QASP FINAL EXAM 2026 REAL EXAM 200+ QUESTIONS AND CORRECT ANSWERS(VERIFIED ANSWERS)|AGRADE

QASP FINAL EXAM 2026 REAL EXAM 200+

QUESTIONS AND CORRECT ANSWERS(VERIFIED

ANSWERS)|AGRADE

What is Discriminated stimulus? - ANSWER- a stimulus in the prescene of which

a response has a higher probability of occurence as it is lkely to be reinforced

What is TEACCH developed on? - ANSWER- understanding the learning

characteristics of individuals w/ autism and the use of visual supports to promote

meaning and independence

What are the principles of TEACCH? - ANSWER- - understanding the culture of

Autism

- developing an individualized person- family- centered plan for each clien rather

than using a standard curriculum

- structuring the physical enviornment

- using visual supports to make the sequence of daily activities predictable and

understandable

- using visual supports to make indv tasks understandable

Why autism is considered a spectrum disorder? - ANSWER- ASD can have a

range of symptoms

Identify the currently accepted prevalence rates of autism. - ANSWER- 1 in 59

What does DSM stand for? - ANSWER- Diagnostic and Statistical Manual of

Mental Disorders

Identify characteristics of autism. - ANSWER- Problems with social interactions,

repetitive behaviors, limited or delayed communication, limited or focused

interests

Possible causes of autism - ANSWER- Vaccinations, genetic links, premature

birth, exposure to chemicals during pregnancy.

Minimum number of CEUs per year - ANSWER- 20

Target Behavior - ANSWER- Behavior selected for change

What is an observable and measurable behavior? - ANSWER- A behavior that can

be seen and measured.

Difference between classical and operant conditioning. - ANSWER- Classicalinvoluntary response and a stimulus

Operant- associate a voluntary respinse and consequence

primary reinforcer - ANSWER- an innately reinforcing stimulus, such as one that

satisfies a biological need (food, water, sleep, sex)

secondary reinforcer - ANSWER- any reinforcer that becomes reinforcing after

being paired with a primary reinforcer, such as praise, tokens, or gold stars

three part contingency - ANSWER- discriminative stimulus, operant response, and

reinforcer or punishment

Two main types of behavior - ANSWER- Operant and respondent

skill deficit - ANSWER- the absence or insufficiency of a needed behavior or skill

performance deficit - ANSWER- when a student knows how to perform the

desired behavior but chooses not to or is incapable of doing so owing to anger,

frustration, or some other condition

Incidental teaching - ANSWER- Structuring and sequencing learning opportunities

so that they occur within a natural setting and which is used to give the learner an

opportunity to practice a skill

naturalistic teaching strategies - ANSWER- instructional techniques that are used

with children having neurodevelopmental disorders and that move away from

traditional desk instruction toward more natural social interactions

task analysis - ANSWER- The process of breaking a complex skill or series of

behaviors into smaller, teachable units; also refers to the results of this process.

discrimination training - ANSWER- requires one response and two antecedant

stimulus conditions. The response in the presence of one stimulus is reinforced

while a response in the presence of the other is not. We are teaching them to make

choices.

stimulus control - ANSWER- A situation in which the frequency, latency,

duration, or amplitude of a behavior is altered by the presence or absence of an

antecedent stimulus.

Stimulus control transfer - ANSWER- A procedure used to teach independence by

transferring stimulus from a prompt to something natural in the environment

Stimulus fading - ANSWER- highlighting a physical dimension of a stimulus to

increase the likelihood of a correct response then the highlighted or exaggerated

dimension is eventually faded out (ex: using traffic safety cones to mark a

boundary to stay within and removing them slowly after the learner knows the

boundaries)

Sources of Sensory Information - ANSWER- Exteroception (external) and

proprioception (internal)

Sensory challenges of people with autism - ANSWER- language delays or deficits

fine and gross motor delays

strong sensory interests

sensory aversions

an inability to interact with people and objects

an inability to stay within an interaction

repetitive sensory stereotypies (stimming)

and much more

events that increase anxiety for people with autism and how to manage them -

ANSWER- Unstructured time, waiting, academic pressure, large crowds, sensory

issues (overstimulation and/or seeking input)

Sensory input, Fidgets to improve self-regulation,

Sensory Integration Therapy

Visual schedules

Routines

biomedical approaches - ANSWER- Diets and Supplements - such as the glutenfree, casein-free diet, omega-3 fatty acids, and probiotics