Overview
This programme seeks to develop a critical understanding of concepts and principles underpinning positive behaviour support. 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.
Deadline for Tizard Postgraduate Taught Applications for entry in September 2020 – 1st JULY 2020
Due to a high number of applicants this year we have been forced to put in place a deadline for receipt of applications for those wishing to be considered for entry to September 2020 intake.
Please therefore ensure that your full application (containing reference, all required documentation and evidence of English Language qualifications if relevant) is submitted online via the “Apply Now” link no later than 23:59 BST on Wednesday, 1st July 2020.
Incomplete applications, or applications received after 1st July 2020, will be considered for the September 2021 cohort.
Benefits
Benefits include academic and professional support from some of the UK's leading positive behaviour support 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.
BACB Announcement
Please read this important document regarding the recent BACB announcement.
Programme
ABAI Verfied Course Sequence for Fifth Edition Task List
The Association for Behavior Analysis International has verified the following courses toward the coursework requirements for eligibility to take the Board Certified Behavior Analyst® or Board Certified Assistant Behavior Analyst® examination. Applicants will need to meet additional requirements before they can be deemed eligible to take the examination
Pass rate data are not published for sequences with fewer than six first-time candidates in a single year or for sequences within their first four years of operation.
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.
Entry requirements
We welcome applications from applicants who have obtained at least a Second Class Honours degree including all the required examinations at a university in the United Kingdom or at another approved university.
Mature applicants without a degree are asked to provide evidence of their ability to complete a postgraduate programme successfully, and are eligible to enter the programme following the completion of an assessed task.
We encourage international applicants with the relevant academic/professional background and competence in spoken and written English. However, we require them to have some experience of UK services. We also require applicants to have 7.5 IELTS, minimum 6.5 in any element or equivalent in other tests.
All applicants are considered on an individual basis and additional qualifications, professional qualifications and relevant experience may also be taken into account when considering applications.
International students
Please see our International website for entry requirements by country and other relevant information. Due to visa restrictions, international fee-paying students cannot study part-time unless undertaking a distance or blended-learning programme with no on-campus provision.
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.
Form
Course structure
Duration: One year full-time, two years part-time
This programme is studied over one year full-time or two years part-time, students being co-taught. Study on the programme is divided into a number of blocks called modules taught through workshops in each year. Academic modules carry 10-30 credits. One credit corresponds to approximately 10 hours of “learning time” so that each module represents approximately 100-300 hours of student learning, endeavour and assessment. Almost a quarter of these hours involve direct teaching (via Kent Player where taking a module by distance learning). The programme provides opportunities for students to develop and demonstrate knowledge and understanding, qualities, skills and other attributes in the following areas.
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.
Compulsory modules currently include
TZ900 - Concepts, Principles & Underpinning Philosophy of Applied Behaviour Ana (20 credits)
The aim of this module is to develop an advanced understanding of elements of the philosophy, concepts and principles underpinning applied behaviour analysis.
Indicative topics include:
Philosophical assumptions including selectionism, determinism, empiricism, parsimony and pragmatism
Rule-governed and contingency-shaped behaviour
Radical behaviourism
Verbal behaviour and private events
Derived stimulus relations
Behaviour analysis of intellectual and developmental disability.
TZ901 - Positive Behaviour Interventions (20 credits)
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
TZ902 - Developing and Implementing Interventions (20 credits)
The aim of this module is to develop advanced understanding of the design and implementation of positive strategies to improve the behavioural and psychological functioning of vulnerable populations, and their support by carers and others.
Topics will include:
Approaches to increasing the frequency of behaviour
Approaches to developing new behaviour
Using assessment information to inform intervention planning
Design of behaviour support plans, instructional strategies and appropriately prosthetic environmental arrangements
Precision teaching, direct instruction and group contingencies
Barriers to implementation
Procedural reliability
Generalisation and maintenance
TZ903 - Behavioural Assessment (20 credits)
The aim of this module is to develop competencies in the assessment of both adaptive and challenging behaviour in the repertoires of people with intellectual and developmental disabilities. Teaching on assessment starts from an appreciation of the importance of social validity and referral dynamics. Specific assessment strategies relating to challenging behaviour (including structured descriptive assessment and experimental functional analysis) are considered. The application of similar strategies are also considered with respect to adaptive behaviour and associated instructional technologies. Further, the curriculum includes methods of preference assessment to determine appropriate reinforcers. In all topics there is attention both to the development of practical understanding and skill and to the development of a critical appreciation of the underpinning evidence base. Following consideration of these assessment strategies, attention is given to the development of formulations of the behaviour of people with intellectual/developmental disabilities that can inform the development of behaviour support plans, instructional strategies and appropriately prosthetic environmental arrangements.
TZ904 - Advanced Issues in Values, Ethics and Professional Practice (20 credits)
The curriculum will include, at an advanced level:
• Ethical and legal issues
• Philosophical underpinnings of ethical practice
• 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
TZ905 - Concepts and Principles of Applied Behaviour Analysis (20 credits)
The aim of this module is to develop an advanced understanding of elements and characteristics of the concepts and principles underpinning applied behaviour analysis (ABA). The module will start from an appreciation of the roots of ABA in the experimental analysis of behaviour. Operant and respondent conditioning will be considered, starting from fundamentals but proceeding to an advanced understanding of the necessary concepts and their underpinning in research. Particular attention will be given to elucidating both the conceptual basis and the applied implications of reinforcement, extinction and punishment, avoidance and escape, stimulus control and generalization, establishing operations and setting events. The interpretation of complex behaviour will be considered both with respect to the integrated application of fundamental concepts and the conceptual extensions and developments required.
TZ907 - Research Methods in Applied Behaviour Analysis (20 credits)
This module engages with social norms, policies, politics and procedures that affect some of the world's most vulnerable people, their membership in society and access to health and social care.
Looking at provision and access to care in a variety of (international) settings, this module examines the approaches to developmental and intellectual disabilities, health and illness in a variety of (international and social) settings. Examining the challenges to implementation of such policies will be one component of the module.
Drawing on different theoretical approaches, the module will look at the policies and politics of health care in, for instance, rural vs urban settings, highly developed vs developing countries, as well as addressing questions of inequality. It will also take different cultural approaches to disease, illness, mental illness and developmental/ intellectual disabilities into account, including differing belief systems. The question of health and social care, including palliative care, as a human right will be raised.
Optional modules may include
TZ889 - Dissertation in Applied Behaviour Analysis/Positive Behaviour Support (40 credits)
During the first term of the course students will develop ideas for their dissertation and will be given the opportunity to choose an empirical or non-empirical research project proposed and supervised by members of the course team or other Tizard staff. Subject to staff agreement, students may choose to design their own project and will be allocated a project supervisor. Students may complete either an empirical or a non-empirical (e.g. policy or research review) project. Students are expected to complete a dissertation on a topic relevant to their degree title.
Students develop a proposal for their dissertation with advice from their supervisor and, where applicable, apply for ethical approval either to the Tizard Ethics Committee (Ethical Review Checklist available on web-based resources) or to another ethics committee such as those in the NHS.
Teaching and assessment
Teaching includes lectures, guided study using Moodle, with seminars and group exercises to enhance understanding of the underlying concepts. Knowledge of the various topics is assessed by unseen examinations. Understanding is assessed by a mixture of essays and assignments in which students have to apply the concepts covered to practical topics.
Where modules are taken by distance learning, lectures are captured using Kent Player and made available via Moodle and more Moodle-based activities are undertaken.
Programme aims
- Develop a critical understanding of concepts and principles of positive behaviour support.
- Encourage values and evidence based, ethically stringent, advanced practice or research in positive behaviour support.
- Provide graduates with in-depth knowledge of intellectual and developmental disabilities and experience of practice or conducting research in this field.
- Produce graduates whose critical understanding, in-depth knowledge and advanced practice/research skills equip them to play a leading role in public services for children and adults with intellectual and developmental disabilities.
- Provide a programme of study capable of being certified as approved coursework for Board Certified Behaviour Analyst status by the Behavior Analyst Certification Board.
Learning outcomes
Knowledge and understanding
- Critical understanding of concepts and principles of positive behaviour support
- In-depth knowledge of values and ethical principles and how to apply these in professional practice
- Advanced knowledge of methods of observing, recording and analysing behaviour
- Advanced and in-depth knowledge of methods of assessing and intervening to manage challenging behaviour and support adaptive behaviour
- Practical understanding of cognitive, communicative and social characteristics of people with intellectual and developmental disabilities whose behaviour is described as challenging and the impact of these characteristics on assessment of challenging behaviour
- In-depth knowledge and critical appreciation of biological, social and environmental causes of challenging behaviour in intellectual/developmental disability
- Advanced knowledge of methods of applying positive behaviour support practices in working with individuals whose behaviour is described as challenging
- Advanced knowledge of use of positive behaviour support to understand, assess and intervene in systems/settings for people who have intellectual/developmental disabilities (e.g. schools, residential settings, families, communities, workplaces etc.)
- Critical understanding of research methodology and basic statistical analysis
Intellectual skills
- In-depth review and critical discussion of literature at the forefront of the discipline
- Critical analysis of data with particular reference to issues of method, reliability and validity
- Interpretation of data in the light of in-depth appreciation of theoretical and methodological considerations
- Presentation of critical, balanced and conceptually-informed arguments
- Critical conception, design, analysis and interpretation of primary or secondary research investigations (where following the research route)
- Design of interventions informed by in-depth assessment and advanced, theoretical understanding (where following the practice route)
Subject-specific skills
- Conduct primary or secondary research on a positive behaviour support topic relevant to intellectual/developmental disability (where following the research route)
- Design interventions for people with intellectual/developmental disability (and their carers/families/schools etc.) that are applied, behavioural, analytic, technological, conceptually systematic, effective and generalizable (where following the practice route)
Transferable skills
- To use an advanced range of communication skills including organising information clearly, critically responding to written sources, presenting information orally.
- To develop advanced numeracy skills enabling the sophisticated presentation of statistical materials and the integration of quantitative and qualitative information.
- To use information technology to an advanced level to produce high quality written documents and undertake online research.
- To work with others co-operatively on group tasks showing a good practical understanding of group functioning.
- To be critically reflective on personal learning and organisational performance, drawing on an analysis of strengths and weaknesses to improve future practice.
- To problem solve at an advanced level, identifying and defining problems, exploring alternative solutions and reaching reasoned judgements about appropriate ways forward.
Fees
The 2020/21 annual tuition fees for this programme are:
Positive Behaviour Support - MSc - part-time at Canterbury
- Home/EU full-time £7900
- International full-time £16200
- Home/EU part-time £3950
- International part-time N/A
Positive Behaviour Support - PDip at Canterbury
- Home/EU full-time £5133
- International full-time £10800
- Home/EU part-time £2567
- International part-time N/A
For details of when and how to pay fees and charges, please see our Student Finance Guide.
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.* If you are uncertain about your fee status please contact information@kent.ac.uk
Additional costs
General additional costs
Find out more about 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.
The Complete University Guide
In The Complete University Guide 2020, the University of Kent was ranked in the top 10 for research intensity. This is a measure of the proportion of staff involved in high-quality research in the university.
Please see the University League Tables 2020 for more information.
Independent rankings
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%.
Research areas
Current research areas include: social inequalities and community care; IDD and challenging behaviour; offending and IDD; early intervention; autism; abuse; service quality.
View details of current research on the Tizard website.
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 Nick Gore : Senior Lecturer in Learning Disability
Relational Frame Theory; acceptance and commitment therapy (ACT); challenging behaviour; supported employment.
View ProfileProfessor Peter Langdon : Professor of Clinical and Forensic Psychology
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.
Dr 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 ProfileAntony 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.
Dr 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 ProfileDr Ciara Padden : Lecturer in Learning Disability
Applied behaviour analysis; positive behaviour support; skill teaching; challenging behaviour; family wellbeing; family/staff training.
View ProfileSerena Tomlinson : Lecturer in ABA/PBS (Intellectual and Developmental Disabilities)
Early intervention and prevention for challenging behaviour in children with intellectual disabilities / developmental disabilities (IDD); education for children with IDD; socioemotional support for family carers; the use of ABA and PBS in the UK.
View ProfileDr Peter Baker : Senior Lecturer in Learning Disability
Challenging behaviour, positive behavioural support, applied behavioural analysis, staff support, community participation.
View ProfileDr Magali Barnoux : Lecturer in Forensic Psychology and Intellectual and Developmental Disabilities
Offenders with IDD (aetiology, risk and rehabilitation); staff in the Criminal Justice System working with offenders with IDD; Mental health; animal assisted interventions.
View ProfileStudy 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.
Apply now
Learn more about the applications process or begin your application by clicking on a link below.
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Apply for entry to:
Contact us
United Kingdom/EU enquiries
MSc at Canterbury
PDip at Canterbury
Subject enquiries
T: +44 (0)1227 827958
E: sspssr-pg-admin@kent.ac.uk
International student enquiries
T: +44 (0)1227 823254
E: internationalstudent@kent.ac.uk