Module title: Positive Behavioural Support

SCQF level: 08:
SCQF credit value: 20.00
ECTS credit value: 10

Module code: LDN08110
Module leader: Linda Hume
School School of Health & Social Care
Subject area group: Mental Health and Learning Disability
Prerequisites

n/a

2018/9, Trimester 1, Blended, Edinburgh Napier University
Occurrence: 001
Primary mode of delivery: Blended
Location of delivery: SIGHTHILL
Partner: Edinburgh Napier University
Member of staff responsible for delivering module: Linda Hume
Module Organiser:


Learning, Teaching and Assessment (LTA) Approach:
Learning & teaching methods including their alignment to Los
This module will be taught in a blended way using a range of student centred learning activities including online individual and group learning activities (LO1, 2, 3, 4) and links to electronic resources (LO1,). Discussion forums will be utilised to develop knowledge and understanding of the key themes (LO 2, 3, 4) to foster student engagement and learning skills (LO5).A degree of face to face activities will be used to deliver theory relating to values and attitudes, assignment detail and complex materials. A range of ‘experts’ including service users, family carers and professionals (from a range of backgrounds including speech and language therapy and clinical psychology) have been involved in developing the materials for this module.

Embedding of employability/PDP/scholarship skills
The assessment format, formative and summative, enables the student to link current practices with the required knowledge and skills to demonstrate evidence based practice in Positive Behviour Support.





Formative Assessment:
Formative- Students will be required to submit an outline of an assessment process used as part of the Positive Behaviour Support framework including one key literature source(500 words) submitted in week 9. This will enable students to develop towards the summative assignment.


Summative Assessment:
Written assessment: Using a review of the literature students will produce a 3500 word essay defining positive behaviour support, the assessment process and the development and implementation of a multi –element positive behaviour support plan.



Student Activity (Notional Equivalent Study Hours (NESH))
Mode of activityLearning & Teaching ActivityNESH (Study Hours)
Online Groupwork (Independent Study) 45
Independent Learning Guided independent study 155
Total Study Hours200
Expected Total Study Hours for Module200


Assessment
Type of Assessment Weighting % LOs covered Week due Length in Hours/Words
Essay 100 1-5 13 HOURS= 0, WORDS= 3500
Component 1 subtotal: 100
Component 2 subtotal: 0
Module subtotal: 100
2018/9, Trimester 1, Blended, Edinburgh Napier University
Occurrence: 002
Primary mode of delivery: Blended
Location of delivery: SIGHTHILL
Partner: Edinburgh Napier University
Member of staff responsible for delivering module: Linda Hume
Module Organiser:


Learning, Teaching and Assessment (LTA) Approach:
Learning & teaching methods including their alignment to Los
This module will be taught in a blended way using a range of student centred learning activities including online individual and group learning activities (LO1, 2, 3, 4) and links to electronic resources (LO1,). Discussion forums will be utilised to develop knowledge and understanding of the key themes (LO 2, 3, 4) to foster student engagement and learning skills (LO5).A degree of face to face activities will be used to deliver theory relating to values and attitudes, assignment detail and complex materials. A range of ‘experts’ including service users, family carers and professionals (from a range of backgrounds including speech and language therapy and clinical psychology) have been involved in developing the materials for this module.

Embedding of employability/PDP/scholarship skills
The assessment format, formative and summative, enables the student to link current practices with the required knowledge and skills to demonstrate evidence based practice in Positive Behviour Support.


Assessment (Formative and Summative)

Formative- Students will be required to submit an outline of an assessment process used as part of the Positive Behaviour Support framework including one key literature source(500 words) submitted in week 9. This will enable students to develop towards the summative assignment.

Summative

Written assessment: Using a review of the literature students will produce a 3500 word essay defining positive behaviour support, the assessment process and the development and implementation of a multi –element positive behaviour support plan.


Formative Assessment:
The University is currently undertaking work to improve the quality of information provided on methods of assessment and feedback. Please refer to the section on Learning and Teaching Approaches above for further information about this module’s learning, teaching and assessment practices, including formative and summative approaches.

Summative Assessment:
The University is currently undertaking work to improve the quality of information provided on methods of assessment and feedback. Please refer to the section on Learning and Teaching Approaches above for further information about this module’s learning, teaching and assessment practices, including formative and summative approaches.

Student Activity (Notional Equivalent Study Hours (NESH))
Mode of activityLearning & Teaching ActivityNESH (Study Hours)
Online Groupwork (Independent Study) 45
Independent Learning Guided independent study 155
Total Study Hours200
Expected Total Study Hours for Module200


Assessment
Type of Assessment Weighting % LOs covered Week due Length in Hours/Words
Essay 100 1-5 13 HOURS= 0, WORDS= 3500
Component 1 subtotal: 100
Component 2 subtotal: 0
Module subtotal: 100

Description of module content:

This module explores the causes and presentations of interactional challenges in people with learning disability. With a focus on Positive Behaviour Support and the principles of care including values and social validity and working in a multi-disciplinary and multi-agency way. You will explore the positive support model covering functional assessment, designing, implementing and evaluating multi element support plans. You will develop communication skills. Legal and ethical issues and relevant policy and law are explored including patient/public safety and support and protection of adults at risk.

Learning Outcomes for module:

LO1: Describe the causes and presentations of people with learning disability and challenging behaviour
LO2: Discuss ethical and legal issues raised when meeting the needs of people with learning disability and interactional challenges.
LO3: Discuss the use of positive behavioural support including functional assessment and multi element support plans for people with a learning disability whose behaviour is perceived as challenging.
LO4: Review the challenges of risk assessment and management in a range of settings.
LO5: Identify examples of knowledge and skills in learning online and academic literacies change to Select and utilise skills in on-line learning to develop academic knowledge and understanding.

Indicative References and Reading List - URL:

Please contact your Module Leader for details
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