Learning and teaching will focus on consolidating the knowledge and skills developed through taught modules, and supporting application of learning to applied behaviour analytic practice in the workplace or comparable environment. Students will receive supervision to undertake assessment and intervention with individuals with intellectual/developmental disabilities and/or with staff, carers or organisations that support individuals with intellectual and developmental disabilities. In the course of group and/or individual supervision sessions they will be expected to apply knowledge from taught modules to the specific individuals or circumstances with which they are working. They will be directed to academic and professional literature of specific relevance to their individual work and they will be encouraged to behave professionally and ethically both in their practice and in their interactions with other developing professionals in supervision sessions.
Private study hours: 580
Contact hours: 20
Total study hours: 600
MSc in Positive Behaviour Support– UK-SBA route
MSc in Positive Behaviour Support (Distance Learning) – UK-SBA route
Main assessment methods
Coursework - Portfolio (incorporating 20-30minute video footage, 8,000 word case report and supporting appendices (8000 words) – 100%
Reassessment methods
Like-for-like
The University is committed to ensuring that core reading materials are in accessible electronic format in line with the Kent Inclusive Practices.
The most up to date reading list for each module can be found on the university's reading list pages
Brown, F., Anderson, J.L., 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. and Heward, W. L. (2007, 3rd Ed.). Applied Behavior Analysis. Upper Saddle River, NJ: Pearson/Merrill-Prentice Hall.
Emerson, E., McGill, P., & Mansell, J. (Eds.). (1999). Severe Learning Disabilities and Challenging Behaviours: Designing High Quality Services. Cheltenham: Stanley Thornes (Reprinted edition).
Kennedy, C. H. (2005). Single-Case Designs for Educational Research. Boston: Ayllon & Bacon.
Mansell, J., & Beadle-Brown, J. (2012). Active Support: Enabling and Empowering People with Intellectual Disabilities. London: Jessica Kingsley.
O'Neil, R.E., Albin, R.W., Storey, K., Horner, R. & Sprague J.R. (3rd Ed) (2015) Functional Assessment and Program Development for Problem Behavior: A Practical Handbook, Cenage
The intended subject specific learning outcomes.
On successfully completing the module students will be able to:
1 Demonstrate advanced practice of applied behaviour analysis that is consistent with ethical principles and values and meets the expectations of professional codes of conduct and ethics, especially those of the UK Society for Behaviour Analysis.
2 Demonstrate a critical understanding of concepts of applied behaviour analysis through their practice with one or more individuals with intellectual and developmental disabilities and/or with staff, carers or organisations that support individuals with intellectual and developmental disabilities.
3 Demonstrate the appropriate and imaginative use of applied behaviour analysis to conduct sophisticated, individual assessments with one or more individuals with intellectual and developmental disabilities and/or with staff, carers or organisations that support individuals with intellectual and
developmental disabilities.
4 Demonstrate the appropriate and imaginative use of applied behaviour analysis to develop and implement personalised and constructive interventions with one or more individuals with intellectual and developmental disabilities and/or with staff, carers or organisations that support individuals
with intellectual and developmental disabilities.
5 Demonstrate a commitment to the development of a reflective, professional approach in their practice with one or more individuals with intellectual and developmental disabilities and/or with staff, carers or organisations that support individuals with intellectual and developmental disabilities.
The intended generic learning outcomes.
On successfully completing the module students will be able to:
1 Effectively integrate complex knowledge from different sources, including published work and personal experience.
2 Use information technology to a high level (e.g., word processing, email, Moodle, e-journals and other online resources)
3 Demonstrate the ability to understand, and communicate in writing, complex, abstract concepts.
4 Show a capacity to effectively prioritise the demands of work and study.
5 Work cooperatively with others to effectively carry out complex tasks.
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