MSc Behaviour Analysis And Therapy
01 Sep 2019 - 31 Aug 2027
| Course Leader | Aimee Giles |
|---|---|
| Course Team | Richard May, Emily Groves |
| Awarding Body | University of South Wales |
| Teaching Institutions | University of South Wales |
| Modes of Study | Full Time, Part Time |
Document Version
| Version | 3 |
|---|---|
| Valid From | 01 Sep 2019 |
| Valid To | 31 Aug 2027 |
QAA Benchmarks
Educational Aim
The course aims to:
Foster a sophisticated critical understanding of the theory and empirical evidence relevant to the practice of behaviour analysis
Develop an advanced understanding of the contexts in which behaviour analytic interventions can be implemented and evaluated
Equip students with a range of skills necessary to ethically assess behaviour, develop and implement appropriate interventions, and evaluate their efficacy
Provide a taught curriculum consistent with the requirements of the Behavior Analysis Certification Board (BACB)
Learning Outcomes
| A1 | A1 Demonstrate a sophisticated critical understanding of the breadth and depth of theoretical and empirical frameworks in behaviour analysis. |
| A2 | A2 Critically appraise and appropriately apply behaviour analytic assessment and treatment strategies to a range of clinical problems, populations, and settings |
| A3 | A3 Critically assess the contribution of scientific evidence to our understanding of psychological and behavioural disorders. |
| A4 | A4 Evidence a critical appreciation of the core knowledge base underpinning different assessment and treatment approaches in behaviour analysis. |
| A5 | A5 Demonstrate a confident critical awareness of the research methods and analytical techniques used in behaviour analysis |
| B1 | B1 Critically evaluate and synthesise competing perspectives in behaviour analytic approaches to assessing and treating behavioural issues and clinical disorders. |
| B2 | B2 Conceptualise and critically appraise new and emerging ideas in behaviour analysis. |
| B3 | B3 Develop evidence-based responses to problems and issues in the assessment and treatment of behavioural issues. |
| B4 | B4 Recognise and appraise the theoretical and philosophical underpinnings of behaviour analytic practice. |
| B5 | B5 Design, implement and critically assess research using qualitative and quantitative methods on primary and secondary data |
| C1 | C1 Plan and execute an original piece of research. |
| C2 | C2 Apply appropriately a wide range of data collection and analytic techniques. |
| C3 | C3 Identify and address professional and ethical issues with integrity. |
| C4 | C4 Demonstrate autonomy by taking responsibility for own learning. |
Course Structure
Level 7 Modules
| Module Code | Module Id | Module Title | Module Status | Credit Value | Module Type |
|---|---|---|---|---|---|
| PL4S132 | MOD011123 | Principles and Concepts in Behaviour Analysis | Running | 20 | core |
| PL4S133 | MOD011124 | Research Methods in Behaviour Analysis | Running | 20 | core |
| PL4S134 | MOD011125 | Behavioural Assessment | Running | 20 | core |
| PL4S135 | MOD011126 | Philosophy of Behaviourism | Running | 20 | core |
| PL4S150 | MOD011127 | Behaviour Change Interventions | Running | 20 | core |
| PL4S151 | MOD011128 | Supporting Behaviour Change in Complex Systems | Running | 20 | core |
| PL4S152 | MOD011129 | Ethical and Professional Issues in Behaviour Analysis | Running | 20 | core |
| PL4T132 | MOD011139 | Behaviour Analysis Dissertation | Running | 60 | core |
Teaching and Assessment
Learning and Teaching Methods
Employer Engagement
Visiting Speakers
The course team have links with a number of external organisations that hire behaviour analysts (e.g., NHS, Dimensions UK, HMP Parc, local schools and pupil referral units). We will arrange session where graduates who have taken up these posts come to speak with students about their experiences in the field and how to prepare for these types of jobs.
Volunteering
The USW Behaviour Analysis Clinic offers students a range of volunteer experiences. Occasionally there also are volunteer opportunities with some of our external partners. Students will be encouraged to engage in voluntary opportunities to enhance their CVs in ways that will help them secure the competitive employment and training posts to which they aspire.
Fieldwork
N/A
Fieldtrips
N/A
Work Placements
Voluntary work placements will be made available via our external placement links, where possible. These are largely extra-curricular but it is possible for students to complete their dissertation project in a setting where they are volunteering (subject to the ethical constraints discussed earlier). Placements are not compulsory, or guaranteed, but students who have previously engaged in these have found the experience to be immensely positive and to have enhanced their employability skills and career prospects. Students engaging in voluntary placements not only gain clinical experience, but can usually secure references from clinicians in the field that are a sought after addition to applications for employment and training places in this field.
Work-based Learning
N/A
Sandwich Years
N/A
Employer Forums
N/A
Other
As behaviour analytic jobs are often sent via list servs rather than more general job posing sites, the course leader subscribes to these lists and will send relevant job adverts to all students on the course. Information regarding joining relevant list servs also is provided to students.
Means of Assessment
Portfolio
Essay
Portfolio
Essay
Dissertation
Learning Support
Induction
The induction period is very important in terms of a successful transition from undergraduate to postgraduate study.
Some students may be USW graduates, but many are anticipated to come from diverse home, European, and International universities. Therefore, a series of induction activities will be organised by the course team, to ensure students have the information they need to settle into their course quickly, on as equitable a level as possible. These have the aim of:
• Introducing the student to the course philosophy, structure and overview of content. An overview of the content of the modules and requirements in terms of knowledge, understanding of ethical and professional issues, and possibilities for progression are covered here. Although students are only beginning their course, they will already be considering the way in which this course and future practical experience might lead to careers across a range of settings. Hence the induction week will introduce students to the ways in which they can enhance their applications for future training and employment opportunities.
• Exploring the expectations of both lecturers and students; particular attention will be paid to the ways in which postgraduate study differs from undergraduate study.
• Identifying and explaining sources of academic, personal and practical resources. This will include an introduction to Blackboard, practice at participating on discussion boards and consideration of associated ethical issues.
The induction timetable includes the following activities to achieve the aims of helping students to settle into the course, to develop relationships with peers and academic staff, and to ensure students receive critical information to support their learning at the earliest possible opportunity.
A full day of induction activities during induction week, including:Orientation to the course by the Course Leader, including content, expectations (theirs and ours) of postgraduate studies, introduction to Blackboard, location of and introduction to module planners and course handbook, introduction to the course team.
Details regarding BACB requirements for qualifying as a Board Certified Behavior Analysts
Coverage of academic misconduct considerations at USW.
A Q&A session with previous full-time, part-time, and international students to get helpful tips on doing well on the course
Discussion of dissertation requirements and research groups
Information on volunteer opportunities and behaviour analytic professional organisations
A two-hour induction during the first week of lectures to introduce students to the Psychology librarian and how to use library resources and data-bases
Personal tutor
Full-time and second year part-time students: PL4T132 dissertation supervisors will be personal tutors for the students they supervise and will be responsible for progress monitoring. Students will be allocated dissertation supervisors early in the Autumn Term, and prior to this, the Course Leader will act as personal tutor. Dissertation supervisors are ideally placed to provide a regular point of contact for queries and concerns about the course as a whole during dissertation supervision meetings. Students will be able to request meetings with supervisors at mutually convenient times throughout the course, and in addition, ‘required’ supervision meetings are built into the dissertation timetable.
First year part-time students: As these students do not complete a dissertation until year 2 of the course, the course leader will be the personal tutor and oversee progress monitoring for these students. Part-time students will be contacted by the course leader early in the Autumn term for an initial group meeting to check that they have settled into the course, to explain about personal tutoring, and to advise them how to make arrangements to meet the course leader individually. The course leader will then arrange individual meetings with the students early in the Spring Term to discuss progress on the course (e.g., grades from the first assessments), and any concerns that might have arisen. Later in the Spring Term, the course leader will meet the students as a group to discuss the second year of study and invite questions.
Information about the arrangements for personal tutoring and progress monitoring are provided in the Course Handbook
Office hours
All Psychology staff provide 2 hours per week of office hours that will be available to psychology students on all courses. Hours will be scheduled around the course days, but will also be available by appointment for those students who cannot make scheduled office hour slots. Module planners on Blackboard and in the course handbook make the arrangements clear.
Tutorials
Face-to-face teaching sessions will include tutorials or seminars to provide students with additional opportunities to discuss topics and confirm their understanding of lectures and reading. In addition, personal tutoring arrangements apply as detailed in the \\\"personal tutor\\\" section above and the \\\"progress meetings\\\" section below.
Seminars
Face-to-face teaching sessions will include tutorials or seminars to provide students with additional opportunities to discuss topics and confirm their understanding of lectures and reading.
Formative Assessment
The course team provide will provide written assessment briefs and oral assessment preparation sessions to support students with assessments. These oral assessment preparation sessions allow students to ask questions about assessment requirements. Practice assessments will also be provided in class, whereby students work on tasks similar to those set in summative assessments and can gain both informal peer and staff feedback. Students will be given formative feedback on elements of work that contribute to the dissertation, which is worth 100% of a 60 credit module (e.g., research proposal, ethics application, analysis plan, draft writing). Finally, students will be invited to submit questions about assessments by e-mail and to arrange individual meetings for further, individual support and clarification.
Progress meetings
Students’ dissertation supervisors (full-time and second year part-time students) and the course leader (first year part-time students) will also students’ personal tutors and will be responsible for progress monitoring. Progress meetings involve discussion of attainment in assessment, and ways to improve in the future. Discussion will also include any issues or concerns influencing the student’s academic achievement, and advice/referral to appropriate support services (e.g., Student Services). Dissertation supervisors provide a regular point of contact for queries and concerns about the course as part of dissertation supervision meetings. Students will be able to request meetings with supervisors at mutually convenient times throughout the course, and in addition, ‘required’ supervision meetings will be built into the dissertation timetable.
The course leader will be the personal tutor and oversees progress monitoring for first year part-time students. The Course Leader will invite them to a group meeting early in the Autumn term for an initial group meeting to check that they have settled into the course, to explain about personal tutoring, and to advise them how to make arrangements to meet the course leader individually. The course leader will then arrange individual meetings with the students early in the Spring Term to discuss progress on the course (e.g., grades from the first assessments), and any concerns that might have arisen. Later in the Spring Term, the course leader will meet the students as a group to discuss the second year of study and invite questions.
Information about the arrangements for personal tutoring and progress monitoring are provided in the Course Handbook.
Research Supervision
Students completing dissertations will be entitled to 9 hours of individual dissertation supervision. Dissertation supervision typically occurs in small groups which meet weekly starting from the middle of Autumn term. However, supervisors will also meet individually with students if this level of support is needed.
Online Resources
The University subscribes to a range of topic specific academic journals that students can access via online databases. Where possible, recommended books will be made available as e-books. Students will be directed to other online resources as appropriate (e.g., BACB website, online statistics tutorials, research ethics documentation).
Advice Centres
Students will receive a visit from representatives who will explain the services provided by the Advice Zone and how to access these. Students will be referred to the Advice Zone by the course team as appropriate.
DDS Service
Students will receive a visit from representatives who will explain the services provided the Disability Service and how to access these. Students will be referred to the Disability Service by the course team as appropriate.
IT/Library
Students will a session from the Psychology specialist librarian who will explain all the services available via the library and how to access them. Students will be provided with the contact details for the IT service at induction by the course leader.
Course Exit Points
| Award | Criteria | Final |
|---|---|---|
| Master of Science | 140 credits of taught modules specified for the MSc Behaviour Analysis & Therapy plus a 60-credit dissertation in Behaviour Analysis | Final |
| Postgraduate Diploma | 140 credits of taught modules specified for the MSc Behaviour Analysis & Therapy | Exit |
Progression Route
Progression routes are not applicable for the course, but the BACB route to professional qualification involves completing an MSc that meets the content and direct contact hours specified by the BACB, accruing 1500-2000 hours of practice (depending on practice route) supervised by a Board Certified Behavior Analyst (BCBA), and achieving a scaled score of 400 or higher (out of 500) on the BACB qualifying exam (MCQ format). Further, students may gain entry onto doctoral courses in behaviour analysis, educational psychology, or related areas.
Entry Requirements
Admission to the course is typically through the following qualifications:
A BSc or BA of 2:1 or higher in Psychology or a related field (e.g., Education, Social Work, Nursing) course is required, along with a successful interview by the course leader, where this is deemed appropriate.
International students who have not previously studied a degree course in English must achieve an IELTS overall score of 7 with at least 6.5 in each component.
Will students be required to undergo a DBS check?
Yes
Inclusive Curriculum Statement
The University of South Wales operates a policy of inclusive learning, teaching and assessment to ensure that all students have an equal opportunity to fulfil their educational potential. Course teams will have considered ways of designing out any potentially disadvantageous element of courses during the course design process. However some specific needs may remain, details about how to apply to have your needs assessed can be found at: http://unilife.southwales.ac.uk/pages/3040-disability-and-dyslexia-service/
Addendum for Delivery at a Partner Institution
N/A
Methods Of Quality Standards
Course Management
\\rThe Course Leader works with the course team to develop this course to its full potential so that it provides a professional, employment-focused learning experience for students. The course team meet monthly to discuss any issues arising. Typical discussions centre on the progress/attendance of individual students, questions and feedback from students, any changes to the timetable (e.g., staff sickness), and cohort performance on assessments. The course team is very experienced and reflects on the most appropriate course of action after discussion of the options.
\\rIn addition, the course team meets formally in the spring each year to reflect on the teaching thus far in the academic year, and to decide if any changes to the timetables/assessments are necessary.
\\rThe Course Leader oversees academic standards, quality assurance and enhancement, by confirming that module leaders have managed marking, moderation, and external examiner requirements, submitted mark sheets, will present marks to the subject boards, and have submitted module review forms. In addition, the course leader prepares continuous monitoring course reports, attends progress and award boards, attends course boards, liaises with the external examiner as appropriate (e.g., with regards to the course handbook each year), and takes responsibility for feeding back to the course team and acting on any communication from the external examiner about the course.
\\rTransitional Arrangements for Current Students (if applicable)
\\rAll new students will commence on the new MSc Behaviour Analysis and Therapy in Year 1. Part-time students will still be able to complete assessment, interventions, and applications modules in Year 2 but will complete the newly titled modules instead of PL4D124, PL4D125, and PL4D123. These changes were explained to current part-time students during the autumn 2018 induction so they could make informed choices about proceeding with the course. All students understood the changes and agreed to proceed. Students who suspend studies or fail modules and have to repeat will be able to recommence on the course and their existing achievements mapped on to the new course.
\\rArrangements for Feedback to Students
\\rThe arrangements for providing feedback to students on their assessed work within 20 working days are:
\\rOn receipt, the member of the course team who set the assessment is responsible for marking/arranging the marking of the work as soon as possible to give themselves and/or other markers ample opportunity to have the work marked and internally moderated within 20 working days.
\\rIf the member of the course team who set the assessment is unavailable, the course leader notifies the Academic Manager and alternative arrangements are made to ensure the work is marked and internally moderated in time.
\\rAll feedback to students is written, although students may arrange individual meetings with course tutors to provide further verbal explanations of feedback.
\\rStudent Representation
\\rStudents on this course will be represented at meetings with teaching staff and other members of the University by Course Representative and Student Voice Representatives.
\\rThe role of the Course Representatives is to elicit the views and issues of the students they represent, and reflect these views/issues at Student/Staff Course Liaison Groups (SSCLGs) and feedback to the students the outcomes/actions from the SSCLGs.
\\rStudent Voice Representatives are responsible for representing their group of Course Representatives at Course Boards and Faculty Quality Assurance Committee and Faculty Learning and Teaching Enhancement Committees.
\\rStudents are encouraged to engage with the online LOOP course evaluation system. Students are able to complete LOOP evaluations at any time, and are further encouraged by the course leader to engage with LOOP at key times specified by the university. The course team reflect on LOOP feedback and act upon the evaluation as appropriate.
\\rIn addition, the course team verbally encourage the students to provide feedback about the course on an ongoing basis, in order that we can act quickly to solve any issues as soon as they become apparent. We find that students welcome this approach and are more likely to discuss any questions or issues with members of the course team as and when they arise, rather than engaging with formal channels such as LOOP or Course Representatives. We do however continue to encourage them to engage with these forums.
\\rCourse Monitoring
\\rThe University is responsible for both the standards of its courses and for the quality of its students’ learning experience. In order to ensure that standards are maintained and there is continuous enhancement, a process of regular review, known as continuous monitoring take places. This purpose of the process is to evaluate and improve course quality, ensure the best possible student experience within the resource available and to identify and disseminate good practice. It also ensures that appropriate action is taken to remedy any identified shortcomings and enhance provision.
Quality Of Standards Indicators
External Examiner
\\rExternal examining provides one of the principal means for maintaining UK academic standards within autonomous higher education providers. The majority are drawn from other higher education institutions in the UK. In some cases there will be external examiners drawn from industry or practice.
\\rThey provide carefully considered advice on the academic standards of the courses and/or modules to which they have been assigned, and can offer advice on good practice and opportunities to enhance the quality of those courses/modules. They are also able to offer an informed view of how standards compare with the same or similar awards at other higher education providers (primarily in the UK, and sometimes overseas as well) of which they have experience.
\\rExternal examiners provide annual written reports to the University based on what he/she has observed of the University’s assessment processes and student assessed work.
\\rThe external examiner(s) associated with this course are recorded in the Course Handbook, along with information about quality control processes for assessment.
\\rAssessments are subject to the following quality control processes:
\\rInternal moderation
\\rAssessed work is moderated (reviewed independently) by another member of the course team. This involves the ‘second marker’ reading all of the submitted work from a cohort, or representative sample. The second marker will confirm that they agree with the grades and feedback from the first marker(s) before work is returned to students.
\\rExternal examiner
\\rAn external examiner is an independent academic from another university who scrutinises courses, modules, and assessments to ensure students receive a good quality education and appropriate grades for assessed work. The external examiner reviews samples of assessed work from this course to ensure the grades assigned to work are fair.
\\rExamination boards
\\rAs well as the internal and external moderation processes described above, student performance on assessed work is presented at examination boards which review student performance on individual modules, and on the course as a whole. Grades provided to students are not final until they have been verified by the examination board.
\\rEngagement with Subject Benchmark Statements, QAA Quality Code, CQFW and FHEQ
\\rAlthough primarily focussed on undergraduate delivery, the QAA Benchmark for Psychology (2016) has been referred to when determining appropriate curriculum content and academic skills. These academic skills have been translated to module and course learning outcomes which in turn reflect level 7 of the CQFW and FHEQ. Finally reference to the QAA’s \\\"Characteristics of Masters Degrees\\\" (2015) document has been made when developing the course philosophy (including the emphasis on research methods and the supervised research project).