SpeechPathology.com Phone: 800-242-5183
Presence Learning Therapy Tools Suite - November 2019

Basics of the Peanut Butter Protocol

Nancy Creaghead, Ph.D

June 30, 2003

Share:

Question

What is the Peanut Butter Protocol?

Answer

The ''Peanut Butter'' Test was developed as a ''non-standardized'' protocol for eliciting pragmatic behaviors from preschool children (ages 3-5) in a ''communicative demand'' activity. A checklist of the behaviors accompanies it. There are actually two activities -- one is making a peanut butter and jelly sandwich (hence the nickname ''Peanut Butter''), and the other is a drawing activity. Both protocols and the checklist are attached.

The following reference provides a more complete description of the protocol and it's development, as well as some data from research using it.

Creaghead, N., Margulies, C. (1982) Evaluating pragmatic skills of verbal and nonverbal children, Communicative Disorders: A Journal for Continuing Education, 7, 73-86.

Click Here to view the protocols and checklist.
(Requires Adobe Acrobat)


Biographical Sketch:

Dr. Nancy Creaghead is Past President of the American Speech-Language-Hearing Association. She is Professor and Head of the Department of Communication Sciences and Disorders at the University of Cincinnati. Her teaching and research are in the area of child language development and disorders. She has been responsible for the development of outreach and distance learning programs for individuals working as speech therapists in the schools who need to obtain a master's degree. She has presented at numerous workshops and meetings at the local, state, national and international levels, including the 1978 through 2003 ASHA conventions, and is widely published. Dr. Creaghead is co-owner of a private practice, which provides speech-language services to children, primarily in Head Start and other preschool settings. She is a past president of the Ohio Speech-Language-Hearing Association and the Council of Academic Programs in Communication Sciences and Disorders. She has completed a three-year term as ASHA Vice President for Professional Practices in Speech-Language Pathology. She holds an M.S. from Purdue University and Ph.D. from the University of Cincinnati. She is an ASHA Fellow and has received Honors of the Ohio Speech-Language-Hearing Association and the Council of Academic Programs in Communication Sciences and Disorders.


nancy creaghead

Nancy Creaghead, Ph.D


Related Courses

Pearson's EBP Briefs: Best Practices for Assessing Communication Skills Prior to Preference Assessments for Students With Severe Developmental Disabilities
Presented by Miriam Boesch, PhD, Alexandra Da Fonte, PhD
Text

Presenters

Miriam Boesch, PhDAlexandra Da Fonte, PhD
Course: #8453Level: Advanced1 Hour
  'Interesting look at research, however, they could have saved time and just done the evaluations in a whole lot less time'   Read Reviews
Pearson's EBP Briefs are case-based courses designed to assist with everyday decision-making in clinical practice. This case examined the question, “Should practitioners conduct a formal or informal communication assessment prior to completing a preference assessment to accurately identify preferences for students with severe developmental disabilities?” The related literature search & analysis, along with the resultant clinical decision & application to clinical practice, will also be discussed. A relevant assessment tool for this case is the Vineland Adaptive Behavior Scales, Third Edition (Vineland-3).

Vanderbilt SLP Journal Club: Technology and Autism: A Refocus on Parent-Child Interaction
Presented by Anna Ausborn Kulaski, MS, CCC-SLP, Daniel Shaw, MS, CCC-SLP
Video

Presenters

Anna Ausborn Kulaski, MS, CCC-SLPDaniel Shaw, MS, CCC-SLP
Course: #8458Level: Advanced1 Hour
  'This course was great because it provided information about practical/simple ways that parents can get their children engaged that are easy to implement in a variety of activities and within their daily routines'   Read Reviews
Children with autism struggle with social engagement. Given Western society’s emphasis on academic learning and technology, a perfect storm is brewing with implications for connectedness to the social world. This course will discuss the obstacles technology can present to social engagement, and strategies to train parents to use technology to build functional communication skills.

Build and Generalize: Strategies for Systematic Language Instruction for Early Learners with Autism and Other Complex Communication Disorders
Presented by Rosemarie Griffin, MA, CCC-SLP, BCBA
Video

Presenter

Rosemarie Griffin, MA, CCC-SLP, BCBA
Course: #8220Level: Intermediate1.5 Hour
  'Great videos and practical examples that can be immediately applied in sessions'   Read Reviews
In this course, participants will learn the scope and sequence for systematic language instruction for students with autism and other complex communication disorders. Videos and images will be used to illustrate these concepts.

Communication and Independence for the Young Adult with Autism
Presented by Lisa R. Audet, PhD, CCC-SLP
Video

Presenter

Lisa R. Audet, PhD, CCC-SLP
Course: #9005Level: Intermediate1 Hour
  'new insights for me in working with young adults'   Read Reviews
Intellectually capable young adults with autism have unique social, communication and emotional needs. This course will explore the socio-cultural aspects of equity and inclusion that individuals in this group encounter. It will also address the interrelationship of individual needs, therapy strategies, and the skills needed in order to navigate this socio-cultural context.

Assessing Personal Constructs of Adolescents with Autism Spectrum Disorder: A Person-Centered Measure of Social Cognition
Presented by Sean Hess, PhD, CCC-SLP, Trisha Self, PhD
Video

Presenters

Sean Hess, PhD, CCC-SLPTrisha Self, PhD
Course: #8506Level: Advanced1 Hour
  'Lots of visual examples of the process'   Read Reviews
This is Part 1 of the 5-part series, Targeting the Social, Academic, & Transition Needs of Young Teens with ASD. Many protocols used for assessing social communication skills of adolescents with autism spectrum disorder (ASD) are based on behavioral observations. Social cognition encompasses processes underlying observable social communication behaviors, such as processes including personal constructs, which can be assessed using repertory grids. Repertory grids offer a person-centered view of social cognitive processes, which may provide a starting point for social pragmatic language intervention. This course is presented in partnership with the American Board of Child Language and Language Disorders (ABCLLD).