Indicative topics include:
• Behavioural intervention for behaviours that challenge
• 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
Private study hours: 76
Contact hours: 24
Total study hours: 100
Compulsory to the following courses:
MSc in Applied Behaviour Analysis – UK-SBA route
Post Graduate Diploma in Applied Behaviour Analysis – UK-SBA route
MSc in Positive Behaviour Support – UK-SBA route
MSc in Applied Behaviour Analysis (Distance Learning) – UK-SBA route
Post Graduate Diploma 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– 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.
Brown, F., Anderson, J.L. and Dr Pry, R.L. (2015). Individual Positive Behaviour Support: a standards-based guide to use in school and community settings. Baltimore: Brookes.
Cooper, J. O., Heron, T. E., & Heward, W. L. (2020, 3rd ed.). Applied behavior analysis. Upper Saddle River, NJ: Pearson/Merrill-Prentice Hall.
Emerson, E., & Einfeld, S. L. (2011). Challenging behaviour (3rd ed.). Cambridge: Cambridge University Press.
LaVigna, G. W., Willis, T., Shaull, J., Abedi, M., & Sweitzer, M. (1994). The Periodic Service Review: A Total Quality Assurance System for Human Services and Education. Baltimore: Paul H Brookes.
PBS Academy UK (2015) Positive Behavioural Support: A Competency Framework. http://www.skillsforcare.org.uk/Document-library/Skills/People-whose-behaviour-challenges/Positive-Behavioural-Support-Competence-Framework.pdf
8. The intended subject specific learning outcomes.
On successfully completing the module students will be able to:
8.1 Display knowledge and critical understanding of behavioural approaches for managing behaviours that challenge, and know the limitations of these approaches.
8.2 Show an understanding of the conditions required to develop, provide and sustain supportive environments for people with intellectual/developmental disabilities whose behaviour is described as challenging.
8.3 Demonstrate a critical understanding of recent empirically supported behavioural interventions in key intervention areas such as language, sleeping issues, feeding problems, toilet training, social skills and vocational skills.
8.4 Describe and critically evaluate the benefits, limitations and research base for a range of other approaches to the development of adaptive repertoires, reflecting recent research and specific interests of teaching staff
8.5 Develop a critical understanding of models of consulting in family and human service settings.
8.6 Describe and critically evaluate staff training models used in services for people with intellectual/developmental disabilities.
8.7 Display a critical understanding of models of supervision in the development and maintenance of effective behaviour analytic practice.
8.8 Demonstrate knowledge of the use of function-based assessment and intervention strategies in the evaluation and improvement of human service practices.
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 Show a capacity to effectively prioritise the demands of work and study.
9.4 Use information technology to a high level (word processing, email, Moodle, e-journals and other online resources).
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