This module is not currently running in 2024 to 2025.
The module will teach the origins of, and methodological approaches to, the assessment processes used to establish the functional relationships underpinning behaviour described as challenging. It will teach key skills required to complete functional assessment of behaviour using reliable and ethically sound direct observations, records and questionnaires. It will explore how to interpret findings and present data. It will also introduce intervention models.
Total contact hours: 20
Private study hours: 280
Total Study hours: 300
BSc in Positive Behaviour Support
Diploma in Higher Education in Positive Behaviour Support
Total contact hours: 20
Private study hours: 280
Total Study hours: 300
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.
Koegel, L.K., Koegel, R.L., Dunlap, G. (1996) Positive Behaviour Support: Including People with Difficult Behaviour in the Community. Baltimore: Brookes
O'Neill, R.E., Horner, R.H., Albin, R.W., Sprague, J.R., Storey, K., Newton, J.S. (2014) Functional Assessment and Program Development for Problem Behavior: A Practical Handbook (Third Edition). Pacific Grove, CA: Brooks/Cole.
Repp, A.C., Horner, R.H. (1999) Functional Analysis of Problem Behaviour: from Effective Assessment to Effective Support. Belmont: Wadsworth.
Umbreit, J., Ferro, J.B., Liaupsin, C.J., Lane, K.L. (2007) Functional Behavioural Assessment & Function Based Intervention: An Effective Practical Approach. Upper Saddle River: Pearson/Merril Prentice Hall
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 Describe and differentiate functional assessment and functional analysis, being able to discuss their intended outcomes
8.2 Describe and carry out an appropriate information-gathering process including the use of information from records, questionnaires and
observations
8.3 Systematically process the information collected or provided to develop operational descriptions of behaviour, identify the antecedents and
consequences of behaviour, and conduct reinforcement and mediator/ecological analyses
8.4 Summarise assessment findings in a formulation that incorporates factors identified as influencing the occurrence of challenging behaviour
and includes hypotheses requiring further testing
8.5 Identify logical intervention options based on prior assessment and formulation of the individual's behaviour
The intended generic learning outcomes.
On successfully completing the module students will be able to:
9.1 Show the capacity to draw critically on both published case studies, and their own experiences of intervention or evaluation strategies
9.2 Understand, and communicate complex, abstract concepts or data
9.3 Use information technology (word processing, email, internet use, online learning resources) to effectively complete tasks
9.4 Effectively manage time to successfully meet deadlines
9.5 Recognise issues relating to equality and diversity through the use of non-discriminatory language
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