This module is not currently running in 2024 to 2025.
The aim of this module is to develop advanced understanding of the design and implementation of positive strategies to improve the social and intellectual functioning of vulnerable populations, and their support by carers and others.
Topics will include:
Approaches to increasing behaviour
Approaches to developing new behaviour
Descriptive and experimental analysis of challenging behaviour
Barriers to implementation
Procedural reliability
Generalisation and maintenance
Total contact hours: 42
Private study hours: 108
Total study hours: 150
Applied Behaviour Analysis (Intellectual and developmental Disabilities) MSc
Applied Behaviour Analysis (Intellectual and developmental Disabilities) Post Graduate Diploma
Applied Behaviour Analysis (Intellectual and developmental Disabilities) Post Graduate Certificate
MSc in Positive Behaviour Support (Intellectual and Developmental Disability) MSc
Positive Behaviour Support (Intellectual and Developmental Disability) Postgraduate Diploma
Main assessment methods
Coursework – assignment (3000 words) – 50%
Examination (2 hours) – 50%
Reassessment methods
Like-for-like.
Bailey, J. S., & Burch, M. R. (2010, 2nd Ed). Ethics for behavior analysts: a practical guide to the Behavior Analyst Certification Board guidelines for responsible conduct. London: Lawrence Erlbaum Associates.
Chance, P. (1998). First Course in Applied Behavior Analysis. Pacific Grove, CA: Brooks/Cole (needed at first workshop for one of the exercises)
*Cooper, J.O., Heron, T.E., Heward, W.L. (2007, 2nd Ed.) Applied Behaviour Analysis. Upper Saddle River, NJ: Pearson/Merrill-Prentice Hall. (always bring to workshops as exercises involving the text are frequently presented)
Johnson, J.M (2013) Radical Behaviorism for ABA Practitioners. Sloan Educational Publishing. (there will be regular reading assignments involving this book)
*Sulzer-Azaroff, B., & Mayer, G. R. (1991). Behavior analysis for lasting change. Belmont, Ca: Wadsworth/Thomson Learning.
*Required texts
The intended subject specific learning outcomes.
On successfully completing the module students will be able to:
8.1 Describe and discuss the relationship between functional assessment/analysis and the development of behaviour analytic interventions.
8.2 Describe and discuss a range of approaches to develop new behaviour/increase existing behaviour including: prompting; shaping;
chaining; modelling; incidental teaching; discrimination training; precision teaching.
8.3 Describe and discuss the processes by which functionally-based behavioural interventions to develop new behaviour and/or increase the
occurrence of existing behaviours may be designed, implemented and evaluated.
8.4 Describe and discuss approaches to reducing and replacing challenging behaviour from a range including: antecedent manipulations;
functional communication training; differential reinforcement; non-contingent reinforcement; extinction; punishment; contingency contracts
and token systems; self-management.
8.5 Describe and discuss the processes by which functionally-based behavioural interventions to reduce and replace challenging behaviour may be designed, implemented and evaluated.
8.6 Describe and discuss maintenance and generalisation of behavioural intervention including issues of systems support.
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 critically on both published work and their own experience.
9.2 Have demonstrated their ability to understand, and communicate in writing, complex, abstract concepts.
9.3 Have shown they are able to combine the demands of work and study by successfully meeting deadlines for the completion of academic
assignments.
9.4 Have used information technology (word processing, email, internet use, online learning resources) to meet the demands of the
programme.
9.5 Have developed their capacity to analyse and visually represent quantitative data.
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