QASP-S Exam Study Guide using
Competency Guide With Correct
Solutions.
Positive |Behavior |Support |- |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.
Who |is |a |bx |support |plan |for? |- |Answer |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 |- |Answer |Proact, |Safety |Care, |Be |aware |of |antecedant |
strategies, |ensure |safety |of |kiddo |and |others |around.
What |is |a |good |bx |support |plan |look |like? |- |Answer |- |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 |- |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.
Functions |of |Behaviors |& |Alternatives |- |Answer |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? |- |Answer |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 |- |Answer |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 |- |Answer |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 |- |Answer |Difficult |to |generalize, |boring, |lacks |naturalistic |reinforcement, |
difficulty |fading |reinforcement
Purpose |of |Person |Centered |Planning |- |Answer |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? |- |Answer |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 |- |Answer |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 |- |Answer |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? |- |Answer |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) |- |Answer |"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: |- |Answer |Lorna |Wing, |a |British |
Researcher |in |1981 |in |her |research |to |counter |Kanner's |findings |on |Autism.
Competency Guide With Correct
Solutions.
Positive |Behavior |Support |- |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.
Who |is |a |bx |support |plan |for? |- |Answer |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 |- |Answer |Proact, |Safety |Care, |Be |aware |of |antecedant |
strategies, |ensure |safety |of |kiddo |and |others |around.
What |is |a |good |bx |support |plan |look |like? |- |Answer |- |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 |- |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.
Functions |of |Behaviors |& |Alternatives |- |Answer |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? |- |Answer |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 |- |Answer |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 |- |Answer |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 |- |Answer |Difficult |to |generalize, |boring, |lacks |naturalistic |reinforcement, |
difficulty |fading |reinforcement
Purpose |of |Person |Centered |Planning |- |Answer |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? |- |Answer |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 |- |Answer |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 |- |Answer |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? |- |Answer |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) |- |Answer |"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: |- |Answer |Lorna |Wing, |a |British |
Researcher |in |1981 |in |her |research |to |counter |Kanner's |findings |on |Autism.
