PG applications received by 08:00 hrs on Monday 3 July will be considered for the 2017 entry. Those received after this will be considered where possible for 2018.
Overview
This programme seeks to develop a critical understanding of concepts and principles of applied behaviour analysis. It provides you with a detailed knowledge of intellectual and developmental disabilities and experience of practice or conducting research in this field, and is aimed at recent graduates as well as experienced practitioners.
Benefits include academic and professional support from some of the UK’s leading applied behaviour analysts and intellectual and developmental disability researchers. The programme also provides the necessary coursework to apply to sit the international examination for certification as a behaviour analyst.
Please note, the PCert cannot be studied on a part-time basis but the PDip and MSc can be studied either full-time or part-time.
This is a Verified Course Sequence with the BACB (Behavior Analyst Certification Board)
About the Tizard Centre
The Tizard Centre is part of the School of Social Policy, Sociology and Social Research (SSPSSR) and has excellent links with health and social care organisations, and other relevant establishments.
The Centre is at the forefront of learning and research in autism, intellectual disability and community care, and in 2013 received a Queen’s Anniversary Prize in recognition of its outstanding work in these areas.
The Centre has strong links with health and social care organisations, and other relevant establishments. Our primary aims, through research, teaching and consultancy, are:
- to find out more about how to effectively support and work with people with learning disabilities
- to help carers, managers and professionals develop the values, knowledge and skills that enable better services
- to aid policymakers, planners, managers and practitioners to organise and provide enhanced services.
The Tizard Centre is recognised as leading the field in deinstitutionalisation and community living, challenging behaviour, quality of staff support, sexuality and autism, and has had a significant impact on national policies in these areas. We are committed to addressing issues arising from social inequality.
National ratings
In the Research Excellence Framework (REF) 2014, research by the School of Social Policy, Sociology and Social Research was ranked 2nd for research power in the UK. The School was also placed 3rd for research intensity, 5th for research impact and 5th for research quality.
An impressive 94% of our research-active staff submitted to the REF and 99% of our research was judged to be of international quality. The School’s environment was judged to be conducive to supporting the development of world-leading research, gaining the highest possible score of 100%.
Course structure
Modules
The following modules are indicative of those offered on this programme. This list is based on the current curriculum and may change year to year in response to new curriculum developments and innovation. Most programmes will require you to study a combination of compulsory and optional modules. You may also have the option to take modules from other programmes so that you may customise your programme and explore other subject areas that interest you.
| Modules may include | Credits |
|---|---|
|
TZ830 - Research Methods
The aim of this module is to teach students about research methodology and the knowledge needed to access and interpret the research literature. For those who take the statistical analysis element, the aim is also to teach appropriate statistical techniques for the analysis of quantitative data. The emphasis will be on methods of data collection and analysis which will be useful in practice settings, so that advanced multivariate techniques will not be taught. Read more |
15 |
|
TZ861 - Social Psychology of Intellectual and Developmental Disabilities
All academic modules are taught using a combination of web-based resources, reading, the introductory workshop and a one-week workshop in the Spring. For each module, there will be web-based materials including video-recorded lectures, web-based discussions/seminars, and quizzes/group exercises. Students are also expected to conduct their own literature searches and follow-up the core reading and the reference lists for each topic covered The aim of this module is to teach the basic facts about the nature and origins of intellectual and developmental disabilities, including definitions of learning disability, epidemiology, biological, social and environmental causes of learning disability. In addition, characteristics of people with intellectual and developmental disabilities will be considered (including cognitive and social characteristics) along with issues such as autism, ageing, transition, early intervention, physical & mental health, parenting, sexuality and people with intellectual and developmental disability in the criminal justice system. Read more |
10 |
|
TZ862 - Behaviour Analysis and Intervention
100% Exam Read more |
10 |
|
TZ863 - Service issues in Intellectual and Development Disabilities
The aim of this module is to give students an understanding of organisational issues involved in learning disability services, including institutionalisation and deinstitutionalisation, theories of normalisation and criticisms of these theories, methods of analysing quality of life and care and ways of producing change in services. This module is taught as a web-based guided study module with seminars at several points in the first term. For AIIDD students, this module is closely linked to the service placement and discussion and application of web-based units will occur during placement supervision. Read more |
10 |
|
TZ868 - Values, Ethics and Professional Practice
The aim of this module is to help students/practitioners to articulate and work within a person-centred, scientific, and appropriately ethical framework. Topics will 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. Read more |
15 |
|
TZ869 - Concepts of Applied Behaviour Analysis
The aim of this module is to develop an advanced understanding of the concepts and principles underpinning applied behaviour analysis. Topics will include: Defining characteristics of applied behaviour analysis Operant and respondent conditioning Reinforcement Extinction and punishment Avoidance and escape Stimulus control and equivalence relations Establishing operations and setting events Verbal behaviour and private events Using behaviour analytic concepts to interpret complex behaviour. Read more |
15 |
|
TZ871 - Developing and implementing interventions
The aim of this module is to develop advanced understanding of the design and implementation of positive strategies to improve the social and intellectual functioning of vulnerable populations, and their support by carers and others. Topics will include: Approaches to increasing behaviour Approaches to developing new behaviour Descriptive and experimental analysis of challenging behaviour Barriers to implementation Procedural reliability Generalisation and maintenance. Read more |
15 |
|
TZ872 - Work-Based Learning in Applied Behaviour Analysis
There is no set curriculum for this module. Learning and teaching will focus on consolidating the knowledge and skills developed through taught Level M modules, and applying their learning to their workplace or comparable environment. Read more |
60 |
|
TZ865 - Extended Essay
All students will write one 6000 word essay on a topic which requires them to draw on material from the service issues, social psychology and behavioural analysis and intervention modules. This will be done over the course of the year for full time students and in the second year for part time students and will be submitted during the third term of the final year. Read more |
15 |
Teaching and Assessment
Modules are assessed by examination, essay, practical assignment, video. Dissertation of 10,000 words or, for work-based learning option, 7,000-word case report and video.
Programme aims
This programme aims to:
- develop a critical understanding of the concepts and principles of applied behaviour analysis
- encourage values- and evidence-based, ethically stringent practice or research in applied behaviour analysis
- provide you with detailed knowledge of intellectual and developmental disabilities and experience of practice or conducting research in this field
- produce graduates equipped to play a leading role in public services for children and adults with intellectual and developmental disabilities.
Learning outcomes
Knowledge and understanding
You will gain knowledge and understanding of:
- concepts and principles of applied behaviour analysis
- values and ethical principles underpinning professional practice
- methods of observing, recording and analysing behaviour
- methods of assessing and intervening to manage challenging behaviour and support adaptive behaviour
- cognitive, communicative and social characteristics of people with intellectual and developmental disabilities
- biological, social and environmental causes of intellectual and developmental disability
- challenging behaviour and other special needs
- ideology, policy and service development
- definition and measurement of service quality
- the relationships between service organisation and quality
- research methodology and basic statistical analysis.
Intellectual skills
You develop intellectual skills in:
- the ability to review and critically discuss of literature at the forefront of the discipline
- the ability to interpret data in the light of theoretical and methodological considerations
- the ability to present critical, balanced and conceptually-informed arguments
- the ability to conceive, design, analyse and interpret primary or secondary research investigations (where following the research route)
- the ability to design interventions informed by assessment and theoretical understanding (where following the practice route).
Subject-specific skills
You gain subject-specific skills in:
- how to conduct primary or secondary research on an applied behaviour analytic topic relevant to intellectual/developmental disability (where following the research route)
- how to design interventions for people with intellectual/developmental disability (and their carers/families) that are applied, behavioural, analytic, technological, conceptually systematic, effective and generalisable (where following the practice route).
Transferable skills
You will gain the following transferable skills:
- communication: the ability to organise information clearly, respond to written sources, present information verbally
- numeracy: the ability to make sense of statistical materials, integrate quantitative and qualitative information
- information technology: the ability to produce written documents, undertake online research
- working with others: work co-operatively on group tasks, understand how groups function.
- improve your own learning: the ability to explore your strengths and weaknesses, time management, review your working environment
- problem-solving: the ability to identify and define complex problems, explore alternative solutions and discriminate between them.
Careers
Our postgraduate courses improve employability prospects for both those with established careers and new entrants to the field. Many of our students already work with people with intellectual and developmental disabilities in professional, management or supporting capacities. Our programmes support their continuing professional development and enhance their opportunities for career advancement. Other students, who are at the beginning of their careers, move on to a range of professional roles in health and social care including working as psychologists in learning disability or behavioural specialists in community learning disability teams; service management of development roles; clinical psychology training or a PhD.
Our Applied Behaviour Analysis programme includes a course sequence approved by the Behavior Analyst Certification Board. Its completion, therefore, meets two of the requirements for certification as a Behaviour Analyst. Successful students will need to obtain appropriate supervised experience and pass the BACB exam. Many of our ABA students hope to take this career path, applying their skills either in work with children or adults with autism (ie early intervention programmes or in schools using an ABA approach) or with children/adults with learning disabilities whose behaviour is described as challenging. Every week we are asked to notify our students of opportunities in these fields. Our ABA programme is also suitable for parents of children/adults with autism or learning disability, who are looking to increase their own understanding of ABA.
Study support
All teaching takes place at the Tizard Centre. Postgraduate research students have a shared office space with a computer and telephone.
Acclaimed active department
The Tizard Centre runs an annual seminar series where staff or guest lecturers present the results of research or highlight recent developments in the field of social care. The Jim Mansell Memorial Lecture invites public figures or distinguished academics to discuss topics that could interest a wider audience. The Centre also publishes the Tizard Learning Disability Review (in conjunction with Emerald Publishing) to provide a source of up-to-date information for professionals and carers.
The Tizard Centre provides consultancy to organisations in the statutory and independent sectors, both nationally and internationally, in diversified areas such as service assessment, person-centred approaches, active support and adult protection. The Centre also teaches a range of short courses, often in conjunction with other organisations.
Dynamic publishing culture
Staff publish regularly and widely in journals, conference proceedings and books. Among others, they have recently contributed to: Journal of Mental Health; Journal of Applied Research and Intellectual Disabilities; American Journal of Intellectual and Developmental Disabilities; and Journal of Intellectual Disability Research.
Global Skills Award
All students registered for a taught Master's programme are eligible to apply for a place on our Global Skills Award Programme. The programme is designed to broaden your understanding of global issues and current affairs as well as to develop personal skills which will enhance your employability.
Entry requirements
A first or second class honours degree in a social science discipline; voluntary, professional or family experience of children or adults with a learning disability and/or autism.
All applicants are considered on an individual basis and additional qualifications, and professional qualifications and experience will also be taken into account when considering applications.
International students
Please see our International Student website for entry requirements by country and other relevant information for your country.
Meet our staff in your country
For more advice about applying to Kent, you can meet our staff at a range of international events.
English language entry requirements
For detailed information see our English language requirements web pages.
Please note that if you are required to meet an English language condition, we offer a number of pre-sessional courses in English for Academic Purposes through Kent International Pathways.
Research areas
Current research areas include: social inequalities and community care; intellectual and developmental disabilities.
Staff research interests
Full details of staff research interests can be found on the School's website.
Professor Julie Beadle-Brown: Professor in Intellectual and Developmental Disabilities
Autism and social impairment in learning disability; the implementation of active support in services; the effect of grouping people in services; personcentred approaches; exclusion of people with challenging behaviour from services.
View ProfileDr Jill Bradshaw: Lecturer in Learning Disability
Staff attributions; communication and personcentred active support; communication environments; total communication approaches; augmentative and alternative communication.
View ProfileDr Mecca Chiesa: Lecturer in Learning Disability
Behaviour analysis; precision teaching; fluency building; autism and learning disabilities.
View ProfileProfessor Rachel Forrester-Jones: Professor in Social Inclusion; Director of the Tizard Centre
Community care outcomes (mental health, learning disabilities); social networks and social support relating to all client groups, including university students; social inclusion; social environments; supported employment; death, bereavement and spirituality.
View ProfileDr Nick Gore: Senior Lecturer in Learning Disability
Relational Frame Theory; acceptance and commitment therapy (ACT); challenging behaviour; supported employment.
View ProfileDr Peter Langdon: Senior Lecturer in Clinical Psychology and Disability
Adapting, developing and evaluating psychological therapies for people with intellectual and developmental disabilities; forensic mental health problems including sexual offending and their treatment; information processing models; use of technology in psychological therapies.
View ProfileDr Michelle McCarthy: Reader in Learning Disability
The sexuality of people with learning disabilities, in particular women with learning disabilities, and sexual abuse; sexual and reproductive health; the menopause for women with learning disabilities.
View ProfileProfessor Peter McGill: Professor of Clinical Psychology of Learning Disability
Applied behaviour analysis; challenging behaviour; positive behaviour support; family support.
View ProfileProfessor Glynis Murphy: Professor of Clinical Psychology and Disability
Effectiveness of cognitive behavioural treatment for men at risk of sexual offending; effectiveness of treatment for people with untreated phenylketonuria (PKU); symptoms of abuse for people with severe learning disabilities; capacity to consent to sexual relationships; early development of self-injurious behaviour; effectiveness of early intervention in autism.
View ProfileTony Osgood: Lecturer in Learning Disability
Positive behaviour support for challenging behaviour; behaviour analysis; person-centred planning; autism and asperger’s; organisational influence on human services outcomes.
View ProfileDr Paraskevi Triantafyllopoulou: Lecturer in Learning Disability
Sleep functioning and sleep problems in children and adults with learning disabilities and/or autism; sleep and challenging behaviour; offending in people with learning disabilities; person-centred active support.
View ProfileFees
The 2017/18 annual tuition fees for this programme are:
| Applied Behaviour Analysis (Intellectual and Developmental Disability) - MSc at Canterbury: | ||
| UK/EU | Overseas | |
|---|---|---|
| Full-time | £6500 | £14670 |
| Part-time | £3250 | £7340 |
| Applied Behaviour Analysis (Intellectual and Developmental Disability) - PCert at Canterbury: | ||
| UK/EU | Overseas | |
|---|---|---|
| Full-time | £2170 | £4890 |
| Part-time | £1085 | £2445 |
| Applied Behaviour Analysis (Intellectual and Developmental Disability) - PDip at Canterbury: | ||
| UK/EU | Overseas | |
|---|---|---|
| Full-time | £4340 | £9780 |
| Part-time | £2170 | £4890 |
For students continuing on this programme fees will increase year on year by no more than RPI + 3% in each academic year of study except where regulated.*
The University will assess your fee status as part of the application process. If you are uncertain about your fee status you may wish to seek advice from UKCISA before applying.
General additional costs
Find out more about accommodation and living costs, plus general additional costs that you may pay when studying at Kent.
Funding
Search our scholarships finder for possible funding opportunities. You may find it helpful to look at both:
- University and external funds
- Scholarships specific to the academic school delivering this programme