Promoting the Emergence of Advanced Knowledge (PEAK) combines relational learning and applied behaviour analysis in a teaching programme for children with diagnosed autism (Dixon, 2014). Study 1a aimed to expand on this research by examining PEAK Sequencing; if teaching learning targets taken from the PEAK Generalisation Module will negate having to teach learning targets in the more basic PEAK Direct Module (emergent learning) with preschool children (n=8) both typically developing (4) and diagnosed with autism (4). Pre and post-training measures of standardised ability; Peabody Picture Vocabulary Test (PPVT-IV; Dunn & Dunn, 2007) and Bracken School Readiness Assessment (BSRA; Bracken, 2007) were compared to determine any positive impact on participant scores, and data were analysed using single-subject design and within- participant data. Study 1a taught 20 PEAK targets using the PEAK Generalisation Module and when tested, 34 emergent skills, previously scored as not in the child’s repertoire when assessed on the PEAK Direct module were mastered. The second part, Study 1b, further aimed to combine PEAK with an interactive computerised teaching programme (T-IRAP) to facilitate 'fluent' (rapid and accurate) participant responding with previously taught (study 1a) PEAK targets such as ‘matching’ and ‘exclusion’ were taught using the T-IRAP using ‘same/different’ relations. The study successfully combined PEAK-ABA with the interactive computerised teaching program, TIRAP. Study 2 successfully taught 5 PEAK targets to preschool children (n=3) with speech and language delay and combined PEAK targets with the Rapid Automatic Naming (RAN; Denckla & Rudel, 1976b) for fluency training. Pre and post assessments, BSRA-3 and PPVTIV were carried out for participants. Results show participants mastered PEAK targets.