BACB-ABA-Bridging Module II
Run by School of Human and Behavioural Sciences
10.000 Credits or 5.000 ECTS Credits
Semester 1 & 2
Organiser: Prof Carl Hughes
Overall aims and purpose
This module provides additional content for the BACB Task list 4 requirements for students who were Part time between 2015 and 17 and require up to 40 hours of additional content to meet BACB requirements. This module explores person-centred behavioural approaches and ordinary life outcomes for people who display challenging behaviour. The module provides students with an understanding of positive behavioural interventions, assessment, behaviour change procedures and behaviour change systems.
The module will cover the identification of problem behaviour and the assessment of this in applied contexts. The module will also cover BACB task list items with reference to fundamental elements of behaviour change and Specific behaviour change procedures, and the behaviour change systems necessary to embed these within clinical contests, including the cross over with management and supervision of applied interventions. The module will review the underlying theory, conceptual issues surrounding applications to a variety of settings, and the importance of person centred planning. This module will review the literature that has integrated applied behaviour analysis and humanistic principles. It will address the issues of how organisational systems can operate to protect the rights of an individual and promote personal growth.
- Some insight into the applications of behaviourism in the real world.
- Strong knowledge of key concepts in positive behaviour support.
- 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.
Excellent 70% +
- Depth of insight into the applications of behaviourism in the real world.
- Comprehensive and detailed knowledge of positive behaviour support.
- 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.
- Some basic consideration of the applications of behaviourism in the real world.
- Adequate knowledge of some of the key concepts in positive behaviour support.
- Adequate knowledge understanding theoretical issues with multiple/major factual errors.
- Evidence of critical analysis and evaluation of theory and research.
- Answer only briefly focussed on question and with some irrelevant material and poor structure.
- Weak presentation with disjointed structure and major APA format errors.
Demonstrate advanced practical skills and knowledge of behavior change systems and on-site training and supervision procedures for staff working in practice settings
Demonstrate competency in Identification of the Problem & Assessment, Behavior Change Systems, and Fundamental elements of specific and general behaviour change procedures, accompanying the BACB Fourth Task List (A08-A11; D01-D21; E01-E13; F01-F08; G01-G04; J-01-J15; I04-I07) (See BACB Fourth Task List for more detail).
Demonstrate advanced practical skills and knowledge of the identification and assessment within applied contexts.
Demonstrate advanced practical skills and knowledge of the constructional behavioural approaches and fundamental elements of specific and general behaviour change procedures
Teaching and Learning Strategy
Online Lecture Units: These will detail the theory and background relating to module content. These will be presented in multi-media formats including: audio, video, Panopto, Powerpoint. These are designed to enhance knowledge and understanding, and will enable students to apply knowledge and understanding to their own contexts, as relevant.
Online Tutorials/Group Discussions: These will facilitate the learning of underlying concepts, either as group or individual discussion boards, email, Skype or other accessible formats (for example, telephone, face-to-face).
Lectures are supported with additional materials 148 and resources that are available on a Blackboard site. Students are also encouraged to use library and engage in Blackboard Group discussions. Students are encouraged to use electronic learning resources. Relevant lecture material, reading lists, and a list of relevant Internet resources are available on the course specific Blackboard site; students are also asked to add any relevant or useful material to this module site.
- 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
- 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
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.
Understand the importance of appropriate assessment and formulation in clinical settings. Understand the importance of system thinking in dealing with individual clinical problems
Resource implications for students
Core text (although this is required for the whole course so is not specific resource for this module).
Talis Reading listhttp://readinglists.bangor.ac.uk/modules/plp-4031.html
Carr, E. G., Dunlap, G., Horner, R.H., Koegel, R.L., Turnbull, A. P., Sailor, W., Anderson, J. L., Albin, R.W., Koegel, L. K. and Fox, L. (2002) Positive Behavior Support: Evolution of an Applied Science. Journal of Positive Behavioral Interventions. 4, 4-16. O'Brien, C. L. and O'Brien, J. (2002) The Origins of Person-Centred Planning. In S. Holbourn and P.M. Vietze (Eds) Person-Centred Planning: Research, Practice and Future Directions. Baltimore. Brookes. O'Neill, R. E., Horner, R. H., Albin, R. W., Storey, K. & Sprague, J. R. (1997) Functional Assessment and Program Development for Problem Behavior: A Practical Handbook. Pacific Grove, Brooks/Cole Publishing Company. Saunders, R.R. & Spradlin, J.E., (1991) A Supported Routines Approach to Active treatment for enhancing independence, competence and self-worth. Behavioural Residential Treatment. 6, 11-37. Stancliffe, R.J., Jones, E., Mansell, J., & Lowe, K. (2008) Active Support: A critical review and commentary Journal of Intellectual and Developmental Disability 33, 196-214 Toogood, S. (2008) Interactive Training. Journal of Intellectual and Developmental Disability 33 (3) 215-224 Totsika, V., Toogood, S., & Hastings, R. P. (2008). Active Support: Development, evidence base and future directions. In L. Glidden (Ed) International Review of Research in Mental Retardation. London, Elsevier Academic Press