This module is not currently running in 2024 to 2025.
The curriculum will include, at an advanced level:
• Definition and epidemiology of challenging behaviour
• Social significance and context of challenging behaviour
• Historical and policy issues and background on the development of ideas about challenging behaviour and positive behaviour support
• Causes of challenging behaviour (biological influences, functional approach, broader environmental influences)
• Assessment and formulation in relation to challenging behaviour
• Intervention for challenging behaviour (behavioural and pharmacological intervention)
21 hours spread over a four-day workshop including approximately 15 hours of lectures and 6 hours of individual/group exercises and discussions.
Autumn
An assignment of 1,000 words (20%) and an examination (80%). The examination will be timetabled and invigilated by the university's Exams Office during the exam period (summer).
Carr, E., et al. (1994). Communication-based intervention for problem behaviour: A user's guide for producing positive change. Baltimore: Paul Brookes.
Cooper, J. O., Heron, T. E., & Heward, W. L. (2007). Applied behavior analysis (2nd ed). Upper Saddle River, NJ: Pearson/Merrill-Prentice Hall.
Durand, V. (1990). Severe behaviour problems: A functional communication training approach. New York: Guilford Press.
Emerson, E., & Einfeld, S. L. (2011). Challenging behaviour (3rd ed.). Cambridge: Cambridge University Press.
Repp, A. C., & Horner, R. H. (1999). Functional analysis of problem behavior: From effective assessment to effective support. Belmont, CA: Wadsworth Pub. C.
Sigafoos, J., Arthur, M., & O'Reilly, M. (2003). Challenging behavior and developmental disability. London: Whurr.
See the library reading list for this module (Canterbury)
By the end of this module, students will be able to:
• Define challenging behaviour, drawing critically on medical, psychological and sociological perspectives.
• Describe and critically evaluate the epidemiology of challenging behaviour.
• Display advanced appreciation of the social significance and context of challenging behaviour.
• Develop an in-depth understanding of historical and policy issues and background in relation to the development of ideas about challenging behaviour and positive behaviour support.
• Demonstrate a critical understanding of the different causes and approaches to understanding challenging behaviour (biological, functional, environmental).
• Understand, at an advanced level, methods of functional assessment and formulation in relation to challenging behaviour.
• Acquire and evaluate in-depth knowledge and critical understanding of behavioural and pharmacological approaches for managing challenging behaviour, and know the limitations of these approaches.
On successfully completing the module students will be also able to:
• Effectively integrate complex knowledge from different sources, including published work and personal experience.
• Demonstrate the ability to understand, and communicate in writing, complex, abstract concepts.
• Demonstrate effective time management skills, including prioritising assessment demands and meeting deadlines.
• Make effective use of information technology (e.g., word processing, email, Moodle, e-journals and other online resources) to gather information and solve complex problems
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.
