PEAK Assessment Tool Paper

The PEAK Assessment Tool The PEAK (Promoting the Emergence of Advanced Knowledge) Assessment and Direct Training Module was developed by Dr. Mark Dixon for use with autistic children or those with related developmental disabilities. It is based an ABA based therapy, (Applied Behavior Analysis), and assesses skills in manding, tacting, labeling, social and emotional descriptions, the usage of metaphors, and developing effective social exchanges (Daar, Negrelli & Dixon, 2015). PEAK is composed of four consecutive modules each with individual assessments consisting of 184 questions. The questions are directed at determining specific weaknesses in an individual’s skills. The scores are then collected and recorded on the Performance

The assessment results correspond with relational Training Programs designed to strengthen the individual’s weaknesses. Because Autistic Spectrum Disorders are more successfully diagnosed and treated at an early age, PEAK addresses early developmental skills in the first module. As the program and assessments progress they become increasingly challenging. The PEAK may be administered at any age, taking into account that an older individual may have acquired some of the early developmental stages. A study in 2014 with 206 typically developing participants and 94 autistic participants yielded

Dr. Dixon’s recommendations are that the assessment be re-administered every three to six months to record any progression within the program.
Scaling
Scaling is recorded with a yes, no, or question mark. The initial scaling may be conducted indirectly by a person or persons familiar with the individual. Skills that have been mastered consistently through observation are recorded as a ‘yes.’ Alternately, skills that have not been mastered are marked ‘no’. Any skills that are inconsistent or the observer is unsure of are recorded as a ‘?’. Upon completion of this scaling the instructor may either continue to the program training system or progress to the direct assessment for a more thorough analysis. In the direst assessment: the learner’s skills involve systematically presenting an array of 10 trials that represent the expectation listed for the assessment items. For each item assessed, present 10 discrete trails that target a different question (stimulus) and correct response. If the learner correctly responds to 9 or more trials out of 10 (90%), the assessment should be marked as ‘yes’. A ‘no’ should be recorded if the