This module is not currently running in 2024 to 2025.
This module presents research on the conceptual underpinnings and applications of applied behaviour analysis and positive behaviour support. It defines key principles and methodologies and analyses the ethical and legal contexts within which individuals whose behaviour challenges are supported. Students are introduced to the concept of multi-element intervention, and best practice for interventionists is examined.
Total contact hours: 20
Private study hours: 280
Total study hours: 300
BSc in Positive Behaviour Support – compulsory module
Diploma in Higher Education in Positive Behaviour Support – compulsory module
Main assessment methods
Coursework - assignment – (5000 words) – 60%
Coursework – online forum participation – 15%
Examination (1 hour) – 25%
Reassessment methods
Like-for-like
Brown, F., Anderson, J.L., Dr Pry, R.L. (2015) Individual Positive Behaviour Support: A Standards-Based Guide to in School and Community Settings. Baltimore: Brookes.
Carr, E.G., Horner, R. H., Turnbull, A.P. et al (1999) Positive Behaviour Support for People with Developmental Disabilities: A Research Synthesis. Washington: American Association on Mental Retardation.
Chance, P. (1998) First Course in Applied Behaviour Analysis. Long Grove: Waveland Press.
Donnellan, A.M., LaVigna, G.W., Negri-Shoultz,, N. and Fassbender, L.L. (1988) Progress Without Punishment: Effective Approaches for Learners with Behavior Problems. New York: Teachers College Press.
Koegel, L.K., Koegel, R.L., Dunlap, G. (1996) Positive Behaviour Support: Including People with Difficult Behaviour in the Community. Baltimore: Paul H Brookes.
Lucyshyn, J.M., Dunlap, G. and Albin, R.W. (Eds.) (2002) Families and Positive Behaviour Support: Addressing Problem Behaviour in Family Contexts. Baltimore: Brookes.
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 Demonstrate a critical understanding of the principles of applied behaviour analysis and positive behaviour support
8.2 Demonstrate detailed knowledge of the ethical and legal contexts of applied behaviour analysis and positive behaviour support
8.3 Critically evaluate the limitations and strengths of applied behaviour analysis and positive behaviour support
8.4 Understand and evaluate methods of assessing functional relationships
8.5 Demonstrate a critical understanding of key behaviour analytic concepts including: setting events, establishing operations, reinforcement, punishment, stimulus control and generalisation
8.6 Effectively communicate behaviour analytic accounts of intervention options including multi-element models, competing behaviour, and functional equivalence
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
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.
