Bridging Module in ABA
Run by School of Human and Behavioural Sciences
20.000 Credits or 10.000 ECTS Credits
Organiser: Dr Rebecca Sharp
Overall aims and purpose
The purpose of this module is to provide students with the additional content hours to meet the requirements of the taught component of the Behavior Analyst Certification Board's 4th edition Task list (i.e., the covers the additional content and hours between the 3rd edition and 4th edition task lists). It is comprised of content from two existing modules (PLP4024: Positive behaviour support I and PLP4026: Advanced behavioural research methods and proposal). The 45 hours taught in this module cover the 20 hours of 'behaviour change systems and implementation, management and supervision' (PLP4024) and 25 hours of 'measurement and analysis, and experimental design' (PLP4026).
The module will cover what positive behaviour support is, review the underlying theory, conceptual issues surrounding applications to a variety of settings, and an understanding of social role valorisation 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. Topics covered include: positive behaviour support, Active Support Model, person-centred planning, family issues, organisational systems to support behaviour change, and pivotal response training. This module will also review common experimental design used in applied psychology research. Topics covered include types of experimental reasoning, general experimental control procedures, experimental validity and threats to validity, single subject research design (within series design, between series design and combined series design), and research control procedures.
Excellent 70% +
• Depth of insight into the applications of behaviourism in the real world. • Comprehensive and detailed knowledge of positive behaviour support and measurement in ABA. • 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.
Good 60 - 69%
• Some insight into the applications of behaviourism in the real world. • Strong knowledge of key concepts in positive behaviour support and measurement in ABA. • 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 positive behaviour support only and measurement in ABA. • 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.
Demonstrate advanced practical skills and knowledge of the definition and measurement of Positive Behavioural Support model.
Identify and apply the features of various single subject and group experimental designs.
Display and analyse behavioural data.
Identify the ethical issues involved in a research programme.
Evaluate experimental validity and threats to validity
Select appropriate experimental designs for different research questions.
Demonstrate advanced practical skills and knowledge of the on-site training and supervision procedures for staff working in practice settings
Demonstrate competency in Identification of the Problem & Assessment, Behavior Change Systems, Implementation, Management and Supervision, accompanying the BACB Fourth Task List (A08—A11; G01—G04; J-01—J15; K01—K10; I04—I07) (See BACB Fourth Task List for more detail).
|Study design and ethics proposal||50.00|
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
- Argument - Able to put forward, debate and justify an opinion or a course of action, with an individual or in a wider group setting
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.
- 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.
- Be aware of ethical principles and approval procedures.
Core Text: Koegel, L. K., and Koegel, R,. L., and Dunlap, G. (1996) Positive Behavioral Support
Cooper, J.O., Heron, T.E., & Heward, W.L. 2nd Ed. (2007) Applied Behavior Analysis. NY. MacMillan.
Johnston, J.M. & Pennypacker, H.S. (1993). Strategies and tactics of human behavioural research (2nd ed). Hillsdale, NJ: Lawrence Erlbaum Associates.
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
Cook, T.D., and Campbell, D.T. (1979). Quasi-experimentation: Design & Analysis issues for field settings. Boston: Houghton Mifflin Company.
Kazdin, A.E. (1982). Single-case research designs: Methods for clinical and applied settings. New York: Oxford University Press.
Kazdin, A.E. (1998). Research design in clinical psychology. Needham Heights, MA: Allyn & Bason.