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QASP FINAL EXAM||2025-2026|| ACTUAL EXAM WITH 200+
QUESTIONS AND CORRECT ANSWERS (VERIFIED
ANSWERS) |A+GRADE
What is Discriminated stimulus? – ANSWER- 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?
- ANSWER- 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?
- ANSWER- - understanding the culture ofAutism
- 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?
- ANSWER- ASD can have arange of symptoms
Identify the currently accepted prevalence rates of autism.
- ANSWER- 1 in 59 What does DSM stand for?
- ANSWER- Diagnostic and Statistical Manual ofMental Disorders Identify characteristics of autism.
- ANSWER- Problems with social interactions, repetitive behaviors, limited or delayed communication, limited or focused interests Possible causes of autism
- ANSWER- Vaccinations, genetic links, premature birth, exposure to chemicals during pregnancy. Minimum number of CEUs per year
- ANSWER- 20 Target Behavior
- ANSWER- Behavior selected for change What is an observable and measurable behavior?
skill deficit
- ANSWER- the absence or insufficiency of a needed behavior or skill performance deficit
- ANSWER- 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
- ANSWER- 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
- ANSWER- 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
- ANSWER- The process of breaking a complex skill or series of behaviors into smaller, teachable units; also refers to the results of this process.
choices. stimulus control
- ANSWER- 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
- ANSWER- A procedure used to teach independence by transferring stimulus from a prompt to something natural in the environment Stimulus fading
- ANSWER- highlighting a physical dimension of a stimulus to increase the likelihood of a correct response then the highlighted or exaggerateddimension 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 while a response in the presence of the other is not. We are teaching them to make discrimination training - ANSWER- requires one response and two antecedant stimulus conditions. The response in the presence of one stimulus is reinforced
biomedical approaches
- ANSWER- Diets and Supplements - such as the gluten- P o w er e d b y T C P D F ( w w w. t c p df. or g ) 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? free, casein-free diet, omega- 3 fatty acids, and probiotics
- m o r e p r o a c ti v e s t r a t e g i e s 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
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
- Response
- Consequence for Correct Response/ Incorrect response
- 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?
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,
4 Pivotal Areas of Bx:
- Motivation
- Responsivity to multiple cues
- Self Mgmt (of interfering bx)
- 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
- Encourage shared control (child choices) & turn taking
- Gain & maximize child attn
- Ensure task Variation
- Intersperse Maintenance & acquisition tasks
- Use contingent & natural rx
- 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.
(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%
