Module: Positive supports for behavioural change

Module Specifications.

Current Academic Year 2024 - 2025

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Date posted: September 2024

Module Title	Positive supports for behavioural change
Module Code	NS309 (ITS) / NUR1005 (Banner)
Faculty	Science & Health	School	Nursing, PsyT & Comm Health
Module Co-ordinator	Liz Hartnett
Module Teachers	-
NFQ level	8	Credit Rating	5
Pre-requisite	Not Available
Co-requisite	Not Available
Compatibles	Not Available
Incompatibles	Not Available

Repeat examination
Exam 100%

Description

This module will broaden and deepen the students knowledge, attitudes and skills for understanding and supporting individuals with intellectual disability and behaviours that challenge. The concepts and evidence base of challenging behaviour will be examined and the support needs of practitioners and carers will be explored. It is an interactive module with opportunities to develop a range of skills applicable in this area. The third year student is expected to build on previous reading, knowledge and experiences in clinical practice. Students are expected to undertake required reading, attend and engage in class, participate in group discussions, presentations, simulations and role play.

Learning Outcomes

1. Examine theoretical perspectives that have shaped understanding of why and how individuals with intellectual disability display challenging behaviour.
2. Explain the challenges associated with and appropriate responses to assessing individuals with intellectual disability who display challenging behaviour.
3. Appraise a range of multi-elemental interventions consistent with the Positive Behavioural Support approach for people with intellectual disability and behaviours that challenge
4. Debate the use of physical interventions in caring for an individual who displays challenging behaviour
5. Explore particular challenges and supports for people with autism with behaviours that challenge
6. Examine the role and contribution of nursing within a multi-disciplinary response to an individual with intellectual disability and behaviours that challenging

*Type*	*Hours*	*Description*
Workload	Full-time hours per semester
Lecture	24	lectures
Tutorial	3	student/tutor led
Seminars	3	student /tutor led
Independent Study	87	student self direction
Directed learning	4	In class and end of semester examinaton
Independent Study	20	Database searches
Independent Study	40	Essential /Supplemental reading
Independent Study	20	preparation for assessments
Independent Study	7	Group study
Total Workload: 208

All module information is indicative and subject to change. For further information,students are advised to refer to the University's Marks and Standards and Programme Specific Regulations at: http://www.dcu.ie/registry/examinations/index.shtml

Indicative Content and Learning Activities

Classification of intellectual disability /challenging behaviour.
Theoretical perspectives

Vulnerability
Are people with challenging behaviour vulnerable? Safeguarding

Maintaining dignity and respect for the person with challenging behaviour.
The Law, professional code of conduct, ethical principles

Assessment, observation and recording of challenging behaviour.
Functional assessment. Tools: ABC assessment, Use of a Scatter Plot, Reinforcement inventory, Motivational Assessment Scale and Analogue assessment. Triangulation of data and development of hypotheses.

Contemporary thinking about challenging behaviour
Positive behaviour support /Multi-elemental approaches , gentle teaching, de-escalation, breakaway techniques and physical interventions.

Behaviour as a means of communication
Functional communication training

Introduction to the behavioural and cognitive behavioural approach to challenging behaviour.
Principles of classical and operant conditioning. review of skill teaching, shaping, chaining reinforcement

Challenging behaviour and autism
Exploring particular difficulties experienced by people with autism e.g flexibility of thinking and behaviour, poor socialisation and interactional skills and communication. Communicating expectations, using structure, coping with change

The role of humanistic and person-centred psychology in developing a holistic view of behaviour.
Person-centered Planning

Role of the nurse
Trans-disciplinary approaches to the management and evaluation of behavioural programmes. Working in teams. The nursing management of an individual with challenging behaviour.

Assessment Breakdown
Continuous Assessment	10%	Examination Weight	90%

Type	Description	% of total	Assessment Date
Course Work Breakdown
Completion of online activity	completion of online behaviour that challenges module	10%	n/a

Reassessment Requirement Type
Resit arrangements are explained by the following categories: Resit category 1: A resit is available for both* components of the module. Resit category 2: No resit is available for a 100% continuous assessment module. Resit category 3: No resit is available for the continuous assessment component where there is a continuous assessment and examination element.
* ‘Both’ is used in the context of the module having a Continuous Assessment/Examination split; where the module is 100% continuous assessment, there will also be a resit of the assessment
This module is category 1

Indicative Reading List

Eric Emerson, Stewart Einfeld: 2011, Challenging Behaviour, 3rd, Cambridge University Press, Cambridge, 0521728932
Steve Hardy and Theresa Joyce.: 2011, Challenging behaviour and people with learning disabilities, Pavillion, 1908066490
Donnelan, Al-Vigna, Schultz and Fassbender: 1988, Progress without punishment, Teachers College Press, 978-080772911
Sharon Palley.: 0, Promoting positive behaviour, Thousand Oaks, Calif; Sage, 0857257137

Other Resources

63969, websites etc, http://www.bild.org.uk/, 0, British Institute of Learning Disabilities, 63970, website, 0, Towards a restraint free environment, http://www.hiqa.ie/system/files/Towards-restraint-free-environment-nursing-homes.pdf,