This module is not currently running in 2024 to 2025.
The curriculum will include, at an advanced level:
• Ethical and legal issues
• Philosophical underpinnings of ethical practice
• The role of ideology in the development of intellectual disability services
• The development of approaches to individual planning and needs assessment, particularly the role of "person-centred planning"
• Ethical codes and guidelines – does Behaviour Analysis raise special ethical issues?
• Codes of professional practice
• Discrimination and abuse
• Adopting person-centred, values-based approaches to children and adults with complex needs.
• Evidence based practice and practice based evidence
Total contact hours: 45
Private study hours: 155
Total study hours: 200
(approximately 30 hours lectures, 15 hours exercises/discussions) will take place within two 3-day workshops
Autumn and summer
100% coursework comprising:
Essay (2750 words) - 50%
Self-reflective case study (1000 words) -25%
Timed quiz – (1 hour) -25%
Bailey, J. & Burch, M. (2013) Ethics for Behavior Analysts. Abingdon, Oxon: Routledge.
Chance, P. (1998). First Course in Applied Behavior Analysis. Pacific Grove, CA: Brooks/Cole
Cooper, J.O., Heron, T.E., Heward, W.L. (2007, 2nd Ed.) Applied Behaviour Analysis. Upper Saddle River, NJ: Pearson/Merrill-Prentice Hall.
Johnson, J.M (2013) Radical Behaviorism for ABA Practitioners. Sloan Educational Publishing.
Sulzer-Azaroff, B., & Mayer, G. R. (1991). Behavior analysis for lasting change. Belmont, Ca: Wadsworth/Thomson Learning.
See the library reading list for this module (Canterbury)
On successfully completing the module students will be able to:
1. Demonstrate advanced knowledge and a critical understanding of key ethical and legal issues in providing support to children and adults with intellectual or developmental disabilities.
2. Demonstrate advanced knowledge and a critical understanding of the philosophical underpinnings of ethical practice.
3. Demonstrate advanced knowledge and a critical understanding of personalisation and its role in guiding service provision.
4. Demonstrate advanced knowledge and critical understanding of existing ethical codes and guidelines including those of the Behaviour Analyst Certification Board.
5. Identify key elements of professional practice, including the importance of supervision of practice, continuing professional development and collaborative working practices.
6. Challenge discriminatory and/or abusive practices where necessary.
7. Demonstrate advanced knowledge and a critical understanding of the importance of adopting a values- and evidence-based approach in supporting children and adults with intellectual or developmental disabilities.
The intended generic learning outcomes are:
On successfully completing the module students will be able to:
1. Effectively integrate complex knowledge from different sources, including published work and personal experience
2. Demonstrate the ability to understand, and communicate in writing, complex, abstract concepts.
3. Demonstrate self-awareness with regard to the need for continuing professional development, showing capacity to manage and improve one's own learning.
4. Show a capacity to effectively prioritise the demands of work and study.
5. Use information technology to a high level (e.g., word processing, email, Moodle, e-journals and other online resources).
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.
