[00:32:28.210]organize a data binder, and begin our instruction.
[00:32:31.330]So when we begin, the first thing we need to do
[00:32:34.580]is administer the PCA to our student.
[00:32:37.710]What the PCA is is a test that allows us to see
[00:32:40.820]the skills that our students have.
[00:32:42.800]The best practice is to do it for all four of the modules.
[00:32:45.980]But this really is a team decision.
[00:32:47.750]If you have an early learner or a student
[00:32:49.820]who is not going to be able to do as many of the skills,
[00:32:52.850]you may want to decide not to administer all four of them,
[00:32:56.170]just note that down in your testing materials
[00:33:00.130]so that it is noted for later on.
[00:33:02.680]If you need to do anything
[00:33:04.220]that is outside of the standardization of it,
[00:33:06.980]also make sure to document that.
[00:33:08.820]We have some learners who just can't sit and attend
[00:33:11.070]for very long, and so just write that down.
[00:33:14.640]There's also discontinuation criteria within each module
[00:33:17.740]that will help you know whether you need to continue
[00:33:19.856]or to stop the administering.
[00:33:23.699]Now, the PCA is scripted for you, which is very nice.
[00:33:27.610]It helps with that standardization.
[00:33:29.772]It can be administered by a variety of professionals.
[00:33:32.870]So we can have our school psychologist help with it,
[00:33:35.530]our teachers can help with it, and the way that it's written
[00:33:39.074]they have the materials presented in there
[00:33:41.530]so that there are some white boxes.
[00:33:43.480]And they'll tell you that if the information
[00:33:45.960]is in the white boxes,
[00:33:47.350]you're going to present a student response book
[00:33:49.400]that the student is going to be showing
[00:33:52.060]their answer and things like that.
[00:33:53.577]But if there's a black box for that question,
[00:33:56.010]it tells you that you're going to remove the book.
[00:33:58.210]And it's something that the student is probably
[00:34:00.030]just going to be receptively listening
[00:34:01.920]and following a direction or something of that nature.
[00:34:04.630]But you don't need the book in front of you.
[00:34:07.860]So the student book that I'm referring to
[00:34:09.640]is this stimulus book here.
[00:34:11.610]It is already created for you, it comes in bound books,
[00:34:15.780]and you are using those for the various modules
[00:34:18.217]of the testing that you're going to be doing.
[00:34:20.607]The student will typically be doing something like
[00:34:22.970]pointing to the materials that are on the page
[00:34:25.600]or looking at the materials
[00:34:27.150]and then giving you some information based on that page.
[00:34:31.839]An important part of the PCA is the client booklet.
[00:34:34.150]This is where you're just going to score
[00:34:35.610]the student got the question correct.
[00:34:37.830]Or that it was an incorrect thing for the student.
[00:34:41.210]And you'll use these later
[00:34:42.770]to get more of a final score for your student,
[00:34:47.230]and then to help you with selecting your programs
[00:34:50.260]for the student.
[00:34:51.830]Now, the PCA, in addition, to having the area
[00:34:54.200]where you are recording your pluses and minus,
[00:34:56.760]has some additional tools,
[00:34:58.300]these are optional tools for you,
[00:35:00.030]they don't need to be used,
[00:35:01.330]and not every team is going to find a reason to
[00:35:04.360]use these when they are completing the PCA,
[00:35:08.510]but they are nice tools to have.
[00:35:10.680]One of them is the
[00:35:11.790]PEAK Autism Symptom and Behavior Observation Summary.
[00:35:15.470]What this really does is it looks
[00:35:17.110]at those key characteristics that are often found
[00:35:19.710]in individuals who have autism,
[00:35:21.710]such as their social interactions, communication,
[00:35:25.030]restricted and or repetitive behaviors.
[00:35:28.900]After you've completed the PCA with your student,
[00:35:35.190]you would answer these questions about the interactions
[00:35:38.150]that you had with your student.
[00:35:39.960]Now, this part they do recommend
[00:35:41.850]is only completed by a BCBA or a psychologist,
[00:35:46.390]because of the way that that would then turn into
[00:35:48.970]helping with an educational verification
[00:35:52.230]for special education.
[00:35:54.330]The other part of it is a comprehensive,
[00:35:57.080]the comprehensive assessment
[00:35:58.500]would include a functional analysis part.
[00:36:00.820]This is just where the team can document
[00:36:03.990]any of the challenging behaviors
[00:36:05.390]that were observed while they were administering the PCA.
[00:36:08.166]And it may be helpful for a school team
[00:36:10.717]if they need to have some behavior interventions in place
[00:36:14.070]to make programming more effective.
[00:36:16.130]Again, this is something that is optional,
[00:36:18.330]I think I probably helped about a dozen teams
[00:36:22.020]administer the PCA.
[00:36:23.940]I have not used this with any of my teams yet
[00:36:26.540]so I wanted to make sure you were aware of it,
[00:36:28.850]but it's not something that you would absolutely need to do.
[00:36:34.860]We're going to hear real quick from Melissa Luebbe.
[00:36:37.510]She was so gracious to let me come
[00:36:39.940]after I had done the training
[00:36:41.510]and she's going to talk about our first time ever
[00:36:44.210]administering the PCA.
[00:36:49.150]Hello, my name is Melissa Luebbe,
[00:36:50.780]and I am a speech language pathologist at Milford Schools.
[00:36:54.520]And I had the opportunity to work with Jen
[00:36:58.250]as we were beginning in assessment with a student
[00:37:01.830]that we had some concerns about.
[00:37:04.150]So Jen had just gone through an online training
[00:37:09.410]and session with the creator of this assessment.
[00:37:15.340]So she asked if I would help her give this PEAK assessment.
[00:37:19.530]And we were just kind of learning together as we went.
[00:37:22.970]So what we did is we worked with a student here,
[00:37:25.890]he's a first grader and we worked for about
[00:37:29.880]15 to 20 minutes initially.
[00:37:34.470]And we did a lot of chunking with our testing
[00:37:37.350]because the student was only able to sit
[00:37:39.730]for those short periods of time.
[00:37:43.630]So Jen and I did work together initially,
[00:37:46.760]and then I did some assessment on my own.
[00:37:48.880]And then Jen did come back and we finished up the assessment
[00:37:52.060]and did the scoring together.
[00:37:57.140]All right, so as you heard from Melissa,
[00:37:59.650]we learned to do a lot of that together,
[00:38:01.860]and we had to break it up for the student, right?
[00:38:06.480]I want to let you know, as you first looking at this slide,
[00:38:09.490]it might look a little bit overwhelming.
[00:38:11.190]Remember, this is just an overview.
[00:38:12.950]We're not going to show you exactly step by step
[00:38:15.270]what you need to do.
[00:38:16.990]So please like don't freak out about this.
[00:38:19.780]But the results of our assessment are going to help guide us
[00:38:22.820]in our program selection.
[00:38:24.820]What we need to know is that in each of these,
[00:38:27.340]in our direct training module
[00:38:29.080]and each of the other sections,
[00:38:30.680]we only are getting a small sampling of all the skills
[00:38:33.220]that the student is supposed to do.
[00:38:34.540]Remember Abby told us there's over 184 programs
[00:38:37.970]in each of those books.
[00:38:39.530]So there's no way for us to test all of those things.
[00:38:43.206]In here, though, I'm able to see how many skills
[00:38:46.710]that a student has and I'm able to continue
[00:38:49.690]building from there.
[00:38:51.820]Within the PCA kit,
[00:38:53.350]you're gonna find this handy-dandy decoding sheet.
[00:38:56.474]What this will help us do
[00:38:58.240]is to figure out which of the questions
[00:39:00.270]the student got correct.
[00:39:01.890]And in our direct training
[00:39:03.410]and in our generalization modules,
[00:39:05.350]there is a direct connection between the questions
[00:39:07.640]that were asked and the program and the book
[00:39:09.590]that it corresponds to.
[00:39:11.150]So if the student got it correct on the test,
[00:39:13.880]we would assume that that is a program that is known
[00:39:15.970]by the student and there's no need for us to teach
[00:39:18.060]that program to the student.
[00:39:20.700]So this will be a tool that you will be using
[00:39:24.110]as you go from completing the assessment
[00:39:27.480]to starting to build your program.
[00:39:29.960]Again, overwhelming visually probably right now,
[00:39:33.110]it will all make more sense to you guys later.
[00:39:35.760]Is that after we have scored,
[00:39:37.760]we have decided which of those items are directly related.
[00:39:41.960]We can fill in another tool like this,
[00:39:44.370]it breaks up those skills and it shows you exactly
[00:39:47.270]how many are in each of the programs.
[00:39:49.430]So of those 184 programs,
[00:39:52.180]how many of those are related to verbal comprehension?
[00:39:55.070]There's a 100 programs in that.
[00:39:56.970]And so I only sampled 16 of them,
[00:39:59.210]and I can determine how many programs
[00:40:01.520]the student already knows and how many to teach
[00:40:03.720]to the student.
[00:40:05.050]Another nice thing that comes from this
[00:40:06.730]is that if a student scored a perfect score on their test,
[00:40:11.440]I can assume safely that all of those programs
[00:40:15.396]in that column are mastered.
[00:40:18.060]There's no need for us to teach those.
[00:40:19.940]And I actually had a student just this week
[00:40:22.330]that I was helping to score who had a perfect 16
[00:40:25.310]in two columns.
[00:40:26.450]It was great to see that we were able to skip
[00:40:29.520]so much of the PEAK instruction.
[00:40:32.130]We didn't need to target that for the student.
[00:40:35.090]So the PCA has been a wonderful starting kit for us.
[00:40:39.550]As we started to get to put programs into place.
[00:40:44.660]Our initial programs are gonna help us
[00:40:48.460]build our staff confidence,
[00:40:50.110]especially those initial programs
[00:40:51.640]as you are first getting started with PEAK.
[00:40:54.060]We might pick some programs
[00:40:55.750]that are going to be exciting for our students.
[00:40:59.220]So when you saw Noah working on animal sounds,
[00:41:02.020]it wasn't that it was a super important skill,
[00:41:04.740]but we know he would have fun with it.
[00:41:06.710]We knew we could run that program pretty easily
[00:41:08.980]and we could build our staff confidence
[00:41:10.930]that we could do this.
[00:41:12.510]So it's okay to pick some easies as you're getting started
[00:41:15.540]just to get that momentum going and things like that.
[00:41:18.080]So our initial programs will come from a nice balance
[00:41:22.490]of some easies and some hards.
[00:41:25.270]It's real important that as we were picking out
[00:41:27.130]those initial programs, we're going to vary it.
[00:41:29.100]We're going to try to do it across all four modules
[00:41:32.040]for the student.
[00:41:33.150]Again, it's an overview, if you decide that you are
[00:41:36.200]wanting to do PEAK,
[00:41:37.240]we will help provide some additional guidance for you
[00:41:40.700]because there are times where we're not going to pick
[00:41:42.820]every book for every student initially.
[00:41:45.340]But as we do it, we're going to vary the way
[00:41:47.670]that we interact,
[00:41:48.620]the way that the student is going to
[00:41:51.040]respond to the materials.
[00:41:53.080]And it's also important to consider prerequisite skills
[00:41:56.040]for the student.
[00:41:57.120]So if we have one where the student
[00:41:58.710]is required to perhaps trace an entire sentence,
[00:42:04.190]well, if they are not able to trace a letter by itself,
[00:42:08.140]it doesn't make sense for us to jump to a bigger program.
[00:42:13.540]How many programs we select for our learner
[00:42:15.910]is really going to depend on the skills
[00:42:17.814]that the learner has.
[00:42:20.020]An early learner, one that doesn't have a lot of
[00:42:22.900]previously acquired skills,
[00:42:25.000]may have some limited communication.
[00:42:27.340]We may pick only about five programs,
[00:42:29.600]but for an advanced learner,
[00:42:30.916]it's easy for us to put five to 10 programs in their day.
[00:42:36.180]You'll also need to think about some of your limitations.
[00:42:38.610]When are you going to be doing the instruction
[00:42:40.810]with the student?
[00:42:41.830]A student who spends more time
[00:42:43.180]in a general education classroom
[00:42:44.700]and doesn't get as much resource support,
[00:42:46.760]you may need to pick only five
[00:42:48.760]and decide who is running each program
[00:42:51.070]during the parts of the day.
[00:42:52.640]A student who spends more time in a self-contained classroom
[00:42:56.530]may have more programs
[00:42:57.780]because they have a lot of staff available
[00:43:00.590]to work on that throughout their day.
[00:43:02.510]So again, picking your number of programs
[00:43:04.390]is going to be individualized.
[00:43:08.530]Here, we're going to hear from Ashley
[00:43:09.960]about how they decided to pick it
[00:43:13.280]and their targets and how they got started in using PEAK.
[00:43:19.950]So once we started implementing PEAK,
[00:43:22.090]the student understood the nature of the programs
[00:43:24.500]right away, he picked right up on it,
[00:43:26.330]which goes to show how easy PEAK is not only for the adults,
[00:43:30.320]but for the kids as well.
[00:43:31.730]So we started with a couple of programs
[00:43:33.410]that we knew the student would master really quickly,
[00:43:35.560]and a couple that were more challenging.
[00:43:37.140]And so this helped gain the buy-in of the student,
[00:43:39.190]and just to show him and teach him how the process works,
[00:43:41.640]and just the nature of the structure of PEAK.
[00:43:44.760]And he mastered two of the programs really quickly
[00:43:47.820]and is making progress on the other two.
[00:43:52.480]Now, I remember the day that Ashley
[00:43:53.870]called to tell me, guess what, he mastered some,
[00:43:56.710]and it really wasn't that far
[00:43:58.150]after we had started using PEAK.
[00:44:00.250]And so it was great to have that team has some success
[00:44:02.023]because they had struggled previously
[00:44:04.206]to see some successes with the student.
[00:44:07.530]So far we've shown a little bit about
[00:44:10.482]how do we conduct the assessment?
[00:44:12.300]We're going to decide on some programs.
[00:44:14.270]Well, each of the books has a program,
[00:44:16.540]basically every one of the targets
[00:44:18.250]that we're going to do is call the program for the student.
[00:44:21.023]And you're going to look in the book,
[00:44:22.450]find the information about it.
[00:44:25.470]Each programming sheet is fabulous.
[00:44:27.290]This is the feedback I get the most from our staff,
[00:44:30.010]about what they love about PEAK,
[00:44:31.450]is that the sheet tells you exactly what the objective is,
[00:44:36.430]the materials you're going to need,
[00:44:38.040]it gives you teaching procedures in it,
[00:44:40.140]and then it gives you an area for you to record
[00:44:42.380]all the different stimuli that you are using
[00:44:44.840]to teach that program.
[00:44:46.720]One tip from Dr. Dixon is that you can also use this area
[00:44:50.710]to highlight anything that gets mastered in your program.
[00:44:53.620]So for example, if we were working on colors
[00:44:55.970]and the student has mastered four of those colors,
[00:44:58.600]I could highlight the four colors
[00:44:59.653]that the student already knows
[00:45:01.210]and add in some new items into the page.
[00:45:04.080]And that will just help keep staff moving along
[00:45:08.080]and making sure we're not doing the same things
[00:45:10.170]over and over again.
[00:45:11.390]Remember, our end goal isn't to necessarily teach
[00:45:14.230]every possible response to the student,
[00:45:16.550]but to get them to the point where they can generalize
[00:45:18.870]when new things are presented to them.
[00:45:21.600]So programming sheets are important.
[00:45:23.470]And like I said, they will help you with your materials.
[00:45:25.850]And so this is just a little closer up
[00:45:29.300]of what that looks like.
[00:45:30.410]So for this one, the student's working on object permanence,
[00:45:33.250]and you're going to need some cups and preferred items
[00:45:35.770]for them to look in.
[00:45:38.176]Again, some feedback I had from teams is
[00:45:41.280]with having this information
[00:45:43.090]they were able to conduct the assessment early in the week
[00:45:46.130]and over the weekend gather all their materials.
[00:45:48.550]And by Monday they were implementing it.
[00:45:50.890]So I thought that that was perhaps just one teacher,
[00:45:53.170]but I've actually been hearing that over and over
[00:45:55.510]from several teachers.
[00:45:56.760]And so I really appreciate how easy it is
[00:46:00.430]for my school teams to be able to implement.
[00:46:03.990]Next, we're gonna hear from Morgan.
[00:46:05.260]And she has some important tips for us.
[00:46:07.280]Like, as you are starting to see,
[00:46:10.210]you might have to gather some materials
[00:46:12.590]or you saw picture cards in some of the previous videos,
[00:46:15.450]there can be some logistics about organizing.
[00:46:17.880]So she's going to give you a couple tips about that.
[00:46:21.250]My biggest piece of advice would be to really
[00:46:23.460]put in the time planning and organizing materials
[00:46:26.890]because there's nothing worse than sitting down
[00:46:28.870]in front of a kid and feeling like you don't have
[00:46:31.040]what you need or missing things.
[00:46:34.080]So I take a lot of time into organizing
[00:46:36.090]and trying different ways to organize my materials
[00:46:38.880]because it's not always just picture cards
[00:46:41.110]and shuffling pictures, it's objects and test trials
[00:46:46.320]and train trials.
[00:46:48.560]So just organizing materials
[00:46:49.910]so you know what you need with each trial,
[00:46:52.140]in each session for the student.
[00:46:55.980]All right,
[00:46:56.813]and we have seen a variety of different things
[00:46:59.010]as people are beginning to implement their programs.
[00:47:01.630]But an important thing for you to know about PEAK
[00:47:04.070]is that materials are used by programs.
[00:47:06.490]So if we're working on one with money identification
[00:47:09.470]and another student,
[00:47:10.540]or another program is about color identification,
[00:47:13.910]you're going to just want to organize materials
[00:47:15.820]by the program, because unlike some other systems
[00:47:19.220]that you may be using or programs,
[00:47:21.950]the materials are used across learners in PEAK.
[00:47:25.120]And so you don't have to create a new set of money
[00:47:28.530]for each student who ends up using money
[00:47:30.850]as a targeted program,
[00:47:32.300]you would just pull those materials for the student.
[00:47:35.900]Over time, programs are mastered and students no longer
[00:47:38.730]need those materials, and so it'll be great
[00:47:41.780]because you can just pass that on to the next student
[00:47:43.810]who needs it.
[00:47:46.180]Another important part of PEAK is data collection.
[00:47:49.820]Now in here, you're going to see
[00:47:50.983]that there are some differences from a program
[00:47:54.030]like our intensive teaching
[00:47:55.980]that we've been using with ABLES.
[00:47:57.890]So again, I'm not going to go into great detail
[00:48:00.220]about how you actually end up collecting the data
[00:48:03.040]or giving scores to your student.
[00:48:05.720]But what I wanted to draw your attention to
[00:48:07.340]is the fact that we do have a program sheet for data
[00:48:12.150]for every single program that we are running for a student.
[00:48:15.620]Now, some of the other modules, besides the direct training,
[00:48:19.030]you will be recording those train and the test
[00:48:21.650]on the same data sheet.
[00:48:23.520]But basically every time we are sitting down
[00:48:25.940]with the student, we are running 10 trials of a skill.
[00:48:29.460]So if I was doing coin identification,
[00:48:31.620]I would hold up a coin, I'd hold up another coin,
[00:48:34.310]I do 10 of those and then that program is done.
[00:48:37.280]I collect data off of every single trial
[00:48:40.000]and then record how the student has done on it.
[00:48:45.120]So we will hear again, one more time from Morgan,
[00:48:48.500]about ways that she has used her data.
[00:48:52.660]The thing that I like about PEAK
[00:48:53.840]is that all of the targets that I chose for his program,
[00:48:57.020]while we were programming,
[00:48:58.310]were intentional and they match his IEP goals.
[00:49:00.890]So I'm collecting data through PEAK
[00:49:02.870]and also it's progress monitoring data for my IEP goals.
[00:49:08.260]So who doesn't love that, right?
[00:49:09.720]You're collecting data, we're using our data
[00:49:11.870]to make effective programming decisions,
[00:49:14.000]but she can turn right around and use all that data
[00:49:16.910]to help with her IEPs.
[00:49:19.690]So another resource, again, that YouTube resource,
[00:49:22.650]you will be able to use that to help you learn
[00:49:26.180]how to set up a data binder.
[00:49:27.850]And again, one thing that we love about our current
[00:49:30.370]verbal behavior systems here in Nebraska
[00:49:32.900]is the fact that we have kind of a universal way
[00:49:35.410]that we are collecting data, organizing data,
[00:49:37.490]and things like that.
[00:49:38.530]And so we would love to have people
[00:49:41.540]who are implementing PEAK
[00:49:42.740]to have a similar way of doing their data.
[00:49:46.980]This has a QR code that you can use
[00:49:49.300]so that you'll be able to go later
[00:49:50.960]and watch how to actually set up a binder.
[00:49:54.280]And again, there's the one about
[00:49:56.410]this is a way that it has been done in other settings
[00:49:58.810]and then being able to see,
[00:50:00.740]yes but how did teachers actually do that?
[00:50:03.810]So, Morgan was gracious enough
[00:50:06.222]to walk us through how she set up her binder.
[00:50:09.354]And what I really love in here
[00:50:11.670]is how she had previously mentioned about
[00:50:14.900]organizing materials and you'll see how she organizes
[00:50:18.110]materials for the programs that she's currently targeting.
[00:50:25.240]I'm Morgan Martin from Westside Community Schools.
[00:50:28.100]And this is just how I've organized my binder so far.
[00:50:31.130]So I have a folder for each different section.
[00:50:37.500]So I have a direct with all of my programs in it,
[00:50:40.620]and I've paper-clipped all of my cards for each program.
[00:50:46.050]So I have them easily accessible
[00:50:48.314]and I'm not shuffling through materials.
[00:50:54.130]Every time my student masters a program,
[00:50:57.120]I put it in the according folder.
[00:51:00.020]And then I have future items
[00:51:02.250]that I might need for the next ones that I've planned.
[00:51:06.780]I've just found that this way it makes it faster.
[00:51:08.540]So I'm not shuffling through cards and materials
[00:51:11.330]that it's all right there when I need it.
[00:51:13.060]The things that have items with them, I keep all together
[00:51:18.650]and labeled in different baggies.
[00:51:24.440]So this would be a transformation 4B.
[00:51:27.980]And then my generalization ones
[00:51:30.250]to keep the test and train separate,
[00:51:32.740]I am labeled those in baggies also.
[00:51:38.360]Another part of our programming
[00:51:40.180]is that we can have a performance matrix.
[00:51:42.260]184 programs, we want to be able to see at a quick glance,
[00:51:45.550]how many things has the student mastered.
[00:51:47.570]And so I love that this is similar to programs
[00:51:49.670]that we've done in the past where we just update
[00:51:52.330]and color code it by year that they got the skill.
[00:51:56.910]So I really do love these performance matrices,
[00:52:00.510]and there is one for each of the four modules.
[00:52:04.490]So to know that a program has been mastered
[00:52:06.730]and ready to be recorded on that triangle
[00:52:08.910]and moving on to another,
[00:52:10.360]we generally think about three trials.
[00:52:13.300]So three of those blocks of 10
[00:52:15.410]with a score of 90% or higher.
[00:52:17.540]But again, your mastery may just depend on the program.
[00:52:21.010]For some programs like a coin,
[00:52:23.490]there's only so many coins for the student to learn.
[00:52:25.910]And so it's a pretty clear cut, like yep,
[00:52:27.820]that program is done, we have taught them everything
[00:52:30.340]that they need to know about that.
[00:52:31.730]But for other things like a picture match,
[00:52:33.780]you can go on and on and on with those.
[00:52:36.350]And so at some point,
[00:52:37.690]the team will have to make that decision,
[00:52:39.530]that yep, if the student were to encounter something new,
[00:52:42.570]they understand enough about this concept
[00:52:44.760]to be able to learn the-
[00:52:46.809]My name is Ashleigh Callahan,
[00:52:48.630]and I am a school psychologist with ESU 4,
[00:52:52.020]at one of my schools,
[00:52:52.950]we had a kindergarten student
[00:52:54.170]who he was new to the district.
[00:52:56.080]He was presenting some behavior challenges
[00:52:57.990]and we just needed to brainstorm some new ways
[00:53:00.530]to present learning to him
[00:53:01.900]in a way that would be appropriate
[00:53:03.580]and in a way that would be meaningful to him.
[00:53:06.780]And so we actually reached out to Jen
[00:53:08.700]just for a behavior consultation
[00:53:10.460]and she suggested PEAK.
[00:53:12.410]And so she came out, helped us administer the assessment,
[00:53:15.480]and then that very same day we score the assessment,
[00:53:17.980]decided which programs the student was going to start with,
[00:53:20.970]and then I was able to quickly look at the materials
[00:53:23.900]that we would need and gather all those materials.
[00:53:26.150]And most of the stuff was stuff
[00:53:27.290]we already had in the classroom
[00:53:29.130]or things that I could Google Images of and print quickly.
[00:53:33.130]And so it was super easy to do that.
[00:53:35.160]And then we just had to print the data sheets
[00:53:37.410]and the program instructions
[00:53:38.870]and put it all together in a binder.
[00:53:40.947]And then of course the next step was teaching the para
[00:53:43.480]and the teacher how to implement the programs.
[00:53:45.017]And that was super easy.
[00:53:46.240]We just kind of modeled it with them.
[00:53:48.170]We did some practice programs and we did some sample scoring
[00:53:51.860]and before we knew it, we were implementing.
[00:53:53.660]So overall the process of getting PEAK rolling
[00:53:56.867]was very fast for us.
[00:53:59.480]It's very easy to pick up on for anyone,
[00:54:01.830]even if you don't have a trained,
[00:54:03.560]any background in standardized assessment
[00:54:06.040]or anything like that.
[00:54:07.910]And it definitely made it easier having support
[00:54:09.760]from a person who has implemented it many times.
[00:54:14.750]All right, I appreciate all the compliments, Ashleigh,
[00:54:17.200]I'll pay you off later
[00:54:18.480]but really I wanted you guys to understand, right,
[00:54:22.590]that they didn't go through the formalized training
[00:54:24.930]but because they trusted the process,
[00:54:27.380]they did the PCA with me together,
[00:54:30.230]they were able to see results.
[00:54:33.120]So our fourth objective is just to describe
[00:54:36.510]how the PEAK Relational Training System
[00:54:38.170]can be used as a standalone curriculum
[00:54:40.200]or in conjunction with existing programs
[00:54:42.330]that you may already have in your school setting.
[00:54:45.060]This program really compliments other things in the school.
[00:54:47.950]Like I said, this can be used so that our students
[00:54:51.930]are learning to be learners.
[00:54:53.360]And it is used as a compliment.
[00:54:56.720]It's not in place of the general education curriculum.
[00:54:59.607]So that'd be really important for us to know.
[00:55:02.110]They're still gonna receive
[00:55:03.210]all the general education curriculum,
[00:55:05.100]but we may also use this as a standalone
[00:55:07.900]for those additional skills
[00:55:09.730]that we're trying to teach for a student,
[00:55:11.750]or you might combine it with some other
[00:55:13.240]verbal behavior programs that you are already using.
[00:55:18.170]Here's Stacy,
[00:55:19.003]is going to tell us a little bit about
[00:55:20.800]why she decided to use PEAK.
[00:55:24.730]Hi, my name is Stacy Fossler,
[00:55:26.580]and I am a ninth year special education teacher
[00:55:30.030]here at Southern Elementary School.
[00:55:32.060]And in my career here, I have had,
[00:55:37.470]my first year I had one student on the autism spectrum.
[00:55:39.930]And then now eight years later,
[00:55:42.440]I have five on the autism spectrum.
[00:55:45.310]And this will be my first year
[00:55:47.410]ever implementing some kind of verbal communication program
[00:55:50.710]with my students on the autism spectrum.
[00:55:53.200]And I really wish I would have had this my first year
[00:55:55.360]teaching with my student back then,
[00:55:57.213]because I really think
[00:55:58.530]he would have made some great strides with it.
[00:56:02.290]I've just started using PEAK in January
[00:56:04.810]with one of my students who is very low verbal,
[00:56:09.270]pretty much was nonverbal when I got him,
[00:56:11.140]at the beginning of the school year.
[00:56:12.180]And he's very much gained a lot of verbal skills.
[00:56:15.330]But I love this program for him because it tells me
[00:56:19.160]what to do and how to implement it and what I need do
[00:56:23.500]for each different part.
[00:56:26.790]It makes it easy to follow, easy to track the data for it,
[00:56:31.180]it does get confusing going from book to book to book,
[00:56:34.560]but overall it has really been great for my student
[00:56:38.900]and I plan on using it for my other students as well
[00:56:41.900]that are on the autism spectrum.
[00:56:43.700]And I will be doing, I mean,
[00:56:45.470]they're all at different levels,
[00:56:46.580]so I'll be seeing different parts of each book
[00:56:48.870]as well with them.
[00:56:50.120]So overall, I really do like the PEAK program,
[00:56:52.590]and think it is benefiting my student.
[00:56:56.460]All right, so she said she really just started in January.
[00:56:59.190]So that's not that long ago.
[00:57:00.740]We're only about four months into it
[00:57:03.250]and she's seen the results.
[00:57:05.170]Yes, it's hard at first to go between all four books,
[00:57:07.890]but it's not so overwhelming.
[00:57:10.010]She's already considering it with other students.
[00:57:12.200]And I've had another similar experience
[00:57:14.090]where we did the PCA for one target student.
[00:57:18.090]And then the teacher decided, wow, I really love this,
[00:57:20.980]I have some other kids who I think will benefit.
[00:57:23.220]And one SLP, we did it on a Tuesday with her student,
[00:57:27.000]and by Monday morning of the next week
[00:57:28.660]she told me I have five kids.
[00:57:30.300]And so she did it with five kids in just five days.
[00:57:33.810]And I just can't imagine doing that,
[00:57:36.377]but they are really seeing the success
[00:57:39.270]of being able to do it.
[00:57:40.270]So I love that.
[00:57:42.400]So again, it is best if we can use all four of the modules
[00:57:46.860]together for the student,
[00:57:48.280]because each of them targets the way,
[00:57:51.640]their approach to teaching and learning
[00:57:53.150]just a little bit differently.
[00:57:54.860]So we want to try to get all four books,
[00:57:58.600]but sometimes we have to go slow to go fast,
[00:58:01.650]to get our staff competence, to get our student competence.
[00:58:04.520]And so we just encourage you to get started with something.
[00:58:09.110]In mastered programs, we do want to think about that.
[00:58:11.600]Generally speaking, if you're running just the PEAK program,
[00:58:14.930]without any other additional programs for the student,
[00:58:18.351]you may not do anything with those mastered programs,
[00:58:21.450]once a skill's known, it's known,
[00:58:22.970]they're going to be seeing that in their natural environment
[00:58:25.340]and things like that.
[00:58:26.470]But what we really appreciate is hearing from educators
[00:58:29.070]here in Nebraska who are doing it,
[00:58:30.970]and they've said, well I've taken some of those known skills
[00:58:34.120]and I've moved them into independent work times
[00:58:36.090]for my students.
[00:58:37.050]And so we thought that that was a really great idea
[00:58:40.370]of a way that you could take some of those known things
[00:58:43.600]and then move them along another way.
[00:58:47.450]Another way that you might be using it
[00:58:49.580]instead of a standalone program
[00:58:51.180]is blending it in with other programs.
[00:58:54.470]And so for one of my school teams,
[00:58:56.570]it was a nice fit because they've been doing ABLES
[00:58:59.120]for a very long time.
[00:59:00.270]And they were thinking about some of those advanced
[00:59:02.688]verbal behavior things and the additional training for that.
[00:59:07.107]And it just wasn't working for them.
[00:59:09.660]They weren't able to do it as effectively
[00:59:12.500]as they had done their regular programming.
[00:59:14.340]So we decided that we were just going to put
[00:59:17.200]one additional book into it and they were going to keep
[00:59:19.490]the rest of their ABLES programming going.
[00:59:21.570]And so they're adding the equivalence module,
[00:59:23.700]that blue module, that's the one that Abby,
[00:59:26.430]said to you, we're going to be getting those
[00:59:28.160]free things for our students.
[00:59:29.710]So why not begin doing that?
[00:59:31.780]So again, the reasons why we're gonna target
[00:59:35.320]some of the equivalence
[00:59:36.153]is that it can lead to a quicker acquisition
[00:59:38.890]of those targets for our students.
[00:59:40.976]And it helps our students to really
[00:59:43.160]think through relationships,
[00:59:44.970]to understand how content is related to each other
[00:59:49.280]and things like that.
[00:59:50.640]And it facilitates their own thought process
[00:59:52.860]so that we don't have to think about everything
[00:59:56.180]that we need to teach to our student.
[00:59:58.900]So remember, keep the learning fun, celebrate successes,
[01:00:02.030]and pick objectives that are meaningful for you
[01:00:04.950]and your students.
[01:00:05.783]And you're going to see the best results.
[01:00:08.040]We wanted to quickly share before the end of our session,
[01:00:10.490]some additional resources that we have found helpful
[01:00:13.010]along the way.
[01:00:14.250]The first is the PEAK homepage
[01:00:16.410]and that is going to give you a lot of information
[01:00:18.670]and it'll give you links for how you purchase
[01:00:21.270]some of the information.
[01:00:22.470]They have some free resources that are available on there.
[01:00:25.370]It's a great getting started spot for you.
[01:00:28.170]Another one that I know Abby and I have used
[01:00:30.070]quite frequently is just the Facebook page.
[01:00:32.746]You do have to answer just a few, couple of questions
[01:00:35.430]to keep out the people who really shouldn't be using it
[01:00:38.380]but we put that group in there for you.
[01:00:40.320]And people will post questions
[01:00:42.100]and it's often a question that you've been thinking
[01:00:43.950]but haven't asked anybody yet.
[01:00:45.620]And sometimes people will share materials
[01:00:47.710]that they've created as well.
[01:00:48.920]So that is a really nice one for you.
[01:00:51.690]We've shown you a couple of the YouTube videos
[01:00:54.010]and that has been extremely helpful for us
[01:00:57.020]as we've gotten started and as we've worked with teams.
[01:00:59.330]So, I've pulled out some of them to help teachers
[01:01:02.917]practice using the data and things like that.
[01:01:06.140]So we would absolutely love for you to be able to
[01:01:10.350]have those same resources that we know about.
[01:01:14.020]I love theautismhelper.com and she has some modules
[01:01:17.650]on PEAK in there.
[01:01:18.780]And I've also found a few resources
[01:01:21.290]for materials and things like that
[01:01:23.010]on Teachers Pay Teachers.
[01:01:24.150]It's kind of limited right now
[01:01:25.570]for what's available on there.
[01:01:27.320]but the best is our home grown,
[01:01:28.840]so we only started the training kind of like statewide
[01:01:34.576]with just a couple of people
[01:01:36.240]who have shown some interest back this fall.
[01:01:39.090]And then we had some teams get up and running
[01:01:41.490]and starting their programs.
[01:01:44.460]And now second semester, we're at a point where
[01:01:46.810]we're meeting about once a month
[01:01:48.120]and we're helping each other out.
[01:01:49.450]And someone will say, hey, I was thinking about
[01:01:52.250]doing this program and somebody in the group will say,
[01:01:54.110]wait, I got those materials.
[01:01:55.157]And so we've just started sharing with each other,
[01:01:57.580]learning from our experiences.
[01:01:59.410]So that has been something that's been helpful.
[01:02:01.980]And hopefully we could continue to do that.
[01:02:05.420]Our last is a sincere, thank you
[01:02:07.250]from the bottom of our hearts,
[01:02:08.330]for everybody who has helped us with learning to do PEAK,
[01:02:12.470]to trust us to say like,
[01:02:13.540]hey, I don't know everything about this,
[01:02:15.080]but I want to learn alongside you.
[01:02:17.590]And we have learned so much from them.
[01:02:19.720]And thank you again to those parents
[01:02:21.480]who allowed us to film their children in doing this.
[01:02:25.043]So that we can all continue to learn from one another.
[01:02:28.570]So thank you to the people who have
[01:02:32.100]shared information with us and help guide us along the way.
[01:02:36.140]So we will open up for questions and answers
[01:02:39.410]but I also wanted to just give you our contact information
[01:02:42.950]so that if you have any questions
[01:02:45.140]you want to ask us directly after the session
[01:02:47.210]you have that information.
[01:02:48.990]So thanks for joining us today.
[01:02:50.890]Thanks guys.

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An Overview of the PEAK Relational Training System

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