Assessing the Longitudinal Outcomes of an Early Intervention Clinic using the PEAK Relational Training System becomes clinically important the moment a team has to turn good intentions into reliable action inside clinic sessions and day-to-day service delivery. In Assessing the Longitudinal Outcomes of an Early Intervention Clinic using the PEAK Relational Training System, for this course, the practical stakes show up in clearer case conceptualization, better instructional targets, and stronger generalization, not in abstract discussion alone.
Provider: BehaviorLive — via Gulf Coast Autism
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Join Free →Early Intervention programs are designed to address a variety of skill deficits, perhaps most notably communication and language skills. Studies on this treatment model have reported significant gains for many children with autism. Practitioners are frequently tasked with person-centered planning, providing treatment dosage recommendations, and describing considerations that inform continuity of care. Normative data from Yi et al. (in prep) and complexity data from Belisle et al. (in prep) can be used to evaluate extended treatment gains and to predict longer term treatment outcomes that assist practitioners with these requirements. The purpose of PEAK intervention is to gradually "bridge the gap" between current performance and age-typical performance, to the greatest extent possible, and within the time available. Data from 60 participants undergoing PEAK training for 2-6 years were compared against typical developmental norms for each of the PEAK modules. Results showed increased performance relative to anticipated control outcomes in all cases; however, a gap in performance is likely to persist even with intensive intervention. In addition, an analysis of each participant showed an overall increase in performance with the mastery of derived relational responding skills. The results of this study will be discussed in the context of informing crucial decision making for behavior analysts, parents and families, advocates, and providers when discussing client care and extended treatment programs.
| Certification Body | Credits | Type |
|---|---|---|
| BACB® | 0.5 | General |
Dr. Chris Furlow is the Senior Director of Clinical Support and Best Practice for Canopy Children’s Solutions, initially joining Canopy as the clinic manager of the Early Intervention Autism Clinic in September 2018. Chris is responsible for developing and executing strategic plans to enhance clinical support services and training, designing and implementing evidence-based clinical practices and protocols tailored to improving mental health and child welfare, and lead scholarly professional practice activities. Chris has spent the better part of the last 17 years amassing training from many of the leading experts in autism research and treatment delivery. Chris received his doctoral degree in School Psychology from the University of Southern Mississippi and has practiced within the clinic, home, hospital, and community settings at the Center for Autism and Related Disorders in Los Angeles, the Marcus Autism Center and Children’s Healthcare of Atlanta, and the Kennedy Krieger Institute and Johns Hopkins University School of Medicine. Dr. Furlow’s research has been published in Research in Autism Spectrum Disorders, The Analysis of Verbal Behavior, Behavior Disorders, Behavior Analysis in Practice, Behavior Analysis: Research and Practice, Journal of the American Academy of Child & Adolescent Psychiatry, School Psychology Quarterly, and Perspectives in Early Childhood Psychology and Education. He has served on the Executive Council for the Behavior Analysis Association of Mississippi (BAAMS), was appointed by the Executive Director of the Mississippi Department of Mental Health to serve on the Mississippi Autism Advisory Committee (MAAC), and appointed by Lieutenant Governor Hosemann to the Mississippi Autism Board. In addition to state service, he serves as an Adjunct Faculty member for the Applied Behavior Analysis graduate programs at the University of Mississippi and Mississippi State University.
Dig into the research behind this topic — plain-English summaries written for BCBAs.
280 research articles with practitioner takeaways
279 research articles with practitioner takeaways
258 research articles with practitioner takeaways
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All behavior-analytic intervention is individualized. The information on this page is for educational purposes and does not constitute clinical advice. Treatment decisions should be informed by the best available published research, individualized assessment, and obtained with the informed consent of the client or their legal guardian. Behavior analysts are responsible for practicing within the boundaries of their competence and adhering to the BACB Ethics Code for Behavior Analysts.