This module is not currently running in 2024 to 2025.
The curriculum will include:
Formulation and contingency diagrams
Intervention frameworks
LaVigna's multi-element intervention framework
Ecological interventions
Positive programming including functional communication training
Focussed support strategies
Non-physical reactive strategies
The role of physical intervention
Behaviour support plans.
Total contact hours: 28
Private study hours: 122
Total study hours: 150
Intellectual and Developmental Disabilities Foundation Degree
Intellectual and Developmental Disabilities BSc
Positive Behaviour Support diploma
Main assessment methods
Assignment – 100%
Reassessment methods
Like-for-like
Baker, P. (1998) The use of contingency diagrams in the functional analysis of challenging behaviour, Positive Practices, 3(3), pp. 17-21.
Carr, E. G., Levin, L., McConnachie, G., Carlson, J. I., Kemp, D. C. and Smith, C. E. (1994) Communication-based intervention for problem behavior: A user's guide for producing positive change, Baltimore, Paul H.Brookes.
Donnellan, A. M., LaVigna, G. W., Negri-Shoultz, N. and Fassbender, L. L. (1988) Progress Without Punishment: Effective Approaches for Learners with Behavior Problems, New York, Teachers College Press.
Emerson, E. (2001) Challenging behaviour: Analysis and intervention in people with severe intellectual disabilities (2nd ed.), Cambridge, Cambridge University Press.
McGill, P., Clare, I. C. H., & Murphy, G. H. (1996) Understanding and responding to challenging behaviour: From theory to practice. Tizard Learning Disability Review, 1, 9-17.
O'Neill, R. E. et al.(1997) Functional assessment and program development for problem behavior: A practical handbook (2nd ed.), Pacific Groves, CA, Brooks/Cole.
Sigafoos, J., Arthur, M. and O'Reilly, M. (2003) Challenging Behaviour and Developmental Disability, London, Whurr Publishers
See the library reading list for this module (Canterbury)
The intended subject specific learning outcomes.
On successfully completing the module students will be able to:
8.1 Reach valid conclusions about the functions of challenging behaviour following functional assessment
8.2 Describe and discuss a number of frameworks for intervening with challenging behaviour
8.3 Identify and design behaviour support strategies which alter the social or physical environment
8.4 Identify and design behaviour support strategies which develop new and adaptive skills including the development of functional
communication skills
8.5 Identify and design focussed behaviour support strategies including antecedent control and differential reinforcement
8.6 Identify and design non-physical reactive strategies
8.7 Identify and design multi-element behaviour support plans.
9. The intended generic learning outcomes.
On successfully completing the module students will be able to:
9.1 Have prepared a written assignment which shows their capacity to draw on both published work and their own experience
9.2 Have demonstrated their ability to understand, and communicate in writing, abstract concepts)
9.3 Have continued to combine the demands of work and study by successfully meeting deadlines for the completion of academic
assignments
9.4 Have continued to use information technology (word processing, email, internet use) to meet the demands of the programme
9.5 Have developed further their ability to summarise and graphically represent data.
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