This module is not currently running in 2024 to 2025.
This module provides an opportunity for final stage students to study emergent research, policy and practice topics. It is likely to include areas in which teaching staff are active and to offer the students the opportunity to develop their understanding of research, policy and practice in key areas. Students will have the opportunity to attend our existing short courses where relevant (e.g. Talking Mats, Person-centred active support, The SPELL Framework). Topics are likely to include:
· Skilled support
· People with autism or IDD and the criminal justice system
· Autism & Women
· Mental Health & Autism or IDD
· Hate crime and victimisation
· Staff culture
Suggested topics will in part be inspired by current and recent research conducted at Tizard.
Total contact hours: 30
Private study hours: 270
Total study hours: 300
BSc in Positive Behaviour Support
BSc in Autism Studies
Diploma of Higher Education in Positive Behaviour Support
Diploma of Higher Education in Autism Studies
Graduate Diploma in Positive Behaviour Support
Graduate Diploma in Autism Studies
Main assessment methods
- Coursework – assignment/essay (6000 words) – 90%
- Coursework - Mini-portfolio - 10%
Reassessment methods
Like-for-like
Beadle-Brown, J., Leigh, J., Whelton, B., Richardson, L., Beecham, J., Baumker, T. and Bradshaw, J. (2015 early online). Quality of life and quality of support for people with severe intellectual disability and complex needs. Journal of Applied Research in Intellectual Disabilities.
Beadle-Brown, J., Richardson, L., Guest, C., Malovic, A., Bradshaw, J and Himmerich, J. (2014). Living in Fear: Better Outcomes for people with learning disabilities and autism. Main research report. Canterbury: Tizard Centre, University of Kent.
Department of Health (2015) CPD curriculum guide for social workers who are working with people on the autism spectrum. London: Department of Health.
Deveau, R. and McGill, P. (2015 early online). Practice Leadership at the front line in supporting people with intellectual disabilities and challenging behaviour: a qualitative study of registered managers of community-based, staffed group homes. Journal of Applied Research in Intellectual Disabilities.
King, C., and Murphy, G. (2014). A systematic review of people with autism spectrum disorder and the Criminal Justice System. Journal of Autism and Developmental Disorders (11), 2717-2733.
Langdon, P., et al. (2013). Asperger syndrome and anxiety disorders (PAsSA) treatment trial: a study protocol of a pilot, multicentre, single-blind, randomised crossover trial of group cognitive behavioural therapy. BMJ Open [Online] 3(7) e003449.
The intended subject specific learning outcomes.
On successfully completing the module students will be able to:
8.1 Identify key research, policy or practice issues for critical examination within the fields Autism and Positive Behaviour Support
8.2 Access and critically interpret existing research or other literature from a variety of disciplines related to Autism and Positive Behaviour Support
8.3 Conduct an enhanced academic investigation of a chosen specialist topic related to Autism or Positive Behaviour Support.
The intended generic learning outcomes.
On successfully completing the module students will be able to:
9.1 Have demonstrated their ability to identify nascent, emerging or seldom-reported topics to study within autism or intellectual and developmental disabilities
9.2 Have used information technology (word processing, email, internet use, online learning resources) to meet the demands of the programme
9.3 Have shown they are able to manage their time by completing a rigorous academic study
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.
