The aim of this module is to develop competencies in the definition, observation, recording and analysis of behaviour and its controlling variables. While the module provides an introduction to research methodology more generally, the focus is primarily on those data collection methods and experimental designs used in applied behaviour analysis. Topics will include:
Observational methods of data collection
Reliability and validity of observational data
Practical approaches to checking and calculating reliability
Visual representation of data
Internal and external validity
Practical and theoretical aspects of using reversal, multiple-baseline, alternating treatments and changing criterion designs
Visual and statistical interpretation of single case data
Comparative, component and parametric analyses.
Total contact hours: 45
Private study hours: 155
Total module study hours: 200
MSc in Applied Behaviour Analysis– ABAI and UK-SBA routes
MSc in Positive Behaviour Support – ABAI and UK-SBA routes
PG Diploma in Applied Behaviour Analysis– ABAI and UK-SBA routes
PG Certificate in Applied Behaviour Analysis– ABAI and UK-SBA routes
MSc in Applied Behaviour Analysis (Distance Learning) – ABAI and UK-SBA routes
MSc in Positive Behaviour Support (Distance Learning) – ABAI and UK-SBA routes
PG Diploma in Applied Behaviour Analysis (Distance Learning) – ABAI and UK-SBA routes
PG Certificate in Applied Behaviour Analysis (Distance Learning) – ABAI and UK-SBA routes
Main assessment methods
Coursework - assignment – report - (2750 words) - 50%
Coursework – timed quiz (1 hr) – 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.
Coolican, H. (2009) Research Methods and Statistics in Psychology. (5th ed.) Hodder & Stoughton.
Cooper, J. O., Heron, T. E., & Heward, W. L. (2020, 3rd Ed.) . Applied Behavior Analysis. Upper Saddle River, NJ: Pearson/Merrill-Prentice Hall.
Johnston, J. M., Pennypacker, H. S., & Green, G. (2008, 4th Ed.). Strategies and Tactics of Behavioral Research and Practice. New York: Routledge.
Kennedy, C. H. (2005). Single-Case Designs for Educational Research. Boston: Ayllon & Bacon.
See the library reading list for this module (Canterbury)
The intended subject specific learning outcomes.
On successfully completing the module students will be able to:
1 Effectively identify and utilise advantages and disadvantages of different methods of data collection (direct observations, rating scales, questionnaires, interviews) and different research designs.
2 Access and interpret complex research and data sources.
3 Select and use critically appropriate methods of observational measurement to conduct a descriptive assessment from a range including: frequency and duration recording; momentary time sampling; real time recording; whole interval recording; partial interval recording.
4 Select, use and critically interpret appropriate methods of data display including equal-interval graphs, bar graphs and cumulative records.
5 Discuss, at an advanced level, the factors that influence the reliability and validity of informant-based and observational data.
6 Describe and critically discuss the use of single-case experimental designs in applied behaviour analysis including the concepts of internal and external validity.
7 Describe and critically discuss the appropriate use of single-case experimental designs from a range including: reversal; multiple-baseline; alternating treatments; changing criterion
The intended generic learning outcomes.
On successfully completing the module students will be able to:
1 Effectively integrate complex knowledge from different sources, including published work and personal experience.
2 Demonstrate the ability to understand, and communicate in writing, complex, abstract concepts.
3 Show a capacity to effectively prioritise the demands of work and study.
4 Use information technology to a high level (word processing, email, Moodle, e-journals and other online resources).
5 Conduct an in-depth recording of the behaviour of an individual with intellectual and developmental disabilities, requiring the identification, definition and collaborative solution of difficult problems.
6 Conduct in-depth analysis and visual representation of quantitative data arising from direct observation.
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