QASP-S Exam Study Guide using Competency Guide

QASP-S Exam Study Guide using Competency Guide Positive Behavior Support - ✔-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.

Who is a bx support plan for? - ✔-indv who display challenging bx to the extent that it severely impacts their life.

-can be developed and used at any age.

PBS in a School Setting - ✔-Proact, Safety Care, Be aware of antecedant strategies, ensure safety of kiddo and others around.

What is a good bx support plan look like? - ✔-- more proactive strategies than reactive ones - helps to ensure that the focus of the plan is on providing ways to support the person to have a good life, enabling the person to learn better and more effective ways of getting what they need.

Proactive Strategies - ✔-Intended to make sure the person gets what they need & includes ways to teach the person appropriate communication & life skills.

Reactive Strategies - ✔-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.

Functions of Behaviors & Alternatives - ✔-Sensory:teach them to ask for desired object/ activity, use preferred sensory items to create new activities, have sensory time & structured activity so stimming doesn't take over Escape:Teach them to say yes/ no, ask for break/ all done, introduce them to a less preferred activity gradually, change the way you ask them to do something Attention: Teach them to tap/ vocalize sign for desired item; give frequent positive social attn Tangibles:teach them to ask for object/ activity, Give what they asked for as soon as appropriate, teach them to get something themselves, Make sure they are not left too long w/o food/drink/ something meaningful to do.

What is Discrete Trial Training? - ✔-a Method of teaching in simplified & structured steps. A skill is broken down into steps & built up one step at a time. Each attempt is a "trial".

5 steps of DTT - ✔-1.Antecedent-sets up the response (SD, environment) 2.Prompt 3.Response 4. Consequence for Correct Response/ Incorrect response 5. Inter-trial interval Pros of DTT - ✔-Scripted to ensure all trials are consistent, can increase motivation & learning, numerous learning opportunities, can be easily individualized, clear beginning & end to each trial, can minimize failures Cons of DTT - ✔-Difficult to generalize, boring, lacks naturalistic reinforcement, difficulty fading reinforcement Purpose of Person Centered Planning - ✔-ongoing problem solving process used to help ppl w disabilities plan for the future: -To look at the ind a different way -To assist the focus person in gaining control of their own life -To increase opportunities for participation in the community -To recognize individual desires, interests & dreams -Through team effort, develop a plan to turn dreams into reality.

Who is involved in Person Centered Planning? - ✔-The focus person & whoever they would like. Works best when there is an unbiased facilitator & a person to record what is shared. Family members, professionals, friends, etc may be invited.

Steps of Person Centered Planning: Profiling - ✔-1. Develop a history for focus person.

(Background, critical events, medical issues, major developments, important relationships) 2. Description of quality of life for FP. (Comm participation, comm presence, choices/rights, respect & competence) 3. Personal preferences of FP. (Preferred activities, things they do not like) Person Centered Planning Meeting - ✔-1. Review the profile. Make comments & observations 2. Review trends/ongoing events in the environment.

3. Share visions for the future to increase opportunities.

4. ID obstacles & opportunities, things that could make vision a reality 5. ID strategies: action steps for implementation 6. Getting started: ID action steps that can be done in a short time.

7. ID the need for service delivery to be more responsive to ind needs.

Who was Hans Asperger? - ✔-20th century, Austrian Pediatrician who published a profile in 1944 of four boys with a specific pattern of bx: "autisitic psychopathy".

Characteristics of Aspergers (1944) - ✔-"lack of empathy, little ability to form friendships, one-sided conversations, intense absorption in a special interest & clumsy movements."

The term "Asperger Syndrome" was coined by: - ✔-Lorna Wing, a British Researcher in 1981 in her research to counter Kanner's findings on Autism.

Basic principles of Bx by Skinner (& others) - ✔-Reinforcement -Prompting -Fading -Shaping -Schedules of Rx (Principles are the pure science, not the applied science.)

-Principles used to describe how bx is lawful, observable, measurable & has an impact on the environment.

DRO - ✔-Reinforcement is contingent on absence of problem behavior.

DRA - ✔-Potential rx is presented contingent on occurrences of desired alternative to maladaptive bx. Maladaptive Bx is placed on extinction.

Example of DRA: crying to escape - ✔-Asking for a break. Crying doesn't result in a break.

Replacement Bx for Attention: - ✔-tap on shoulder, say "excuse me", raise hand in class, Replacement Bx for Escape: - ✔-Asking for break, finish one more then break, take a walk, go get a drink.

Replacement Bx for Tangibles: - ✔-eating/ drinking on a schedule so kiddo isn't hungry/thirsty, Manding/tacting desired items, Completing task to earn tangibles, turn taking Replacement bx for Sensory: - ✔-fidgets, private time/breaks for sensory stimming, mouthable necklaces, chewing gum, swinging at recess, What is PRT - ✔-:a naturalistic model of ABA. Primarily Developed by Koegel Autism Center at UCSB in 1970s.

There are several "pivotal" areas/ domains of bx that have positive impact on learning all other behaviors.

4 Pivotal Areas of Bx: - ✔-1. Motivation 2. Responsivity to multiple cues 3. Self Mgmt (of interfering bx) 4. Self Initiated Social Interactions PRT vs DTT: - ✔--PRT focuses on pivotal areas of bx.

-PRT uses naturalistic rx.

-PRT uses child's interests & motivation to lead the therapy sx.

-DTT focuses on individual target bx.

-DTT often uses unrelated rx.

-DTT often requires therapist to lead sx.

Motivation in PRT - ✔-Using tasks, objects, convo topics that are of interest to the child can increase his/her motivation to participate in their environment and learn new skills.

6 components of motivation in PRT - ✔-1. Encourage shared control (child choices) & turn taking 2. Gain & maximize child attn 3. Ensure task Variation 4. Intersperse Maintenance & acquisition tasks 5. Use contingent & natural rx 6. Vary rx magnitude & rx attempts Reinforcement in PRT - ✔-Naturalistic & Contingent: Getting what they wanted by producing the desired bx. (asking for something and getting it.)

Reinforce attempts, but not with same magnitude as successful trials.

Self Initiated Interactions - ✔-Asking, "what's that?" "Help!" "Look!" "Where is it?"

"What's happening?" etc.

Using Joint Attention- looking, pointing, labeling, commenting.

Prompt Heirarchy for Fading - ✔-FPP PPP VP MP GP PP ViP Natural Cue

Inter-observer agreement - ✔-Percentage of data agreement for an interval/ observation period. Measurements in frequency, duration, intervals Total count IOA - ✔-smaller count/larger count*100% Used for event recording Mean-Count-per-Interval IOA - ✔-(Int 1 IOA +Int 2 IOA + ....+Int N IOA)/N intervals x 100% For Frequency counts Exact Count per Interval IOA - ✔-% total intervals both observers recorded same count # intervals w 100% IOA/ n intervals x 100% For frequency counts Partial Agreement w/in Intervals IOA - ✔-Sum of all Interval IOA /#Intervals *100% same as "Mean count per interval" IOA For Frequency counts Interval by interval IOA - ✔-# intervals w agreement/ Total # intervals x100% Interval counts Scored Interval IOA - ✔-# int agreement occurred/ total # intervals where bx occurred (agree/disagree) x100% Interval counts Unscored interval IOA - ✔-# int agreed not occur/ sum intervals did not occur (agree/ disagree) x 100% Interval counts Total duration IOA - ✔-Shorter duration/ Longer duration x 100% Duration based data Mean Duration per occurence - ✔-Sum (duration IOAs)/ # intervals x 100%

What is Discriminated stimulus? - ✔-a stimulus in the prescene of which a response has a higher probability of occurence as it is lkely to be reinforced What is TEACCH developed on? - ✔-understanding the learning characteristics of individuals w/ autism and the use of visual supports to promote meaning and independence What are the principles of TEACCH? - ✔-- understanding the culture of Autism - developing an individualized person- family- centered plan for each clien rather than using a standard curriculum - structuring the physical enviornment - using visual supports to make the sequence of daily activities predictable and understandable - using visual supports to make indv tasks understandable Why autism is considered a spectrum disorder? - ✔-ASD can have a range of symptoms Identify the currently accepted prevalence rates of autism. - ✔-1 in 59 What does DSM stand for? - ✔-Diagnostic and Statistical Manual of Mental Disorders Identify characteristics of autism. - ✔-Problems with social interactions, repetitive behaviors, limited or delayed communication, limited or focused interests Possible causes of autism - ✔-Vaccinations, genetic links, premature birth, exposure to chemicals during pregnancy.

Minimum number of CEUs per year - ✔-20 Target Behavior - ✔-Behavior selected for change What is an observable and measurable behavior? - ✔-A behavior that can be seen and measured.

Difference between classical and operant conditioning. - ✔-Classical-involuntary response and a stimulus Operant- associate a voluntary respinse and consequence primary reinforcer - ✔-an innately reinforcing stimulus, such as one that satisfies a biological need (food, water, sleep, sex)

secondary reinforcer - ✔-any reinforcer that becomes reinforcing after being paired with a primary reinforcer, such as praise, tokens, or gold stars three part contingency - ✔-discriminative stimulus, operant response, and reinforcer or punishment Two main types of behavior - ✔-Operant and respondent skill deficit - ✔-the absence or insufficiency of a needed behavior or skill performance deficit - ✔-when a student knows how to perform the desired behavior but chooses not to or is incapable of doing so owing to anger, frustration, or some other condition Incidental teaching - ✔-Structuring and sequencing learning opportunities so that they occur within a natural setting and which is used to give the learner an opportunity to practice a skill naturalistic teaching strategies - ✔-instructional techniques that are used with children having neurodevelopmental disorders and that move away from traditional desk instruction toward more natural social interactions task analysis - ✔-The process of breaking a complex skill or series of behaviors into smaller, teachable units; also refers to the results of this process. discrimination training - ✔-requires one response and two antecedant stimulus conditions. The response in the presence of one stimulus is reinforced while a response in the presence of the other is not. We are teaching them to make choices. stimulus control - ✔-A situation in which the frequency, latency, duration, or amplitude of a behavior is altered by the presence or absence of an antecedent stimulus.

Stimulus control transfer - ✔-A procedure used to teach independence by transferring stimulus from a prompt to something natural in the environment Stimulus fading - ✔-highlighting a physical dimension of a stimulus to increase the likelihood of a correct response then the highlighted or exaggerated dimension is eventually faded out (ex: using traffic safety cones to mark a boundary to stay within and removing them slowly after the learner knows the boundaries) Sources of Sensory Information - ✔-Exteroception (external) and proprioception (internal) Sensory challenges of people with autism - ✔-language delays or deficits

fine and gross motor delays strong sensory interests sensory aversions an inability to interact with people and objects an inability to stay within an interaction repetitive sensory stereotypies (stimming) and much more events that increase anxiety for people with autism and how to manage them - ✔Unstructured time, waiting, academic pressure, large crowds, sensory issues (overstimulation and/or seeking input) Sensory input, Fidgets to improve self-regulation, Sensory Integration Therapy Visual schedules Routines biomedical approaches - ✔-Diets and Supplements - such as the gluten-free, caseinfree diet, omega-3 fatty acids, and probiotics Alternative Medical Procedures - such as chelation, hyperbaric therapy, and stem cell therapy Medications - such as antipsychotics, immune globulins, and oxytocin appropriate indicators to use to signify transitioning - ✔-visual schedules, timers, cues, first/then (premac) visual supports for ASD - ✔-Visuals supports can be pictures, objects, sign language or text.

Episodic Severity - ✔-the measure of intensity or gravity of a behavioral incident Phases of escalated behavior - ✔-1. Calm 2. Trigger 3. Agitation (support, choices, proximity, relaxation) 4. Acceleration (limit verbal interaction, calm, assess situation) 5. Peak (assess safety, institute plan, room clears, coordinate with staff) 6. De-escalation (monitor, give space, non-judgemental discussion, easy/concrete tasks) 7. Recovery (assist in returning to regular tasks) Tips for creating visual supports - ✔-They should be clear and concise Continuous Measurement Procedures - ✔-Measurement conducted in a manner such that all instances of the response class of interest are detected during the observation period.

Discontinuous Measurement Procedures - ✔-Measurement conducted in a manner such that some instances of the response class of interest may not be detected.

ABC Contingency - ✔-Antecedent, Behavior, Consequence Four empirically supported pivotal behaviors - ✔-motivation, responding to multiple cues, self-management,social initiation Functional Behavior Assessment - ✔-a collection of different procedures of gathering information on antecedants, behaviors, and consequences in order to determine the factors that lead to maintaining problem behavior.

Indirect Assessment - ✔-Assessment that relies on information from others. The information on the problem behavior, antecedents, and consequences is not derived from direct observation but from retrospective report in interviews and questionnaires. direct assessment - ✔-Behavioral assessment involving direct observation and recording of the behavior as it occurs. Direct assessment may also refer to direct observation and recording of the antecedents and consequences of the behavior.

FBA hypothesis - ✔-Summarize what is known about triggers, behaviors, and maintaining consequences and offers an informed guess about purpose of behavior Purpose of developmental disability support services - ✔-The help those with disabilities to achieve their full potential.

Advocacy - ✔-support; active pleading on behalf of someone or something Professionalism - ✔-the competence or skill expected of a professional QASP scope of practice - ✔-Behavioral health and ABA Health Insurance Portability and Accountability Act (HIPAA) - ✔-HIPAA (Health Insurance Portability and Accountability Act of 1996) is United States legislation that provides data privacy and security provisions for safeguarding medical information.

Exceptions to client confidentiality - ✔-1) Required by law or court order to disclose 2) To obtain legal or ethical advice for a lawyers. Use of hypotheticals is ok if discreet to protect the identity of the client.

3) To prevent the client from committing a crime 4) To prevent reasonably certain death or substantial bodily harm, which allows the lawyer to disclose client confidences to protect third-parties from serious harm in extraordinary circumstances

5) To rectify a fraud on a tribunal committed by the lawyer's own client 7) Disclosure expressly authorized to advance the client's best interests Duty to Warn/Duty to Protect - ✔-Exceptions to HIPPA determined in the 1974 case of Tarasoff v. Regents of the University of California that allows a therapist to not only warn someone of their patients intentions to harm them, but to also protect them by calling the authorities or taking whatever other steps necessary PCP - ✔-Person Centered Planning is a process for identifying goals and implementing intervention plans that stands in sharp contrast to traditional program centered planning Discribe how PCP works to help to enable individuals w/ disabilities to increase their self-determination & independence - ✔-Specific individual needs are considered w/n the context of the normalization & inclusion values perspectives, to produce an intervention plan that emphasizes community participation, meaningful social relationships, enhancing opportunities to make choices, creating roles for the person that engender respect from others, and continued development of personal competencies (PCP seeks to empower individuals w/ disabilities, it almost invariably leads to a focus on the issue of self-determination) Self-determination - ✔-is a multidimensional construct that includes but is not limited to process elements involving choice and decision making, problem solving,personal goal setting, self management, self instruction, and self advocacy Self-realized - ✔-if people use a comprehensive, and reasonably accurate, knowledge of themselves and their strengths and limitations to act in such a manner as to capitalize on this knowledge in a beneficial way Explain why Self-determination is important to all individuals - ✔-Enhanced quality of life for all persons, gain control over there life, having skills to be successful Identify how traditional models have disempowered individuals w/ disabilities - ✔--there is emerging evidence that self determination skills are important for more successful adult & educational outcomes for youth w/ disabilities -people w/ disabilities continual to stress the need for more control & choice in their lives to improve their quality of life -people w/ mental retardation experience limited self-determination & few opportunities to make choices & decisions Who are the primary authorities on the person's life direction? - ✔-The person at the focus of planning and those who love the person, are the primary authorities on the person's life direction.

According to John O'Brien and Hebert Lovett in " Finding a way toward everyday lives", is also another know term known as... - ✔-Person Centered Planning

Person Centered Planning refers to... - ✔-family of approaches to organizing and guiding community change in alliance w/ people w/ disabilities and their families and friends IEP: How long does the school have to evaluate my child once written consent is provided - ✔-Generally 60 days How long of a notice do schools need to provide for an IEP meeting - ✔-7 days How long does the school have to write an IEP once the meeting / eval has been done ✔-30 days