VERB2300 Applied Behavior Analysis Course description

The course focuses on planning, documentation and evaluation of interventions based on applied behaviour analysis. The primary focus is to promote mastery of functional skills, independence and improved quality of life for service recipients. Students are expected to integrate knowledge from previous courses and explain their choice of assessment tools, target behaviours, mearsurement techniques, experimental designs, and interventions. Social validity must be assessed, and the choices must be in accordance with the applicable rights and legislation. In this course, students will put several of the theoretical principles from VERB2200 into practice. The course is taught over ten weeks.

Completed VERB2200

Passed the first year of the programme

On successful completion of the course, the student has the following learning outcomes classified as knowledge, skills and general competence:

Knowledge

The student

• can describe the responsibilities of different parties and professions in a professionally sound target selection process
• can explain how to facilitate supported decision-making, participation and self-determination in a lifespan perspective
• can explain how skills can be established and maintained in a lifespan perspective
• can outline how to facilitate maintenance and change of behaviour at individual level through assessment and testing, description of interventions and evaluation of results
• can describe functional assessments
• can describe interventions based on behaviour analytic principles to prevent and reduce challenging behaviour
• can describe how to implement behaviour analytic principles in staff training
• can describe lawful and professionally sound case processing for individual decisions concerning services pursuant to the Health and Care Services Act

Skills

The student

• can apply selected assessment methods to prepare interventions based on behaviour analytic principles
• can carry out, in cooperation with others, a satisfactory planning and target selection process with an emphasis on the service recipient's wishes and self-determination
• can formulate goals at different levels in interventions based on behavior analytic principles
• can determine appropriate methods for collecting data and selecting a design, and present data from interventions
• can apply up-to-date knowledge of the health and welfare system, legislation, regulations and guidelines in their practice to ensure that service recipients receive equal and professionally sound services
• can apply up-to-date knowledge of laws and relevant guides in relation to coercive measures and use of force
• can provide behaviour-specific feedback to fellow students in connection with oral presentations

General competence

The student

• can discuss academic, ethical and legal issues associated with interventions based on behaviour analytic principles
• can communicate academic subject matter orally and in writing
• can explain methods for systematically obtaining information about the experience and knowledge from different parties

The course introduces sociology, social anthropology, social psychology, political science and organisational theory. The mutual influence between individuals and society will be a key aspect of the course, as well as what this means to the professional role. The course is taught over seven weeks.

Passed the first year of the programme

On successful completion of the course, the student has the following learning outcomes classified as knowledge, skills and general competence:

Knowledge

The student

• can describe the role of those who carry out health and welfare services in a democracy
• can describe the differences between the public and private sectors
• can explain the structure and function of the public administration at the local and national levels
• can describe the interaction/relationship between the individual and the system from a system theory perspective
• can explain different ways of understanding social inequality
• can describe how social inequality and social problems such as neglect, violence, abuse, bullying, substance abuse and socioeconomic issues affect health, living conditions and quality of life
• can explain how stigmatisation can impact people's lives and social relationships
• can describe how diversity and culture impact social relationships
• can explain social identity and group processes
• can explain different processes that underlie social influence on individuals and their group identification
• can explain how the public administration works

Skills

The student

• can apply basic concepts and perspectives from sociology, social anthropology, organisational theory and political science to understand the context within which service recipients and service providers operate

General competence

The student

• can discuss how organisations function
• can discuss political and administrative decision-making processes, the most common organisational and administrative models for welfare services, and the social educator's role as a health and social policy actor
• can reflect on how social conditions can affect people's opportunities and self-understanding, and can take this into account in his/her professional practice
• can reflect on how social barriers can impair people's functioning, and can take this into account in his/her professional practice

None

Individual written home examination over two weeks, up to 3,200 words.

Grade scale A-F

5 credits overlap with VERN2110/VERND2110/VERNL2110

10 credits overlap with VERNL2400/VERND2400/VERN2400