The aim of this module is to develop an understanding of values, ethics, and professional practice relevant to the field of applied behaviour analysis, with a particular emphasis on its use in the field of intellectual and developmental disabilities. Indicative topics include: :
• Ethical and legal issues
•
• The role of ideology in the development of intellectual disability services
• The development of approaches to individual planning and needs assessment, particularly the role of "person-centred planning"
• Ethical codes and guidelines – does Behaviour Analysis raise special ethical issues?
• Codes of professional practice
• Discrimination and abuse
• Adopting person-centred, values-based approaches to children and adults with complex needs.
• Evidence based practice and practice based evidence
Total contact hours: 24
Private study hours: 176
Total study hours: 200
MSc in Applied Behaviour Analysis – - UK-SBA route
Post Graduate Diploma in Applied Behaviour Analysis – UK-SBA route
Post Graduate Certificate in Applied Behaviour Analysis – UK-SBA route
MSc in Positive Behaviour Support - UK-SBA route
Post Graduate Diploma in Applied Behaviour Analysis (Distance Learning) – UK-SBA route
Post Graduate Certificate in Applied Behaviour Analysis (Distance Learning) – UK-SBA route
MSc in Positive Behaviour Support (Distance Learning) – UK-SBA route
13.1 Main assessment methods
Coursework - reflective case study (1000 words) -50%
Coursework – timed quiz – (1 hour) -50%
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.
Bailey, J. & Burch, M. (2016, 3rd Ed.) Ethics for Behavior Analysts. Routledge.
Chance, P. (1998). First Course in Applied Behavior Analysis. Pacific Grove, CA: Brooks/Cole
Cooper, J.O., Heron, T.E., Heward, W.L. (2020, 3rd Ed.) Applied Behaviour Analysis. Upper Saddle River, NJ: Pearson/Merrill-Prentice Hall.
Johnson, J.M (2013) Radical Behaviorism for ABA Practitioners. Sloan Educational Publishing.
Mayer, G. R., Sulzer-Azaroff, B., & Wallace, M. (2018, 4th Ed.). Behavior analysis for lasting change. Cambridge Center for Behavioral Studies: Sloan Publishing.
UK Society for Behaviour Analysis. (2019). UK-SBA Code of Ethical and Professional Conduct. https://uk-sba.org/wp-content/uploads/2019/05/Code-of-Ethical-and-Professional-Conduct-January-2019-_-20-Mar-2019.pdf
8. The intended subject specific learning outcomes.
On successfully completing the module students will be able to:
8.1 Demonstrate knowledge and a critical understanding of key ethical and legal issues in providing support to children and adults with intellectual or developmental disabilities.
8.2 Demonstrate knowledge and a critical understanding of the philosophical underpinnings of ethical practice.
8.3 Demonstrate knowledge and a critical understanding of personalisation and its role in guiding service provision.
8.4 Demonstrate knowledge and critical understanding of existing ethical codes and guidelines including those of the UK-Society for Behavior Analysis.
8.5 Identify key elements of professional practice, including the importance of supervision of practice, continuing professional development and collaborative working practices.
8.6 Challenge discriminatory and/or abusive practices where necessary.
8.7 Demonstrate knowledge and a critical understanding of the importance of adopting a values- and evidence-based approach in supporting children and adults with intellectual or developmental disabilities.
9. 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 Demonstrate self-awareness with regard to the need for continuing professional development, showing capacity to manage and improve one's own learning.
9.4 Show a capacity to effectively prioritise the demands of work and study.
9.5 Use information technology to a high level (e.g., word processing, email, Moodle, e-journals and other online resources).
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