This module is not currently running in 2024 to 2025.
The curriculum will include:
• Ethical and legal issues
• The role of values in the development of intellectual disability services
• The development of approaches to individual planning and needs assessment, particularly the role of "person-centred planning"
• Ethical codes and guidelines – does Behaviour Analysis raise special ethical issues?
• Codes of professional practice
• Discrimination and abuse
• Adopting person-centred, values-based approaches to children and adults with complex needs
Total contact hours: 14
Private study hours: 136
Total study hours: 150
Intellectual and Developmental Disabilities
Applied Behaviour Analysis
Main assessment methods
Coursework – 100%
Reassessment methods
Like-for-like
Bailey, Jon S. and Burch, Mary R. (2010) Ethics for behavior analysts. 2nd expanded ed. London: Routledge
Cooper, John O., Heron, Timothy E. and Heward, William L. (2007) Applied behavior analysis. 2nd ed. Upper Saddle River, N.J.: Pearson/Merrill-Prentice Hall.
Sulzer-Azaroff, Beth and Mayer, G. Roy (1991) Behavior analysis for lasting change. Belmont, Ca: Wadsworth/Thomson Learning
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 Demonstrate a critical understanding of key ethical and legal issues in providing support to children and adults with intellectual or
developmental disabilities
8.2 Demonstrate a critical understanding of the main approaches to person-centred planning and their role in guiding service provision
8.3 Demonstrate knowledge of existing ethical codes and guidelines including those of the Behaviour Analyst Certification Board
8.4 Identify key elements of professional practice including their needs for appropriate supervision of practice and continuing professional
development and the importance of working collaboratively
8.5 Know how to challenge discriminatory practices and /or abusive practices where necessary
8.6 Demonstrate an understanding of the importance of adopting a person-centred, values-based approach in supporting children and adults
with complex needs including challenging behaviour.
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 conducted a review of their own need for continuing professional development which shows their capacity to manage and improve
their own learning
9.4 Have shown they are able to combine the demands of work and study by successfully meeting deadlines for the completion of academic
assignments
9.5 Have identified how they will use information technology (word processing, email, internet use) to meet the demands of the programme
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