University of Kent at Canterbury - Download Now DOC by f6754LFa


									                                      UNIVERSITY OF KENT

                                        Module Specification

1    The title of the module
     Positive Approaches to Solving Behavioural Challenges. TZ860
     This is an alternative module to Behaviour Analysis and Intervention (TZ828).

2    The School which will be responsible for management of the module
     Tizard Centre (SSPSSR)

3    The Start Date of the Module
     September 2005

4    The number of students expected to take the module
     30 occasional students. This (or TZ828) is a compulsory module for MSc students.

5    Modules to be withdrawn on the introduction of this proposed module and consultation
     with other relevant Schools and Faculties regarding the withdrawal

6    The level of the module (eg Certificate [C], Intermediate [I], Honours [H] or
     Postgraduate [M])
     M (FHEQ Level: 7)

7    The number of credits which the module represents
     10 credits

8    Which term(s) the module is to be taught in (or other teaching pattern)
     1 & 2. This is an alternative module to Behaviour Analysis and Intervention (TZ828).

9    Pre-requisite and co-requisite modules
     This module is typically taken by occasional students rather than registered MSc students and,
     therefore, there are no prerequisite or co-requisite units.

10   The programmes of study to which the module contributes
     MSc in Analysis and Intervention in Intellectual and Developmental Disabilities
     MA in Intellectual and Developmental Disabilities
     Postgraduate Certificate in Intellectual and Developmental Disabilities
     Postgraduate Diploma in Analysis and Intervention in Intellectual and Developmental
     Postgraduate Diploma in Intellectual and Developmental Disabilities

11   The intended subject specific learning outcomes and, as appropriate, their relationship
     to programme learning outcomes

     This module is currently run by the Tizard Centre (in association with the Institute for Applied
     Behavior Analysis) as part of its programme of Continuing Professional Development. It is taught at
     various sites in the UK and attracts 20-30 graduate students working in intellectual and
     developmental disability services. It covers the same ground as the Behaviour Analysis module
     (TZ828) on the MSc. The rationale for offering this module as an alternative to the Behavioural
     Analysis module is to be able to accredit students on the Continuing Professional Development
     Programme and to encourage them to complete the remaining modules to gain an MSc in Analysis
     and Intervention in Intellectual and Developmental Disabilities.
     The aim of this module is to teach the principles of applied behaviour analysis, behavioural
     assessment, functional analysis and cognitive and behavioural intervention techniques.

     On completion of this module, students will:
      Be familiar with the principles of the experimental analysis of behaviour and applied behaviour
      Understand the methods and the difficulties of behavioural assessment.
      Know the ways in which individuals (and carers) have been supported to build new skills in self-
        care, communication and other skill domains.
      Understand methods of functional analysis
      Know a range of behavioural and cognitive techniques of intervention with individuals and the
        limitations of these techniques.

     Relationship to programme learning outcomes
     In order to “apply the theories and practice of applied psychology and social science within the
     intellectual and developmental disabilities field” (programme aim) students must acquire an extensive
     knowledge of basic facts and theory concerning effective approaches to psychological assessment and
     intervention/treatment of people with intellectual and developmental disability. This module seeks to
     support acquisition of this knowledge base and is directly relevant to the achievement of a number
     of the programme’s objectives especially the acquisition of a critical understanding of “behaviour
     analysis”, “challenging behaviour and other special needs”.

12   The intended generic learning outcomes and, as appropriate, their relationship to
     programme learning outcomes
     The outcomes on this module are mainly subject specific although student will also learn the skills of
     reporting their practical work or writing an essay.

13   A synopsis of the curriculum

     Organisation and content
     The following topics are addressed through lectures, required readings and guided practical work:

         •   A rationale for non-aversive behavioural services
         •   Advanced behavioural assessment and functional analysis
         •   Life style supports for behaviour change
         •   Positive programming for durable results
         •   Focused non-aversive strategies for rapid resolution of problem behaviour
         •   Advanced principles for the design of everyday positive feedback systems
         •   Behaviour support strategies for people with severe and challenging behaviours
         •   Emergency management and reactive strategies
         •   Peers as agents of support
         •   Limitations of the non-aversive model
         •   Identification of positive reinforcers
         •   Assuring staff consistency in service provision
         •   Behavioural technology in support of values

14   Indicative Reading List

     The key texts will include:
     LaVigna, G. & Donnellan, A. (1986) Alternatives to Punishment. New York: Irvington.

     Donnellan, A. , La Vigna, G., Negri-Shoultz, N. & Fassbender, L. (1988) Progress without Punishment.
     New York: Teachers College Press.
     LaVigna, G., Willis, T., Shaull, J.F., Abedi, M. & Sweitzer, M. (1994) The Periodic Service Revie: A Total
     Quality Assurance System for Human Services and Education. Baltimore, MD: Paul H Brookes.

     Willis, T., LaVigna, G. & Donnellan, A. (1993) The Behavior Assessment Guide. Published by IABA.

     LaVigna, G. W., T. J. Willis, et al. (1989). The role of positive programming in behavioral treatment.
     In E. Cipani (ed) The Treatment of Severe Behavior Disorders. Washington, DC: American Association
     on Mental Retardation.

     IABA’s Forms and Procedures Manua.

     Positive Practices (all issues)

15   Learning and Teaching Methods, including the nature and number of contact hours and
     the total study hours which will be expected of students, and how these relate to
     achievement of the intended learning outcomes
     Hours of study: 2.5 hours per week (on average) over a period of five months, totalling 50 hours.

     Contact Hour: 22 hours spread across 7 workshops

     This module’s objectives are primarily about the acquisition of professionally relevant knowledge.
     Accordingly, teaching will include lectures (in which fact and theory can be presented systematically),
     individual/group exercises and discussions (in which students can ensure they understand the
     underlying concepts) and guided practical work (to encourage students to relate theory to their
     recent and current experience). Distributed practice, with feedback and follow-up activities, are
     specifically included in the design to ensure generalisation to students' everyday work environments.

16   Assessment methods and how these relate to testing achievement of the intended
     learning outcomes
     This module’s objectives are primarily about the acquisition of professionally relevant knowledge.
     Accordingly, knowledge acquisition is assessed through an unseen, web-based multiple choice
     examination (the same exam as for TZ828) which ensures that students have the knowledge base
     necessary to function professionally.

17   Implications for learning resources, including staff, library, IT and space
     The module is taught by Dr Gary LaVigna and Dr Tom Willis who run the Institute for Applied
     Behavior Analysis in Los Angeles and have honorary appointments in the Tizard Centre. The module
     is taught off-site and creates no additional resource requirements.

     Examinations will be set and overseen by members of the MSc programme team. The time spent in
     this will be fully compensated by the additional fees paid by students to have their work assessed.

18   A statement confirming that, as far as can be reasonably anticipated, the curriculum,
     learning and teaching methods and forms of assessment do not present any non-
     justifiable disadvantage to students with disabilities
     As far as can be reasonably anticipated, the curriculum and methods of assessment do not present
     any disadvantages to students. In fact it is expected that students with dyslexia for example should
     potentially find the multiple choice web-based format easier to complete than exam formats which
     require essay writing. In terms of the face-to-face teaching methods students with disabilities should
     not be disadvantaged in any way. The use of web-based learning should allow students with
     disabilities to follow things at their own pace and to do more work at home, requiring less travelling.
     For those who find working from computer screen difficult we advise people to personalise their
     browser set up to set their colours and fonts to a format that makes it easier to read. We also offer
     to print web content on appropriately coloured paper if students require this type of practical help.
Statement by the Director of Learning and Teaching: "I confirm I have been consulted on the
above module proposal and have given advice on the correct procedures and required
content of module proposals"

................................................................    ..............................................
Director of Learning and Teaching                                   Date

Statement by the Head of School: "I confirm that the School has approved the introduction
of the module and will be responsible for its resourcing"

.................................................................   ..............................................
Head of School                                                      Date

To top