This module is not currently running in 2024 to 2025.
The module will review a range of assessment methods relevant to understanding behaviour and measuring quality of life. The research basis of person-centred interventions in autism spectrum conditions and/or challenging behaviours will be examined. Implementation and evaluation methods will be taught. Other specific intervention approaches will be considered including rapport-building, improving the ecology of support, improving communication, general and specific skills and well-being
Contact hours 25
Private study 275
Total study hours 300
This module will be taught through blended learning via materials on Moodle. Blended learning features online forum and chat discussions, case-study work, individual tutorials (typically conducted via skype or telephone), group exercises, videos, guided reading of text-based materials and study questions.
Main assessment methods
Coursework – assignment assessment case study (4000 words) – 50%
Coursework – assignment intervention case study (4000 words) – 50%
Reassessment methods
Like for like
Brown, F., Anderson, J.L., Dr Pry, R.L. (2015) Individual Positive Behaviour Support: A Standards-based Guide to Practices in School and Community Settings. Baltimore: Brookes.
Carr, E.G., Levin, L., McConnachie, G., Carlson, J. I., Kemp, D. C. and Smith, C. E. (1994) Communication-Based Intervention for Problem Behaviour: A User's Guide for Producing Positive Change. Baltimore: Brookes.
Donnellan, A.M., LaVigna, G.W., Negri-Shoultz, N. and Fassbender, L. L., (1988) Progress Without Punishment: Effective Approaches for Learners with Behaviour Problems. New York: Teachers College Press.
Kutscher, M.L. (2015). Kids in the Syndrome Mix of ADHD, LD, Asperger's, Tourette's, Bipolar, and More! : The One Stop Guide for Parents, Teachers, and other Professionals. Second Edition. London: Jessica Kingsley Publishers.Mansell, J., Beadle-Brown, J. (2012) Active Support: Enabling and Empowering People with Intellectual Disabilities. London: Jessica Kingsley Publishers.
Mesibov, G.B., Shea,V. and Schopler,E. (2005) The TEACCH Approach to Autism Spectrum Conditions. New York: Springer Science and Business Inc.
The intended subject specific learning outcomes are as follows. On successfully completing the module students will be able to:
1.Demonstrate a critical understanding of the process of assessing needs and preferences of individuals with autism spectrum conditions and/or intellectual and developmental disabilities
2.Demonstrate the identification and understanding of interventions aimed at improving the quality of life of individuals with autism spectrum conditions and/or intellectual and developmental disabilities
3.Demonstrate a critical understanding of processes that effectively share information and knowledge with key stakeholders and that contribute to the leadership of change, resulting in improved quality of life outcomes for individuals with autism spectrum conditions and/or intellectual and developmental disabilities
The intended generic learning outcomes are as follows. On successfully completing the module students will be able to:
1.Show the capacity to draw critically on both published case studies, and their own experiences of intervention or evaluation strategies
2.Understand, and communicate complex, abstract concepts or data
3.Use information technology (word processing, email, internet, online learning resources) effectively to complete tasks
4.Effectively manage time to successfully meet deadlines
5.Recognise issues relating to equality and diversity through the use of non-discriminatory language in written work and online contributions
University of Kent makes every effort to ensure that module information is accurate for the relevant academic session and to provide educational services as described. However, courses, services and other matters may be subject to change. Please read our full disclaimer.
