Behaviour Analysis and Intervention - TZ862

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Module delivery information

Location Term Level1 Credits (ECTS)2 Current Convenor3 2020 to 2021
Canterbury
(version 3)
Autumn and Spring 7 10 (5) DR C Padden checkmark-circle

Overview

100% Exam

Details

This module appears in the following module collections.

Contact hours

22 spread across 7 workshops

Availability

Autumn

Method of assessment

This module's objectives are primarily about the acquisition of professionally relevant knowledge. Accordingly, knowledge acquisition is assessed through a web-based examination.

Indicative reading

The key texts will include:

Baum, W.M. (1994) Understanding Behaviourism: Science, Behaviour and Culture. New York: Harper Collins College Publishers. BF199

Carr, E. et al. (1994) Communication-based Intervention for Problem Behaviour Baltimore: Paul Brookes Pub. Co. BF680.7

Clements, J. (1987) Severe Learning Disability and Psychological Handicap. Chichester: Wiley and Sons. BF770

Durand, V. (1990) Severe Behaviour Problems: a Functional Communication Training Approach. New York: Guilford Press. BF823.B4

Emerson, E. (1995) Challenging Behaviour: Analysis and Intervention in People with Learning Difficulties. Cambridge: Cambridge University Press. BF651.4.M47

Remington, B. (1991) The Challenge of Severe Mental Handicap: A Behaviour Analytic Approach. Chichester: John Wiley and Sons. BF770

Further reading will be recommended during the lectures and tutorials.

See the library reading list for this module (Canterbury)

Learning outcomes

By the end of this module, students will:

• Be familiar with the principles of the experimental analysis of behaviour and applied behaviour analysis
• Understand the methods and the difficulties of behavioural assessment
• Know the ways in which individuals (and carers) have been supported to build new skills in self-care, communication and other skill domains
• Understand methods of functional analysis
• Know a range of behavioural and cognitive techniques of intervention with individuals and the limitations of these techniques.

and

• Learn to use the research literature as the main source of information on each of the topics studied (B1 Appraise and interpret evidence from the academic literature)
• Learn to use IT resources to follow up what they hear in lectures and what they read on the web-based material (D3 Information and technology Key skills 3 level 5)
• Learn to summarise their reading in order to contribute to web-based and group discussions (D1 Communication; Key skill 1, level 5)
• Organise and manage their studying independently with support from tutors (D5 Improving own learning Key skills 5 level 5)

Progression

Cooper, J.O., Heron, T.E., Howard, W.L. (2007, 2nd Ed.) Applied Behaviour Analysis. Upper Saddle River, NJ: Pearson/Merrill-Prentice Hall. ISBN: 0131293273 BF199

Emerson, E. & Einfeld, S.L. (2011, 3rd Ed.) Challenging Behaviour. Cambridge: Cambridge University Press. ISBN: 0521728932 BF651.4.M47

Background reading:

Carr, E. et al. (1994) Communication-based Intervention for Problem Behavior. Baltimore: Paul Brookes Pub. Co. ISBN: 1557661596 BF680.7

Kroese, B.S. Dagnan, D. & Loumidis, K. (1997) Cognitive-Behaviour Therapy for People with Learning Disabilities. Taylor & Francis Ltd. ISBN: 0415127513 (pbk) BF 689.C63

Sigafoos, J., Arthur, M., O’Reilly, M (2003) Challenging Behavior and Developmental Disability. John Wiley & Sons Ltd. ISBN: 1861563787 BF770

Skinner, B.F. (1953) Science and Human Behaviour. Macmillan, New York ISBN: 0029290406

Notes

  1. Credit level 7. Undergraduate or postgraduate masters level module.
  2. ECTS credits are recognised throughout the EU and allow you to transfer credit easily from one university to another.
  3. The named convenor is the convenor for the current academic session.
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