Qualified Autism Service Practitioner-Supervisor (QASP-S)

Participants will learn about and understand Autism Spectrum Disorders and applied behavior analysis and will earn a certificate of completion for the Qualified Autism Service Practitioner (QASP) program.

Qualified Autism Service Practitioner-Supervisor (QASP-S)
EDUCATION FOR EVERYONE

Now In Arabic

Become a Qualified Autism Service Practitioner-Supervisor

Live Online

16-1-2022

Resources

Arab Experts

Accessible On Mobile Devices

From Anywhere Anytime

2 free Mock Exams

Internationally accredited

Qualified Autism Service Practitioner-Supervisor (QASP-S)

Participants will learn about and understand Autism Spectrum Disorders and applied behavior analysis and will earn a certificate of completion for the Qualified Autism Service Practitioner (QASP) program.

This course is for those professionals who have a bachelor’s degree and currently provide or want to provide behavioral health treatment and professional services.

The program covers applied behavior analysis and other evidence-based behavior intervention programs, which develop or restore, to the maximum potential and the functioning of an individual with ASD and other developmental delays.

Participants will learn to develop and implement treatment plans that utilize evidence-based practices that have demonstrated clinical efficacy in ASD and other developmental delays. ABA Resources’ QASP-S Certificate Program is pre-approved by the Qualified Applied Behavior Analysis Credentialing Board (QABA®) for meeting the 188 QASP training hour requirements.

Train & Supervises ABAT

Instructors​

Board Certificate Behavior Analysis

MS: Educational Psychology/Measurement & Evaluation.

BCBA, CAS, OBM, IBA

Technical support team

Sara Al Adrarbi

 Behavioral Therapist 

Organizer

Curriculum
This Course Is The Equivalent Of
0 +
contact hours
  1. Factors influencing growth and development.
  2. Principles of growth and development.
  3. Educational implications of growth and development .
  4. Physical, Motor, Emotional, cognitive and Social Development infancy through adulthood.
  1. Define Autism Spectrum Disorder (ASD) and common characteristics and deficits.
  2. Identify historical definitions of ASD, such as PDD-NOS or Asperger’s Syndrome.
  3. Identify the triad of primary impairments.
  4. Identify the ‘red flags’ to early diagnosis.
  5. Identify deficits associated with ASD, such as social-emotional reciprocity, nonverbal communication, stereotyped motor movements, and restrictive or ritualized behaviors, pragmatic language, etc.
  6. Identify risk factors for ASD.
  7. Identify current (2018) CDC statistics and rates for the prevalence of ASD.
  8. Identify serial vs. parallel processing related to the learning style of individuals with ASD.
  9. Identify common co-morbid diagnoses.
  10. Identify terminology related to assessment and differential diagnoses, such as pragmatic language, receptive language, expressive language, sensory-motor skills, social skills, joint attention, restrictive or receptive behaviors, learning disabilities, and processing disorders.
  11. Identify methods of diagnosis.
  12. Identify typical and atypical milestones.

Definition and Characteristics of Applied Behavior Analysis 

  1. Science: Basic Characteristics and a Definition 
  2. A Brief History of Behavior Analysis
  3. Characteristics of Applied Behavior Analysis 
  4. A Definition of Applied Behavior Analysis

Basic Concepts and Principles

  1. Behavior
  2. Environment
  3. Respondent Behavior
  4. Operant Behavior
  5. Recognize  the Complexity of Human Behavior

Selecting and Defining Target Behaviors 

    1. Role of Assessment in Applied Behavior Analysis
    2. Assessment Methods Used by Behavior Analysts
    3. Assessing the Social Significance of Potential Target
    4. Behaviors
    5. Prioritizing Target Behaviors
    6. Defining Target Behaviors
    7. Setting Criteria for Behavior Change

    Measuring Behavior

    1. Definition and Functions of Measurement in Applied
    2. Behavior Analysis
    3. Measurable Dimensions of Behavior
    4. Methods for Measuring Behavior
    5. Measuring Behavior by Permanent Products
    6. Measurement Tools
    7. Selecting a Measurement Method

    Improving and Assessing the Quality of Behavioral Measurement 

    1. Indicators of Trustworthy Measurement
    2. Threats to Valid Measurement 
    3. Threats to Accurate and Reliable Measurement 
    4. Assess ng the Accuracy and Reliability of Behavioral Measurement 
    5. Using Interobserver Agreement to Assess Behavioral Measurement

    Functional Behavior Assessment 

    1. Functions of Behavior
    2. Role of Functional Behavior Assessment in Intervention and Prevention
    3. Overview of FBA Methods
    4. Conducting a Functional Behavior Assessment 
    5. Case Examples Illustrating the FBA Process

    Constructing and Interpreting Graphic Displays of Behavioral Data

      1. Purpose and Benefits of Graphic Displays of Behavioral Data
      2. Graphs Used by Applied Behavior Analysts
      3. Constructing Line Graphs
      4. Interpreting Graphically Displayed Behavioral
      5. Data

      Analyzing Behavior Change: Basic Assumptions and Strategies

      1. Concepts and Assumptions Underlying the Analysis of Behavior
      2. Components of Applied Behavior Analysis Experiments
      3. Steady State Strategy and Baseline Logic

      Reversal and Multi-element Designs

      Multiple Baseline and Changing Criterion Designs

      Planning and Evaluating Applied Behavior Analysis Research

      1. Importance of the Individual Subject in Behavior Analysis Research
      2. Importance of Flexibility in Experimental Design
      3. Internal Validity: Controlling Potential Sources of Confounding in Experimental Design
      4. Social Validity: Assessing the Applied Value of Behavior Changes and the Treatments That Accomplish Them
      5. External Validity: Replicating Experiments to Determine the Generality of Research Findings
      6. Evaluating Applied Behavior Analysis Research

      Positive Reinforcement 

      1. Positive Reinforcement Defined
      2. Classifying Reinforcers
      3. Identifying Potential Reinforcers
      4. Control Procedures for Positive Reinforcement
      5. Using Reinforcement Effectively

      Negative Reinforcement

      1. Definition of Negative Reinforcement 
      2. Escape and Avoidance Contingencies
      3. Characteristics of Negative Reinforcement
      4. Applications of Negative Reinforcement
      5. Changes in Teacher and Caregiver Responding as a Function of Negative Reinforcement
      6. Ethical Considerations in Using Negative Reinforcement

      Schedules of Reinforcement

      1. Intermittent Reinforcement
      2. Defining Basic Intermittent Schedules of Reinforcement
      3. Schedule Effects and Consistency of Performance
      4. Thinning Intermittent Reinforcement
      5. Variations on Basic Intermittent Schedules of Reinforcement
      6. Compound Schedules of Reinforcement
      7. Perspectives on Using Schedules of Reinforcement in Applied Settings

      Positive Punishment 

      1. Definition and Characteristics of Punishment
      2. Factors That Influence the Effectiveness of Punishment
      3. Possible Side Effects and Problems with Punishment
      4. Positive Punishment Interventions
      5. Guidelines for Using Punishment 
      6. Ethical Considerations Regarding the Use of Punishment

      Negative Punishment

      1. Time-Out from Positive Reinforcement Defined 
      2. TimeOut Tactics for Applied Settings
      3. Using Time-Out Effectively
      4. Response Cost Defined
      5. Response Cost Methods
      6. Using Response Cost-Effectively
      7. Response Cost Considerations

      Extinction

      1. Extinction Defined
      2. Extinction Procedure
      3. Secondary Effects of Extinction
      4. Variables Affecting Resistance to Extinction
      5. Using Extinction Effectively
      6. When Not to Use Extinction

      Stimulus Control:

      1. Basic Concepts and Processes
      2. Developing Stimulus Control 
      3. Transferring Stimulus Control

      Motivating Operations

      1. Definition and Characteristics of Motivating Operations 
      2. Distinguishing Between MOs and SDs
      3. Unconditioned Motivating Operations (UMOs) 
      4. MOs for Punishment 
      5. Multiple Effects of MOs
      6. Conditioned Motivating Operations (CMOs) 
      7. Relevance of MOs to the Generality of Treatment Effects
      8. Relevance of MOs to Applied Behavior Analysis

      Equivalencebased Instruction 

      1. Research Foundations and Core Concepts
      2. Designing Equivalence-Based Instruction 
      3. Applications and Generality 
      4. Applications Stemming from Alternative Theoretical Approaches to Relational Responding

      Engineering Emergent Learning with Nonequivalence Relations

      1. What are Nonequivalence Relations? Why do They Matter? 
      2. The Vocabulary of Nonequivalence Relations
      3. Some Types of Nonequivalence Relations 
      4. Theoretical Foundations
      5. Nonequivalence Relations and Big-Picture Psychological Constructs 
      6. Derived Stimulus Relations and General Well-Being

      Imitation, Modeling, and Observational Learning 

      1. Imitation 
      2. Modeling 
      3. Observational Learning

      Chaining 

      1. Behavior Chain Defined
      2. Rationale for Chaining 
      3. Establishing Behavior Chains with Task Analysis
      4. Behavior Chaining Methods
      5. Choosing a Chaining Method 
      6. Disrupting and Breaking Behavior Chains
      7. Troubleshooting Chains
      8. Factors Affecting the Performance of Behavior Chains

      Shaping

      1. Shaping Defined
      2. Shaping Across and Within Response Topographies
      3. Increasing Shaping Efficiency
      4. Clicker Training
      5. Emerging Applications of Shaping
      6. Shaping Guidelines

      Discrete Trial Teaching

      1. Discrete Trial Training (DTT) protocol.
      2. Advantages of DTT and NET.
      3. Recommendations for practitioners in DTT 
      4. DTT phases practice
      5. Collecting and analyzing data

      VERBAL BEHAVIOR

      1. Skinners (1957) Analysis of Verbal Behavior 
      2. The Verbal Operants and Listener Behavior in More Detail
      3. Listener Behavior
      4. Autoclitic Verbal Behavior
      5. Applications of Skinners (1957) Analysis of Verbal Behavior
      6. Applications to Language Assessment and Intervention 

      VBMAPP Assessment

        1. What is the VB-MAPP?
        2. The VB-MAPP Milestones Assessment
        3. The Early Echoic Skills Assessment
        4. The Task Analysis and supporting skills list
        5. The Barriers Assessment
        6. The Transition Assessment
        7. Understanding and Interpreting VBMAPP results
        8.  Designing and Selecting goals and targets for Individualized Educational Plan

        Extinction

        Differential Reinforcement 

        1. Differential Reinforcement Defined
        2. Differential Reinforcement of Alternative Behavior (DRA) 
        3. Differential Reinforcement of Other Behavior (DRO) 
        4. Differential Reinforcement of Low Rates of Responding (DRL)

        Antecedent Interventions

        1. Defining and Classifying Antecedent Interventions 
        2. Noncontingent Reinforcement
        3. High-Probability Instructional Sequence
        4. Functional Communication Training 
        5. Default Interventions
          1. Generalized Behavior Change: Definitions and Key Concepts
          2. Planning for Generalized Behavior Change 
          3. Strategies and Tactics for Promoting Generalized Behavior Change 
          4. Modifying and Terminating Successful Interventions 
          5. Guiding Principles for Promoting Generalized Outcomes

            Token Economy, Group Contingencies, and Contingency Contracting

            1. Token Economy
            2. Group Contingencies
            3. Contingency Contracting 

            Self-Management

            1. The “Self” as Behavior Controller
            2. Self-Management Defined
            3. Applications, Advantages, and Benefits of Self-Management
            4. Antecedent-Based Self-Management Tactics 
            5. Self-Monitoring 
            6. Self-Administered Consequences
            7. Other Self-Management Tactics 
            8. Suggestions for Effective Self-Management
            9. Behavior Changes Behavior

            Intro to RFT, ACT, OBM, ESDM, BST

            1. What Is Ethics and Why IS IT Important? 
            2. Standards of Professional Practice for Applied Behavior Analysts
            3. Ensuring Professional Competence
            4. Ethical Issues in Client Services
            5. Coordinating with Other Professionals
            6. Social Media and New Technologies 
            7. Advocating for the Client 
            8. Conflict of Interest 
            9. Creating a Culture of Ethical Practice
            10. 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.
            11. Demonstrate a thorough understanding of the QABA policies, procedures, and Code of Ethics.
            12. Define and understand the use, benefits, and limitations of the Health Insurance Portability and Accountability Act (HIPAA).
            13. Identify Guidelines for management of records, such as retention, storage, transportation, security, etc.
            14. Summarize the legal and ethical requirements regarding client confidentiality and its exceptions.
            15. Define privileged information.
            16. Demonstrate an understanding of unethical relationships and how those relationships may occur, including dual relationships.
            17.  Identify duty to warn vs. duty to protect.
            18. Identify the steps in mandated reporting.
            19. Define and identify the use of IDEA, LRE, IEP, ADA, 504 plan, and the Rehabilitation Act.
            20. Identify the purpose and components of effective positive behavior supports (PBS).
            21. Identify the purpose, key elements, and fundamentals of person-centered planning (PCP).
            22. 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.
            23. Identify the need for collaboration in treatment planning and implementation, such as behavior contracts, referral methods, multi-team communication and assessment, treatment adherence, etc.
            24. Identify ethical and legal responsibility in the reduction and termination of services.
            25. Define advocacy.
            26. Define Best Practice.
            27. Define evidence-based treatment. 
            28. Identify the elements to Behavior Skills Training (BST)
            29. Identify systems for monitoring treatment and program integrity.
            30. Identify systems for evaluating staff performance.
            31. Identify effective strategies for providing support for staff and family.
            32. Identify methods to mitigate observer drift and reactivity.
            33. Identify effective feedback that is clear, concise, and timely.
            34. Identify elements of poor supervision.
            35. Identify the need for cultural values awareness.
            Extra benefits

            Free Training Courses

            • GARS-3

              Gilliam Autism Rating Scale - Third Edition Training Course

            • ACT Level-1

              Acceptance and Commitment Therapy Training Course level 1

            • VB-MAPP

              The Verbal Behavior Milestones Assessment and Placement Program Training Course

            Information Area

            live-proctored online testing, conveniently available 24/7

            Exam results immediately available upon completion

            From Arab expert in the field in the Arabic Language

            Special Offer

            2800 $

            Our Alumni

            10%

            Cash Payment

            20%

            Centers Groups

            10%

            • Must be at least 18 years old
            • Possess a minimum of a bachelor’s degree from an accredited university
            •  Must have completed 180 hours of approved assessment-based ABA coursework or 12-semester credit units (including a
              minimum of 5 hours must be in ethics and a minimum of 15 hours in autism core knowledge)
            • Training must be developed or delivered by a master’s level professional within the scope of ABA and autism
            • 1000 hours of supervised fieldwork