This module is not currently running in 2024 to 2025.
The occurrence of challenging behaviours amongst children and adults with a diagnosis of intellectual and developmental disabilities has produced a large body of research literature, policy and professional advice. Challenging behaviour has profound impacts upon people affected by it physically, psychologically, socially and economically. This module, as part of the Positive Behaviour Support programmes, provides summary information on the causes, characteristics and epidemiology of challenging behaviour, and begins to outline intervention methodologies. The module explores some legal and ethical issues arising from challenging behaviour.
This module will be taught through blended learning via materials on Moodle. Blended learning offers flexibility to the Tizard student demographic. Blended learning features online forum and chat discussions, case study work, group exercises, videos, guided reading of text-based materials and study questions. Reflection upon personal performance forms part of the teaching and learning methods. All of these methods will contribute to the attainment of the subject specific and generic learning outcomes.
Total study hours: 300
BSc Positive Behaviour Support and associated programmes
Main assessment methods
Coursework - Assignment (3,500 words) - 70%
Examination - Multiple Choice and Short Answer (1 hour) - 30%
Reassessment methods
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Brown, F., Anderson, J.L., Dr Pry, R.L. (2015). Individual Positive Behaviour Support: a standards-based guide to in school and community settings. Baltimore: Brookes.
Emerson, E., Einfeld, S.L. (2011). Challenging Behaviour. (3rd ed.). Cambridge: Cambridge University Press.
Emerson, E., McGill, P. and Mansell, J. (Eds.) (1994/1999). Severe Learning Disabilities and Challenging Behaviours: designing high quality services. London/Cheltenham: Chapman & Hall/Stanley Thornes.
Johnston, T.C. (2014). Behaviour Intervention Without Tears: keeping FBAs and BIPs simple, Champaign, Il: Research Press.
Lehr, D.H., Brown, F. (1996). People with Disabilities Who Challenge the System. Baltimore: Paul H Brookes,
Lovett, H. (1996). Learning to Listen: positive approaches and people with difficult behaviour. Baltimore: Paul H Brookes.
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 Discuss the factors contributing to the occurrence of challenging behaviour in children and adults with intellectual and developmental
disabilities
8.2 Demonstrate understanding of the policy and legal contexts of education and human service provision for individuals with intellectual and
developmental disabilities whose behaviour is described as challenging
8.3 Demonstrate understanding of a functional approach to behaviour
8.4 Demonstrate understanding of the importance of quality of life outcomes in supporting people whose behaviour is perceived as challenging
8.5 Evaluate current approaches to supporting the behaviour of either a live or hypothetical case study.
The intended generic learning outcomes.
On successfully completing the module students will be able to:
9.1 Show capacity to draw critically on both published work and personal experience
9.2 Demonstrate the ability to understand, and communicate in writing, complex, abstract concepts
9.3 Make effective use of information technology (word processing, email, internet use, online learning resources) to meet deadlines and
complete tasks
9.4 Demonstrate effective time management skills
9.5 Recognise issues relating to equality and diversity by using non-discriminatory language.
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