Positive Behaviour Interventions - TZRD9010

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Module delivery information

Location Term Level1 Credits (ECTS)2 Current Convenor3 2022 to 2023
Canterbury
Combined Autumn Spring Summer & Vacation 7 20 (10) checkmark-circle

Overview

The curriculum will include, at an advanced level:
• Behavioural intervention for challenging behaviour
• Assessment and analysis of systemic factors in relation to behaviour described as challenging and the use of setting-wide positive
behaviour support
• Specific intervention areas in autism and IDD (e.g. language, sleep issues, feeding problems, toilet training, social skills, and vocational
skills)
• Models of consulting to family and service settings
• Staff training methodologies
• Organisational behaviour analysis and management in a human service context

Details

Contact hours

Total contact hours: 45
Private study hours: 155
Total study hours: 200

Availability

MSc in Applied Behaviour Analysis (Intellectual and Developmental Disability)
Post Graduate Diploma in Applied Behaviour Analysis (Intellectual and Developmental Disability)
MSc in Positive Behaviour Support

Method of assessment

Main assessment methods

Coursework assignment 1 – report - (2750 words) – 50%
Coursework assignment 2 – case study - (1000 words) – 25%
Coursework – timed quiz – (1 hour) – 25%

Reassessment methods

Like-for-like

Indicative reading

Brown, F., Anderson, J.L. and Dr Pry, R.L. (2015). Individual Positive Behaviour Support: a standards-based guide to use in school and community settings. Baltimore: Brookes.
Cooper, J. O., Heron, T. E., & Heward, W. L. (2007). Applied behavior analysis (2nd ed). Upper Saddle River, NJ: Pearson/Merrill-Prentice Hall.
Emerson, E., & Einfeld, S. L. (2011). Challenging behaviour (3rd ed.). Cambridge: Cambridge University Press.
LaVigna, G. W., Willis, T., Shaull, J., Abedi, M., & Sweitzer, M. (1994). The Periodic Service Review: A Total Quality Assurance System for Human Services and Education. Baltimore: Paul H Brookes.
PBS Academy UK (2015) Positive Behavioural Support: A Competency Framework. http://www.skillsforcare.org.uk/Document-library/Skills/People-whose-behaviour-challenges/Positive-Behavioural-Support-Competence-Framework.pdf

See the library reading list for this module (Canterbury)

Learning outcomes

The intended subject specific learning outcomes.
On successfully completing the module students will be able to:

8.1 Display in-depth knowledge and critical understanding of behavioural approaches for managing challenging behaviour, and know the
limitations of these approaches.
8.2 Show an advanced understanding of the conditions required to develop, provide and sustain supportive environments for people with
intellectual/developmental disabilities whose behaviour is described as challenging.
8.3 Demonstrate a critical understanding of recent empirically supported behavioural interventions in key intervention areas such as language,
sleeping issues, feeding problems, toilet training, social skills and vocational skills.
8.4 Describe and critically evaluate the benefits, limitations and research base for a range of other approaches to the development of adaptive
repertoires, reflecting recent research and specific interests of teaching staff
8.5 Develop a critical understanding of models of consulting in family and human service settings.
8.6 Describe and critically evaluate staff training models used in services for people with intellectual/developmental disabilities.
8.7 Display a critical understanding of models of supervision in the development and maintenance of effective behaviour analytic practice.
8.8 Demonstrate an in-depth knowledge of the use of function-based assessment and intervention strategies in the evaluation and
improvement of human service practices.

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 work and study.
9.4 Use information technology to a high level (word processing, email, Moodle, e-journals and other online resources).

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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