Only available to Tizard UG Programmes
OverviewThis module will provide information on assessing the effectiveness of interventions in autism or intellectual and developmental disabilities suitable for schools, families, services or employment. Interventions include Positive Behaviour Support, Skills Building & Choice, Communication, SPELL, TEACCH, Person Centred Active Support and other approaches. Students will have an introduction into overcoming barriers to implementation. Students will be introduced to evaluation methods that include both quantitative and qualitative measures.
This module will be taught through blended learning. Blended learning features online forum and chat discussions, case-study work, group exercises, videos, guided reading of text based materials and study questions.
Total contact hours: 20
Private study hours: 280
Total study hours: 300
Method of assessment
60% Essay, 30% Exam, 10% online contribution
(Indicative list, current at time of publication. Reading lists will be published annually)
Carr, E. G., Levin, L., McConnachie, G., Carlson, J. I., Kemp, D. C. and Smith, C. E. (1994). Communication-Based Intervention for Problem Behaviour: a user's guide for producing positive change. Baltimore: Paul H.Brookes.
Clements, J. (2005). People with Autism Behaving Badly: helping people with ASD move on from behavioral and emotional challenges. London: Jessica Kingsley Publishers.
Clements, J. & Zarkowska, E. (2000). Behavioural Concerns & Autistic Spectrum Disorders: explanations and strategies for change. London: Jessica Kingsley Publishers.
Mansell, J. & Beadle-Brown, J. (2012). Active Support: enabling and empowering people with intellectual disabilities. London: Jessica Kingsley Publishers.
Mesibov, G.B., Shea,V. and Schopler,E. (2005). The TEACCH approach to autism spectrum conditions. New York: Springer Science and Business Inc.
Sailor, W. Dunlap, G. Sugai, G. and Horner, R. (Eds.) (2009). Handbook of Positive Behavior Support. New York: Springer.
Demonstrate knowledge and understanding of different evidenced based models of supporting individuals on the autism spectrum or with intellectual and developmental disabilities that are suitable for schools, families, residential or employment settings including; Positive Behaviour Support, Skills Building & Choice, Communication, SPELL, TEACCH, Person Centred Active Support
Demonstrate an understanding of overcoming implementation barriers in effectively supporting individuals on the autism spectrum or with intellectual and developmental disabilities
Demonstrate an understanding of quantitative and qualitative methods used in the evaluation of effective support for individuals on the autism spectrum or with intellectual and developmental disabilities
Evaluate and reflect on data from personal experiences and research
Demonstrate the ability to understand and communicate key concepts
Use information technology (word processing, email, internet, online learning resources) to meet the programme demands
Effectively manage time by successfully meeting deadlines for the completion of an academic assignment and revising for exams