This module is not currently running in 2024 to 2025.
Indicative topics are:
• Causes of challenging behaviour
• Behaviour analysis and challenging behaviour
• Key elements of Positive Behaviour Support
• Models of assessment and intervention
• Supporting behaviour change
• Ethical and legal issues.
Total contact hours: 28
Private study hours: 122
Total study hours: 150
BSc Intellectual and Developmental Disabilities and associated programmes
Main assessment methods
Assignment (3000 words) (100%)
Reassessment methods
Like for Like
Allen, D. (Ed.) (2002). Ethical Approaches to Physical Interventions: Responding to challenging behaviour in people with intellectual disabilities.Kidderminster: BILD.
Allen, D. (Ed., 2005) Special Issue on Positive Behaviour Support, Learning Disability Review, 10, 1-43
Carr, E. G., Horner, R. H., Turnbull, A. P. and al., e. (1999) Positive Behavior Support for People with Developmental Disabilities: A Research Synthesis., Washington, American Association on Mental Retardation.
Emerson, E., McGill, P. and Mansell, J. (Eds.) (1994/1999). Severe learning disabilities and challenging behaviours: Designing high quality services.London/Cheltenham: Chapman & Hall/Stanley Thornes.
LaVigna, G. W. and Donellan, A. M. (1986) Alternatives to punishment: Solving behavior problems with non-aversive strategies, New York, Irvington.
Lucyshyn, J. M., Dunlap, G. and Albin, R. W. (Eds.) (2002). Families and Positive Behavior Support: Addressing Problem Behavior in Family Contexts. Baltimore: Paul H. Brookes.
McGill, P., Clare, I. C. H., & Murphy, G. H. (1996) Understanding and responding to challenging behaviour: From theory to practice. Tizard Learning Disability Review, 1, 9-17.
See the library reading list for this module (Canterbury)
The intended subject specific learning outcomes.
On successfully completing the module students will be able to:
8.1 Discuss the factors which contribute to the occurrence of challenging behaviour in children and adults with intellectual and developmental
disabilities.
8.2 Describe the key elements of Positive Behaviour Support.
8.3 Demonstrate their understanding of the importance of quality of life outcomes in supporting people whose behaviour is challenging.
8.4 Demonstrate their understanding of a functional approach to behaviour.
8.5 Describe evidence-based frameworks for assessing and intervening with individuals whose behaviour is challenging.
8.6 Describe the roles played by proactive and reactive interventions in supporting behaviour change.
8.7 Describe the role played by families, schools, workplaces, homes and communities in supporting behaviour change.
8.8 Demonstrate an understanding of key ethical and legal issues in providing support to children and adults with intellectual or developmental
disabilities and challenging behaviour.
8.9 Provide rationales for the use of non-aversive and constructive methods in the reduction of challenging behaviour.
8.10 Evaluate current approaches to supporting the behaviour of an individual for whom they support/care.
8.11 Begin the process of functional assessment.
The intended generic learning outcomes.
On successfully completing the module students will be able to:
9.1 Prepare a written assignment which shows their capacity to draw on both published work and their own experience.
9.2 Demonstrate their ability to understand, and communicate in writing, abstract concepts.
9.3 Conduct a review of current behaviour support arrangements, requiring them to work collaboratively with other practitioners.
9.4 In following this review with an initial intervention plan, compare and contrast the merits of alternative interventions.
9.5 Continue to combine the demands of work and study by successfully meeting deadlines for the completion of academic assignments.
9.6 Continue to use information technology (word processing, email, internet use) to meet the demands of the programme.
9.7 Have developed further their ability to summarise and graphically represent data on indices of change.
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