P of Learning & Beh Change II
Run by School of Psychology
20 Credits or 10 ECTS Credits
Organiser: Dr Rebecca Sharp
Overall aims and purpose
This module provides students with an understanding of the basic concepts and procedures used in Applied Behaviour Analytic interventions. An emphasis will be placed on the practical applications of the fundamental elements of behaviour change. This module provides students with further theoretical coverage in the principles of applied behaviour analysis. The module also covers key content areas of the Behaviour Analysis Certification Board Task List 4, for those wising to attain BCBA certification status.
This module provides students with an understanding of the basic concepts and procedures used in Applied Behaviour Analytic interventions. An emphasis will be placed on the practical applications of the fundamental elements of behaviour change: motivating operations, the discriminative stimulus, reinforcement and punishment. Topics will include functional communication, techniques to teach new behaviours, antecedent and consequent interventions, the matching law, behavioural momentum, resurgence.
Good 60 - 69%
• Some insight into the applications of behaviourism in the real world. • Strong knowledge of key concepts in applied behaviour analysis. • Solid understanding of theoretical issues mostly free of factual errors. • Evidence of critical analysis and evaluation of theory and research. • Coherent arguments presented, with some limited synthesis and original interpretation • Answer focussed on question, but with very little irrelevant material and clear structure • Well-structured presentation showing focus of argument and expression.
Threshold 50 – 59%
• Some basic consideration of the applications of behaviourism in the real world. • Adequate knowledge of some of the key concepts in applied behaviour analysis only. • Weaknesses in understanding theoretical issues with multiple/major factual errors. • Limited evidence of critical analysis and evaluation of theory and research. • Arguments are presented briefly, but they are weak with no synthesis or original interpretation. • Answer only briefly focussed on question and with some irrelevant material and poor structure. • Weak presentation with disjointed structure and major APA format errors.
Excellent 70% +
• Depth of insight into the applications of behaviourism in the real world. • Comprehensive and detailed knowledge of applied behaviour analysis. • Excellent understanding and original interpretation of theoretical issues with no factual errors. • Clear evidence of critical analysis and insightful evaluation of theory and research. • Logically presented and defended arguments presented with coherent synthesis and original interpretation. • Answer focussed on question, with no irrelevant material and clear structure. • Well-structured presentation showing focus and clarity of argument and expression.
- Define and use shaping, chaining, task analysis, contingency contracts, token economies, and self-management in behavioural interventions
- Define and use self-control and behavioural momentum in behavioural interventions.
- Demonstrate competency in Foundational Knowledge and Fundamental Elements of Behavior Change accompanying the BACB Fourth Task List (FK39-FK46; D03—D-14; D20-D21; E01-13; I-01—I-03) (See BACB Fourth Task List for more detail).
- Identify reinforcers and punishers and choose an appropriate schedule of reinforcement or punishment for an intervention
- Define the matching law and discuss how it can help determine behaviour, and how it can be used to design behaviour change procedures
- Manipulate motivating operations to effect positive behaviour change
Teaching and Learning Strategy
- Literacy - Proficiency in reading and writing through a variety of media
- Numeracy - Proficiency in using numbers at appropriate levels of accuracy
- Computer Literacy - Proficiency in using a varied range of computer software
- Self-Management - Able to work unsupervised in an efficient, punctual and structured manner. To examine the outcomes of tasks and events, and judge levels of quality and importance
- Exploring - Able to investigate, research and consider alternatives
- Information retrieval - Able to access different and multiple sources of information
- Critical analysis & Problem Solving - Able to deconstruct and analyse problems or complex situations. To find solutions to problems through analyses and exploration of all possibilities using appropriate methods, rescources and creativity.
- Management - Able to utilise, coordinate and control resources (human, physical and/or financial)
- Self-awareness & Reflectivity - Having an awareness of your own strengths, weaknesses, aims and objectives. Able to regularly review, evaluate and reflect upon the performance of yourself and others
Subject specific skills
- Understand the scientific underpinnings of psychology as a discipline.
- Apply multiple perspectives to psychological issues and integrate ideas and findings across the multiple perspectives in psychology.
- Communicate psychological concepts effectively in written form.
- Be computer literate for the purpose of processing and disseminating psychological data and information.
- Retrieve and organise information effectively.
- Handle primary source material critically.
- Be sensitive and react appropriately to contextual and interpersonal psychological factors.
- Use effectively personal planning and project management skills.
- Work effectively under pressure (time pressure, limited resources, etc) as independent and pragmatic learners.
- Problem-solve by clarifying questions, considering alternative solutions, making critical judgements, and evaluating outcomes.
- Reason scientifically and demonstrate the relationship between theory and evidence.
- Employ evidence-based reasoning and examine practical, theoretical and ethical issues associated with the use of different methodologies, paradigms and methods of analysis in psychology.
- Be aware of ethical principles and approval procedures.
Core Text: Cooper, J.O., Heron, T.E., & Heward, W.L. 2nd Ed. (2007) Applied Behavior Analysis. NY. MacMillan.
Catania, C.A. (1998). Discriminated operants: Stimulus control. In C.A. Catania (Ed.), Learning. (4th Ed.). Upper Saddle River, NJ: Prentice Hall.
Lalli, J.S., and Goh, H. (1993). Naturalistic observations in community settings. In J. Reichle and D.P. Wacker (Eds.), Communicative alternatives to challenging behavior: Integrating functional assessment and intervention strategies. Baltimore: Paul H. Brookes.
Mace, F.C., and Roberts, M.L. (1993). Factors affecting selection of behavioral interventions. In J. Reichle and D.P. Wacker (Eds.), Communicative alternatives to challenging behavior: Integrating functional assessment and intervention strategies. Baltimore: Paul H. Brookes.
Mazur, J.E. (1998). Choice and self-control. In K.A. Lattal and M. Perone (Eds.), Handbook of research methods in human operant behavior. New York: Plenum.
Rachlin, H. (1988). Choice. In H. Rachlin (Ed.), Judgment, decision and choice: A cognitive/ behavioral synthesis. New York: Freeman.
Rachlin, H. (1988). Self-control. In H. Rachlin (Ed.), Judgment, decision and choice: A cognitive/behavioral synthesis. New York: Freeman.
Schmitt, D.R. (1998) Social behavior. In K.A. Lattal and M. Perone (Eds.), Handbook of research methods in human operant behavior. New York: Plenum.
Shimoff, E., and Catania, A.C. (1998) The verbal governance of behavior. In K.A. Lattal and M. Perone (Eds.), Handbook of research methods in human operant behavior. New York: Plenum.
Pre- and Co-requisite Modules
Courses including this module
Compulsory in courses:
- C8EN: MSc Applied Behaviour Analysis with Practicum year 1 (MSC/ABAP)
- C8EC: MSc Applied Behaviour Analysis year 1 (MSC/APPBA)
- C8DY: MSc Positive Behaviour Support year 1 (MSC/PBS)
Optional in courses:
- C8DX: MSc Counselling year 2 (MSC/CNSL)