Latest Module Specifications
Current Academic Year 2025 - 2026
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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. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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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 | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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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
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. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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Indicative Reading List Books:
Articles:
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Other Resources
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