Program start date | Application deadline |
2023-05-06 | - |
2023-09-18 | 2023-07-31 |
2024-01-15 | - |
2023-09-25 | 2024-09-23 |
Program Overview
Overview
Aimed at recent graduates and experienced practitioners, this postgraduate qualification opens up a range of career opportunities. It also provides the necessary coursework for you to apply to sit the international examination and become a certified behaviour analyst.
Deadline for Tizard Postgraduate Taught Applications for entry in September: 18 JULY
Due to a high number of applicants we have been forced to put in place a deadline for receipt of applications for those wishing to be considered for entry to September intake.
Please therefore ensure that your
full application
(containing reference, all required documentation and evidence of English Language qualifications if relevant) is submitted online via the “Apply Now” link no later than23:59 BST on 18 July
.Incomplete applications, or applications received after 18 July, will be considered for next year's September cohort.
Reasons to study Positive Behaviour Support at Kent
What you’ll learn
You'll benefit from academic and professional support from some of the UK's leading positive behaviour support and intellectual and developmental disability researchers. Through our research, teaching and consultancy, you'll find out more about how to effectively support and work with people with learning disabilities.
BACB Announcement
Please note the BACB will not be administering certification exams in the UK from 2025. Please visit this page for more information about this from the UK Society for Behaviour Analysis.
ABAI Verified Course Sequence for Fifth Edition Task List
The Association for Behavior Analysis International has verified the following courses toward the coursework requirements for eligibility to take the Board Certified Behavior Analyst® or Board Certified Assistant Behavior Analyst® examination. Applicants will need to meet additional requirements before they can be deemed eligible to take the examination.
The latest VCS pass rates are available here. Pass rate data are not published for sequences with fewer than six first-time candidates in a single year or for sequences within their first four years of operation., meaning that the latest pass rates for the course currently relate to the 4th edition task list.
Program Outline
Course structure
Duration:
One year full-time, two years part-timeThe course is taught in workshop weeks across the year, and each workshop week is either 4 or 5 days long (09:30-16:30hrs). Workshop weeks are held roughly twice per month for full time students (with students expected to work on assignments and their dissertations outside of these weeks) and once per month for first year part time students.
There are fewer workshop weeks for second year part time students but outside of these weeks students are expected to be working on their assignments and their dissertation or work based learning project. There may also be additional single sessions outside of workshop weeks. An indicative timetable can be provided on request.
Modules
The following modules are indicative of those offered on this programme. This list is based on the current curriculum and may change year to year in response to new curriculum developments and innovation. Most programmes will require you to study a combination of compulsory and optional modules. You may also have the option to take modules from other programmes so that you may customise your programme and explore other subject areas that interest you.
Compulsory modules currently includeTZRD9000 - Concepts, Principles & Underpinning Philosophy of Applied Behaviour Analysis (20 credits)
The aim of this module is to develop an advanced understanding of elements of the philosophy, concepts and principles underpinning applied behaviour analysis.
Indicative topics include:
Philosophical assumptions including selectionism, determinism, empiricism, parsimony and pragmatism
Rule-governed and contingency-shaped behaviour
Radical behaviourism
Verbal behaviour and private events
Derived stimulus relations
Behaviour analysis of intellectual and developmental disability.
Find out more about TZRD9000
TZRD9010 - Positive Behaviour Interventions (20 credits)
The curriculum will include, at an advanced level:
• Behavioural intervention for challenging behaviour
• Assessment and analysis of systemic factors in relation to behaviour described as challenging and the use of setting-wide positive
behaviour support
• Specific intervention areas in autism and IDD (e.g. language, sleep issues, feeding problems, toilet training, social skills, and vocational
skills)
• Models of consulting to family and service settings
• Staff training methodologies
• Organisational behaviour analysis and management in a human service context
Find out more about TZRD9010
TZRD9020 - Developing and implementing interventions (20 credits)
The aim of this module is to develop advanced understanding of the design and implementation of positive strategies to improve the behavioural and psychological functioning of vulnerable populations, and their support by carers and others.
Topics will include:
Approaches to increasing the frequency of behaviour
Approaches to developing new behaviour
Using assessment information to inform intervention planning
Design of behaviour support plans, instructional strategies and appropriately prosthetic environmental arrangements
Precision teaching, direct instruction and group contingencies
Barriers to implementation
Procedural reliability
Generalisation and maintenance
Find out more about TZRD9020
TZRD9030 - Behavioural Assessment (20 credits)
The aim of this module is to develop competencies in the assessment of both adaptive and challenging behaviour in the repertoires of people with intellectual and developmental disabilities. Teaching on assessment starts from an appreciation of the importance of social validity and referral dynamics. Specific assessment strategies relating to challenging behaviour (including structured descriptive assessment and experimental functional analysis) are considered. The application of similar strategies are also considered with respect to adaptive behaviour and associated instructional technologies. Further, the curriculum includes methods of preference assessment to determine appropriate reinforcers. In all topics there is attention both to the development of practical understanding and skill and to the development of a critical appreciation of the underpinning evidence base. Following consideration of these assessment strategies, attention is given to the development of formulations of the behaviour of people with intellectual/developmental disabilities that can inform the development of behaviour support plans, instructional strategies and appropriately prosthetic environmental arrangements.
Find out more about TZRD9030
TZRD9040 - Advanced Issues in Values, Ethics and Professional Practice (20 credits)
The curriculum will include, at an advanced level:
• Ethical and legal issues
• Philosophical underpinnings of ethical practice
• The role of ideology in the development of intellectual disability services
• The development of approaches to individual planning and needs assessment, particularly the role of "person-centred planning"
• Ethical codes and guidelines – does Behaviour Analysis raise special ethical issues?
• Codes of professional practice
• Discrimination and abuse
• Adopting person-centred, values-based approaches to children and adults with complex needs.
• Evidence based practice and practice based evidence
Find out more about TZRD9040
TZRD9050 - Concepts and Principles of Applied Behaviour Analysis (20 credits)
The aim of this module is to develop an advanced understanding of elements and characteristics of the concepts and principles underpinning applied behaviour analysis (ABA). The module will start from an appreciation of the roots of ABA in the experimental analysis of behaviour. Operant and respondent conditioning will be considered, starting from fundamentals but proceeding to an advanced understanding of the necessary concepts and their underpinning in research. Particular attention will be given to elucidating both the conceptual basis and the applied implications of reinforcement, extinction and punishment, avoidance and escape, stimulus control and generalization, establishing operations and setting events. The interpretation of complex behaviour will be considered both with respect to the integrated application of fundamental concepts and the conceptual extensions and developments required.
Find out more about TZRD9050
TZRD9070 - Research Methods in Applied Behaviour Analysis (20 credits)
The aim of this module is to develop competencies in the definition, observation, recording and analysis of behaviour and its controlling variables. While the module provides an introduction to research methodology more generally, the focus is primarily on those data collection methods and experimental designs used in applied behaviour analysis. Topics will include:
Observational methods of data collection
Reliability and validity of observational data
Practical approaches to checking and calculating reliability
Visual representation of data
Internal and external validity
Practical and theoretical aspects of using reversal, multiple-baseline, alternating treatments and changing criterion designs
Visual and statistical interpretation of single case data
Comparative, component and parametric analyses.
Find out more about TZRD9070
WSHOPWRIT - Write,Right (0 credits)
Find out more about WSHOPWRIT
Optional modules may includeTZRD8890 - Dissertation in Applied Behaviour Analysis/Positive Behaviour Support (40 credits)
During the first term of the course students will develop ideas for their dissertation and will be given the opportunity to choose an empirical or non-empirical research project proposed and supervised by members of the course team or other Tizard staff. Subject to staff agreement, students may choose to design their own project and will be allocated a project supervisor. Students may complete either an empirical or a non-empirical (e.g. policy or research review) project. Students are expected to complete a dissertation on a topic relevant to their degree title.
Students develop a proposal for their dissertation with advice from their supervisor and, where applicable, apply for ethical approval either to the Tizard Ethics Committee (Ethical Review Checklist available on web-based resources) or to another ethics committee such as those in the NHS.
Find out more about TZRD8890
TZRD9000 - Concepts, Principles & Underpinning Philosophy of Applied Behaviour Analysis (20 credits)
The aim of this module is to develop an advanced understanding of elements of the philosophy, concepts and principles underpinning applied behaviour analysis.
Indicative topics include:
Philosophical assumptions including selectionism, determinism, empiricism, parsimony and pragmatism
Rule-governed and contingency-shaped behaviour
Radical behaviourism
Verbal behaviour and private events
Derived stimulus relations
Behaviour analysis of intellectual and developmental disability.
Find out more about TZRD9000
TZRD9010 - Positive Behaviour Interventions (20 credits)
The curriculum will include, at an advanced level:
• Behavioural intervention for challenging behaviour
• Assessment and analysis of systemic factors in relation to behaviour described as challenging and the use of setting-wide positive
behaviour support
• Specific intervention areas in autism and IDD (e.g. language, sleep issues, feeding problems, toilet training, social skills, and vocational
skills)
• Models of consulting to family and service settings
• Staff training methodologies
• Organisational behaviour analysis and management in a human service context
Find out more about TZRD9010
TZRD9020 - Developing and implementing interventions (20 credits)
The aim of this module is to develop advanced understanding of the design and implementation of positive strategies to improve the behavioural and psychological functioning of vulnerable populations, and their support by carers and others.
Topics will include:
Approaches to increasing the frequency of behaviour
Approaches to developing new behaviour
Using assessment information to inform intervention planning
Design of behaviour support plans, instructional strategies and appropriately prosthetic environmental arrangements
Precision teaching, direct instruction and group contingencies
Barriers to implementation
Procedural reliability
Generalisation and maintenance
Find out more about TZRD9020
TZRD9030 - Behavioural Assessment (20 credits)
The aim of this module is to develop competencies in the assessment of both adaptive and challenging behaviour in the repertoires of people with intellectual and developmental disabilities. Teaching on assessment starts from an appreciation of the importance of social validity and referral dynamics. Specific assessment strategies relating to challenging behaviour (including structured descriptive assessment and experimental functional analysis) are considered. The application of similar strategies are also considered with respect to adaptive behaviour and associated instructional technologies. Further, the curriculum includes methods of preference assessment to determine appropriate reinforcers. In all topics there is attention both to the development of practical understanding and skill and to the development of a critical appreciation of the underpinning evidence base. Following consideration of these assessment strategies, attention is given to the development of formulations of the behaviour of people with intellectual/developmental disabilities that can inform the development of behaviour support plans, instructional strategies and appropriately prosthetic environmental arrangements.
Find out more about TZRD9030
TZRD9040 - Advanced Issues in Values, Ethics and Professional Practice (20 credits)
The curriculum will include, at an advanced level:
• Ethical and legal issues
• Philosophical underpinnings of ethical practice
• The role of ideology in the development of intellectual disability services
• The development of approaches to individual planning and needs assessment, particularly the role of "person-centred planning"
• Ethical codes and guidelines – does Behaviour Analysis raise special ethical issues?
• Codes of professional practice
• Discrimination and abuse
• Adopting person-centred, values-based approaches to children and adults with complex needs.
• Evidence based practice and practice based evidence
Find out more about TZRD9040
TZRD9050 - Concepts and Principles of Applied Behaviour Analysis (20 credits)
The aim of this module is to develop an advanced understanding of elements and characteristics of the concepts and principles underpinning applied behaviour analysis (ABA). The module will start from an appreciation of the roots of ABA in the experimental analysis of behaviour. Operant and respondent conditioning will be considered, starting from fundamentals but proceeding to an advanced understanding of the necessary concepts and their underpinning in research. Particular attention will be given to elucidating both the conceptual basis and the applied implications of reinforcement, extinction and punishment, avoidance and escape, stimulus control and generalization, establishing operations and setting events. The interpretation of complex behaviour will be considered both with respect to the integrated application of fundamental concepts and the conceptual extensions and developments required.
Find out more about TZRD9050
TZRD9070 - Research Methods in Applied Behaviour Analysis (20 credits)
The aim of this module is to develop competencies in the definition, observation, recording and analysis of behaviour and its controlling variables. While the module provides an introduction to research methodology more generally, the focus is primarily on those data collection methods and experimental designs used in applied behaviour analysis. Topics will include:
Observational methods of data collection
Reliability and validity of observational data
Practical approaches to checking and calculating reliability
Visual representation of data
Internal and external validity
Practical and theoretical aspects of using reversal, multiple-baseline, alternating treatments and changing criterion designs
Visual and statistical interpretation of single case data
Comparative, component and parametric analyses.
Find out more about TZRD9070
TZRD9080 - Work-Based Learning in Positive Behaviour Support (40 credits)
Find out more about TZRD9080
WSHOPWRIT - Write,Right (0 credits)
Find out more about WSHOPWRIT
Teaching
Teaching and assessment
Teaching includes lectures, guided study using Moodle, with seminars and group exercises to enhance understanding of the underlying concepts. Knowledge of the various topics is assessed by unseen examinations. Understanding is assessed by a mixture of essays and assignments in which students have to apply the concepts covered to practical topics.
Where modules are taken by distance learning, lectures are captured using Kent Player and made available via Moodle and more Moodle-based activities are undertaken.
Programme aims
Learning outcomes
Knowledge and understanding
Intellectual skills
Subject-specific skills
Transferable skills