This module is not currently running in 2024 to 2025.
The aim of this module is to develop competencies in the definition, observation, recording and analysis of behaviour and its controlling variables. Topics will include:
Observational methods of data collection
Reliability and validity of observational data
Practical approaches to checking and calculating reliability
Visual representation of data
Descriptive assessment and experimental analysis including internal and external validity
Practical and theoretical aspects of using reversal, multiple-baseline, alternating treatments and changing criterion designs
Visual and statistical interpretation of single case data.
Total contact hours: 45
Private study hours: 105
Total study hours: 150
MSc in Applied Behaviour Analysis (Intellectual and Developmental Disability) MSc
Applied Behaviour Analysis (Intellectual and Developmental Disability) Postgraduate Diploma
Applied Behaviour Analysis Post Graduate Certificate
MSc in Positive Behaviour Support (Intellectual and Developmental Disability) MSc
Postgraduate Diploma in Positive Behaviour Support (Intellectual and Developmental Disability) Postgraduate Diploma
Main assessment methods
Coursework assignment 1 (3500 words) - 50%
Coursework assignment 2 (3500 words) - 50%
Reassessment methods
Like-for-like.
Brown, F., Anderson, J.L. and Dr Pry, R.L. (2015). Individual Positive Behaviour Support: a standards-based guide to use in school and community settings. Baltimore: Brookes.
Cooper, J. O., Heron, T. E. and Heward, W. L. (2nd Ed.) (2007). Applied Behavior Analysis. Upper Saddle River, NJ: Pearson/Merrill-Prentice Hall.
Johnston, J. M. and Pennypacker, H. S. (3rd Ed.) (2008). Strategies and Tactics of Behavioral Research. New York: Routledge.
Kennedy, C. H. (2005). Single-Case Designs for Educational Research. Boston: Ayllon & Bacon.
O'Neil, R.E., Albin, R.W., Storey, K., Horner, R. and Sprague J.R. (3rd Ed.) (2015). Functional Assessment and Program Development for Problem Behavior: A Practical Handbook. Stamford, CT: Cengage.
The intended subject specific learning outcomes.
On successfully completing the module students will be able to:
8.1 Describe and discuss, at an advanced level, a model of understanding challenging behaviour in people with intellectual and
developmental disabilities and how this relates to efforts to understand the challenging behaviour of specific individuals.
8.2 Describe and discuss, at an advanced level, rationales for the use of data in applied behaviour analysis and the in-depth assessment of
challenging behaviour.
8.3 Select and use critically a variety of informant based methodologies for collecting data to develop provisional formulations in regard to
presentation of challenging behaviour including structured interviews, checklists and narrative incident report forms
8.4 Select and use critically appropriate methods of observational measurement to conduct a descriptive assessment from a range including:
frequency and duration recording; momentary time sampling; real time recording; whole interval recording; partial interval recording.
8.5 Describe and critically use a range of experimental analysis of behaviour methodologies and discuss, at an advanced level, rationales for
their use
8.6 Use the information derived from the above methods to formulate an in-depth, multi-factorial understanding of an individual's challenging
behaviour
8.7 Discuss, at an advanced level, the factors that influence the reliability and validity of informant-based and observational data.
8.8 Describe and critically discuss the use of single-case experimental designs in applied behaviour analysis including the concepts of internal
and external validity.
8.9 Describe and critically discuss the appropriate use of single-case experimental designs from a range including: reversal; multiple-baseline;
alternating treatments; changing criterion
The intended generic learning outcomes.
On successfully completing the module students will be able to:
9.1 Effectively integrate complex knowledge from different sources, including published work and personal experience.
9.2 Demonstrate the ability to understand, and communicate in writing, complex, abstract concepts.
9.3 Show a capacity to effectively prioritise the demands of work and study.
9.4 Use information technology to a high level (word processing, email, Moodle, e-journals and other online resources).
9.5 Conduct an in-depth analysis of the behaviour of an individual with intellectual and developmental disabilities, requiring the identification,
definition and collaborative solution of difficult problems.
9.6 Conduct in-depth analysis and visual representation of quantitative data.
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