This module is not currently running in 2023 to 2024.
Learning and teaching will focus on consolidating the knowledge and skills developed through taught modules, and supporting application of learning to positive behaviour support practice in the workplace or comparable environment. Students will receive supervision to undertake assessment and intervention with individuals with intellectual/developmental disabilities and/or with staff, carers or organisations that support such individuals. In the course of both group and individual supervision sessions they will be expected to apply knowledge from taught modules to the specific individuals or circumstances with which they are working. They will be directed to academic and professional literature of specific relevance to their individual work and they will be encouraged to behave professionally and ethically both in their practice and in their interactions with other developing professionals in group supervision sessions.
21
Any term
Assessment methods for this module will be based on a diet of 100% project work comprising one 7000 word written case report (80%) and the production of a 30 minute DVD (20%). Students must pass both assessments.
• The 7000 word case report will demonstrate and critically evaluate the use of positive behaviour support with one or more individuals with intellectual and developmental disabilities, and/or with staff, carers, or organisations who support
individuals with intellectual and developmental disabilities.
• The 30 minute DVD will show the student working directly with the service user(s), staff, carers, or organisation. This will allow direct evaluation of the student's skill in the implementation of positive behaviour support practices.
Brown, F., Anderson, J.L., 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, Merrill.
Emerson, E., McGill, P., & Mansell, J. (Eds.). (1999). Severe Learning Disabilities and Challenging Behaviours: Designing High Quality Services. Cheltenham: Stanley Thornes (Reprinted edition).
Kennedy, C. H. (2005). Single-Case Designs for Educational Research. Boston: Ayllon & Bacon.
Mansell, J., & Beadle-Brown, J. (2012). Active Support: Enabling and Empowering People with Intellectual Disabilities. London: Jessica Kingsley.
O'Neil, R.E., Albin, R.W., Storey, K., Horner, R. & Sprague J.R. (3rd Ed) (2015) Functional Assessment and Program Development for Problem Behavior: A Practical Handbook, Cenage.
See the library reading list for this module (Canterbury)
On successfully completing the module students will be able to:
• Demonstrate advanced practice of positive behaviour support that is consistent with ethical principles and values and meets the expectations of professional codes of conduct and ethics, especially those of the Behavior Analyst Certification
Board.
• Demonstrate a critical understanding of concepts of applied behaviour analysis through their practice with one or more individuals with intellectual and developmental disabilities, and/or with staff, carers or organisations that support
individuals with intellectual and developmental disabilities.
• 8Demonstrate the appropriate and imaginative use of positive behaviour support to conduct sophisticated, individual or systems-wide assessments with one or more individuals with intellectual and developmental disabilities, and/or with staff,
carers or organisations that support individuals with intellectual and developmental disabilities.
• Demonstrate the appropriate and imaginative use of positive behaviour support to develop and implement personalised and constructive interventions with one or more individuals with intellectual and developmental disabilities, and/or with
staff, carers or organisations that support individuals with intellectual and developmental disabilities.
and
• Demonstrate an advanced understanding of contemporary research in a given field.
• Effectively integrate complex knowledge from different sources, including personal experience.
• Use information and communication technology to a high level (e.g., word processing, video, email, Moodle, e-journals and other online resources).
• Conduct sophisticated analysis and visually represent data.
• Work cooperatively with others to effectively carry out complex tasks.
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