UNIVERSITY OF ULSTER
PROGRAMME SPECIFICATION
COURSE TITLE: MSc Applied Behaviour Analysis
PLEASE NOTE: This specification provides a concise summary of the main features of the course and the learning outcomes that a typical student might reasonably be expected to achieve and demonstrate if he or she takes full advantage of the learning opportunities provided. More detailed information on the specific learning outcomes, content and the learning, teaching and assessment methods of each module can be found in the course handbook and module descriptions of individual modules.
1 AWARD INSTITUTION/BODY: University of Ulster 2 TEACHING INSTITUTION: University of Ulster
3 LOCATION: Coleraine
4 ACCREDITED BY: Behavior Analyst Certification Board (BACB)
5 FINAL AWARD: MSc Applied Behaviour Analysis (with Pg Dip exit award) 6 MODE OF ATTENDANCE: Part-time
7 SPECIALISMS: None 8 COURSE/UCAS CODE:1580
9 DATE WRITTEN/REVISED: Effective from 2011/12 10 EDUCATIONAL AIMS OF THE COURSE
MSc Applied Behaviour Analysis aims to provide students with
a comprehensive education in applied behaviour analysis and training in the practical skills and competencies associated with the scientific application of behaviour analytic principles.
an education in applied behaviour analysis and training in the methods of the experimental analysis of behaviour to a level commensurate with the Course Sequence requirements of the Behavior Analyst Certification Board (BACB)
the ability to address complex clinical situations systematically and creatively andto make sound clinical decisions
the originality of thinking and independent learning abilities required to produce quality research and to continue their professional development11 MAIN LEARNING OUTCOMES
The following reference points were used to inform the development of the programme and its learning outcomes:
the University’s Vision and core strategic aims, teaching and learning strategy and policies;
current research or other advanced scholarship carried out by academic staff;
subject benchmark statement
requirements of Behavior Analytic Certification Board
national and University qualifications and credit frameworks;
The exit award of PGDip is provided for those students who succeed in completing 6 taught modules and complete a work based placement and submit a placement report. Students are expected to meet the learning outcomes for the programme that are related to each module in order to pass that module. All learning outcomes are set at level 7 hence it is not possible to distinguish between modules in terms of the level of learning outcomes.
The course provides opportunities for students to achieve and demonstrate the following learning.
Successful students will be able to:
11K KNOWLEDGE AND UNDERSTANDING OF SUBJECT
K1 Describe and discuss the characteristics of Applied Behaviour Analysis including its definitions, principles, processes and concepts
K2 Discuss the theoretical basis and practical application of behavioural assessment and intervention procedures
K3 Make clinical decisions based on best practice in the published literature and experimental evidence from continual evaluation
K4 Discuss, in depth, ethical issues that must be considered in the application of behaviour analytic procedures
K5 Describe autistic spectrum disorder in detail and the application of behavioural procedures to counteract the behavioural deficits and excesses associated with the disorder. Teaching and Learning Methods: Formal lectures, seminars/workshops, tutorials, practical work, video presentations, topic centred directed reading and independent study
Assessment Methods: Essays, practical reports, seminar presentations, multiple-choice tests and written examinations.
11I INTELLECTUAL QUALITIES
I1 Identify functional behaviour-environment relations;
I2 Gather and synthesise information from the published literature and behavioural observation
I3 Critically evaluate current research and advanced scholarship in Applied Behaviour Analysis
I4 Critically evaluate behavioural intervention procedures and suggest and test improvements
I5 Critically evaluate current research on autistic spectrum disorder from a variety of fields I6 Communicate the results of behavioural interventions clearly to a variety of audiences including parents and other professionals
Teaching and Learning Methods: Formal lectures, seminars/workshops, laboratory-based activities computer-based learning packages and independent study.
Assessment Methods: Essays, practical reports, seminar presentations and written examinations
11P PROFESSIONAL/PRACTICAL SKILLS
P1 Select and be able to apply a range of behavioural assessment and intervention procedures
P2 Gather experimental evidence for the efficacy of proposed behavioural interventions and adjust such interventions accordingly
P3 Display skills and knowledge required to undertake a leadership role in social and community settings
P4 Conduct an original piece of research and produce a written report in accordance with the conventions of the discipline
P5 Articulate ethical principles and be able to employ these in clinical decision making. Learning and Teaching Methods: Formal lectures, laboratory-based activities, workshops, computer-based learning packages and independent study.
11T TRANSFERABLE SKILLS
T1 Exercise initiative and personal responsibility in the direction of one’s own research and practice
T2 Employ assessment procedures to inform clinical decision making
T3 Assay complex situations, identify possible independent variables and design interventions to influence these variables
T4 Explain experimental data to a range of audiences
T5 Demonstrate the independent learning ability required to sustain an innovative research programme or further professional development
Learning and Teaching Methods: Formal lectures, laboratory-based activities, seminars/workshops, group tutorials and computer-based learning packages.
Assessment Methods: Seminar and tutorial presentations, practical reports, essays, written examinations and final year dissertation.
MODULE
TITLES
CODE
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4
K
5
I
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2
I
3
I
4
I
5
I
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P
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Introduction: theory & application of
behaviour analysis
PSY837
X X
X
X
X
Scientific principles of behaviour analysis
PSY838
X X
X
X
X
Ethical and legal considerations in Applied
Behaviour Analysis
PSY839
X X
X X
X
X
Autistic Spectrum Disorder and Applied
Behaviour Analysis
PSY840
X
X
X X X X
X X
X X X X
Behavioural assessment and intervention
techniques in Applied Behaviour Analysis
PSY841
X X X
X X X X
X
X X X
X X X X
Research methods and advanced
techniques in Applied Behaviour Analysis
PSY843
X X X X
X X X X
X
X X X X X
X X X X X
Applied Behaviour Analysis placement
PSY842
X X X
X X X X
X
X X
X X
X X X X X
Dissertation*
PSY844
X X X X
X X X X
X
X X
X X
X X X X X
11 PROGRAMME LEARNING OUTCOME MAPPlease Note: The matrix displays only the main measurable outcomes. There may be other outcomes detailed in the module descriptions (eg attitudes and behaviours), which are not assessed.
12 STRUCTURE AND REQUIREMENTS FOR THE AWARD
Students are required to complete six taught modules along a placement and a dissertation. The first five modules (list below) are completed before placement or dissertation work commences. The course extends over two calendar years of part-time study. All students enrol on the MSc, but there is a PgDip exit award for those unable to complete a dissertation.
The language of instruction is English
Module Title Credit Level Credit Points Module Status Awards [compulsory/optional] Introduction: theory and application of ABA 7 15 Compulsory Scientific principles of Behaviour Analysis 7 15 Compulsory
Ethical and legal considerations in ABA
7 15 Compulsory
Autistic spectrum disorder and ABA
7 15 Compulsory Behavioural assessment and intervention techniques in ABA 7 15 Compulsory
Placement 7 30 Compulsory PgDip
Dissertation 7 60 Compulsory MSc
13 SUPPORT FOR STUDENTS AND THEIR LEARNING
Students and their learning are supported in a number of ways:
All new entrants to the School are briefed during Registration and through group sessions in all years of the course. In addition, a study skills programme operates in semester 1, year 1 during which students are instructed on how to write essays, access the library, prepare for examinations, conduct computerised bibliographic searches and other matters related to smooth induction to the University.
Module Coordinators assume full responsibility for the overall running of their module (s) and operate within the policy laid down by the School. As such, Module Coordinators oversee the process of responding to academic-related enquiries.
Each student on the programme is allocated to a Studies Adviser. The role of the Studies Adviser is to provide the point of contact for students, and to provide support and guidance on both academic and non-academic matters that are relevant to the student’s progress on the programme, to monitor the progress of the tutee, and generally provide advice on aspects of the programme which need additional clarification. The studies advisor is also responsible for supervising the activities carried out by the student whilst on placement. In addition, each student is allocated aadministration staff, Campus one technical staff by telephone, WebCT, e-mail, post or in person.
Detailed formative feedback is provided for all coursework assessments.
University-wide resources are available e.g. Personal Development Planning, Careers Office, Information Services Department, Student Support Department, Sport and Recreation Department, International Office, Students’ Union, Chaplaincy.
The Students’ Union provides, where appropriate, financial support and legal advice. 14 CRITERIA FOR ADMISSIONApplicants must hold a degree (with at least 2ii Honours standard) or equivalent or demonstrate their ability to undertake the course through accredited prior learning AND demonstrate adequate experience and motivation, assessed in part through an interview.
15 EVALUATING AND IMPROVING THE QUALITY AND STANDARD OF TEACHING AND LEARNING
The Course Director, together with the course team, is responsible for ensuring that quality assurance procedures are carried out in accordance with the University’s requirements. A range of monitoring and evaluation activities, both formal and informal, are employed to enable the team to determine whether the quality of the provision in terms of appropriateness of programme content and the effectiveness of learning and teaching strategies is maintained. These activities also serve as a means of identifying and rectifying shortcomings, and of enhancing quality. The range of activities in operation includes the following:
Student Representation on the Course Committee: students from each year of the course are invited to serve as student representatives on the Course Committee. Staff-student consultative committee meetings are held regularly.
Student questionnaire: the Faculty and University are committed to the systematic evaluation of courses and see student views as an integral part of this process. Each member of staff is therefore required to have his/he teaching evaluated annually by student questionnaires.
Annual subject review and module evaluation: Students evaluate all modules, and the results are considered at both a Course and Faculty level as part of the annual Subject Review process.
The external examiner is invited to visit the University once or twice per year to evaluate the course provision, assure standards and attend exam board meetings.
Feedback from students and the external examiner, together with an analysis of student performance, is incorporated into the Programme Management System and contributes to course development.
The course is revalidated as part of a five year cycle of revalidation by the University of Ulster
Staff participate in the University’s peer review scheme and a number of enhancements to teaching have been made through this process.In addition, there are University /Faculty/School strategies for teaching and learning.
16 REGULATION OF STANDARDS
Modules are assessed by coursework and examination or coursework alone. All modules contribute to the final award. The pass mark is 50% for each module. Distinction can be awarded to students obtaining an average of 70% or greater.
All examination scripts are anonymous. The accuracy and consistency of marking both examination scripts and other assessed materials is monitored internally by the practice of double-marking. To this end, module co-ordinators are responsible for identifying members of staff (usually co-workers on their particular module) whose role is to moderate marks for that module. The sample comprises a range of abilities and includes all firsts and all fails. In respect of the final year project, all work is double-marked and moderated accordingly. In order to ensure consistency in marking across modules, standard assessment criteria have been developed for coursework, laboratory reports and examination scripts together with standardised feedback sheets.External examiners
There is 1 external examiner for the course. External examiners are academic subject or professional experts appointed from outside the University. Their key functions are to contribute to the assurance of the standards of the award and the fair treatment of students. They are involved in the moderation and approval of assessments and the moderation of the marking undertaken by internal examiners.
17 INDICATORS OF QUALITY RELATING TO TEACHING AND LEARNING
The course is approved by the Behavior Analyst Certification Board as fulfilling the coursework requirements for examination at the level of Board Certified Behavior Analyst (BCBA).
All the course team hold PhDs in behaviour analysis. Two members hold a BCBA qualification. All other members of the course team are eligible to complete this certification. Most staff have completed or are completing the post graduate Certificate in Higher Education Practice (PGChep)
Two members of the course team have extensive experience working with individuals with disabilities, including autism, in applied settings.
