2023 QASP-S Study Guide [108 questions] with correct answers GUARAAANTEED PASS
Historical Definitions ASD -ANSWER>> Kanner's psychiatric
... [Show More] condition, PDD, PDD-NOS, Asperger's syndrome, Rett Syndrome, Childhood disintegrative Disorder
Historical Def: Kanner's psychiatric condition -ANSWER>> delayed echolalia, sameness, gifted, great memory
Historical Def: Aspergers -ANSWER>> restricted, repetitive bxs and unable to hold conversations, lacked delay in language and cognition - high functioning autism
Historical Def: Pervasive Development Disorder (PDD) -ANSWER>> impairment in communication, lack of interest in people, bizarre responses to environment developed within first 30 months of life
Historical Def: PDD-NOS (Not otherwise specified) -ANSWER>> mild autism, 30 month requirement was removed, autism became spectrum of conditions
Historical Def: Rett Syndrome -ANSWER>> movement and communication are affected
Historical Def: Childhood Disintegrative Disorder -ANSWER>> reversal in development (supported autism caused by genetics)
Triad of Primary Impairments -ANSWER>> social communication, social interaction, rigidity of thinking/social imagination
Triad: Social communication -ANSWER>> difficulty with verbal/nonverbal communication. Not understanding meaning of common gestures, facial expressions, or tone of voice.
Triad: Social interaction -ANSWER>> a. Difficulty understanding social rules, behaviors, and relationships. Appearing indifferent to other people or not understanding how to take turns
Triad: Rigidity -ANSWER>> Difficulty in the development of interpersonal play and imagination. Limited range of imaginative activities, possibly copied and pursued rigidly and repetitively.
ASD: Red Flags to Early Diagnosis -ANSWER>> Impairment in Social Interactions, Communication, Repetitive Bx/Restricted Interests, Emotional Regulation
Risk Factors for ASD -ANSWER>> a. Genetics
Biological
Environmental
Having a sibling with ASD
Having certain genetic or chromosomal conditions, such as fragile X syndrome or tuberous sclerosis
Experiencing complications at birth
Being born to older parents
Current (2018) CDC statistics of ASD -ANSWER>> 1 in 59
Common co-morbid diagnosis of ASD -ANSWER>> a. Epilepsy
Intellectual disability
Sleep disorders
Adhd
Gastrointestinal disorders
Feeding/eating challenges
Obesity
Anxiety, depression, bipolar
Methods for diagnosis -ANSWER>> Persistent in: Deficits in social-emotional reciprocity, deficits in nonverbal communicative bxs in social interactions, and deficits developing, maintaining, and understanding relationships
Plus at least 2 types of restricted, repetitive behaviors
Deficits in social-emotional reciprocity -ANSWER>> abnormal social approach and failure of normal back-and-forth conversation; to reduced sharing of interests, emotions, or affect; to failure to initiate or respond to social interactions.
deficits in nonverbal communicative bxs in social interaction -ANSWER>> poorly integrated verbal and nonverbal communication; to abnormalities in eye contact and body language or deficits in understanding and use of gestures; to a total lack of facial expressions and nonverbal communication.
Deficits in developing, maintaining, and understand relationships -ANSWER>> difficulties adjusting behavior to suit various social contexts; to difficulties in sharing imaginative play or in making friends; to absence of interest in peers.
Two of restricted, repetitive behaviors -ANSWER>> Restricted repetitive patterns of bx, interest, activities; stereotyped motor movements, use of objects, speech; insistence on sameness, highly restricted fixated interests, hyper or hyporeactivitiy to sensory input or aspects of the environment
Role & scope of practice of QASP-S -ANSWER>> The QASP-S is a mid-tier interventionist who serves as an experienced instructor and may also provide training to staff/families, monitor the progress of goals and objectives, and provide supervision to entry-level staff. They are under the supervision of a QBA or other master's level or above licensed or credentialed professional.
Privileged information -ANSWER>> a. Health information such as diagnoses, treatment information, medical test results, and prescription information are considered protected health information under HIPAA, as are national identification numbers and demographic information such as birth dates, gender, ethnicity, and contact and emergency contact information. PHI relates to physical records, while ePHI is any PHI that is created, stored, transmitted, or received electronically.
Duty to warn -ANSWER>> The duty to warn refers to a counselor's obligation to warn identifiable victims
Duty to Protect -ANSWER>> The duty to protect is a counselor's duty to reveal confidential client information in the event that the counselor has reason to believe that a third party may be harmed.
3 levels of scientific understanding -ANSWER>> description, prediction, control
Description -ANSWER>> yields collection of facts about the observed events that can be quantified, classified, and examined for possible relations with other known facts; often suggests possible hypotheses of questions for additional research.
Prediction -ANSWER>> knowledge gained from a study that finds the systematic covariation between two events (correlation) can be used to predict the probability that one event will occur based on the occurrence of the other event; can suggest the possibility of causal relations to be explored; prediction enables preparation
Control -ANSWER>> HIGHEST LEVEL OF UNDERSTANDING; Manipulation of one event reliably leads to changes in another event.
7 Dimensions of ABA (Baer, Wolf, Ridley, 1968) -ANSWER>> Applied, Behavioral, Analytic, Technological, Conceptually Systematic, Effective, Generality
Applied -ANSWER>> investigates socially significant behaviors with immediate importance to the subjects.
Define ASD -ANSWER>> Autism spectrum disorder (ASD) is a neurodevelopmental disorder characterized by deficits in social communication and social interaction and the presence of restricted, repetitive behaviors.
Characteristics of ASD -ANSWER>> Social communication deficits, restricted, repetitive behaviors, interests, or activities, and problems with social interactions
Social communication deficits -ANSWER>> present in various ways and can include impairments in joint attention and social reciprocity as well as challenges using verbal and nonverbal communication behaviors for social interaction.
Restricted, repetitive bx, interests, activity deficits -ANSWER>> manifested by stereotyped, repetitive speech, motor movement, or use of objects; inflexible adherence to routines; restricted interests; and hyper- and/or hypo-sensitivity to sensory input.
Social interaction deficits -ANSWER>> limited or delayed communication, limited or focused interests, symptoms are present in early development period (by age 3), clinically significant impairment in social, occupational, or other important areas of current functioning.
Behavioral -ANSWER>> entails precise measurement of the actual behavior in need of improvement and documents that it was the subject's behavior that changed
Analytic -ANSWER>> demonstrates experimental control over the occurrence and non occurrence of the behavior - if a functional relation is demonstrated.
Technological -ANSWER>> the written description of all procedures used in the study is sufficiently complete and detailed to enable others to replicate it.
Conceptually Systematic -ANSWER>> behavior change interventions are derived from basic principles of behavior
Effective -ANSWER>> improves behavior sufficiently to produce practical results for the participant/client
Generality -ANSWER>> produces behavior changes that last over time, appear in other environments, and/or spread to other behaviors.
6 Attitudes of Science -ANSWER>> Determinism, Empiricism, Experimentation, Replication, Parsimony, Philosophic Doubt
Determinism -ANSWER>> lawful and orderly place; events are related; everything happens for a reason
Empiricism -ANSWER>> Facts; experimental data-based scientific approach
Experimentation -ANSWER>> manipulates variables to see the effect on the DV; did IV cause change in DV?
Replication -ANSWER>> repeating experiments; determines reliability
Parsimony -ANSWER>> rule out simple explanations first
Philosophic Doubt -ANSWER>> Question everything
Pairing -ANSWER>> conditioning something as reinforcer with something that is already a reinforcer; Ex: pairing yourself as a reinforcer by being the one to give tangible reinforcers
Classical conditioning -ANSWER>> Pavlov example; involuntary response + stimulus
Operant conditioning -ANSWER>> Uses reinforcement to change voluntary bx
Respondent Bx -ANSWER>> reflexive; Ex: pupils in response to bright light
Operant Bx -ANSWER>> produces effect on environment and is influenced by consequences
Matching Law -ANSWER>> behavior matches reinforcement
Principles of Reinforcement -ANSWER>> Rate, Value, Magnitude
Dead Mans Test -ANSWER>> if a dead man can do it, it's not behavior
Elements of BST -ANSWER>> 1. Instruction
Modeling
Rehearsal
Feedback
Free operant assessment -ANSWER>> An engagement-based preference assessment procedure in which an individual is given simultaneous access to multiple stimuli for a period of time, and the duration of engagement with each stimulus recorded.
Paired Stimulus Preference Assessment -ANSWER>> Two items are presented each trial and the child is asked to make a choice
Single Stimulus Preference Assessment -ANSWER>> A stimulus is presented and a person's reaction to it is noted. May best be suited for individuals with trouble selecting from two or more stimuli.
Multiple Stimulus With Replacement -ANSWER>> All stimuli presented on every trial
Multiple Stimulus without Replacement -ANSWER>> Items are presented in an array and the client is instructed to pick one and given time to engage with that item. After the engagement interval, the array is presented again without the already selected item(s) and the client selects again. Process continues until all items are chosen or client stops choosing items. The FULL array is presented 3-5 times and selection percentage is calculated to give preference gradient.
Functional Operational Definitions -ANSWER>> defines the response class of behaviors by their common effect on the environment (the function)
Topographical Operational Definition -ANSWER>> Based on what the behavior looks like
Reliability vs. Validity -ANSWER>> consistency vs accuracy
PreMack Principle -ANSWER>> First, Then
HIPPA (Health Insurance Portability and Accountability Act) -ANSWER>> federal law that required the creation of national standards to protect sensitive patient health information from being disclosed without the patient's consent or knowledge.
Mandated Reporting -ANSWER>> Steps: gather info, notify admin, call hotline, report facts
Individuals with Disabilities Education Act (IDEA) -ANSWER>> A special education law that requires schools to educate students with disabilities in least restrictive environments to the greatest extent of their abilities using plans tailored to the individual needs of the students.
LRE (Least Restrictive Environment) -ANSWER>> Educational setting for special needs child that most closely resembles a regular school program and also meets child's special educational needs.
IEP (Individualized Education Plan) -ANSWER>> A written statement that spells out a program specifically tailored to a child with a disability.
American Disabilities Act (ADA) -ANSWER>> U.S. law that gives civil rights to disabled persons. That includes equal opportunities in access and use of places such as transportation and buildings.
504 Plan -ANSWER>> a plan developed to ensure that a child who has ANY disability identified under the law and is attending an elementary or secondary educational institution receives accommodations that will ensure their academic success and access to the learning environment
Rehabilitation Act of 1973 -ANSWER>> added people with disabilities to the list of Americans protected from discrimination
PBS Components -ANSWER>> prevention strategies, the instruction of replacement skills, new ways to respond to problem behavior, and lifestyle outcome goals.
PBS -ANSWER>> an approach used to support behavior change. The method is not designed to "fix" the person & never uses punishment. Main idea: teaching someone a more effective/ acceptable bx will decrease problem bx
Proactive Strategies -ANSWER>> Intended to make sure the person gets what they need & includes ways to teach the person appropriate communication & life skills.
Reactive Strategies -ANSWER>> Designed to keep the person & those around them safe from harm. They provide a way to react quickly when person is distressed & more likely to display challenging behavior.
Person Centered Planning -ANSWER>> ongoing problem solving process to help those with disabilities plan for the future.
look at ind a diff way
assist the focus person to gain control of their life
increase opportunities for participation in community
recognize ind desires, interests, etc
through team effort, develop plan to turn dreams into reality
Who is involved in PCP? -ANSWER>> Focus person, whoever they want. Works best with unbiased facilitator & person to record what is shared.
Family members, professionals, friends, etc.
Cultural Awareness -ANSWER>> An in-depth self-examination of one's own background, recognizing biases, prejudices, and assumptions about other people
Mitigate observer drift -ANSWER>> Ensuring that observers are well trained. Screening observers for potential biases.
Having clear rules and procedures in place for the experiment. Making sure behaviors are clearly defined
Mitigate observer reactivity -ANSWER>> Monitor unobtrusively, separate multiple observers, begin measuring at different times unknown to primary observer
Mitigate observer drift -ANSWER>> Retraining, ongoing/continual training
Program/Treatment Integrity -ANSWER>> The degree to which a program is implemented in practice as intended; Monitor procedural fidelity; intervention should be clear in non-technical terms; train staff.
Systems for treatment integrity -ANSWER>> Evaluate staff on major aspects of intervention. Ex: prescribed intervention components for PBs, instructional procedures, management of antecedent variables (setting up learning environment appropriately)
Measurement of Procedural Integrity -ANSWER>>
Assessment Types -ANSWER>> preference, direct vs indirect, standardized, functional skills assessment, FAST, ABLS, RAISD.
Preference Assessment (PA) -ANSWER>> Methods for identifying an individual's preferences for tangible items or activities
Direct v Indirect Assessments -ANSWER>> Direct: observing skill, ABC data; Indirect: reflecting on whether the student can perform the skill, interviews
Standardized Assessments -ANSWER>> ABLLS/VBMAPP, school based assessments
The ABLLS-R (Assessment of Basic Language & Learning Skills) -ANSWER>> popular assessment for individuals with special needs, especially ASD. The ABLLS-R is arranged with skills organized into related groups, such as motor, labeling, social skills, etc. creating an easy to follow curriculum for that child.
Each skill is broken down into instructional targets with objective criteria for mastery, with specific response criteria for each objective.
VB-MAPP (Verbal Behavior Milestones Assessment and Placement Program) -ANSWER>> Verbal Behavior Milestones Assessment Placement Program: The VBMAPP is an assessment of language and communication, which also evaluates barriers for learners. This tool is norm-referenced and can provide a snapshot of performance, as compared to typically developing language development. The VBMAPP scores performance as Level 1: 0-18 months, Level 2: 18-36 months, and Level 3: 36-48 months. The VBMAPP allows evaluators to identify gaps and recognize splintered skills. Results are then visually displayed. Upon each administration, the evaluator is to use a different color to indicate growth and progress.
VB-MAPP assesses -ANSWER>> mand, tact, echoic, intraverbal, listener, motor imitation, independent play, social and social play, visual perceptual and matching-to-sample, linguistic structure, group and classroom skills, and early academics.
Functional Skills Assessment -ANSWER>> tool for evaluating daily living skills for students in primary grades, middle school, secondary school, and those preparing for or enrolled in post-secondary transition programs.
Functional Skills Assessment includes -ANSWER>> four facets of independent living: Clothing, Food, Home, and Self.
Ex: AFLS
FAST assessment -ANSWER>> identify a number of factors that may influence the occurrence of problem behaviors. It should be used as an initial screening toll and as part of a comprehensive functional assessment or analysis of problem behavior. The FAST is to be administered to several individuals who interact with the person frequently. Results should then be used as the basis for conducting direct observations in several different contexts to verify likely behavioral functions, clarify ambiguous functions, and identify other relevant factors that may not have been included in this instrument.
RAISD (Reinfocer Assessment for Individuals With Severe Disabilities Interview) -ANSWER>> The purpose of this structured interview is to get as much specific information as possible from the informants (e.g., teacher, parent, caregiver) as to what they believe would be useful reinforcers for the student.
Therefore, this survey asks about categories of stimuli, probing for information about potential visual, auditory or other sensory satisfying reinforcers
Person Centered Planning -ANSWER>> ongoing problem-solving process used to help people with disabilities plan for their future.
PCP: Purpose -ANSWER>> To look at an individual in a different way. To assist the focus person in gaining control over their own life.
To increase opportunities for participation in the community. To recognize individual desires, interests, and dreams.
Through team effort, develop a plan to turn dreams into reality.
Steps of PCP -ANSWER>> 1. Review personal profile. Make additional comments/observations.
Review trends in environment. Ongoing events that are likely to affect focus of persons life.
Share visions for future. Brainstorm how to increase opportunities.
Identify obstacles/opportunities. Things that make vision a reality.
Identify strategies. Steps for implementing visions.
Get started. Action steps that can be completed within short time. 7.Identify need for service delivery to be more responsive to individual needs.
PCP: Plan to be successful if -ANSWER>> - Clear/shared appreciation of talents/capacities of focus person
common understanding of focus persons wants
group agrees to meet regularly to review activities
-group includes strong advocate or family member to ensure focus persons wants are met
group includes person committed to making connections to local community.
risk-benefit analysis -ANSWER>> deliberate evaluation of the potential risks (e.g., limitations, side effects, costs) and benefits (e.g., treatment outcomes, efficiency, savings) associated with a given intervention.
Ex: bx including SIB, aggression, etc using punishment/extinction may increase PB's.
Risk-Benefit Analysis: 4 key elements -ANSWER>> 1) the general risk factors for behavioral treatment,
(2) the benefits of behavioral treatment, (3) the risk factors for each behavioral procedure, and (4) a reconciliation of the risks and benefits with key parties involved.
Advocacy -ANSWER>> support; active pleading on behalf of someone or something
best practices -ANSWER>> range of individual activities, policies, and programmatic approaches to achieve positive changes in student attitudes or academic behaviors.
Evidence Based Treatment -ANSWER>> instructional/intervention procedure or set of procedures for which researchers have provided an acceptable level of research that shows the practice produces positive outcomes for children, youth, and/or adults with ASD.; supported by research
Motivating Operations -ANSWER>> Changes value of reinforcer
EO: reinforcer more valuable
AO: reinforcer less valuable [Show Less]