Free QABA ABAT Exam Flashcards

Persistent social-communication or social-interaction differences, plus restricted or repetitive behavior, interests, or activities.

People differ widely in strengths, support needs, communication, sensory responses, and how traits affect daily life.

Two people intentionally sharing focus on the same object or event, often through gaze, pointing, or showing.

An unusually strong response to sensory input, such as sound, light, touch, taste, smell, or movement.

A person's current communication or performance does not prove limited understanding. Provide access, time, and respectful support without lowering dignity.

The view that neurological differences are part of human variation; support should address barriers without treating the person as defective.

Pause and seek training and supervisor guidance before implementing it. Practice only within demonstrated competence.

It is timely, specific, behavior-focused, and paired with a clear opportunity to practice the correct skill.

A consequence is added after behavior, and that behavior becomes more likely in similar conditions.

A stimulus is removed or reduced after behavior, and that behavior becomes more likely. It is not the same as punishment.

A behavior occurs more often in the presence of a cue because reinforcement has historically been available with that cue.

Providing extra assistance before or during a response to increase the chance of a correct performance.

To transfer control to the natural cue and prevent the learner from depending on added assistance.

Breaking a complex skill into observable, teachable steps that can be prompted, practiced, and measured.

It makes the sequence of activities predictable and can reduce uncertainty during transitions.

A cue given before an activity changes so the learner has time to prepare and complete the current step.

Choices increase autonomy and engagement while preserving the essential goal of the treatment plan.

Follow the approved safety or crisis plan, protect everyone from immediate harm, and obtain required assistance.

The same action can produce different outcomes in different contexts; function depends on the behavior-environment relation.

Reinforcing a selected alternative, incompatible, or lower-rate behavior while withholding reinforcement for the target behavior as planned.

A safer, practical response that meets the same need as the challenging behavior and can be taught and reinforced.

When behavior has a clear beginning and end and counting each occurrence is feasible during observation.

How long a behavior lasts from its defined onset to its defined offset.

The time between a specified cue or event and the start of the target response.

Changing conditions before behavior to make success more likely, such as clarifying cues, adjusting tasks, or offering choices.

Delivering a reinforcer on a time-based schedule rather than only after the target behavior, according to the behavior plan.

A functional communication response can give the learner a safer, efficient way to request the outcome they need.

The person's abilities, preferences, relationships, and meaningful goals—not only behaviors targeted for change.

A broad skill, such as motivation or responding to multiple cues, whose improvement may produce gains across many other behaviors.

The learner selects materials or activities, helping make teaching natural and increasing motivation to participate.

A clear instruction or cue, the learner's response, and an immediate planned consequence, followed by a brief pause.

A brief, consistent pause separates trials so the next cue is clear and data can be recorded accurately.

The person receiving support, with chosen family or team members contributing in ways that respect the person's voice and preferences.

Having meaningful control over choices, goals, and decisions that affect one's own life.

Preferences can change across time, settings, motivation, and available choices; old results may no longer guide effective support.

It improves an outcome that matters in the person's daily life, participation, safety, communication, or independence.

Relationships and resources already present in daily life can make skills more useful, durable, and likely to generalize.

The observable antecedent, the defined behavior, and the consequence that immediately follows it.

A systematic process for gathering and analyzing information to form a hypothesis about variables influencing behavior.

A functional analysis systematically changes suspected variables; descriptive observation records behavior in naturally occurring conditions.

Access to attention, access to tangibles or activities, escape from demands or conditions, and automatic reinforcement.

A condition that temporarily changes how valuable a consequence is and changes behavior that has produced it before.

Record objectively and alert the supervisor; the ABAT should not independently redesign the assessment or treatment plan.

Acting to protect a person's rights, access, dignity, preferences, and meaningful participation.

Use the intervention that achieves the needed benefit while limiting freedom, choice, and risk as little as possible.

Language should reflect the individual's stated preference and avoid reducing the person to a diagnosis or behavior.

Seeking and respecting the person's willing participation as much as possible, even when formal legal consent comes from another party.

Technical behavior change is valuable only when it supports meaningful well-being, access, relationships, safety, or independence.

Protect client information and share it only through authorized channels for legitimate service, legal, or safety purposes.

Avoid or resolve the conflict, maintain professional boundaries, document as required, and consult the supervisor promptly.