QASP CREDENTIAL

QASP Annual Renewal & Re-certification Cycle

By establishing the Qualified Autism Services Practitioner™ (QASP®) Credential as a certification we aim to raise the accountability of those paraprofessionals and direct support professionals who are providing behavioral health services to individuals diagnosed with Autism and other related disabilities. The intent of the credentials is not to license or certify a private practitioner but to set a standard for certifying those individuals at two levels who will be working under an approved provider or other licensed or certified individual within the scope of practice of applied behavior analysis for the protection of all stakeholders. By establishing a uniform standard of credentialing at this paraprofessional level the continuity of treatment along with improved treatment outcome measurements, increased organizational performance outcomes, and efficiency of the delivery of services can become consistently achievable.

180 hours of approved ABA assessment-based coursework OR 12 semester credits in ABA related study aligning with the QABA® Standards and competency areas.

**Coursework must cover the following competency areas.:  

  1. Competency Area 1 -What is Autism Content
  2. Competency Area 2 –Current Educational and Legislative Requirements
  3. Competency Area 3 –Behaviorism 
  4. Competency Area 4 –Evidenced Based Instructional Interventions
  5. Competency Area 5 - Working with Autism 
  6. Competency Area 6 - Treating Individuals with Challenging Behaviors
  7. Competency Area 7 -Data Collection 
  8. Competency Area 8 -Overview of Positive Behavior Supports
  9. Competency Area 9-Overview of Discrete Trial Teaching
  10. Competency Area 10 Transitioning between Activities
  11. Competency Area 11 -Functional Communication/Visual Supports 
  12. Competency Area 12 -Working w Individuals w High Functioning ASD
  13. Competency Area 13 –Providing Behavioral Health Service
  14. Competency Area 14 -Using Pivotal Response (PRT)
  15. Competency Area 15 - Improving Social Interaction among Children
  16. Competency Area 16 - Person Centered Planning
  17. Competency Area 17 – An introduction to Functional Analysis

Supervised Fieldwork Experience

One year experience or 500 hours of supervised work with an approved Autism provider. The supervisor verifying your fieldwork will be required to do so using the online verification system acknowledging their credentials and checking off each of the requirements of supervised fieldwork.

They will need to be in a position to verify 1 (one) hour of supervision for every 10 hours of independent supervised fieldwork. Candidates may not start accumulating supervised Independent fieldwork until they have started completing approved coursework required to meet the QASP requirements.   

QABA® Supervised Fieldwork must include the following areas: 

Autism Core Knowledge

  •  Demonstrate a working knowledge of, essential characteristics of Autism Spectrum Disorder (ASD).
  • Demonstrate an Understanding the essential characteristics of an individual diagnosed with an ASD provides the foundation for making informed decisions about how to apply Applied Behavior Analysis (ABA) most effectively

Data Collection

  • Demonstrate understanding of continuous data collection techniques such as frequency recording, episodic severity and duration recording.
  • Demonstrate an understanding of discontinuous data collection techniques such as  momentary time sampling and  partial interval recording
  • Demonstrate how graphs can be used in behavioral support.

Implementation of Behavior Support and Skill Acquisition Plans

  • Implement strategies to overcome skill and performance deficits
  • Implement naturalistic teaching methods
  • ABAT® candidate will demonstrate the steps in preparing for a session

Principles of working with Autism Effectively

  • Identify the different sources of sensory information
  • Explain the impact of different sensory challenges for people with Autism.
  • Identify events that can increase anxiety for people with Autism, and techniques they can use to manage this.
  • Define restrictive problem solving.
  • Evaluate the validity of different biomedical approaches to mitigate the effects of Autism.
  • Identify appropriate indicators to use to signify transitioning.
  • Identify ways to enable smoother transitions between activities.
  • Explain what visual supports are, and how they are used.
  • Demonstrate understanding of the goal of visual supports.
  • Identify the different types of cards that can be used, and the purpose of each.

Treating Individuals with Challenging Behaviors

  • Identify and evaluate the concepts of Proactive and Reactive Models of Behavior Support
  • Identify the Phases of Behavior
  • Describe the role of the ABAT® during any of the Phases Of Behavior
  • Explain the concept of Episodic Severity and apply these skills to a scenario
  • Identify primary and secondary reinforcement
  • Demonstrate a understanding on how to implement different types of Reinforcement
  • Demonstrate an understanding of a 3-Part Contingency

Functional Analysis

  • Demonstrate a working knowledge of how to conduct effective functional analysis as an integral element of the behavior analysis process.

Fieldwork that does NOT qualify as supervised hours include:

  1. Attending Meetings that are not specific to the person centered planning process
  2. Implementation of plans that are not based in evidenced based practice
  3. Documentation other than data collection, progress notes, graphs, and other necessary paperwork related to the person centered planning process

Purpose of Supervision: 

  1. Demonstration of skills related to observation and measurement of behaviors and skills acquisition
  2. Demonstration of an understanding of advocacy, professionalism and ethical behavior
  3. Opportunities to learn and demonstrate a working knowledge of the mechanisms and strategies for effectively supporting individuals diagnosed with Autism to learn new skills and behaviors
  4. Demonstrate an understanding of implementation strategies such as:
    1. Task Analyzed chaining procedures
    2. Discrimination training
    3. Stimulus control transfer
    4. Stimulus fading
    5. Prompt and prompt fading
  5. Implement ABA treatment options that will best provide an individual with alternative ways of communicating his/her needs in an appropriate, non-challenging ways.
  6. Demonstrate a working knowledge of how to apply the principles of non-aversive treatment models ahead of aversive options.
  7. Demonstrate a working knowledge of how to use Discrete Trial Teaching (DTT) when teaching individuals new skills, behaviors and competencies.
  8. Demonstrate a working knowledge of, how to use PRT as an integral part of a multi-elemented ABA treatment plan.
  9. Demonstrate a working knowledge of the functional analysis as an integral element of the behavior analysis process.

Recommendations

Two professional recommendations are required – one from your evaluator/supervisor, and one from an administrator of choice focusing on your qualifications and experience working  with and supporting individuals diagnosed with Autism.  

Eligibility Agreement

You will be required to agree to the eligibility agreement which includes:  

  • Agreement to work under the code of Ethics
  • Acknowledgement of recertification requirements
  • Agree to the terms of listing on the ABA Registry  

Examination

Prior to accessing the QASP Examination, Coursework and training requirements, recommendations, fieldwork and supervision requirements will need to be completed, verified, and approved through the online process