Supporting Generality of Behaviour Change
Run by School of Educational Sciences
20.000 Credits or 10.000 ECTS Credits
Semester 1 & 2
Organiser: Dr Marguerite Hoerger
Overall aims and purpose
The aim of this module is to provide students with theoretical education on how to select and implement interventions. Students will consider issues around personnel supervision and management.
The content form this module is taken from the BCBA Task List (5th Edition). Section 1: Applications, H. Selecting and Managing Interventions and I. Personal Supervision and Management.
- Monitor client progress and treatment integrity.
- Make data-based decisions about the effectiveness of the intervention and the need for treatment revision.
- Make data-based decisions about the need for ongoing services.
- Collaborate with others who support and/or provide services to clients. State the reasons for using behavior-analytic supervision and the potential risks of ineffective supervision (e.g., poor client outcomes, poor supervisee performance).
- Establish clear performance expectations for the supervisor and supervisee.
- Select supervision goals based on an assessment of the supervisee’s skills.
- Train personnel to competently perform assessment and intervention procedures.
- Use performance monitoring, feedback, and reinforcement systems.
- Use function-based strategies to improve personnel performance.
- Evaluate the effects of supervision (e.g., on client outcomes, on supervisee repertoires).
- When a target behavior is to be decreased, select an acceptable alternative behavior to be established or increased.
- Use a functional assessment approach (e.g., performance diagnostics) to identify variables affecting personnel performance.
- Reasonably comprehensive application of behaviour analytic concepts to clinical practice.
- Some basic understanding of the potential applications of the project.
- Some original interpretation.
- Some evidence of extensive and thorough study
- The communication style will be acceptable with likely some fairly minor typographical or other errors.
- There will be good referencing of primary source material where appropriate.
- Adequate knowledge of some key concepts.
- Weaknesses in understanding of theoretical issues with multiple/major factual errors.
- Limited evidence of critical analysis and evaluation of theory and research.
- Arguments are weak or underdeveloped, with little synthesis or original interpretation.
- Weaknesses in experimental design, data collection, or data analysis.
- Incomplete or superficial review of the relevant literature. • Weak integration and interpretation of results with the relevant literature.
- Adequate demonstration of behaviour analytic skills but little in depth analyses.
- Coherent arguments, but limited synthesis or original interpretation.
- Weak or poor-fit experimental design, data collection, and data analysis.
- Adequate but superficial review of the relevant literature.
- Appropriate integration of project with the relevant literature.
- Appropriate interpretation of results with the relevant literature.
- Comprehensive and accurate application of behavioural concepts to applied problems.
- Depth of insight into theoretical and applied issues.
- Evidence of thorough understanding of and/or original insights as to the potential applications of the project.
- Coherent arguments, with accurate and succinct synthesis and original interpretation.
- Clear structure and no irrelevant material.
- Strong experimental design, data collection, and data analysis.
- Thorough yet concise review of the relevant the literature.
- Exceptional integration and interpretation of project and results with the relevant literature.
- The communication style will be precise and concise with very few typographical or other errors.
- There will be comprehensive referencing of primary source material where appropriate.
Students will consider how to use data to support treatment decisions and evaluate treatment integrity.
Students will explain how the techniques used in applied behaviour analysis can be applied to the supervision of trainee behaviour analysts.
Students will critically analyse peer reviewed literature to guide their decision making about choosing and evaluating behaviour change interventions.
|Generalised Behaviour Change Essay||30.00|
Teaching and Learning Strategy
Lectures will be pre-recorded and students will be able to access the lectures at any time. The lecture time will include time spent reading and evaluating relevant papers, completing unmarked MCQ and interacting with an on-line community of students.
Students will be expected to complete the given readings and prepare for any in-class activities. Private study will also include exam preparation.
Seminars will run for 90 minutes every week for 8 weeks. Two seminar groups will be conducted; the content in each group will be same. The seminars will be delivered synchronous in person if allowed and also via a remote platform. Students will be able to choose which seminar group to attend. The seminars will be an opportunity for students to consider how to apply the information they learned in lectures to clinical practice. Seminars are optional and will not be recorded because we anticipate students may wish to discuss confidential, clinically relevant material.
- 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
- Inter-personal - Able to question, actively listen, examine given answers and interact sensitevely with others
- 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.
- Safety-Consciousness - Having an awareness of your immediate environment, and confidence in adhering to health and safety regulations
- Presentation - Able to clearly present information and explanations to an audience. Through the written or oral mode of communication accurately and concisely.
- Teamwork - Able to constructively cooperate with others on a common task, and/or be part of a day-to-day working team
- Mentoring - Able to support, help, guide, inspire and/or coach others
- Caring - Showing concern for others; caring for children, people with disabilities and/or the elderly
- Management - Able to utilise, coordinate and control resources (human, physical and/or financial)
- Argument - Able to put forward, debate and justify an opinion or a course of action, with an individual or in a wider group setting
- 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
- Leadership - Able to lead and manage, develop action plans and objectives, offer guidance and direction to others, and cope with the related pressures such authority can result in
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.
- Communicate psychological concepts effectively in oral 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.
- Engage in effective teamwork for the purpose of collaborating on psychological projects.
- 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.
- Carry out empirical studies by operationalizing research questions, generating hypotheses, collecting data using a variety of methods, analysing data using quantitative and/or qualitative methods, and present and evaluate research findings (under appropriate supervision).
- Comprehend and use psychological data effectively, demonstrating a systematic knowledge of the application and limitations of various research paradigms and techniques.
- 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.
Talis Reading listhttp://readinglists.bangor.ac.uk/modules/plp-4046.html
Core Text: Cooper, J.O., Heron, T.E., & Heward, W.L. 2nd Ed. (2007) Applied Behavior Analysis. NY. MacMillan.
Johnston, J. M. (2014). Radical Behaviorism for Practitioners. NY. Sloan Publishing Students may find it useful to print materials for class preparation, but this is not necessary. Most of the readings are available in the library or electronically.
Courses including this module
Compulsory in courses:
- C8EB: PGDip Applied Behaviour Analysis year 1 (DIP/APPBA)
- C8EN: MSc Applied Behaviour Analysis with Practicum year 1 (MSC/ABAP)
- C8EC: MSc Applied Behaviour Analysis year 1 (MSC/APPBA)