The curriculum will include, at an advanced level:
• Definition and epidemiology of challenging behaviour
• Social significance and context of challenging behaviour
• Historical and policy issues and background on the development of ideas about challenging behaviour and positive behaviour support
• Causes of challenging behaviour (biological influences, functional approach, broader environmental influences)
• Assessment and formulation in relation to challenging behaviour
• Intervention for challenging behaviour (behavioural and pharmacological intervention)
Total contact hours: 21
Private study hours: 79
Total study hours: 100
Applied Behaviour Analysis (Intellectual and developmental Disabilities) MSc
Applied Behaviour Analysis (Intellectual and developmental Disabilities) Post Graduate Diploma
Positive Behaviour Support (Intellectual and Developmental Disability) MSc
Positive Behaviour Support (Intellectual and Developmental Disability) Postgraduate Diploma
Main assessment methods
Coursework - assignment (1000 words) – 80%
Examination (1 hour) - 20%
Reassessment methods
Like-for-like
Carr, E., et al. (1994). Communication-based intervention for problem behaviour: A user's guide for producing positive change. Baltimore: Paul Brookes.
Cooper, J. O., Heron, T. E., & Heward, W. L. (2007). Applied behavior analysis (2nd ed). Upper Saddle River, NJ: Pearson/Merrill-Prentice Hall.
Durand, V. (1990). Severe behaviour problems: A functional communication training approach. New York: Guilford Press.
Emerson, E., & Einfeld, S. L. (2011). Challenging behaviour (3rd ed.). Cambridge: Cambridge University Press.
Repp, A. C., & Horner, R. H. (1999). Functional analysis of problem behavior: From effective assessment to effective support. Belmont, CA: Wadsworth Pub. C.
Sigafoos, J., Arthur, M., & O'Reilly, M. (2003). Challenging behavior and developmental disability. London: Whurr.
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 Define challenging behaviour, drawing critically on medical, biological, psychological and sociological perspectives.
8.2 Describe and critically discuss the epidemiology of challenging behaviour.
8.3 Display advanced appreciation of the social significance and context of challenging behaviour.
8.4 Develop an in-depth understanding of historical and policy issues and background in relation to the development of ideas about
challenging behaviour and positive behaviour support.
8.5 Demonstrate a critical understanding of the different causes and approaches to understanding challenging behaviour (biological,
functional, environmental).
8.6 Understand, at an advanced level, methods of functional assessment and formulation in relation to challenging behaviour
8.7 Acquire and evaluate in-depth knowledge and critical understanding of behavioural and pharmacological approaches for managing
challenging behaviour, and know the limitations of these approaches.
The intended generic learning outcomes.
On successfully completing the module students will be able to:
9.1 Effectively integrate complex knowledge from different sources, including published work and personal experience.
9.2 Demonstrate the ability to understand, and communicate in writing, complex, abstract concepts.
9.3 Show a capacity to effectively prioritise the demands of study.
9.4 Use information technology to a high level (word processing, email, Moodle, e-journals and other online resources).
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