Qualified Behavior Analyst (QBA)

About Course

About Qualified Behavior Analyst (QBA®) Certification

The QBA certificants are mastery-level interventionists with advanced knowledge of applied behavior analysis (ABA) and have training and experience with individuals with autism spectrum disorders (ASD).

The QBAs provide program planning, assessment, data analysis and direct-care oversight for all aspects of behavior programs. In addition, QBAs supervise the direct-care instructional staff such as ABAT, QASP-S, QBA candidates, and collaborative care providers.

Target Audience:

Individuals with a master’s degree or above in a related field and with specific education, training, and extensive applied fieldwork in ABA, including experience and specialization in autism and related disorders.

Eligibility Requirements:

Possessing a master’s degree from an accredited institution in a related field, i.e. ABA, education, special education, psychology, social work, or other related health professions
Completing 270 hours of approved ABA, ethics, and autism coursework.
Conducting 1500 hours of supervised fieldwork in oversight or supervisory role (conducting/analyzing assessment, developing treatment plans, training staff or parents, etc.).
Passing the board exam which is proctored by Examity platform.
Renewing required every two years including verification of the completion of 32 continuing education units, criminal background check, and agreement to code of ethics.

00966547221714

info@abcofbehavior.com

Course Content

Unit One: Autism Core Knowledge

1. ASD and common characteristics and deficits

03:00:00
2. Autism as a spectrum disorder and the core deficits outlined in the DSM-V.
3. Symptoms & characteristics of ASD used in early diagnosis
4. Risk factors associated with the development of autism spectrum disorders
5. Terminology associated with diagnosis, such as pragmatic language, receptive and expressive language, sensory-motor, social skills, joint attention, stereotypy
6. How and when disorders are commonly associated in differential diagnosis, such as learning disabilities, processing disorders, etc.
7. Identify co-morbid disorders commonly associated with ASD
8. Identify how ASD is diagnosed and how results may be utilized in goal development. Review the categories in the Diagnostic and Statistical Manual of Mental Disorders associated with ASD, such as social communication disorder, etc. review assessments utilized in diagnosis of AS

Unit Two: Legal, Ethical, and Professional Considerations

1. Review and understand QABA Code of Ethics (e.g., applied behavior)
2. Review and understand HIPAA regulations (e.g., confidentiality including limitations, mandated reporting, reportable documents, duty to warn vs. duty to protect and/or local/federal laws and regulations.
3. Collaborations with professionals and family members (e.g., behavior contracts, breaking policies, cancellations, referral methods, communication skills, active listening
4. Describe the importance of educational laws (e.g., IDEA, LRE, IEP, ADA, Rehabilitation Act, 504 Plan)
5. Positive behavior supports
6. Person-centered planning
7. Socially significant behaviors
8. Treatment planning (e.g., drafting, development, goal writing, implementation)
9. Transitioning services (e.g., thinning of reinforcement, prompt hierarchies, mastery criteria, generalization, maintenance, stakeholder training)
10. Responsibilities to clients (e.g., referrals)
11. Professional competency (e.g., supervision from competent sources)
12. Describe the importance of Informed consent
13. Identify and explain the use of Risk benefit assessments

Unit Three: Core Principles of ABA

1. Correctly identify a Four-term contingency
2. Describe and discriminate between Respondent and Operant conditioning
3. Explain and describe Classical conditioning
4. Identify and explain stimulus functions (e.g., stimulus control, discriminative
5. Describe and discriminate between Motivational operations (e.g., abolishing operation, establishing operation, abative, evocative, conditioned motivating operation, unconditioned motivating operation)
5. Describe and discriminate between Motivational operations (e.g., abolishing operation, establishing operation, abative, evocative, conditioned motivating operation, unconditioned motivating operation)
5. Describe and discriminate between Motivational operations (e.g., abolishing operation, establishing operation, abative, evocative, conditioned motivating operation, unconditioned motivating operation)
5. Describe and discriminate between Motivational operations (e.g., abolishing operation, establishing operation, abative, evocative, conditioned motivating operation, unconditioned motivating operation)
9. Apply and explain Measurement (e.g., dimensional quantities, derivative measures, and definition measures)
10. Recognize Schedules of reinforcement and describe their appropriate use
11. Identify and define Extinction and possible effects (e.g., spontaneous recovery,
12. Identify and apply the six (6) Verbal operants
13. Identify, describe, and apply Conditioned motivating operations (i.e., CMO-R,

Unit Four: Antecedent Interventions

Unit Five: Skill Acquisition Programming

1. Treatment plan protocol (e.g., goal writing, mastery criteria measures, targets,
maintenance, generalization, skill acquisition domains)
2. Discriminate between Topography vs. function
3. Understand Prompting as it relates to use within ABA (e.g., hierarchy, procedures, fading, types, prompt dependency)
4. Stimuli usage (e.g., control, transfer, and threats)
5. Error correction procedures
6. Characterize Skill implementation strategies
7. Identify and explain Imitation training
8. Behavior chain procedures
9. Self-management procedures
11. Describe ABA -based instructional methodologies (e.g., PRT, NET, DTT, incidental teaching)
12. Stimulus equivalence

Unit Six: Behavior Reduction Interventions

1. Understand the importance and use of Assessment tools token economy (e.g., back up reinforcers, generalized reinforcers, response-cost, ratio strain)
2. Identify Punishment procedures and risks associated with said procedures
3. Identify and describe Differential reinforcement procedures (e.g. DRA, DRO, DRI, DRL, DRH)
4. Define Behavioral contrast
5. Understand risks and benefits associated with Group contingencies
6. Explain Contingency contracts
7. Understand the use of Extinction procedures
8. Limitations of behavior reduction strategies

Unit Seven: Data Collection and Analysis

Unit Eight: Assessment

Unit Nine: Training and Supervision

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