Case Study in Autism/Positive Behaviour Support - TZ533

Location Term Level Credits (ECTS) Current Convenor 2019-20
Canterbury Autumn and Spring
View Timetable
5 30 (15)




Only available for Tizard ug students



The module will review a range of assessment methods relevant to understanding behaviour and measuring quality of life. The research basis of person-centred interventions in autism spectrum conditions and/or challenging behaviours will be examined. Implementation and evaluation methods will be taught. Other specific intervention approaches will be considered including rapport-building, improving the ecology of support, improving communication, general and specific skills and well-being.


Contact hours

This module will be taught through blended learning via materials on Moodle. Blended learning features online forum and chat discussions, case-study work, individual tutorials (typically conducted via skype or telephone), group exercises, videos, guided reading of text-based materials and study questions.

Method of assessment

The assessment methods for this module comprise one 4,000 word assessment case study (50%) and one 4,000 word intervention case study (50%).

Indicative reading

Brown, F., Anderson, J.L., Dr Pry, R.L. (2015) Individual Positive Behaviour Support: A Standards-based Guide to Practices in School and Community Settings. Baltimore: Brookes.
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: Brookes.
Donnellan, A.M., LaVigna, G.W., Negri-Shoultz, N. and Fassbender, L. L., (1988) Progress Without Punishment: Effective Approaches for Learners with Behaviour Problems. New York: Teachers College Press.
Kutscher, M.L. (2015). Kids in the Syndrome Mix of ADHD, LD, Asperger's, Tourette's, Bipolar, and More! : The One Stop Guide for Parents, Teachers, and other Professionals. Second Edition. 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.

Learning outcomes

• Demonstrate a critical understanding of the process of assessing needs and preferences of individuals with autism spectrum conditions and/or intellectual and developmental disabilities

• Demonstrate the identification and understanding of interventions aimed at improving the quality of life of individuals with autism spectrum conditions and/or intellectual and developmental disabilities

• Demonstrate a critical understanding of processes that effectively share information and knowledge with key stakeholders and that contribute to the leadership of change, resulting in improved quality of life outcomes for individuals with autism spectrum conditions and/or intellectual and developmental disabilities
Show the capacity to draw critically on both published case studies, and their own experiences of intervention or evaluation strategies

Understand, and communicate complex, abstract concepts or data

Use information technology (word processing, email, internet, online learning resources) effectively to complete tasks

Effectively manage time to successfully meet deadlines

Recognise issues relating to equality and diversity through the use of non-discriminatory language in written work and online contributions

University of Kent makes every effort to ensure that module information is accurate for the relevant academic session and to provide educational services as described. However, courses, services and other matters may be subject to change. Please read our full disclaimer.