Establishing derived conditioned symmetrical and transitive gustatory-visual-auditory relations in children with autism and related intellectual disabilities using the PEAK-E curriculum


Mark R. Dixon, Jordan Belisle, Caleb R. Stanley, Bridget E. Munoz, Ryan C. Speelman

Three children with autism or a related disabilities were taught to make coordinated cross-modal conditional discriminations involving gustatory, visual, and auditory stimuli, and test probes were conducted to evaluate the derivation of symmetrical and transitive relations. Participants were able to master the directly trained relations (gustatory-visual, visual-auditory) and consistently demonstrate symmetrical relations (auditory-visual). Two participants additionally demonstrated derived transitive relations (gustatory-auditory).

This article is restricted to ACBS members. Please join or login with your ACBS account.