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Do you work or live with children or adults with intellectual or developmental disabilities, including autism, whose behaviour challenges others? The Diploma in Higher Education in Positive Behaviour Support gives you an insight into the causes and influences of challenging behaviour and teaches you how to provide effective, person-centred support.
Overview
This programme produces graduates competent in functional assessment and the co-production of positive behaviour support strategies. Graduates are able to take up employment in education and adult services in specialist and leadership roles.
The Diploma in Higher Education in Positive Behaviour Support will attract parents, teachers and health professionals, social care specialists, support workers, service managers and those eager to further both their knowledge and practice, and career opportunities.
You can discuss options to ‘upgrade’ from the Diploma in Higher Education in Positive Behaviour Support to the BSc in Positive Behaviour Support with your tutor during your studies.
The Tizard Centre is at the forefront of learning and research in autism, intellectual and developmental disability and community care. In 2013 it received a Queen’s Anniversary Prize in recognition of its outstanding work in these areas.
Teaching Excellence Framework
Based on the evidence available, the TEF Panel judged that the University of Kent delivers consistently outstanding teaching, learning and outcomes for its students. It is of the highest quality found in the UK.
Please see the University of Kent's Statement of Findings for more information.
Course structure
The following modules are indicative of those offered on this programme. This listing is based on the current curriculum and may change year to year in response to new curriculum developments and innovation.
On most programmes, you study a combination of compulsory and optional modules. You may also be able to take ‘wild’ modules from other programmes so you can customise your programme and explore other subjects that interest you.
Stage 1
| Modules may include | Credits |
|---|---|
|
TZ322 - Effective Support
This module will provide information on assessing the effectiveness of interventions in autism or intellectual and developmental disabilities suitable for schools, families, services or employment. Interventions include Positive Behaviour Support, Skills Building & Choice, Communication, SPELL, TEACCH, Person Centred Active Support and other approaches. Students will have an introduction into overcoming barriers to implementation. Students will be introduced to evaluation methods that include both quantitative and qualitative measures. View full module details |
30 |
|
TZ323 - Challenging Behaviour
The occurrence of challenging behaviours amongst children and adults with a diagnosis of intellectual and developmental disabilities has produced a large body of research literature, policy and professional advice. Challenging behaviour has profound impacts upon people affected by it physically, psychologically, socially and economically. This module, as part of the Positive Behaviour Support programmes, provides summary information on the causes, characteristics and epidemiology of challenging behaviour, and begins to outline intervention methodologies. The module explores some legal and ethical issues arising from challenging behaviour. View full module details |
30 |
|
TZ324 - Policy, Legislation and Human Services
This module will help students to evaluate the impact of practice advice, policy and legislation on attempts to provide quality provision for individuals with autism or intellectual and developmental disabilities. It will present the legal positions regarding consent & capacity, anti-discrimination legislation, human rights and safeguarding. It will consider policy initiatives and implementation as well as practice-advice, for example NICE guidelines on challenging behaviour and on autism. View full module details |
30 |
|
TZ325 - Person Centred Approaches
This module will present students with teaching on the policy and research contexts of person centred approaches, their origins and applications, and the methods of beginning a basic assessment of goodness of fit between individuals and environments by focussing on four domains: communication, wellbeing, choice and activities. Through assessment of work situations or of a hypothetical case study, students will be able to offer a critical and constructive answer to the question of how to provide person-centred support to individuals. View full module details |
30 |
Stage 2
| Modules may include | Credits |
|---|
Teaching and assessment
The programme requires some 2,400 hours of study. Students cannot undertake this programme full time whilst working full time, unless seconded by their employer to do so. The programme takes students from introductory level 4 materials to second year level 5 study.
The Diploma in Higher Education in Positive Behaviour Support is taught by blended learning, a combination of exciting workshops and interactive web-delivered materials, case studies and real-world assignments. Expert practitioners on best practice and the latest research teach and lead the programme. You will work individually and collaboratively with other students, be supported by Tizard Centre tutors, and participate in group activities, discussions, as well as sharing your experience with others.
Students attend campus for one workshop at the commencement of each academic year, as well as for an exam workshop toward the end of the year. Each year comprises four modules, some unique to PBS students, some shared with Tizard students taking our Autism programmes. On completion students will have knowledge of clinical and person-centred best practice.
Programme aims
The programme aims to:
- Deliver content reflecting best clinical practice and national standards to support effective work with people with intellectual and developmental disabilities whose behaviour others find challenging.
- Offer flexible methods of learning that will appeal to students from diverse backgrounds.
- Produce graduates with the knowledge and skills to take up employment in education or adult human services, undertake further studies, and display the transferable skills necessary to demonstrate personal responsibility and decision-making in local and national leadership roles.
- Prepare students to support children or adults with intellectual and developmental disabilities and their support networks using Positive Behaviour Support i.e. a behavioural approach integrated with an "ordinary life" philosophy.
- Enable students to work in constructive, inclusive, and ethical ways with people who are often marginalised and vulnerable as well as with staff or families often lacking support.
- Provide students with a sound knowledge base and opportunities to develop analytical skills that can be applied in human service provision for children, young people and adults.
- Encourage participation in Higher Education of people from diverse backgrounds some of whom may not have 'traditionally' recognised qualifications.
- Support the development of high-quality and appropriate services for children or adults with intellectual and developmental disability and challenging behaviour by preparing students to fulfil the need for specialist workers locally, nationally and internationally in a key sector of the economy.
- Promote good practice in those supporting individuals whose behaviour challenges those around them through the systematic application of knowledge derived from theory and research.
- To encourage practitioners to develop a clearly articulated person-centred values base to underpin support for people with intellectual/developmental disabilities whose behaviour is described as challenging
- To encourage a critical understanding of policy and legal contexts in human services, including education, for children or adults with intellectual/developmental disabilities whose behaviour is described as challenging
- To develop awareness and understanding of the needs and characteristics of individuals with intellectual/developmental disabilities whose behaviour is described as challenging
- To develop an understanding of the features of evidence-based support amongst people supporting children or adults with intellectual/developmental disabilities whose behaviour is described as challenging.
- To develop a critical understanding of the importance of quality of life and the necessary skills to assess and address factors restricting it.
- To develop a critical understanding of the concepts of applied behaviour analysis and positive behaviour support, and their ethical application.
- To develop the skills to conduct individualised, functionally-based assessment of challenging behaviour and develop associated positive behaviour support interventions.
- To develop the skills to analyse assessment information and synthesise meaning in order to create intervention plans.
Learning outcomes
Knowledge and understanding
You gain knowledge and understanding of:
- Causes, characteristics and epidemiology of challenging behaviour.
- Supporting people with intellectual/developmental disabilities whose behaviour is described as challenging and their families.
- Person centred approaches as a value base for the provision of services.
- The policy and legal contexts of education and human service provision for individuals with intellectual/developmental disabilities whose behaviour is described as challenging.
- Approaches to creating inclusive services.
- Evidenced-based intervention options in designing support systems for individuals with intellectual and developmental disabilities whose behaviour is described as challenging (with particular reference to positive behaviour support).
- The collection, analysis and interpretation of quantitative and qualitative data relating to quality of life of individuals whose behaviour is described as challenging.
Intellectual skills
You gain the following intellectual abilities:
- The ability to review and critically comment upon academic literature.
- The ability to critically analyse data in relation to method, reliability and validity.
- The ability to use assessment information to develop strategies for problem solving and improving people's quality of life.
- The ability to synthesise information from various sources to draw conclusions on how best to support individuals.
Subject-specific skills
You gain the following subject-specific skills:
- The selection and use of a range of recognised assessment tools relating to the understanding of behaviour and quality of life.
- The development and application of intervention plans to address challenging behaviour and quality of life.
- The use of recognised strategies and techniques to support the provision of high quality support within services, educational or family settings.
Transferable skills
You gain transferable skills in the following:
- Communication: Communicate ideas and arguments to others, both in written and spoken form; make short presentations to fellow students and staff; prepare written assignments and reference the materials referred to in accordance with accepted conventions.
- Working with others: Develop interpersonal and team work skills including the abilities to work collaboratively, negotiate, listen and implement change.
- Improving own learning: Be reflective, adaptive and collaborative in their learning; explore personal strengths and weaknesses; review working environment; develop skills in time management by delivering academic work on time and to the required standard.
- Problem solving: Identify and define problems; explore alternative solutions and discriminate between them.
- Information Technology: Produce written documents; undertake online research; study and learn independently using library and internet sources.
- Numeracy: Use descriptive statistics in the analysis of quantitative data; represent data visually
Careers
This practice-based programme provides you with the knowledge and skills that appeal to employers such as the NHS, local authority adults' and children's services, schools and the voluntary and private social and healthcare sector.
You will be supported to develop transferable skills such as planning and organisation, teamwork and leadership, as well as grasping the fundamental values underpinning progressive behavioural support.
Entry requirements
Students lacking the appropriate qualifications but who have professional employment or familial experience of autism are encouraged to apply but will be required to provide evidence of their ability to study at a Higher Education level through interview and the completion of an acess task
All students should have appropriate work, volunteering or personal experience.
Home/EU students
The University will consider applications from students offering a wide range of qualifications. Typical requirements are listed below. Students offering alternative qualifications should contact us for further advice.
It is not possible to offer places to all students who meet this typical offer/minimum requirement.
New GCSE grades
If you’ve taken exams under the new GCSE grading system, please see our conversion table to convert your GCSE grades.
| Qualification | Typical offer/minimum requirement |
|---|---|
| A level | BBB |
| Access to HE Diploma | The University will not necessarily make conditional offers to all Access candidates but will continue to assess them on an individual basis. If we make you an offer, you will need to obtain/pass the overall Access to Higher Education Diploma and may also be required to obtain a proportion of the total level 3 credits and/or credits in particular subjects at merit grade or above. |
| BTEC Level 3 Extended Diploma (formerly BTEC National Diploma) | The University will consider applicants holding BTEC National Diploma and Extended National Diploma Qualifications (QCF; NQF; OCR) on a case-by-case basis. Please contact us for further advice on your individual circumstances. |
International students
IB 34 points overall or 15 at HL.
English Language Requirements
Please see our English language entry requirements web page.
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. You attend these courses before starting your degree programme.
General entry requirements
Please also see our general entry requirements.
Fees
The 2018/19 annual tuition fees for this programme are:
| UK/EU | Overseas | |
|---|---|---|
| Full-time | £9250 | £15200 |
| Part-time | £4625 | £7600 |
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.*
Your fee status
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
University funding
Kent offers generous financial support schemes to assist eligible undergraduate students during their studies. See our funding page for more details.
Government funding
You may be eligible for government finance to help pay for the costs of studying. See the Government's student finance website.
Scholarships
General scholarships
Scholarships are available for excellence in academic performance, sport and music and are awarded on merit. For further information on the range of awards available and to make an application see our scholarships website.
The Kent Scholarship for Academic Excellence
At Kent we recognise, encourage and reward excellence. We have created the Kent Scholarship for Academic Excellence.
For 2018/19 entry, the scholarship will be awarded to any applicant who achieves a minimum of AAA over three A levels, or the equivalent qualifications (including BTEC and IB) as specified on our scholarships pages.
The scholarship is also extended to those who achieve AAB at A level (or specified equivalents) where one of the subjects is either Mathematics or a Modern Foreign Language. Please review the eligibility criteria.