Define Autism Spectrum Disorder (ASD) and common characteristics and deficits.

Identify historical definitions of ASD, such as PDD-NOS or Asperger’s Syndrome.

Identify the triad of primary impairments.

Identify the ‘red flags’ to early diagnosis.

Identify deficits associated with ASD, such as social-emotional reciprocity, nonverbal communication, stereotyped motor movements, and restrictive or ritualized behaviors, pragmatic language, etc.

Identify risk factors to ASD.

Identify current (2018) CDC statistics and rates for the prevalence of ASD.

Identify serial vs. parallel processing related to learning style of individuals with ASD.

Identify common co-morbid diagnosis.

Identify terminology related to assessment and differential diagnosis, such as pragmatic language, receptive language, expressive language, sensory-motor skills, social skills, joint attention, restrictive or receptive behaviors, learning disabilities and processing disorders.

Identify methods of diagnosis.

Identify typical and atypical milestones.

Demonstrate an understanding of the role and scope of practice of a QASP-S and responsibility to professional standards, evidence-based practices and knowledge of updates on a new diagnostic, assessment, and intervention strategies.

Demonstrate a thorough understanding of the QABA policies, procedures, and Code of Ethics.

Define and understand the use, benefits, and limitations of the Health Insurance Portability and Accountability Act (HIPAA).

Identify Guidelines for management of records, such as retention, storage, transportation, security, etc.

Summarize the legal and ethical requirements regarding client confidentiality and its exceptions.

Define privileged information.

Demonstrate an understanding of unethical relationships and how those relationships may occur, including dual relationships.

Identify duty to warn vs. duty to protect.

Identify the steps in mandated reporting.

Define and identify the use of IDEA, LRE, IEP, ADA, 504 plan, and the Rehabilitation Act.

Identify the purpose and components of effective positive behavior supports (PBS).

Identify the purpose, key elements, and fundamentals of person centered planning (PCP).

Identify the need for a risk and benefits analysis to determine treatment, such as punishment. aggressions, SIB, etc. Demonstrate a thorough understanding of ensuring safety in extinction procedures, especially related to dangerous and self-injurious behavior.

Identify the need for collaboration in treatment planning and implementation, such as behavior contracts, referral methods, multi-team communication and assessment, treatment adherence, etc.

Identify ethical and legal responsibility in reduction and termination of services.

Define advocacy.

Define Best Practice.

Define evidence-based treatment.

Define 3 levels of scientific understanding as description, prediction, and control.

Define 7 dimensions of ABA.

Define 6 attitudes of science.

Define motivation operation (MO) and how it is used in skill acquisition and behavior reduction intervention.

Describe the relationship between motivating operations, antecedent, behavior, and consequence (four-term contingency).

Identify the goals of ABA.

Identify and describe all components of Applied Verbal Behavior (AVB).

Define and demonstrate examples of pairing.

Define operant and classical conditioning.

Identify respondent vs. operant behavior.

Define stimulus, response, stimulus class, response class, stimulus control.

Define matching law.

Identify types of reinforcers, such as tangible, edible, sensory, social, etc.

Identify principles of reinforcement: rate, value, magnitude.

Define satiation and deprivation and conditions under which they occur.

Differentiate between negative and positive reinforcement and punishment.

Define natural reinforcement.

Identify conditioned and unconditioned reinforcement.

Identify primary and secondary reinforcement.

Identify contingent reinforcement and punishment.

Identify differential reinforcement and punishment.

Identify schedules of reinforcement.

Define extinction, deprivation and satiation, and the effects of each on behavior.

Define extinction, extinction burst, and spontaneous recovery.

Define discriminative stimulus, stimulus control, stimulus delta, SD-p.

Define behavioral momentum and how it is used in skill acquisition and behavior reduction intervention.

Define the ‘dead man’s test’.

Identify the components of a contingency.

Identify the purpose, function and benefits of commonly used supports, such as visual supports, visual schedules, social stories, choice boards, video modeling, functional communication training (FCT), PECS, TEACHH, skill-streaming priming, and utilizing environmental modifications.

Demonstrate uses of functional communication training/MAND training in skill development, and behavior management.

Identify non-contingent reinforcement interventions.

Identify interventions utilizing MO.

Identify setting events.

Define target behavior and mastery criteria.

Identify the key elements of goals and objectives that are clear, observable and measurable.

Identify effective components and benefits of task analysis.

Define shaping.

Identify forward and backward chaining.

Define and identify effective uses for types of prompts.

Define and identify prompt dependence, prompt fading, demand and demand fading, stimulus fading.

Identify DTT and its benefits.

Identify terminology and types of trials associated with DTT, such as mass trials, block trials, random rotation, etc.

Identify treatment plan protocol, such as goal writing, mastery criteria measures, targets, maintenance, generalization, skill acquisition domains, etc.

Define different types of prompts: modeling, most-to-least, least-to-most, and components in their hierarchy.

Identify priming.

Define discrimination training.

Identify errorless learning and correction procedures.

Identify natural and contrived discriminate stimulus.

Define natural environment teaching (NET).

Identify Pivotal Response Training (PRT), its key components and when/how it is used.

Define generalization and maintenance and strategies for each in instruction.

Identify socially significant behaviors that increase quality of life and improve independence and it as a goal to ABA and goal development.

Define skill acquisition domains, such as language, social, motor, adaptive, cognitive, and play.

Identify potential and appropriate interventions based on assessment results.

Identify appropriate interventions goals based on social validity and environmental factors.

Compare and contrast the 5 ABA instructional and educational methodologies.

Define a Behavior Intervention Plan (BIP).

Identify the functions of behavior.

Define and identify a functionally equivalent behavior.

Define Functional Analysis and interpret conditions.

Identify types of Functional Behavior Assessments (FBA) and efficacy of each type.

Identify functionally equivalent behaviors.

Identify the components of a token economy, such as back up reinforcers, generalized reinforcers, ratio strain, etc.

Define exclusionary and non-exclusionary time-out.

Define response cost.

Define overcorrection.

Define positive practice.

Identify extinction procedures, such as block and ignore.

Define the premack principle.

Define precursor behavior.

Define types of differential reinforcement, such as DRA DRO, DRI, DRL, DRH.

Identify behavior contrast.

Identify components of contingency contracts.

Identify 3 types of group contingencies.

Define operation definition.

Define reliability and validity.

Define observable and measurable and the importance of defining an onset and offset of a behavior in reliability.

Identify measurement procedures, such as frequency count/event recording, duration, time sampling, interval, latency.

Define continuous and discontinuous methods of measurement.

Identify types of graphs, such as line, bar, cumulative, scatterplots, and single subject design.

Identify types of visual analysis such as trends, level, stability, and variability.

Define inter-rater reliability and possible threats.

Identify types of inter-observer agreement (IOA)/Inter-rater reliability, such as trial by trial or total count.

Identify types of assessments and when/how they are used, such as preference, direct vs. indirect, standardized, functional behavior, ABC, environmental evaluation, self-monitoring, functional skills assessment, FAST, ABLS, RAISD.

Identify functional operational definition and topographical operational definitions of behaviors.

Analyze data results for various assessments.

Identify types of observation preference assessments: free operant, paired stimulus, single stimulus, multiple stimulus with and without replacement.

Identify elements of treatment design, such as baseline, treatment phase, phase line, etc.

Identify the elements to Behavior Skills Training (BST)

Identify systems for monitor treatment and program integrity.

Identify systems for evaluating staff performance.

Identify effective strategies for providing support for staff and family.

Identify methods to mitigate observer drift and reactivity.

Identify effective feedback that is clear, concise, and timely.

Identify elements of poor supervision.

Identify the need for cultural values awareness.