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QASP study guide Exam/179 Questions and Answers
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QASP study guide Exam/179Questions and Answers
pivotal behavior - -A behavior that, when learned, produces corresponding
modifications or covariation in other untrained behaviors.
-Pivotal Response Training (PRT) - -Targets increasing social-communicative
repertoires and the child's responsiveness to the environment.
Focuses not only on language, but also on motivation, self-regulation,
responding to multiple cues, and self-initiation of social interactions
-functional communication training - -An antecedent intervention in which
an appropriate communicative behavior is taught as a replacement behavior
for problem behavior usually evoked by an establishing operation (EO).
-TEACCH - -A well research program used with individuals with ASD. The
program emphasizes language development and uses a variety of visual
cues to facilitate language development.
-Behavior Intervention Plan (BIP) - -Special education term used to describe
the written plan used to address problem behavior that includes positive
behavioral interventions, strategies and support. May include program
modifications and supplementary aids and services.
-functions of behavior - -What the client is accessing or escaping by
engaging in the problem behavior
Access, attention, escape, automatic
-time-out - -A disciplinary technique in which a child is separated from other
people for a specified time.
Should only be used if the function of the problem behavior is attention
(peer, adult).
-Challenging behaviors - -Destructive and/or disruptive such as: hitting,
screaming, biting, and swearing.
-positive programming - -longitudinal, instructional program designed to
give the learner greater skills and competencies for the purpose of
controlling or eliminating problem behavior in order to facilitate and enhance
social integration. In this sense it is based on a functional analysis of the
preventing problem and involves the systematic manipulation of stimulus
,conditions, consequences, instructional stimuli and other variables in an
effort to establish the new, more adaptive behavioral repertoire.
-positive behavior support plan - -Typical plans involve an objective for the
intervention, prevention strategies, replacement behaviors, reinforcers,
attention to what should not be reinforced, and ways to monitor children's
progress
-delivering consequences - -immediacy
-operational definition - -a statement of the procedures used to define
research variables. The procedures included in definitions should be
repeatable by anyone or at least by peers.
-onset and offset behavior - -Behavior must have a defined beginning and
end added to the definition. Doing so increases the strength of your
intervention by increasing the likelihood of accurate measurement
-frequency/rate - -Ratio of count per observation time
-baseline data - -information gathered by scientists to be used as a starting
point to compare changes after the implementation of the independent
variable
-topography - -what a behavior looks like
-generallization - -intervention can only be deemed a success if change can
be shown in different environments and with multiple people
-evidence based - -description of medical techniques or practices that are
supported by scientific evidence of their safety and efficacy, rather than
merely on supposition and tradition.
-advocacy - -Quality advocacy services are person-centered and developed
using a co-production approach that aims to maximize the participation of
people who use services and their carers
-person centered planning - -a method of planning for people with
disabilities that places the person and his family at the center of the planning
process
seeks to build a support network, increase independence and connect to the
community
-Circle of support - -meeting of extended family, friends, service providers,
etc. to ensure well-being of a child about to age out of cps care
, -essential lifestyle plans - -ELP is a guided process for learning how
someone wants to live and for developing a plan to help make it happen. It's
also:
A snapshot of how someone wants to live today, serving as a blueprint for
how to support someone tomorrow;
A way of organizing and communicating what is important to an individual;
A flexible process that can be used in combination with other person
centered techniques;
A way of making sure that the person is heard, regardless of the severity of
disability.
-QASP will demonstrate - -trustworthiness, honesty, fairness and sincerity
-Autism Spectrum Disorder (ASD) - -A disorder characterized by deficits in
social relatedness and communication skills that are often accompanied by
repetitive, ritualistic behavior.
-ASD deficits - -Social interaction, communication, repetitive/restricitive
beahviors
-Triad of Impairments - -Deficits in reciprocal social interaction
Deficits in communication
Restricted, repetitive behaviors, interests or activities.
-joint attention - -Joint Attention and Social Referencing. Joint attention
occurs when two people share interest in an object or event and there is
understanding between the two people that they are both interested in the
same object or event.Less likely to use gestures or eye contact as a means
of sharing interest and directing interactional partners' attention to object of
interest
•Instrumental use less likely to be impaired
-Autism (word) History - -The word "autism" comes from the Greek word
"autos," which means "self." It describes conditions in which a person is
removed from social interaction. In other words, he becomes an "isolated
self."
-IDEA- First recognized ASD - -1990
-Least Restrictive Environment (LRE) - -when the Individualized Education
Program (IEP) is written, a determination is made regarding the amount of
time each student with disabilities will spend with nondisabled peers both in
classroom and all other school activities.
-Antecedent - -An environmental condition or stimulus change existing or
occurring prior to a behavior of interest.
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