What should an intervention for skills teaching or behaviour that challenges involve? How can behavioural strategies be implemented to teach individuals skills and support them with behaviours that challenge? By introducing you to a variety of intervention approaches, all rooted in behaviour analysis, you will develop an advanced understanding of the design and implementation of positive strategies to improve the quality of life of individuals with intellectual and developmental disabilities and their inner circle. You will be taught about various intervention approaches such as, but not limited to, the use of proactive and preventative strategies, verbal behaviour interventions, non-aversive consequence-based strategies, positive behaviour support, and instructional approaches. Lectures will include a range of methods which will enable the various approaches to come to life, with ample opportunities for practising the approaches (either on campus or via distance learning) and engaging in stimulating activities to consolidate your learning. You will gain knowledge and skills in this module, enhancing or changing your approach to your clinical practice.
Lecture (in person), (Distance Learning, Asynchronous). 42
Synthesis session (in person), (Distance Learning Synchronous) 3
Introduction to the Year (Direct Contact-Welcome Session) 2
The module is compulsory for the following courses
MSc in Applied Behaviour Analysis and Positive Behaviour Support
This module is not available as an optional module
Visual Representation Poster worth 30%
Extended Writing Intervention Plan Report 2,500 words worth 70%- This Assessment is Pass Compulsory.
Reassessment Method: 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.
See the library reading list for this module (Canterbury)
On successfully completing the module, students will be able to:
1) Adeptly describe and interpret at an advanced level the relationship between functional assessment/analysis and the development of behaviour analytic interventions.
2) Adeptly describe and design at an advanced level a range of approaches to developing new behaviour or increasing existing behaviour, such as token economies, self-management strategies, prompting, shaping, chaining, modelling, incidental teaching, discrimination training, and precision teaching, among others.
3) Describe in-depth and critically appraise approaches to reducing and replacing challenging behaviour encompassing various methodologies, including antecedent manipulations, functional communication training, differential reinforcement, non-contingent reinforcement, extinction, punishment, contingency contracts, among others.
4) Critically examine, analyse, and implement the processes involved in designing, applying, and evaluating functionally-based, compassionate, and age-appropriate behavioural interventions aimed at developing new behaviour, increasing the occurrence of existing behaviours, or reducing and replacing challenging behaviour.
5) Critically evaluate intervention design elements at an advanced level, including, among others, considerations of contextual fit, ethics, generalisation, maintenance, and emergent relations.
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