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
Students will learn the primary methods used to conduct behavioural assessments and evaluate evidence of effects. Students will learn howw to determine the need for behaviour-analytic services, identify and prioritise socially significant behaviour-change goals, and conduct assessments of relevant skill strengths and deficits. The common functions of problem behaviour will be covered and details of how to conduct a descriptive assessment of problem behaviour. Students will be provided theoretical information of how to conduct a functional analysis of problem behaviour and be taught how to interpret functional assessment data.
The course will introduce the theoretical foundations of operant learning. The content is drawn from the BCBA Task List (5th Edition), Section 2: Applications, Content Area F: Behaviour Assessment
1 Review records and available data (e.g., educational, medical, historical) at the outset of the case. 2 Determine the need for behavior-analytic services. 3 Identify and prioritize socially significant behavior-change goals. 4 Conduct assessments of relevant skill strengths and deficits. 5 Conduct preference assessments. 6 Describe the common functions of problem behavior. 7 Conduct a descriptive assessment of problem behavior. 8 Conduct a functional analysis of problem behavior. 9 Interpret functional assessment data.
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 focused on question, but with very little irrelevant material and clear structure • Well-structured presentation showing focus of argument and expression.
Some basic consideration underpinning principles 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 focused on question and with some irrelevant material and poor structure. • Weak argument with disjointed structure and major APA format errors.
Depth of insight into behavioural principles underpinning 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 focused on question, with no irrelevant material and clear structure. • Well-structured argument showing focus and clarity of argument and expression.
Students will explain how to conduct functional assessment and a functional analysis of problem behaviour.
Students will consider how to choose the best assessment to determine the function of problem behaviour.
Students will fluently explain a range of assessment procedures needed for teaching programmes; these will include skill based assessments, preference assessments, and reinforcer assessment.
Students will critically analyse peer reviewed literature to inform the kind of functional assessments they might use in practice.
|ESSAY||Functional Analysis Essay||
Students will summarise and critically evaluate a total of 4 peer reviewed research papers that explore one of the following topics: descriptive assessment, functional assessment, synthesised functional assessment, preference and reinforcer assessment.
The exam will consist of short answer and long answer questions on the topics covered in lectures.
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.
Resource implications for students
Talis Reading listhttp://readinglists.bangor.ac.uk/modules/plp-4042.html
Cooper, J. O., Heron, T. E., & Heward, W. L. (2020). Applied Behavior Analysis (3rd ed.). Pearson.
Fisher, W.W., Piazza, C.C., & Roane, H.S (2013). Handbook of Applied Behaviour Analysis. Guilford.
Courses including this module
Compulsory in courses:
- C8EB: PGDip Applied Behaviour Analysis year 1 (DIP/APPBA)
- C8BL: MSc Applied Behavioural Analysis year 1 (MSC/ABA)
- C8EN: MSc Applied Behaviour Analysis with Practicum year 1 (MSC/ABAP)
- C8EC: MSc Applied Behaviour Analysis year 1 (MSC/APPBA)