The Impact of the PEAK Curriculum on Standardized Measures of Intelligence: A Systems Level Randomized Control Trial

Abstract

The present study examined the effects of the Promoting the Emergence of Advanced Knowledge (PEAK) curriculum on standardized measures of intelligence and PEAK pre-assessment scores participants with autism spectrum disorders (ASD). Direct support staff at a specialized school for students with special needs implemented teaching programs from either the PEAK curriculum (n = 26) or the standard academic curriculum (n = 26) using a randomized control design over one semester. Statistically significant change scores were observed in raw IQ on two of three sub-scales, vocabulary and information, and full-scale IQ in a sub-group of participants that scored above the floor of the IQ test at either baseline or following intervention. Statistically significant improvements were also observed in PEAK pre-assessment scores in participants in the PEAK group compared to the control group. Findings indicate that the PEAK curriculum has the potential to positively impact standardized measures of intelligence when implemented for a relatively short period of time by direct support level personnel. These results are especially important given the widespread use of IQ tests to determine placement and eligibility criteria for individuals with special needs.