This module is not currently running in 2024 to 2025.
The curriculum will include:
• Approaches to increasing behaviour
• Approaches to developing new behaviour
• Descriptive and experimental analysis of challenging behaviour
• Barriers to implementation
• Procedural reliability
• Generalisation and maintenance
Total contact hours: 42
Private study hours: 108
Total study hours: 150
Intellectual and Developmental Disabilities BSc
Applied Behaviour Analysis Graduate Certificate
Applied Behaviour Analysis Graduate Diploma
Main assessment methods
Coursework (Assignment 1) – 50%
Coursework(assignment 2) – 50%
Reassessment methods
Like-for-like
Cooper, J. O., Heron, T. E. and Heward, W. L. (1987) Applied Behavior Analysis, London, Merrill/Prentice-Hall.
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.
O'Neill, R. E. et al.(1997) Functional assessment and program development for problem behavior: A practical handbook (2nd ed.), Pacific Groves, CA, Brooks/Cole.
Miltenberber, R.G. (2004) Behaviour Modification: Principles and Procedures, Belmont, CA, Wadsworth.
Sigafoos, J., Arthur, M. and O'Reilly, M. (2003) Challenging Behaviour and Developmental Disability, London, Whurr Publishers
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 Conduct descriptive and experimental analyses of behaviour with a view to drawing functional conclusions about behaviour
8.2 Describe and discuss a range of approaches to develop new behaviour/increase existing behaviour including: prompting; shaping;
chaining; modelling; incidental teaching; discrimination training; precision teaching
8.3 Design, implement and evaluate functionally-based behavioural interventions designed to develop new behaviour and/or increase the
occurrence of existing behaviours
8.4 Describe and discuss approaches to reducing and replacing challenging behaviour from a range including: antecedent manipulations;
functional communication training; differential reinforcement; non-contingent reinforcement; extinction; punishment; contingency contracts
and token systems; self-management
8.5 Design, implement and evaluate functionally-based behavioural interventions designed to reduce and replace challenging behaviour
8.6 Describe and discuss maintenance and generalisation of behavioural intervention including issues of systems support.
The intended generic learning outcomes.
On successfully completing the module students will be able to:
9.1 Have prepared a written assignment which shows their capacity to draw on both published work and their own experience
9.2 Have demonstrated their ability to understand, and communicate in writing, abstract concepts
9.3 Have developed and implemented an intervention with an individual with intellectual and developmental disabilities, requiring them to
identify and define problems and collaborate with others in their solution
9.4 Have shown they are able to combine the demands of work and study by successfully meeting deadlines for the completion of academic
assignments
9.5 Have identified how they will use information technology (word processing, email, internet use) to meet the demands of the programme
9.6 Have further developed their capacity to analyse and visually represent quantitative data.
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