QABA QASP-S study plan

Define the QASP-S scope of practice and differentiate it in writing from the roles of the supervising behavior analyst, the technician, and other allied professionals.

Map each core ethical principle (beneficence, autonomy, fidelity, integrity, justice, dignity) to at least two concrete workplace scenarios.

Apply a six-step ethical decision-making model on paper to five dilemmas covering dual relationships, informed consent, and confidentiality.

Distinguish mandated-reporting, informed-consent, and confidentiality obligations as they apply to a paraprofessional, listing who to notify and when.

Diagram the four-term contingency (motivating operation, discriminative stimulus, behavior, consequence) for ten written scenarios.

Classify the hypothesized function (attention, escape, tangible, automatic) of fifteen behavior vignettes and cite the textual evidence that supports each classification.

Contrast continuous reinforcement with the four intermittent schedules and match each schedule to an appropriate programming decision.

Explain extinction, extinction burst, spontaneous recovery, and resurgence in plain language with one original example of each.

Identify three common conflicts of interest in service delivery and state the disclosure action required for each.

Draft a complete behavior intervention plan outline for one scenario covering target behaviors, baseline summary, function hypothesis, antecedent strategies, replacement behaviors, consequence strategies, crisis plan, and generalization plan.

Differentiate DRA, DRO, DRI, NCR, response cost, time-out, and extinction, and generate a workplace example of each.

State the ethical safeguards and known risks of punishment-based procedures and justify when they would and would not be acceptable.

Write a treatment-integrity checklist with ten observable, countable steps for the plan you drafted.

Sequence a skill-acquisition program end to end: pinpoint the skill, write the operational definition, task-analyze a 10-step chain, choose a prompting hierarchy, and plan prompt fading.

Compare discrete-trial teaching with naturalistic teaching approaches and write a short session plan for each.

Apply errorless learning, prompt delay, and prompt fading to five teaching scenarios, selecting the most defensible procedure for each.

Select the correct data measure for a skill goal (percent independent, trials-to-criterion, or rate) and justify the choice in writing.

Compute interobserver agreement by hand from six data sets using total-count, exact-count, occurrence, and nonoccurrence methods.

Plot four data sets and interpret level, trend, and variability, marking each phase change line correctly.

Compare continuous and discontinuous recording systems and select a defensible method for twelve observational vignettes.

Describe paired-choice, multiple-stimulus-without-replacement, and free-operant preference assessments and state when each is appropriate.

Order the steps of a functional behavior assessment from indirect methods through descriptive observation to experimental analysis, and explain the tradeoffs at each step.

Build a behavioral skills training module (instruction, modeling, rehearsal, feedback) that teaches a technician one specified skill.

Design a performance-monitoring system with operational definitions of staff behavior, an observation schedule, and a data sheet.

Script three feedback conversations using a behavior-specific, impact-focused, collaborative problem-solving structure.

State competency-based training criteria and the triggers that require retraining.

Distinguish supervision, consultation, and performance-management responsibilities and assign each to the correct role.

Translate one behavior intervention plan into a one-page caregiver-facing summary written without clinical jargon.

Compose a coordination-of-care meeting agenda naming roles, information-sharing boundaries, and decision points for a teacher, a speech-language pathologist, and a parent.

Apply consent, release-of-information, and confidentiality rules to five interagency vignettes, naming the correct action in each.

List five concrete ways to solicit stakeholder and caregiver input and describe how to adapt communication for cultural and linguistic differences.

Deliver a three-minute verbal progress report from a graphed data set without reading from notes.

Complete two full-length timed practice exams and score them by domain.

Analyze every missed item and log the underlying concept error rather than the answer choice.

Re-teach the three weakest domains through active recall, self-quizzing, and teach-back explanations.

Compress the 25 highest-risk distinctions (e.g., DRO versus DRI, IOA methods, consent types) into a single review sheet.