5B023E - Behavioural Strategies to Promote Children’s Learning 01 Sep 2026 - 31 Aug 2032 | Version 0

Associated Module Information

Module Code: 5B023E
Module Title: Behavioural Strategies to Promote Children’s Learning
Faculty: Faculty of Life Sciences and Education
Faculty Group: Psychology and Therapeutic Interventions
Faculty Sub Group: Psychology
Module Leader: Emily Groves
Module Team: Victoria Markham, Christopher Seel
First Intended Intake: SEP 2026 Final Year of Intake: 2031
Date Closed:
Credit Value: 30 Credit Level: 5
Language: English
Percentage of Module Taught in Welsh: 0
Equivalent Module:
HECOS codes: 100497 - psychology
HECOS Code Weighting: 100

Document Version Information

Version 0
Valid From 01 Sep 2026
Valid To 31 Aug 2032

Module Aims

The main aims of the module are:

  1. To develop students’ ability to assess how environmental factors influence children and young people’s behaviour using different levels of functional behaviour assessments.

  2. To equip students with the knowledge and skills to design, implement, and evaluate behavioural interventions that promote prosocial behaviour, reduce challenging behaviour, and uphold ethical and professional standards.

  3. To enable students to apply theoretical knowledge and research evidence to real-world practice through experiential learning and placement opportunities at the University’s Early Intervention Service.

Content Summary

How do different environments influence how children and young people learn, grow, and behave? This module invites you to explore exactly that. You’ll discover how to assess the impact of environmental factors on learning and development and gain hands-on experience conducting functional behaviour assessments at multiple levels. Building on your assessment skills, you’ll learn how to design and implement behavioural interventions that encourage prosocial behaviour and reduce behaviours that challenge. Through a mix of interactive workshops, applied sessions, and real-world examples, you’ll see how behavioural science can make a meaningful difference in educational and clinical settings.

We’ll also tackle key professional topics such as ensuring treatment fidelity, promoting generalisation of outcomes, and maintaining ethical standards when designing and delivering interventions. A distinctive feature of this module is that we teach using the very behavioural principles you’ll be studying – meaning you’ll experience the effectiveness of active learning and evidence-based teaching methods firsthand. We literally practice what we preach!

Finally, you’ll have the exciting opportunity to apply your learning in a real-world context through a placement at USW’s on-campus Early Intervention Service. Here, you’ll connect theory with practice, reflect on your professional development, and see the real impact of behavioural science in action.

Learning and Teaching Methods

Activity Type Hours
Scheduled Learning and Teaching 56
Guided Study 10.5
Summative Assessment and preparation 60
Independent self-directed learning 173.5
Total Hours Selected 116

Learning Outcomes

# Learning Outcome
LO1 Demonstrate how a range of functional behaviour assessments can be used to identify environmental factors influencing behaviour.
LO2 Apply assessment results to inform the design of function-based intervention strategies to promote prosocial behaviour, in an ethical manner.

Module Requisites

N/A

Assessment Criteria

Assessment Category Assessment Type Description Duration Word Count Weight (%) Best of? Pass Mark
Synchronous Onsite Oral Assessment Presentation (Synchronous Onsite) 1 Individual presentation; synchronous onsite oral assessment; Individual Oral Assessment (Internally assessed, Onsite) 25 N/A 100 No 40

Assessment Matrix

Assessment Type Learning Outcomes
LO1 LO2
Presentation (Synchronous Onsite) 1 ✔ ✔

Reading List

UK Society for Behaviour Analysts (2024). Code of Ethical and Professional Conduct. Retrieved from: https://uk-sba.org/about-uk-sba/ethics/

Miltenberger, R. G. (2023). Behaviour modification: Principles and procedures (7th ed.). Cengage Learning.

Hanley, G. P., Iwata, B. A., & McCord, B. E. (2003). Functional analysis of problem behavior: a review. Journal of Applied Behavior Analysis, 36, 147–185.

Miltenberger, R. G. (2023). Behaviour modification: Principles and procedures (7th ed.). Cengage Learning.

Martin, G., & Pear, J. (2024). Behavior modification: What it is and how to do it (12th ed.). Upper Saddle River, NJ: Prentice Hall.

Van Houten, R., Axelrod, S., Bailey, J. S., Favell, J. E., Foxx, R. M., Iwata, B. A., & Lovaas, O. I. (1988). The right to effective behavioral treatment. Journal of Applied Behavior Analysis, 21, 381–384.

Bannerman, D. J., Sheldon, J. B., Sherman, J. A., & Harchik, A. E. (1990). Balancing the right to habilitation with the right to personal liberties: the rights of people with developmental disabilities to eat too many donuts and take a nap. Journal of Applied Behavior Analysis, 23, 79–89.