QABA QBA Exam Flashcards

Q: How is the QABA QBA exam structured?

The QBA examination consists of 125 multiple-choice questions: 100 are live and scored, while 25 are unscored pretest items you cannot identify, so answer every question. You have 3 hours (180 minutes) to complete it. QABA uses a criterion-referenced cut score determined by psychometric standard-setting; the exact passing score is not publicly disclosed by QABA.

Q: Who is eligible to take the QBA exam?

You must be at least 18, hold a master's degree (or higher) from an accredited university in a related field, complete 270 hours of QABA-approved coursework (including 20 hours of ethics and 20 hours of autism core knowledge, worth 18 semester credits), and accrue 2,000 hours of supervised fieldwork with a minimum of 1,200 indirect oversight/supervision hours and a maximum of 800 direct hours.

Q: How is the QBA different from the QASP-S and ABAT credentials?

QABA offers a three-tier ladder. The ABAT is the entry-level direct interventionist (bachelor's not required; 40 hours coursework). The QASP-S is a mid-tier supervisor requiring a bachelor's degree and 270 hours of coursework who supervises ABATs. The QBA is the advanced, independent, master's-level behavior analyst who designs programs, conducts FBAs, and supervises both ABATs and QASP-S practitioners.

Q: What is the QBA exam retake policy if I fail?

If you fail the first attempt, you may reschedule immediately after paying the retake fee ($225). If you fail the second attempt, a third attempt may be scheduled 30 days after the second, and 30 days must elapse between the third and fourth attempt. Candidates may not test more than 4 times within one calendar year of the first exam attempt.

Q: How long is the QBA credential valid and how do I renew?

The QBA credential operates on a 2-year (bi-annual) recertification cycle. Renewal requires verification of 32 continuing education units (CEUs), a criminal background check, and continued agreement to the QABA Code of Ethical and Professional Conduct. Confirm current renewal requirements in the QABA Candidate Handbook.

Question 1

Seven dimensions of ABA (Baer, Wolf & Risley, 1968)

Accepted Answer

Applied, Behavioral, Analytic, Technological, Conceptually Systematic, Effective, and Generality. These define what makes a practice truly applied behavior analysis. Mnemonic: 'Get A Cab' won't help—use 'BAT CAGE' or memorize all seven.

Question 2

Three-term contingency

Accepted Answer

The basic unit of analysis in ABA: Antecedent (SD) -> Behavior (Response) -> Consequence. It describes the relationship among what precedes behavior, the behavior, and what follows it. The four-term contingency adds a Motivating Operation before the antecedent.

Question 3

Positive vs. negative reinforcement

Accepted Answer

Both INCREASE future behavior. Positive reinforcement ADDS a stimulus (e.g., praise, tokens). Negative reinforcement REMOVES or postpones an aversive stimulus (e.g., escape from a demand). 'Negative' does not mean bad—it means something is taken away.

Question 4

Positive vs. negative punishment

Accepted Answer

Both DECREASE future behavior. Positive punishment ADDS an aversive stimulus contingent on behavior (e.g., reprimand). Negative punishment REMOVES a desired stimulus (e.g., response cost, time-out). Least-restrictive principles favor reinforcement-based procedures first.

Question 5

Motivating Operations (EO vs. AO)

Accepted Answer

An Establishing Operation (EO) INCREASES the value of a reinforcer and the behaviors that produce it (e.g., deprivation from food). An Abolishing Operation (AO) DECREASES that value (e.g., satiation). MOs have both value-altering and behavior-altering effects.

Question 6

Basic schedules of reinforcement (FR, VR, FI, VI)

Accepted Answer

FR: reinforce after a fixed number of responses (post-reinforcement pause). VR: after a variable number (high steady rate, resistant to extinction). FI: first response after a fixed time (scalloping). VI: first response after variable time (moderate steady rate).

Question 7

Skinner's verbal operants

Accepted Answer

Mand: request under motivating-operation control (asking for what you want). Tact: labeling/naming something present (nonverbal SD). Echoic: vocal imitation with point-to-point correspondence. Intraverbal: verbal response to another's verbal behavior with no correspondence (conversation, fill-in-the-blank).

Question 8

Stimulus control and discrimination

Accepted Answer

Stimulus control exists when a behavior occurs more often in the presence of a discriminative stimulus (SD, signals reinforcement is available) than a stimulus delta (S-delta, signals it is not). Discrimination training reinforces responses to the SD and extinguishes responses to the S-delta.

Question 9

Functional Behavior Assessment (FBA): three approaches

Accepted Answer

(1) Indirect assessment (interviews, rating scales). (2) Descriptive assessment (direct ABC observation in the natural setting). (3) Functional analysis (experimental manipulation of variables to demonstrate function). Only functional analysis establishes a cause-effect relationship.

Question 10

Four functions of behavior

Accepted Answer

Behavior is maintained by: (1) Attention/social positive reinforcement, (2) Escape/avoidance (negative reinforcement from demands), (3) Access to tangibles/activities, and (4) Automatic/sensory reinforcement (self-stimulatory, not socially mediated). Intervention must match the identified function.

Question 11

Functional analysis conditions (Iwata et al., 1982/1994)

Accepted Answer

The experimental FA systematically tests four conditions: Attention (social positive reinforcement), Demand/Escape (negative reinforcement), Alone (automatic reinforcement), and Play (control, enriched no-demand). Elevated responding in a condition identifies the maintaining function.

Question 12

Indirect assessment tools

Accepted Answer

Interviews and rating scales completed by informants: FAST (Functional Analysis Screening Tool), MAS (Motivation Assessment Scale), QABF (Questions About Behavioral Function). Convenient and fast, but rely on subjective report and cannot confirm function—use to generate hypotheses.

Question 13

Descriptive (ABC) assessment and scatterplots

Accepted Answer

Direct observation in the natural environment recording Antecedents, Behavior, and Consequences to identify correlational patterns. A scatterplot records behavior across time intervals to reveal when it is most/least likely. Descriptive data suggest, but do not prove, function.

Question 14

Preference assessment formats

Accepted Answer

Methods to identify potential reinforcers: single-stimulus (successive), paired-choice/paired-stimulus (forced choice, ranks items), MSWO (multiple stimulus without replacement), and free-operant (observe engagement without removing items). A preferred item still must be tested as a reinforcer.

Question 15

Social validity (Wolf, 1978)

Accepted Answer

The extent to which stakeholders judge the GOALS to be socially significant, the PROCEDURES to be acceptable, and the OUTCOMES to be meaningful. Often measured with consumer questionnaires. High social validity increases adherence and the durability of behavior change.

Question 16

Reversal (ABAB) design

Accepted Answer

Demonstrates experimental control by alternating baseline (A) and intervention (B) phases. If behavior changes when the intervention is applied, reverses when withdrawn, and changes again when reintroduced, the intervention is responsible. Not appropriate for irreversible skills or dangerous behavior.

Question 17

Multiple baseline design

Accepted Answer

Introduces the intervention in a staggered fashion across behaviors, settings, or participants. Control is shown when each baseline changes only when the intervention is applied to it. Ideal when a behavior is irreversible or withdrawing treatment would be unethical.

Question 18

Alternating treatments design

Accepted Answer

Rapidly alternates two or more conditions/interventions (often within the same day) to compare their effects on the same behavior. Separation between the data paths demonstrates which treatment is more effective. Risk: multiple-treatment interference.

Question 19

Changing-criterion design

Accepted Answer

Demonstrates control by changing the reinforcement criterion in stepwise increments (or decrements). Experimental control is shown when behavior consistently tracks each new criterion. Best suited for gradually shaping behaviors already in the learner's repertoire (e.g., exercise, work rate).

Question 20

Visual analysis of graphed data

Accepted Answer

Interpreting single-subject data by examining: Level (mean/magnitude), Trend (direction and slope), and Variability (bounce) within and across phases—plus immediacy of change, overlap of data points, and consistency across similar phases. No inferential statistics are required.

Question 21

Continuous measurement dimensions

Accepted Answer

Every instance is measured: Frequency/count (how many), Rate (count per unit time), Duration (how long), Latency (time from SD to response onset), and Inter-Response Time/IRT (time between responses). Choose the dimension that best captures the behavior of concern.

Question 22

Discontinuous (interval) measurement

Accepted Answer

Sampling that estimates behavior: Partial-interval recording (any occurrence counts—OVERESTIMATES duration). Whole-interval recording (must occur the entire interval—UNDERESTIMATES). Momentary time sampling (score only at interval's end—good for continuous behaviors and easier for staff).

Question 23

Interobserver agreement (IOA)

Accepted Answer

A reliability measure of how consistently two independent observers score the same behavior. Methods include total-count, exact count-per-interval, mean count-per-interval, and trial-by-trial. A minimum of about 80% agreement is the conventional standard for acceptable measurement.

Question 24

Shaping

Accepted Answer

Reinforcing successive approximations toward a terminal behavior while extinguishing earlier, less accurate forms. Used to teach a NEW behavior not currently in the repertoire (e.g., building vocalizations). Requires a clearly defined terminal goal and gradually shifting criteria.

Question 25

Chaining and task analysis

Accepted Answer

A behavior chain links discrete steps (each step's completion is the SD for the next). Forward chaining teaches step 1 first; backward chaining teaches the last step first (learner contacts reinforcement early); total-task presents all steps each trial. Built from a task analysis.

Question 26

Response prompts vs. stimulus prompts

Accepted Answer

Response prompts act on the behavior: verbal, gestural, modeling, and physical (full/partial) guidance. Stimulus prompts act on the antecedent: movement, position, or redundancy cues that highlight the correct stimulus. Prompts are supplementary and must be faded.

Question 27

Prompt fading strategies

Accepted Answer

Systematically removing prompts to transfer stimulus control to the natural SD: most-to-least (start with the most intrusive prompt), least-to-most (start with least), graduated guidance (fade physical guidance in real time), and time delay. Errorless learning minimizes mistakes during acquisition.

Question 28

Differential reinforcement: DRA, DRI, DRO, DRL

Accepted Answer

DRA: reinforce a specific Alternative behavior. DRI: reinforce a behavior physically Incompatible with the target. DRO: reinforce the Omission (absence) of the target for an interval. DRL: reinforce Lower rates of behavior. Pair DRA/DRI with extinction of the problem behavior.

Question 29

Extinction and the extinction burst

Accepted Answer

Discontinuing the reinforcement that maintains a behavior so it decreases over time. Expect an initial extinction burst (temporary increase in frequency, intensity, or novel/emotional responding) and possible spontaneous recovery. Consistency is essential—intermittent reinforcement makes behavior more resistant.

Question 30

Token economy

Accepted Answer

A system where generalized conditioned reinforcers (tokens) are earned for target behaviors and later exchanged for a menu of backup reinforcers. Requires defined target behaviors, a token medium, exchange rules, and an exchange rate. Tokens' strength comes from being paired with varied backups.

Question 31

Discrete Trial Training (DTT)

Accepted Answer

A structured, adult-led format delivering many massed learning opportunities. Each trial has a discrete SD, prompt (if needed), learner response, consequence, and inter-trial interval. Efficient for teaching new discriminations, but skills may need explicit programming to generalize.

Question 32

Natural Environment Teaching (NET)

Accepted Answer

Teaching within naturally occurring routines and activities, capturing or contriving the learner's motivating operations and following their lead. Reinforcers are typically natural to the response. NET promotes generalization and spontaneous responding better than isolated massed trials.

Question 33

Generalization and maintenance (Stokes & Baer, 1977)

Accepted Answer

Skills rarely generalize automatically—program for it. Tactics include: train sufficient stimulus/response exemplars, program common stimuli, use loose training, teach in the natural setting, use indiscriminable contingencies, and mediate generalization. Maintenance is responding that persists after intervention ends.

Question 34

Function-based intervention logic

Accepted Answer

Reduction procedures should be selected to match the behavior's maintaining function identified in the FBA. Escape-maintained behavior calls for escape extinction plus FCT and demand fading; attention-maintained behavior calls for extinction plus DRA. Ignoring an escape-maintained behavior can reinforce it.

Question 35

Functional Communication Training (FCT) (Carr & Durand, 1985)

Accepted Answer

A differential-reinforcement procedure that teaches a socially acceptable communication response that is functionally equivalent to (produces the same reinforcer as) the problem behavior. Typically combined with extinction of the problem behavior so the new response becomes the efficient path to reinforcement.

Question 36

Extinction procedures vary by function

Accepted Answer

Extinction means withholding the maintaining reinforcer, so it looks different per function: attention -> withhold attention (planned ignoring); escape -> escape extinction (do not allow escape from the demand); tangible -> withhold the item; automatic -> sensory extinction/response blocking to mask the sensory consequence.

Question 37

Response cost

Accepted Answer

A form of negative punishment in which a specific amount of an earned reinforcer (e.g., tokens, points) is removed contingent on the problem behavior. Effective when the learner has a reinforcer reserve to lose; must be paired with opportunities to earn reinforcers.

Question 38

Time-out from positive reinforcement

Accepted Answer

A negative-punishment procedure removing access to reinforcement for a brief period contingent on behavior. Nonexclusionary (e.g., planned ignoring, contingent observation) keeps the learner in the setting; exclusionary removes them. Under least-restrictive principles, use the least intrusive effective form and ensure 'time-in' is reinforcing.

Question 39

Behavioral Skills Training (BST)

Accepted Answer

An evidence-based staff/caregiver training package with four components: Instruction, Modeling, Rehearsal (role-play), and Feedback. Training continues to a mastery criterion, ideally with in-situ practice, so skills transfer to the actual work setting rather than just verbal knowledge.

Question 40

Task analysis

Accepted Answer

Breaking a complex skill into its individual, teachable component steps in sequence. Validated by observing a competent performer, consulting an expert, or performing the skill oneself. Serves as the basis for chaining, prompting decisions, and step-by-step data collection.

Question 41

Treatment integrity (procedural fidelity)

Accepted Answer

The degree to which an intervention is implemented as designed. Low integrity can make an effective plan look ineffective, leading to wrong decisions. Monitor with fidelity checklists and provide retraining/feedback. It is distinct from IOA, which measures accuracy of data collection.

Question 42

QBA supervisory scope

Accepted Answer

As the master's-level QABA credential, the Qualified Behavior Analyst designs and oversees behavior-analytic programs and provides supervision to ABATs (technicians) and QASP-S practitioners (mid-tier supervisors). Supervisors remain accountable for delegated services and must monitor implementation and outcomes.

Question 43

Performance feedback

Accepted Answer

Timely, specific, behavior-focused information about performance that supports staff and caregiver behavior change. Effective feedback is frequent, describes what was done well and what to change, is tied to objective data, and is delivered close to the performance—not saved for annual reviews.

Question 44

Scope of competence

Accepted Answer

A core QABA ethics requirement: practice only within the boundaries of your education, training, and supervised experience. When a case falls outside your competence, obtain training, seek supervision, or refer. Providing services beyond one's competence is an ethical violation even with good intentions.

Question 45

Informed consent

Accepted Answer

Before assessment or intervention, the client/guardian must be given understandable information about the procedures, risks, benefits, and alternatives, and must agree voluntarily with the right to withdraw at any time. Consent is ongoing—reobtain it when the plan materially changes.

Question 46

Confidentiality and its limits

Accepted Answer

Protect client information and disclose only what is authorized or necessary. Exceptions where disclosure is required or permitted include mandated reporting of abuse/neglect, imminent risk of serious harm, and valid written authorization or legal requirements. Safeguard records consistent with privacy laws.

Question 47

Multiple (dual) relationships and conflicts of interest

Accepted Answer

Avoid relationships (personal, financial, or social) that could impair professional objectivity, create exploitation, or harm the client. When a multiple relationship is unavoidable, disclose it, document safeguards, and prioritize client welfare. Do not accept gifts or barter that create conflicts.

Question 48

Right to effective treatment / least-restrictive procedures

Accepted Answer

Clients have a right to effective, evidence-based treatment delivered by a competent provider. Select the least restrictive procedures likely to be effective, prioritizing reinforcement-based interventions before considering punishment, and continually evaluate whether the least intrusive effective option is in use.

Question 49

Naturalistic Developmental Behavioral Interventions (NDBIs)

Accepted Answer

Evidence-based approaches blending ABA with developmental science, delivered in natural routines with child-led, play-based instruction. Examples include the Early Start Denver Model (ESDM), Pivotal Response Treatment (PRT), and JASPER. They target pivotal skills like joint attention, imitation, and social engagement.

Question 50

Picture Exchange Communication System (PECS)

Accepted Answer

An augmentative and alternative communication (AAC) system that teaches functional communication by having the learner exchange a picture for a desired item. Taught in six phases, beginning with a spontaneous single-picture exchange (mand) and progressing to discrimination, sentence structure, and commenting.

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