MODULE SPECIFICATION

1. Title of the moduleConcepts of Applied Behaviour Analysis (TZ869)

2. School or partner institution which will be responsible for management of the moduleSSPSSR (Tizard Centre)

3. The level of the module (e.g. Level 4, Level 5, Level 6 or Level 7)Level 7

4. The number of credits and the ECTS value which the module represents 15 credits (7.5 ECTS)

5. Which term(s) the module is to be taught in (or other teaching pattern)Autumn and Spring

6. Prerequisite and co-requisite modulesNo prerequisite modules.

7. The programmes of study to which the module contributesPost Graduate Certificate in Applied Behaviour AnalysisPost Graduate Diploma in Applied Behaviour AnalysisMSc in Applied Behaviour AnalysisMSc in Positive Behaviour Support (Intellectual and Developmental Disability)Postgraduate Diploma in Positive Behaviour Support (Intellectual and Developmental Disability)

8. The intended subject specific learning outcomes.On successfully completing the module students will be able to:

8.1 Display advanced understanding of the principles of the experimental analysis of behaviour and applied behaviour analysis.

8.2 Demonstrate in-depth knowledge of the principles of operant and respondent behaviour.

8.3 Display advanced understanding of the three part contingency of Antecedent: Behaviour: Consequence.

8.4 Identify and describe, in-depth: stimulus control, generalisation, punishment, positive reinforcement, negative reinforcement (avoidance and escape), extinction, equivalence relations, establishing operations and setting events.

8.5 Critically outline behaviour analytic accounts of verbal behaviour and private events.

8.6 Critically evaluate academic research in Applied Behaviour Analysis.

8.7 Critically evaluate the strengths and limitations of applied behaviour analysis as an approach to understanding human behaviour and, specifically, the behaviour of children/adults with intellectual or developmental disabilities.

MODULE SPECIFICATION

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 personal experience.

9.2 Demonstrate their ability to understand, and communicate in writing, complex, abstract concepts.

9.3 Show that they are able to combine the demands of work and study by successfully meeting deadlines for the completion of academic assignments.

9.4 Use information technology to a high level (e.g., word processing, email, Moodle, e-journals, and other online learning resources).

10. A synopsis of the curriculumThe curriculum will include, at an advanced level, coverage of fundamental concepts of applied behaviour analysis including reinforcement, extinction, punishment, avoidance, stimulus control, equivalence relations, motivating operations, verbal behaviour and private events. Concepts will be considered both in isolation and in terms of their integration in the interpretation and explanation of complex patterns of human behaviour.

11. Reading List (Indicative list, current at time of publication. Reading lists will be published annually)

Baum, W. M. (2004, 2nd Ed.) Understanding Behaviorism: Science, Behavior and Culture. New York, HarperCollins.Cooper, J. O. Heron, T. E. Heward, W. L. (2007, 2nd Ed.). Applied Behavior Analysis. New Jersey, Prentice-Hall. Kennedy, C. H. (2005). Single-Case Designs for Educational Research. Boston, Ayllon & Bacon. Leslie, J. C. (2002). Essential Behaviour Analysis, London, Arnold.Skinner, B. F. (1953). Science and human behavior. New York, Macmillan.Sulzer-Azaroff, B. Meyer, G. R. (2014, 3rd Edition). Behavior Analysis for Lasting Change. Sloane Publishing Company.

12. Learning and Teaching methodsContact hours: 42 comprising two 3.5 day workshops containing lectures (approximately 21 hours), individual/group exercises (approximately 11 hours) and discussions (approximately 10 hours)). Private study hours: 108.

This module’s objectives are primarily about the acquisition, critical understanding and application of professionally relevant knowledge. 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, develop their critical, analytical and presentation skills and encouraging them to relate information and theory to their recent and current practice experience.

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MODULE SPECIFICATION

private study - non-contact hours will be spent primarily in reading, exam revision and preparation of an essay which allows students to consolidate concepts and supports reflection on their practice. Students will have access on Moodle to written material with links to relevant websites, lecture slides and CLA readings to support their independent study and will be encouraged to participate in moderated Moodle forums.

13. Assessment methods.

Assessment methods for this module will comprise one 2500 word essay (60%), a 45 minute in-course test (20%), and a 1000 word assignment (20%).

The 2500 word essay will be in the form of a brief review of recent literature on a specific topic, in the style of the brief reviews published in the Journal of Applied Behavior Analysis.

The 45 minute in-course test comprises multiple choice and short answer questions covering knowledge related to all of the subject specific learning outcomes. This ensures that students have the knowledge base necessary to function professionally.

The 1000 word assignment will be in the form of a brief report based on the student critically reviewing a conceptual paper from a behaviour-analytic journal such as the Journal of Applied Behavior Analysis.

14. Map of Module Learning Outcomes (sections 8 & 9) to Learning and Teaching Methods (section12) and methods of Assessment (section 13)

Module learning outcome

8.1 8.2 8.3 8.4 8.5 8.6 8.7 9.1 9.2 9.3 9.4

Learning/ teaching method

Hours allocated

Private Study 108

Lectures 21

Individual / Group Exercises and Discussion

21

Assessment methodEssay

In-Course Test

Assignment

15. Inclusive module design The School recognises and has embedded the expectations of current equality legislation, by ensuring that the module is as accessible as possible by design. Additional alternative arrangements

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MODULE SPECIFICATION

for students with Inclusive Learning Plans (ILPs)/declared disabilities will be made on an individual basis, in consultation with the relevant policies and support services.

The inclusive practices in the guidance (see Annex B Appendix A) have been considered in order to support all students in the following areas:

a) Accessible resources and curriculum

b) Learning, teaching and assessment methods

16. Campus(es) or centre(s) where module will be deliveredCanterbury

17. Internationalisation Internationalisation is actively incorporated/intended in the following aspects:

Applied Behaviour Analysis is an international discipline with a professional certification system recognised world-wide

The reading list draws on an international research and professional literature The module supports the involvement of international students – in recent years these have

included students from China, Malaysia, Greece, Poland, USA, Australia and numerous others.

FACULTIES SUPPORT OFFICE USE ONLY Revision record – all revisions must be recorded in the grid and full details of the change retained in the appropriate committee records.

Date approved Major/minor revision

Start date of the delivery of revised version

Section revised Impacts PLOs (Q6&7 cover sheet)

30/03/2017 Minor January 2018 13, 14

4Module Specification Template (September 2015)