Free QABA QBA Exam Flashcards

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.

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.

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.

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.

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.

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).

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).

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.

(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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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).

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.

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.

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).

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.