UNIVERSITY OF KENT
Module Specification
1 The title of the module
Designing behaviour support plans (TZ519)
2 The School which will be responsible for management of the module
SSPSSR (Tizard Centre)
3 The Start Date of the Module
As amended from September 2005
4 The number of students expected to take the module
30
5 Modules to be withdrawn on the introduction of this proposed module and consultation with other relevant Schools and Faculties regarding the withdrawal
All modules taught as part of the Diploma in Applied Psychology of Learning Disability (TZ500 Applied Behaviour Analysis I; TZ501 Service Design and Management 1; TZ516 Applied Behaviour Analysis II; TZ515 Service Design and Management II). All students on these modules were within SSPSSR (Tizard Centre).
6 The level of the module (eg Certificate [C], Intermediate [I], Honours [H] or Postgraduate [M])
I (FHEQ Level: 5)
7 The number of credits which the module represents
15
8 Which term(s) the module is to be taught in (or other teaching pattern)
Spring
9 Prerequisite and co-requisite modules
Pre-requisites: Introduction to Positive Behaviour Support; Assessing and Understanding Challenging Behaviour.
10 The programmes of study to which the module contributes
Undergraduate Diploma in Positive Behaviour Support
Foundation Degree in Intellectual and Developmental Disabilities
BSc (Hons)in Intellectual and Developmental Disabilities
11 The intended subject specific learning outcomes and, as appropriate, their relationship to programme learning outcomes
Following the successful completion of this module, students should be able to:
· Reach valid conclusions about the functions of challenging behaviour following functional assessment
· Describe and discuss a number of frameworks for intervening with challenging behaviour
· Identify and design behaviour support strategies which alter the social or physical environment
· Identify and design behaviour support strategies which develop new and adaptive skills including the development of functional communication skills
· Identify and design focussed behaviour support strategies including antecedent control and differential reinforcement
· Identify and design non-physical reactive strategies
· Identify and design multi-element behaviour support plans.
These module-specific learning outcomes contribute to the achievement of a number of programme learning outcomes in particular A2, A3, A4, A5, A6, A9, B2, B3, B4, B5, C1, and C3.
12 The intended generic learning outcomes and, as appropriate, their relationship to programme learning outcomes
Following the completion of this module, students should:
· Have prepared a written assignment which shows their capacity to draw on both published work and their own experience (in relation to Key Skills 1 Communication)
· Have demonstrated their ability to understand, and communicate in writing, abstract concepts (in relation to Key Skills 1 Communication)
· Have designed a behaviour support plan around an individual’s challenging behaviour, requiring them to work collaboratively with other practitioners (in relation to Key Skills 4 Working with Others, 5 Improving One’s Own Learning and Performance)
· In designing this behaviour support plan, have compared and contrasted the merits of alternative plans (in relation to Key Skills 6 Problem Solving)
· Have continued to combine the demands of work and study by successfully meeting deadlines for the completion of academic assignments (in relation to Key Skills 5 Improving One’s Own Learning and Performance)
· Have continued to use information technology (word processing, email, internet use) to meet the demands of the programme (in relation to Key Skills 3 Information Technology)
· Have developed further their ability to summarise and graphically represent data (in relation to Key Skills 2 Application of Number).
These module-specific learning outcomes contribute to the achievement of a number of programme learning outcomes/key skills in particular D1, D2, D3, D4, D5 and D6 (communication, working with others, improving own learning, problem solving, information technology, numeracy).
13 A synopsis of the curriculum
The curriculum will include:
· Formulation and contingency diagrams
· Intervention frameworks
· LaVigna’s multi-element intervention framework
· Ecological interventions
· Positive programming including functional communication training
· Focussed support strategies
· Non-physical reactive strategies
· The role of physical intervention
· Behaviour support plans.
14 Indicative Reading List
Baker, P. (1998) The use of contingency diagrams in the functional analysis of challenging behaviour, Positive Practices, 3(3), pp. 17-21.
Carr, E. G., Levin, L., McConnachie, G., Carlson, J. I., Kemp, D. C. and Smith, C. E. (1994) Communication-based intervention for problem behavior: A user's guide for producing positive change, Baltimore, Paul H.Brookes.
Donnellan, A. M., LaVigna, G. W., Negri-Shoultz, N. and Fassbender, L. L. (1988) Progress Without Punishment: Effective Approaches for Learners with Behavior Problems, New York, Teachers College Press.
Emerson, E. (2001) Challenging behaviour: Analysis and intervention in people with severe intellectual disabilities (2nd ed.), Cambridge, Cambridge University Press.
McGill, P., Clare, I. C. H., & Murphy, G. H. (1996) Understanding and responding to challenging behaviour: From theory to practice. Tizard Learning Disability Review, 1, 9-17.
O'Neill, R. E. et al.(1997) Functional assessment and program development for problem behavior: A practical handbook (2nd ed.), Pacific Groves, CA, Brooks/Cole.
Sigafoos, J., Arthur, M. and O'Reilly, M. (2003) Challenging Behaviour and Developmental Disability, London, Whurr Publishers.
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
Contact hours: 28 Learning and teaching will take place within a 4-day workshop. Non-contact study hours: 122.
This module’s objectives are primarily about the acquisition and use of professionally relevant knowledge. Accordingly, learning and teaching will include:
· lectures – allowing students to gain key information on the topic, a broad overview of the topic area and its organisation, and knowledge of further information sources which will allow the topic to be developed further. Lectures will generally be accompanied by handouts containing relevant data or expanding on aspects of the subject covered.
· individual/group exercises and discussions – helping to ensure that students understand underlying concepts and encouraging them to relate information and theory to their recent and current practice experience.
· private study and practical application - non-contact hours will be spent primarily in practical assignments in students’ own place of work where they will gain practice in the application of theory and information to their own clients and settings. Students will also engage in further reading to consolidate concepts and support reflection on their practice.
16 Assessment methods and how these relate to testing achievement of the intended learning outcomes
Assessed by coursework (100%). The intended learning outcomes are met best by the submission of a 3000 word assignment (plus appendices) which reports the student’s work in developing a multi-element positive behaviour support plan which is constructional, functional and socially valid, and providing a plan for the implementation of the behaviour support recommendations. In adequately conducting such an assignment the student demonstrates practical competence in the workplace and the capacity to integrate theory/knowledge with practical competence to develop evidence-based practice.
17 Implications for learning resources, including staff, library, IT and space
This module will be taught by existing members of staff teaching the Diploma in Applied Psychology of Learning Disability. The module is based on parts of the current Diploma in Applied Psychology of Learning Disability so benefits from a historic stock of available library materials. All members of the programme team have, in addition to their academic and teaching experience, a relevant professional qualification and experience in the provision of services to people with intellectual and developmental disabilities. Teaching is carried out at the Tizard Centre where a number of non-centrally timetabled teaching rooms are available. All necessary teaching aids are available.
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
There is no reason to believe that the module and its pattern of delivery and assessment will give rise to any non- justifiable disadvantage to students with disabilities.
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