QASP Study Guide (Latest 2024/2025) Graded A

QASP Study Guide 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.

Consequence - ✔-A stimulus change that follows a behavior of interest.

ABA- Defined - ✔-The science in which tactics derived from the principles of behavior are applied to improve socially significant behavior and experimentation is used to identify the variables responsible for the improvement in behavior.

A-B-C contingency - ✔-antecedent, behavior, consequence

Motivating Operation (MO) - ✔-An environmental variable that (a) alters (increases or decreases) the reinforcing effectiveness of some stimulus, object, or event; and (b) alters (increases or decreases) the current frequency of all behavior that have been reinforced by that stimulus, object, or event.

Positive Reinforcement - ✔-Increasing behaviors by presenting a stimuli, such as food.

A positive reinforcer is any stimulus that, when presented after a response, increases the future likelihoss of that same response.

Positive Punishment - ✔-the administration of a stimulus to decrease the probability of a behavior's recurring Conditioned Reinforcement - ✔-occurs when a stimulus reinforces set behaviors through its association with a primary reinforcer Unconditioned Reinforcement - ✔-a reinforcement that is inherent, such as food Schedules of reinforcement - ✔-Intermittent Schedules- ratio/interval schedules. Not all responses of the same response class can be reinforced.

Compound Schedules operant conditioning - ✔-a type of learning in which behavior is strengthened if followed by a reinforcer or diminished if followed by a punisher- behavior that is selected by its consequences Primary reinforcers - ✔-stimuli, such as food or warmth, that have reinforcement value without learning target behavior - ✔-the response class selected for intervention; can be defined either functionally or topographically goal - ✔-A result that a person aims for and works hard to reach objective - ✔-Factual, related to reality or physical objects; not influenced by emotions, unbiased errorless learning - ✔-ensures success, early immediate prompts, prompts faded over time, decreases frustration/increases motivation Strategies for generalization and maintenance - ✔-Teach loosely, use multiple exemplars, vary instructional methods, select target behaviors that will get naturally reinforced,

prompt fading strategies - ✔-most-to-least prompts, graduated guidance, least-to-most prompts, time delay.

Fading out stimulus prompts gradually to transfer stimulus control inter-trial interval - ✔-The time interval between presentation of the consequence for one trial and the presentation of the SD for the next trial.

When to use mass trials in DTT - ✔-To promote discrimination. Repeatedly presenting the target with decreasing prompt levels will transfer stimulus control of the prompt to the SD. concurrent schedule - ✔-schedule of reinforcement in which 2 or more contingencies of reinforcement operates independently and simultaneously for 2 or more behaviors multiple schedule - ✔-Consists of two or more alternating schedules, each associated with a different stimulus. chained schedule - ✔-A conditioned reinforcer is produced by completion of the response requirements for that component schedule in the chain.

Mixed schedule - ✔-compound schedule of reinforcement consisting of 2 or more basic schedules of reinforcement that occur in an alternating, usually random sequence Satiation - ✔-A decrease in the frequency of operant behavior presumed to be the result of continued contact with or consumption of a reinforcer that has followed the behavior. deprivation - ✔-the state of lacking or doing without something; loss Extinction - ✔-A term that typically describes a species that no longer has any known living individuals. extinction burst - ✔-an increase in the frequency of responding when an extinction procedure is initially implemented. behavior modification - ✔-the use of operant conditioning techniques to bring about desired changes in behavior visual supports for ASD - ✔-Pictures, models, video, graphics, realia, body language, and so on makes content-area concepts easier to understand.

PECS - ✔-Picture Exchange Communication System- begins with teaching a student to exchange a picture of a desired item with a teacher/communicative partner, who immediately honors the request. After the student learns to spontaneously request for a desired item, the system goes on to teach discrimination among symbols and then how

to construct a simple sentence. In the most advanced phases, individuals are taught to respond to questions and to comment. Additionally, descriptive language concepts such as size, shape, color, number, etc. are also taught so the student can make their message more specific. For example, I want big yellow ball.

ASD characteristics - ✔-Communication- Delay or lack of development of language, diffiulty holding conversations, unusual or repetitive language, play that is not appropriate for developmental level.

Social interaction- Difficutly using nonverbal behaviors to regulate social interaction, failure to develop age appropriate peer relationships, little sharing of pleasure, achievements or interests with others, lack of social or emotional reciprocity.

Restrictied/Repetitive activities- Interests are narrow in focus, overly intense and/or unusual, unreasonalbe insistence on sameness and folowing familiar routines, repetitive motor mannerisms, preoccupation with parts of objects.

Hyper/hyposensitive sensory input - ✔-Sometimes the senses of autistic children are in 'hypo', so that they do not really see, hear or feel anything. To stimulate their senses they might wave their hands around or rock forth and back or make strange noises.

Hypersensitive is the exact opposite, some may get too much sensory input from any of the senses.

Historical definitions of autism - ✔-1908- word autism is used to describe schizophrenic patients who were also withdrawn and self-absorbed.

Kanner (1943) described children who were highly intelligent but "displayed a powerful desire for aloneness" and rigidity/insistence on sameness Hans Asperger (1944) difficulty with social interaction 1967- refrigerator mothers were the cause of autism 1980-infantile autism listed in the DSM 1987-autism disorder in DSM 1991-federal government makes autism a sped category 1990- IDEA recognized ASD 1994-Asperger's syndrome added to DSM 2013- DSM-5 folds all subcategories of autism ASD with two categories 1) impaired social communication and/or interaction. 2) restricted and/or repetitive beahviors Co-Morbid conditions associated with autism - ✔-Mental retardation, learning difficulties, ADD/ADHD, Depression, Anxiety, CD, Nonverbal learnning disabilities Asperger's Syndrome Definition - ✔-Developmentally appropriate language, but differences (pragmatics, sentence structure, pronunciation, vocabulary) Social deficits, Literal interperatation of langauge

Asperger's Syndrome (HFA) common characteristics - ✔-He's just as smart as other folks, but he has more trouble with social skills. He also tends to have an obsessive focus on one topic or perform the same behaviors again and again.

Evidence based treatments for ASD - ✔-applied behavior analysis-DTT, FCT, PRT, Antecedent based interventions Early intervention, social skills training, cognitive behavioral therapy, medication AAC, PECS, Video modeling, visual supports, computer aided instruction, parent implemented intervention IDEA - ✔-ndividuals with Disabilities Education Act-is a law that makes available a free appropriate public education to eligible children with disabilities throughout the nation and ensures special education and related services to those children The IDEA governs how states and public agencies provide early intervention, special education, and related services to more than 6.5 million eligible infants, toddlers, children, and youth with disabilities.

Infants and toddlers, birth through age 2, with disabilities and their families receive early intervention services under IDEA Part C. Children and youth ages 3 through 21 receive special education and related services under IDEA Part B. IEP - ✔-individualized education plan, a written statement for each child with a disability, must include: statement of child's present levels of functional performance measurable annual goals Behavior - ✔-The way an organism reacts to changes in its internal condition or external environment.

Behaviorism - ✔-A theoretical orientation based on the premise that scientific psychology should study only observable behavior Pairing - ✔-when the child has associated you with reinforcement, or good things.

Negative Punishment - ✔-the removal of a stimulus to decrease the probability of a behavior's recurring Effective reinforcement strategies - ✔-Set initial criterion at an easily achievable level Use high quality reinforcers Use varied reinforcers (prevent satiation) Use direct reinforcers (natural) whenever possibel Combine response prompts and reinforcement Set a dense schedule (FR1) initially Gradually thin reinforcement schedule Gradually shift from contrived to naturally occurring reinforcers

discriminative stimulus - ✔-A stimulus in the presence of which responses of some type have been reinforced and in the absence of which the same type of responses have occurred and not been reinforced; this history of differential reinforcement is the reason an SD increases the momentary frequency of the behavior. classical conditioning - ✔-a type of learning in which one learns to link two or more stimuli and anticipate events maintenance - ✔-the work that is done to keep something in good condition secondary reinforcer - ✔-any reinforcer that becomes reinforcing after being paired with a primary reinforcer, such as praise, tokens, or gold stars 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.

Shaping - ✔-an operant conditioning procedure in which reinforcers guide behavior toward closer and closer approximations of the desired behavior prompts - ✔-Supplementary antecedent stimuli used to evoke a correct response in the presence of an EO or Sd that will eventually control behavior DTT - ✔-discrete trial training. Discrete Trial Training (DTT) is an intervention strategy characterized by its highly structured, one-on-one teaching environment in which tasks are broken down and taught in small increments. DTT is typically conducted with a teacher and learner seated adjacent to one another at a table.

Error Correction - ✔-if a child begins to emit an incorrect response, do not allow them to finish if possible. You can prompt and show correct response as soon as you see them answering incorrectly. Than use your transfer trial to fade out the prompt, do a distractor trial and come back to the SD as a test to see if they got it.

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 Visual Schedules - ✔-a set of pictures that communicate a series of activities or steps of a specific schedule. Gives a sense of control, predictability and choice over their schedule Social skills group - ✔-Group intervention approach with focus on interactive activities that may address: empathy development relationships with others nonverbal and verbal communication skills

social interactions strategies to teach functional communication - ✔-Dense schedule of reinforcement Decreased use of verbal prompts Extinction procedures for problem behavior Dense FI1 schedule of reinforcement, gradually thinned- but careful not to thin too quickly as this may evoke the problem behavior functionally equivalent behavior - ✔-Any appropriate behavior that serves similar purposes to, and can be used to replace, an inappropriate one. gets the same result as a problem behavior (escape, attention, access, sensory) Functional Behavior Assessment (FBA) - ✔-a systematic method of assessment for obtaining information about the purposes (functions) a problem behavior serves for a person token economy - ✔-Accommodations and modifications made to the environment to support student behavior Eliminate the antecedent Modify Content (reduce task difficulty, include interests, etc.)

Change how content is presented (behavioral momentum, length, opportunities for choice) Teach functional equivalent behavior DRO - ✔-Differential reinforcement of other behavior DRA - ✔-Differential reinforcement of alternative behavior DRI - ✔-differential reinforcement of incompatible behavior duration - ✔-(n.) the length of time that something continues or lasts interval - ✔-a space of time between events or states natural reinforcement - ✔-Involves a reinforcer that does not need to be learned, such as food, water, and sex.

Reinforcers Assessment - ✔-sometimes called a preference assessment, is a strategy that can be used by classroom teachers to determine the items, activities, and events that a student finds reinforcing. ... Whenever possible, the teacher should also interview the student.

Non-Contingent Reinforcement - ✔-reinforcing the child without any specific demands in place. This causes you to be associated with reinforcement and become a reinforcer.

Naturalistic teaching - ✔-the reinforcer is always related to the item being taught.

Behavior should be taught in the environment in which it is used, the learners items and activities of interest should set the occassion for teaching, teaching sessions should be across a variety of settings, materials, types of responses and verbal operants, teaching should focus on functional language and skills Prompt Fading - ✔-When the correct or an appropriate response begins to occur, gradually provide less prompts and an additional level of differential reinforcement Social Stories - ✔-Stories used to assist individuals in learning appropriate ways to interact with others.

Skill Streaming - ✔-employs a four-part training approach—modeling, role-playing, performance feedback, and generalization—to teach essential prosocial skills to children and adolescents.

Functional Communication Training (FCT) - ✔-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); involves differential reinforcement of alternative behavior (DRA). functional communication - ✔-Verbal or nonverbal communication that is efficient, useful, understandable, and easy to use. equivalent behavior - ✔-Functionally equivalent alternative behaviors, or functionally equivalent replacement behaviors, are desirable/acceptable behaviors that achieve the same outcome as a less desirable problem behavior. ... This requires completion of a functional behavior assessment. response cost - ✔-The contingent loss of reinforcers (e.g. a fine), producing a decre.ase of the frequency of behavior; a form of negative punishment.

Immediate, response contingent removal of a portion of a tangible reinforcer resulting in a decreased frequency of that response challenging behavior - ✔-any behavior that interferes with children's learning, development, and success at play; is harmful to the child, other children, or adults; or puts a child at high risk for later social problems or school failure Transition Plan - ✔-ITP - a plan required by IDEA to facilitate the transition of disabled students from school to adulthood, work and independent living 5 phases of crisis behavior events - ✔-setting event, precursor, escalation,

crisis recovery. episodic severity - ✔-the measure of intensity or gravity of a behavioral incident behavior management - ✔-plan to modify or maintain the desired behavior of a person or group of persons Reward vs. Reinforcer - ✔-a reward is something the giver thinks will result in the desired behavior occurring again. A reinforcer is something we have evidence that the behavior will likely occur if the reinforcer is available.

Systematic Desensitization - ✔-a technique based on the principles of behavior analysis used to treat phobias and other extreme fears. Treatment typically involves teaching the individual relaxation skills followed by creating an "anxiety hierarchy." The hierarchy is a list of anxiety-provoking situations or stimuli arranged in order from least to most distressing. The individual proceeds through the anxiety hierarchy, responding to the presentation of each fearful or anxiety provoking image or act by producing the state of relaxation until the stimuli no longer evoke a phobic, fearful or anxiety response. baseline data - ✔--provided by the admissions assessment -compared with future assessments to monitor client status and response to treatment observable - ✔-capable of being seen or noticed Measurable - ✔-the size, purchasing power, and profiles of the segments can be measured Latency - ✔-Time it takes for a bit to travel from its sender to its receiver.

Inter-observer reliability - ✔-Two or more researchers observe the same behaviour at the same time then compare and amend results to create correlations. reliability of observers - ✔-inter-rater reliability is one of the best ways to estimate reliability when your measure is an observation. However, it requires multiple raters or observers. As an alternative, you could look at the correlation of ratings of the same single observer repeated on two different occasions.

Essential Lifestyle Plan - ✔-is a guided process for learning how someone wants to live and for developing a plan to help make it happen. ... The best essential lifestyle plans reflect the balances between competing desires, needs, choice and safety.

3 C's of effective delivery - ✔-clear concise

consistent continuous reinforcement - ✔-a type of learning in which behavior is reinforced each time it occurs 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. maintenance - ✔-the work that is done to keep something in good condition smooth transition strategies - ✔-times are usually the most difficult and stressful parts of the day in child care. Here are some thoughts on how to make transition times easier. are techniques used to support individuals with ASD during changes in or disruptions to activities, settings, or routines. The techniques can be used before a transition occurs, during a transition, and/or after a transition, and can be presented verbally, auditorily, or visually. collaborative approach - ✔-Orientation in which the occupational therapy practitioner and client work in the spirit of egalitarianism and mutual participation. Collaboration involves encouraging clients to describe their therapeutic concerns, identify their own goals, and contribute to decisions regarding therapeutic interventions unethical relationships - ✔-A business dual relationship is where therapist and client are also business partners or have an employer-employee relationship. ... A sexual dual relationship is where therapist and client are also involved in a sexual relationship.

Sexual dual relationships with current clients are always unethical and often illegal. ethnical relationships - ✔-in most theories of ethics that employ the term, is a basic and trustworthy relationship that one has to another human being, that cannot necessarily be characterized in terms of any abstraction other than trust and common protection of each other's body. Honesty is very often a major focus.

Dual Relationship - ✔-dual relationship is a situation where multiple roles exist between a therapist, or other mental health practitioner, and a client. Dual relationships are also referred to as multiple relationships, and these two terms are used interchangeably in the research literature.

Unprofessional Behavior - ✔-Doing tasks that have not been assigned, telling a resident about a date that the nursing assistant had over the weekend, accepting a birthday gift from a resident, calling a resident "granny" unethical standards of practice - ✔-

analyze data - ✔-is a process of inspecting, cleansing, transforming, and modeling data with the goal of discovering useful information, informing conclusions, and supporting decision-making. operational - ✔-describes what the behavior looks like so two independent observers can recognize + record the same behavior onset and offset of a behavior - ✔-The behavior must have a clear onset and offset (beginning and end). The observation period must be reported (i.e. 10 times per hour, day, week, etc.) Comparing measures without referencing to units of time can lead to faulty interpretations. ... Time must be reported.

Proactive Strategies - ✔-Strategies designed to produce changes over time.

Strategies designed to provide a better mesh between client's needs and the environments in which he/she behaves.

- Token economies (Focused Support Strategy) - Differential reinforcement (Focused Support Strategy) - Discrete trial training Reactive Strategies - ✔-Strategies designed to manage the behavior at the time it occurs (in the moment).

These strategies are managed situationally to provide safety and prevent the escalation of the behaviors.

NOT meant to change behavior over time.

- Facilitative Strategies (help solve the problem) - Redirect to a competing activity (give an instruction or a "help me" instruction i.e. crisis intervention strategies externalizing problems - ✔-Difficulty with emotional regulation that involves expressing powerful feelings through uncontrolled physical or verbal outbursts, as by lashing out at other people or breaking things.

Internal Behavior - ✔-procedures or functions defined only for use by methods that are a part of the class in which they are defined; by encapsulation, should be private Attention Seeking Behavior - ✔-(also called drawing attention or garnering attention) is behaving in a way that is likely to elicit attention, usually to hearten oneself by being in the limelight or to elicit validation from others. ... One strategy used to counter various types of attention-seeking behavior is planned ignoring.

Prompt Dependence - ✔-The situation in which a long history of prompting followed by reinforcement causes the learner to become dependent on assistance.

contingent reinforcement - ✔-situation in which a certain response must be made before a reinforcer is obtained; that is, no response, no reinforcer differential reinforcement - ✔-Reinforcing only those responses within a response class that meet a specific criterion along some dimension(s) and placing all other responses in the class on extinction.

Unconditioned Reinforcer - ✔-A stimulus change that increases the frequency of any behavior that immediately precedes it irrespective of the organism's learning history with the stimulus. conditioned reinforcer - ✔-a stimulus that gains its reinforcing power through its association with a primary reinforcer; also known as a secondary reinforcer positive reinforcement - ✔-Increasing behaviors by presenting positive stimuli, such as food. A positive reinforcer is any stimulus that, when presented after a response, strengthens the response. negative reinforcement - ✔-Increasing behaviors by stopping or reducing negative stimuli, such as shock. A negative reinforcer is any stimulus that, when removed after a response, strengthens the response. (Note: negative reinforcement is not punishment.) positive punishment - ✔-the administration of a stimulus to decrease the probability of a behavior's recurring negative punishment - ✔-the removal of a stimulus to decrease the probability of a behavior's recurring Premack Principle - ✔-A principle that states that making the opportunity to engage in a high-probability behavior contingent on the occurrence of a low-frequency behavior will function as reinforcement for the low-frequency behavior. types of reinforcer assessment. - ✔-1) Concurrent schedule reinforcer assessment 2) Multiple schedule reinforcer assessment 3) Progressive-ratio reinforcer assessment primary reinforcer - ✔-any reinforcer that is naturally reinforcing by meeting a basic biological need, such as hunger, thirst, or touch consequence - ✔-Reinforcement and Punishment. Consequences- Reinforcement and Punishment Reinforcement: a) Something that happens after a behavior occurs that increases the likelihood of occurrence of the same behavior under the same conditions in the future.

schedules of reinforcement - ✔-different patterns of frequency and timing of reinforcement following desired behavior fixed-ratio schedule - ✔-in operant conditioning, a reinforcement schedule that reinforces a response only after a specified number of responses Desired Results Developmental Profile (DRDP) and 4 goals - ✔-The DRDP is an observation tool for teachers to record individual progress toward the achievement of four Desired Results for children: Children are personally and socially competent.

Children are effective learners. Children show physical and motor competence. Children are safe and healthy Least Restrictive Environment (LRE) - ✔-a legal requirement that children with special needs be assigned to the most general educational context in which they can be expected to learn Functional Performance Assessment and functional domains - ✔-To escape or avoid something Gain attention Gain access to preferred activities or items Alter sensory stimulation, automatic reinforcement and Identify and define challenging behaviors Identify the times, events, and situations that predict when a behavior will and will not occur Determine what results occur and how these results may be maintaining the problem behavior Identify appropriate alternative and adaptive behaviors Establish a hypothesis that will be used to create goals and develop a positive behavior plan IEP development - ✔-One of the primary purposes of assessment whereby a child receives an individualized education program. social-emotional reciprocity - ✔-from 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. nonverbal communication - ✔-social interaction, ranging, for example, from 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. stereotyped motor movements - ✔-use of objects, or speech (e.g., simple motor stereotypies, lining up toys or flipping objects, echolalia, idiosyncratic phrases).

Skill Streaming- learning procedure: - ✔-Modeling (Demonstrating the behavior) Role playing (Practicing the behavior) Feedback (Role play review) Transfer (Practicing the skill in a natural environment Skill Streaming skills are grouped into the following categories - ✔-Classroom Survival Skills v Friendship-Making Skills v Skills for dealing with feelings v Skill Alternatives to Aggression v Skills for Dealing with Stress Skill Streaming approach - ✔-psycho educational intervention that focuses on four direct instructional principles of learning to teach pro-social behaviors.

Reactive Strategies - ✔-Praise Rewarding a desired behavior Planned ignoring Redirection 7 Proactive Strategies for Dealing with Problem Behaviors - ✔-Schedules and Timers Rewards for Appropriate Behavior Providing Choices Free Access Language Training Social Stories Modeling acquisition - ✔-In classical conditioning, the initial stage, when one links a neutral stimulus and an unconditioned stimulus so that the neutral stimulus begins triggering the conditioned response. In operant conditioning, the strengthening of a reinforced response. expanding the field - ✔-taking on new tasks and performing them in new ways DTT and PRT - ✔-under the ABA umbrella Expanded trials - ✔-Systematically increasing the time between presentations of the target SD by gradually increasing the number of previously mastered targets between trials of the target. Information is moving from short term memory to long term by expanding the amount of time between target trials

Mass Trial (MT) - ✔-same prompt each trial, only trial choice offered. Acquisition trialintroduces new target by repeatedly presenting the same Sd and providing reinforcement for appropriate responses Discrete Trials Guidelines - ✔-1. Have the childs attention before you present the SD 2. Avoid presenting childs name with SD 3. Avoid repeating SDs without giving consequences 4. Change target SD only when supervisor instructs you to do so 5. Initially, SDs should be clear and concise 6. The child should respond only after the entire SD is presented.

Inter-Trial Interval - ✔-The time between the end of one trial and the start of the next Inter-Trial Interval Guidelines - ✔-1. Should be long enough to keep each trial distinct but not so long that the child loses attention 2. Less than 2 seconds Types of Prompts - ✔--Physical -Model -Gestural -Proximity -Receptive -Textual -Vocal Echoic -Vocal Directive -Voice Inflection Unconditioned Reinforcers - ✔-(AKA primary reinforcers) Stimuli that do not require learning. (i.e. food, water, warmth, sleep, sexual stimulation) -Food -Drinks Conditioned Reinforcers - ✔-a stimulus that gains its reinforcing power through its association with a primary reinforcer; also known as a secondary reinforcer.

-Praise -Rough-housing -Toys -Tokens -A break PRT is based on four pivotal learning variables - ✔-motivation, responding to multiple cues, self-management, and self-initiations