| Module Title |
Applied Behaviour Analysis in Education |
| Module Code |
ISE1008 (ITS: SI729) |
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Faculty |
DCU Institute of Education |
School |
Inclusive & Special Education |
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NFQ level |
9 |
Credit Rating |
10 |
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Description
This module aims to provide a foundation in the principles and strategies within Applied Behaviour Analysis and to consider the application of behavioural analysis within students’ settings.
Specifically, this module will focus on:
(a) The historical development of behavioural analysis and its current status within the education system in Ireland.
(b) Examination of behaviour analytic literature in relation to education.
(c) Understanding the efficacy of behavioural strategies to improve learning and increase access to the curriculum for learners.
(d) The use of behavioural curricula and strategies to support learners increasing teachers’ capacity to include diverse learners.
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Learning Outcomes
1. Discuss the historical and current role of behavioural analysis within education considering policy and practice nationally and internationally.
2. Demonstrate ability to use key behavioural strategies which are responsive to diverse learners’ areas for development.
3. Explain how behavioural curricula can support access to the wider curriculum for diverse learners and debate the linear vs lateral approach to target setting.
4. Use progressive and responsive methods of assessment.
5. Understand appropriate analysis of implementation and fading of behavioural strategies in a responsive way in accordance with the strengths and areas for development of the learner.
6. Describe the ethical considerations related to behaviour support planning.
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| Workload | Full time hours per semester | | Type | Hours | Description |
|---|
| Lecture | 20 | No Description | | Independent Study | 50 | No Description | | Assignment Completion | 50 | No Description |
| Total Workload: 120 |
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| Section Breakdown | | CRN | 20017 | Part of Term | Semester 2 | | Coursework | 100% | Examination Weight | 0% | | Grade Scale | PASS/FAIL | Pass Both Elements | N | | Resit Category | RC1 | Best Mark | N | | Module Co-ordinator | Laura Gormley | Module Teacher | Kathryn O'Mahony, Leanne Connolly |
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| Assessment Breakdown |
| Type | Description | % of total | Assessment Date |
|---|
| Assignment | Course Work | 100% | n/a |
| Reassessment Requirement Type |
Resit arrangements are explained by the following categories;
RC1: A resit is available for both* components of the module.
RC2: No resit is available for a 100% coursework module.
RC3: No resit is available for the coursework component where there is a coursework and summative examination element.
* ‘Both’ is used in the context of the module having a coursework/summative examination split; where the module is 100% coursework, there will also be a resit of the assessment
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Pre-requisite |
None
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Co-requisite |
None |
| Compatibles |
None |
| Incompatibles |
None |
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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
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Indicative Content and Learning Activities
Indicative Content
• History of behaviourism.
• Principles of behavioural analysis.
• Examination of research base for behavioural strategies for diverse learners.
• Effective teaching technologies (discrete trail teaching, precision teaching, errorless learning fading of prompts, task analysis for independent skills, differential reinforcement and self-management strategies).
• Behavioural Curricula (VB Mapp, ABLLS, AFLS).
• Functional assessment and development of behaviour support.
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Indicative Reading List
Books:
None
Articles:
- Arthur, Shannon M.; Linnehan, Anna M.; Leaf, Justin B.; Russell, Noah; Weiss, Mary Jane; Kelly, Amanda N.; Saunders, Melissa S.; Ross, Robert K.: 2023, Concerns about Ableism in Applied Behavior Analysis: An Evaluation and Recommendations, Education and Training in Autism and Developmental Disabilities, 58, ISSN-2154, 522245
- 2023: ‘Environments of concern’: reframing challenging behaviour within a human rights approach., International Journal of Developmental Disabilities, 69(1), https://doi.org/10.1080/20473869.2, 522246, 1
- (2022). Neurodiversity and Autism Intervention: Reconciling Perspectives Through a Naturalistic Developmental Behavioral Intervention Framework.: Journal of autism and developmental disorders, 52(10), https://doi.org/10.1007/s1080, 522247, 1, Schwartz, I. S., & Kelly, E. M.
- Research and Practice for Persons with Severe Disabilities: 46(3), https://doi.org/10.1177/15407969211033629, 522248, 1, Teahan, E., 2024
- 27(1): 522249, 1, Davies, B., John-Evans, H., Francis, N. et al, 2020, Using functional assessments to involve service users in their positive behaviour support plan
- doi: 10.7748/ldp.2020.e2004:
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Other Resources
- 1: Report, Department of Education and Youth, 2024, Understanding Behaviours of Concern and Responding to Crisis Situations Guidelines for Schools in Supporting Students, Ireland,
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