No description available.

No description available.

No description available.

No description available.

Thesis (M.A.)--Brock University, 2006. / Includes bibliographical references (leaves 104-121). Also available online (PDF file) by a subscription to the set or by purchasing the individual file.

Thesis (Ph. D.)--University of Missouri-Columbia, 2002. / Typescript. Vita. Includes bibliographical references (leaves 106-127). Also available on the Internet.

Thesis (Ph. D.)--University of Missouri-Columbia, 2002. / Typescript. Vita. Includes bibliographical references (leaves 106-127). Also available on the Internet.

Senior Honors thesis--Regis University, Denver, Colo., 2009. / Title from PDF title page (viewed on May 22, 2009). Includes bibliographical references.

The PEAK Relational Training Program has been recently published and favorable results for reliability and validity measures have been reported (Dixon, 2014). Results of two studies have demonstrated a high correlation with scores on the PEAK assessment scores, IQ scores as well as high reliability in scoring the PEAK assessments (Dixon, Carman, Tyler, Whiting, Enoch, & Daar, In press; Dixon, Whiting, Rowsey, & Belisle, In press). The current study evaluated normative data for Module 1 using 45 children ages 1 through 6 to validate it's utility in measuring the language of typically developing individuals. Normative data was collected and a strong positive correlation was identified between participants' age and PEAK assessment scores (r=.832, p=<.001). Implications support the use of PEAK to teach language and learning and continual investigation of its psychometric properties.

Children with developmental delays often do not acquire perspective taking skills without training. These skills are imperative to the ability to relate to others socially and the development of appropriate social behavior. They may lack the ability to recognize that another person’s view may differ from their own, or that reality may differ from appearance. This study used deictic relational training to aid in the development of a ‘Theory of Mind’ and the acquisition of perspective taking skills. The PEAK relational training system was used in a special education classroom to train YOU and I relations, as well as YOU and I reversal, to two nine year old students with intellectual disability. Multiple exemplar training was then used to promote the generalization of these perspective taking skills to an in situ deceptive container task. One subject participated in the first two training phases, but was absent for the remainder of the study. The second subject successfully completed all training phases and was then able to correctly respond when asked to report what the perspective of another individual would be.