This module will cover advanced topics related to assessment and intervention for autism and IDD. There will be a strong emphasis on developing a critical understanding of recent research in relation to behavioural interventions. Additionally, students will participate in activities aimed at enhancing their advanced skills in identifying and developing behavioural programmes. In-depth content will be drawn from a range of the following topics, depending on availability of recent research and teaching staff:
• Skills assessments (e.g. ABLLS, VB-MAPP, AFLLS)
• Designing comprehensive behavioural programmes
• Verbal behaviour (application and intervention design)
• Applications of relational frame theory to language intervention
• Specific intervention areas in autism and IDD (e.g. sleep issues, feeding problems, toilet training, social skills, and vocational skills)
• Precision teaching
• Group contingencies (Good Behaviour Game)
• Direct instruction
• Acceptance and Commitment Therapy
24
Spring
This module will be assessed by an assignment of 2,500 words (50%) and an examination (50%)
Cooper, J. O., Heron, T. E., & Heward, W. L. (2007). Applied behavior analysis (2nd ed). Upper Saddle River, NJ: Pearson/Merrill-Prentice Hall.
Kubina, R. M., & Yurich, K. K. L. (2012). The precision teaching book. Lemont, PA: Greatness Achieved Publishing Company.
Rehfeldt, R. A., & Barnes-Holmes, Y. (2009). Derived relational responding applications for learners with autism and other developmental disabilities: A progressive guide to change. Oakland, CA: New Harbinger Publications.
Sundberg, M. L., & Partington, J. W. (1998). Teaching language to children with autism or other developmental disabilities. Concord, CA: AVB Press.
See the library reading list for this module (Canterbury)
On successfully completing the module students will be able to:
• Acquire in-depth knowledge and understanding of appropriate skills assessments, and identify their strengths and limitations.
• Conduct advanced skills assessments using tools such as the VB-MAPP, ABLLS or AFLLS and use their results to support development of behavioural programming.
• Demonstrate the ability to design language interventions based on advanced understanding of verbal behaviour and relational frame theory.
• Demonstrate a critical understanding of recent empirically supported behavioural interventions in key intervention areas such as sleeping issues, feeding problems, toilet training, social skills and vocational skills.
• Describe and critically evaluate the benefits, limitations and research base for a range of other approaches to intervention, reflecting recent research and specific interests of teaching staff
and
• Demonstrate an advanced understanding of contemporary research in the field of behavioural interventions.
• Effectively integrate complex knowledge from different sources, including personal experience.
• Use information technology to a high level (e.g., word processing, email, Moodle, e-journals and other online resources).
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