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The MSc in Applied Behaviour Analysis is a highly interactive blended learning programme providing professionals from a wide range of backgrounds with scientifically validated expertise that is applicable to mainstream and special needs education, inclusion, curriculum, learning, and pedagogy. Read more
The MSc in Applied Behaviour Analysis is a highly interactive blended learning programme providing professionals from a wide range of backgrounds with scientifically validated expertise that is applicable to mainstream and special needs education, inclusion, curriculum, learning, and pedagogy. The programme includes a Behavior Analyst Certification Board (BACB®) approved course sequence (4th Edition Tasklist) (practice element not included).
This programme should be of interest to professionals wishing to become Board Certified Behavior Analysts, to those in the ‘helping’ professions (e.g. teachers, speech/language therapists, occupational therapists, psychologists) and students preparing for PhD studies.
The Centre for Behaviour Analysis is well connected both locally and internationally and unique project and employment opportunities arise on a regular basis.

What is Applied Behaviour Analysis?

"Applied Behavior Analysis is a well-developed discipline among the helping professions, with a mature body of scientific knowledge, established standards for evidence-based practice, distinct methods of service, recognized experience and educational requirements for practice, and identified sources of requisite education in universities." – Behavior Analyst Certification Board (BACB)
Behaviour Analysis is the science of behaviour. This means that we are interested in everything a person does, including what we feel (emotional behaviour) and think (cognitive behaviour). When this science is applied to enhance or develop socially relevant behaviours we call it Applied Behaviour Analysis (ABA). There are many applications, for example, to enhance or teach communication and language skills, social skills, reading and other academic skills, life skills, business or classroom management, and many more. In other words, ABA is utilised to help many people in many situations.
Due to the effectiveness of the intervention methods and teaching techniques based on ABA, the demand for behaviour analytic services has increased worldwide, not only for individuals with autism and other special educational needs, but also for application in the mainstream inclusive classroom and many other educational, clinical, or general life contexts.

BACB Recognition

Professionals who are Board Certified Behaviour Analysts (BCBA) have the skills and knowledge to develop, implement and evaluate quality interventions that help to produce positive behavioural changes in a range of settings. The six modules of the MSc ABA cover the required academic curriculum. The programme presently does not include BACB practice requirements, but we have many national and international affiliate organisations who welcome our students and offer placements (some are paid, some unpaid) and supervision (in person or online). Supervised practice requirements can be undertaken while you are studying on the MSc ABA.

Why ABA at Queen's?

◦As a prestigious Russell Group University, Queen’s is ranked 8th within the UK in relation to research intensity;
◦Education at Queen’s has been ranked 4th within the UK in relation to research intensity with 87% of the research undertaken within the School assessed as ‘internationally excellent or world leading’ (REF, 2014);
◦The programme includes an approved course sequence covering the complete BACB Tasklist (4th Edition) curriculum;
◦The programme offers an economically attractive option as online/blended delivery of the content allows UK/EU/international students to participate without relocating to Belfast;
◦Belfast is easily reached from mainland UK and Europe by a variety of low-cost airlines;
◦The on-campus workshops are timetabled on consecutive days for all the modules in a semester, thus reducing travel requirements;
◦The supervised practice element is not included, but contacts for placements can be provided;
◦An exit award is available. The PGDip (ABA) includes the BACB course sequence without the MSc dissertation

Aims

On successful completion of this programme students will be able to:
o demonstrate knowledge and understanding of any educational research, policy, practice and theory covered in the programme;
o analyse and apply critically examples of the research literature relating to the content of the programme;
o show evidence of reflection on their professional practice;
o demonstrate knowledge of a range of educational research methods;
o choose fit-for-purpose methods for a research project within the context of their own professional role;
o demonstrate engagement in the processes of research planning, data collection and analysis (as appropriate), and research reporting.

Programme Structure and Modules

Students may enrol on a full-time (1 year) or part-time (3 years) basis.
In order to be awarded the MSc ABA, students must successfully complete six taught modules (120 credits) and a dissertation (60 credits) as well as audit the Research Methods in Education online module. An exit qualification (PG Diploma ABA) is available. Students may exit with a Postgraduate Diploma in Applied Behaviour Analysis by successfully completing 120 credits from taught pathway modules.
The programme content is delivered online with multiple focused weekly virtual interactions that include peer- and tutor feedback. This structure allows for acquisition of knowledge, information sharing, development of critical thinking skills, and giving and receiving immediate feedback. An intensive on-campus 5-hour consolidation workshop takes place once during each module to give students the opportunity to meet each other and course tutors face-to-face.

Short Courses

We've made it easy to study for a Masters module as a short course. If you would like to study for one of the modules in the MSc ABA, please contact the Education Secretary (tel: +44 (0) 28 9097 5923/ 5032, ) for advice.

Modules

Assessment in Behaviour Analysis
Behaviour Change and Education
Concepts and Principles of Behaviour Analysis
Ethical and Professional Conduct
Evaluation in Behaviour Analysis
Fundamental Elements of Behaviour Change
Research Methods (audited)

Career Opportunities

The majority of students are already in relevant jobs and the job market is healthy for BCBAs at present. Professionals who are certified BCBAs have the skills and knowledge to develop, implement and evaluate quality interventions that help to produce positive behavioural changes in a range of settings. Typically, behaviour analysts work in the ‘helping’ professions (e.g. teachers, speech/language therapists, occupational therapists, psychologists). Increasingly, jobs advertised for behaviour managers or specialists require BCBA status.
There is an increasing demand for BCBAs in Europe and worldwide, especially in North America. Teachers as well as allied health professionals should find this degree beneficial in their workplace.

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The aim of this course is to ensure that students become proficient to a high degree in the understanding and practical application of the principles of… Read more
The aim of this course is to ensure that students become proficient to a high degree in the understanding and practical application of the principles of applied behaviour analysis with particular regard to persons with autism and other developmental disabilities, and/or children and adolescents in care or special programmes, and/or those students presenting learning and/or behavioural challenges in school. The content of this course focuses on behavioural theory. This intensive course provides professional training in applied behaviour analysis (ABA) for a yearly intake of up to 8 students. Approval has been secured from the Behaviour Analysis Certification Board, an international body which sets standards for training and provides a route for securing ABA Certification status. Classes are normally arranged to take place on one weekday with additional classes taking place on occasional weekends as required. Placement practice in behaviour analysis must be supervised by a privately engaged, but course approved supervisor. Students receive continuous assessment and feedback through their regular supervision sessions and participation in class activities. Placement practice in ABA is also formally assessed at mid and end of course. Students must maintain a portfolio of their work throughout the course.

Course Content:

Graduates of this course are skilled to engage in the ethical practice and research of ABA, to conduct functional behavioural assessments, implement and design behaviour support plans or learning/skill acquisition programmes, and analyse and display data to make informed decisions around intervention and learning needs.

Modules include:

Advanced research - data analysis methods in ABA I
Conceptual Issues in ABA Research Dissertation Proposal
Special Topics in ABA*
Supervised Research - Practice
Research Dissertation

* Special Topics may include: Precision Teaching, ABA in Multidisciplinary Teams, Theoretical Approaches in Behaviour Analysis. These topics may vary according to staff availability.

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The aim of this course is to ensure that students become proficient to a high degree in the understanding and practical application of the principles of… Read more
The aim of this course is to ensure that students become proficient to a high degree in the understanding and practical application of the principles of applied behaviour analysis with particular regard to persons with autism and other developmental disabilities, and/or children and adolescents in care or special programmes, and/or those students presenting learning and/or behavioural challenges in school - The content of this course focuses upon clinical application. This intensive course provides professional training in applied behaviour analysis (ABA) for a yearly intake of up to 8 students. Classes are normally arranged to take place on one weekday with additional classes taking place on occasional weekends as required. Placement practice in behaviour analysis must be supervised by a privately engaged, but course approved supervisor - Students receive continuous assessment and feedback through their regular supervision sessions and participation in class activities. Placement practice in ABA is also formally assessed in the middle and at the end of the course. Students must maintain a portfolio of their work throughout the course.

Course Content and Structure:

Graduates of this course are skilled to engage in the ethical practice and research of ABA, to conduct functional behavioural assessments, implement and design behaviour support plans or learning/skill acquisition programmes, and analyse and display data to make informed decisions around intervention and learning needs.

Modules include:

Advanced research - data analysis methods in ABA;
Conceptual Issues in ABA
Research Dissertation Proposal
Special Topics in ABA
Supervised Research - Practice
Research Dissertation

Special Topics may include such issues as Precision Teaching, ABA in Multidisciplinary teams, Theoretical Approaches in Behaviour Analysis. These topics may vary according to staff availability.

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The Postgraduate Diploma in Applied Behaviour Analysis (ABA) is a one-year full-time course. Read more
The Postgraduate Diploma in Applied Behaviour Analysis (ABA) is a one-year full-time course. The aim of this course is to ensure that students become proficient to a high degree in the understanding and practical application of the principles of applied behaviour analysis with particular regard to persons with autism, intellectual and developmental disabilities, traumatic brain injury, children and adolescents in care or special programmes, and persons presenting learning and/or behavioural challenges in school. This intense course provides training in ABA for a yearly intake of up to 30 students. The course provides a route for securing Assistant level certification status from the Behaviour Analysis Certification Board (BACB), an international body which sets standards for training in behaviour analysis. See http://www.bacb.com for more details. Classes are normally conducted one week-day every two weeks and on one Saturday per month. Individual supervision sessions occur at times outside the teaching schedule and are arranged with an individual board certified behaviour analyst supervisor. Taught modules run from the end of September to the end of June. Students who wish to apply to the course must secure a practical placement prior to applying. Please refer to the course website for further information in this respect.

Course Content:

Graduates of this course are skilled to conduct functional behavioural assessments, to implement and design behaviour support plans or learning/skill acquisition programmes, and to analyse and display data to make informed decisions regarding intervention and learning methods. Topics covered on the course include:

Definitions, Characteristics and Basic Principles
Ethics in ABA
Selection, Defining and Measuring Behaviour
Behavioural Assessment
Behavioural Intervention, Measurement and Evaluation
Supervised Practice

Admission Requirements

The Diploma in Applied Behaviour Analysis is open to those with an honors undergraduate degree in Psychology or a related human service field such as education/teaching, nursing, speech and language and social care. - Applicants from Ireland or EU and non-EU countries who meet entry criteria and are employed by or volunteer in an educational or human service setting are welcome to apply. - Please refer to the website for more detailed information. Please note that students must complete the Postgraduate Diploma course or equivalent behaviour analytic coursework prior to completing the one-year M.Sc. Psychology (ABA) or M.Sc. ABA. Please refer to http://www.psychology.tcd.ie/postgraduate/applied-behaviour-analysis for further details about this course. - Applicants with good written and spoken English (due to the nature of this profession) from other EU and non-EU countries are very welcome to apply.

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This programme seeks to develop a critical understanding of concepts and principles of applied behaviour analysis. It provides you with a detailed knowledge of intellectual and developmental disabilities and experience of practice or conducting research in this field, and is aimed at recent graduates as well as experienced practitioners. Read more

This programme seeks to develop a critical understanding of concepts and principles of applied behaviour analysis. It provides you with a detailed knowledge of intellectual and developmental disabilities and experience of practice or conducting research in this field, and is aimed at recent graduates as well as experienced practitioners.

Benefits include academic and professional support from some of the UK’s leading applied behaviour analysts and intellectual and developmental disability researchers. The programme also provides the necessary coursework to apply to sit the international examination for certification as a behaviour analyst.

Please note: the PgCert cannot be studied on a part-time basis.

This is a Verified Course Sequence with the Behavior Analyst Certification Board (BACB)

Course structure

Coursework is taught through a mixture of web-based resources, directed reading, videos, lectures, seminars and practical sessions, supported by a number of workshops, where you work with skilled professionals and have the opportunity to share ideas and experiences with fellow students.

Modules

The following modules are indicative of those offered on this programme:

  • Social psychology of intellectual and developmental disabilities
  • Behaviour analysis and intervention
  • Service issues in intellectual and developmental disabilities
  • Research methods
  • Values, ethics and professional practice
  • Concepts of applied behaviour analysis
  • Developing and implementing interventions

Knowledge and understanding

You will gain knowledge and understanding of:

  • concepts and principles of applied behaviour analysis
  • values and ethical principles underpinning professional practice
  • methods of observing, recording and analysing behaviour
  • methods of assessing and intervening to manage challenging behaviour and support adaptive behaviour
  • cognitive, communicative and social characteristics of people with intellectual and developmental disabilities
  • biological, social and environmental causes of intellectual and developmental disability
  • challenging behaviour and other special needs
  • ideology, policy and service development
  • definition and measurement of service quality
  • the relationships between service organisation and quality
  • research methodology and basic statistical analysis.

Dynamic centre of expertise

This programme is taught by the University's renowned Tizard Centre. An annual seminar series runs at which staff or guest lecturers present the results of research or highlight recent developments in the field of social care. The Jim Mansell Memorial Lecture invites public figures or distinguished academics to discuss topics that could interest a wider audience. The Centre also publishes the Tizard Learning Disability Review (in conjunction with Emerald Publishing) to provide a source of up-to-date information for professionals and carers.

The Tizard Centre provides consultancy to organisations in the statutory and independent sectors, both nationally and internationally, in diversified areas such as service assessment, person-centred approaches, active support and adult protection..

Careers

Our Applied Behaviour Analysis programme includes a course sequence approved by the Behavior Analyst Certification Board. Its completion, therefore, meets two of the requirements for certification as a Behaviour Analyst. Successful students will need to obtain appropriate supervised experience and pass the BACB exam. Many of our ABA students hope to take this career path, applying their skills either in work with children or adults with autism (ie early intervention programmes or in schools using an ABA approach) or with children/adults with learning disabilities whose behaviour is described as challenging. Every week we are asked to notify our students of opportunities in these fields. Our ABA programme is also suitable for parents of children/adults with autism or learning disability, who are looking to increase their own understanding of ABA.

Why study at Kent

We offer inspirational teaching and supervision alongside first-class library and IT facilities. You also benefit from our high-impact research in all subjects. Whatever you are looking to study, Kent provides a dynamic and challenging environment for your postgraduate studies.

  • Kent was awarded gold, the highest rating, in the UK Government’s Teaching Excellence Framework
  • Kent is ranked 21st in the Times Higher Education (THE) ‘Table of Tables’ 2017
  • Kent is ranked 25th in the Complete University Guide 2018
  • Kent is ranked 22nd in the Guardian University Guide 2018
  • 42% of our academics are from overseas and we have students representing 158 nationalities
  • In the most recent research rankings, 97% of research at Kent was found to be of international quality (REF 2014)
  • Kent is ranked 17th in the UK* for research intensity and research output (REF 2014)

Find out more: https://www.kent.ac.uk/courses/postgraduate/why-kent/

* of 122 universities, not including specialist institutions



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Summary. Read more

Summary

The broad aim of the MSc Applied Behaviour Analysis is to give students the opportunity to develop their theoretical and conceptual knowledge in behaviour analysis, develop skills in behavioural assessment, and acquire the ability to work in partnership with clients where they plan and implement programmes that are aimed at establishing, strengthening and/or weakening targeted behaviours.

The course is designed for professionals who work (or intend to work) in the caring professions, for example with people with autism and other learning disabilities, in the area of general behaviour management, parent training, community development, and adult mental health.

The programme aims to provide a foundation that contributes to the preparation of candidates interested in applying for the internationally recognised examination leading to Board Certification in Behaviour Analysis (BCBA). It will normally be completed over two calendar years to allow time for students to obtain relevant work experience, which is a requirement for certification in Behaviour Analysis.

Attendance

In Semesters 1 and 2 students will attend the campus on Fridays during the teaching period of 12 weeks. In semester 4 students will attend the campus on Thursdays for the teaching period of 12 weeks. In Semester 1, they will take Module 1 (3 hours class time) and Module 2 (3 hours). In Semester 2 they will take Module 3 (2 hours), Module 4 (3 hours) and Module 5 (3 hours. In Semester 3, they will commence work on the placement, which will continue through Semester 4 (the first semester in their second year of enrolment). In Semester 4, they will also take Module 6 (4 hours). The dissertation based on a research project in ABA will begin in Semester 5 of enrolment (i.e. the second semester of the second academic year) and continue through Semester 6, the summer period.

Work placement / study abroad

Students are responsible for sourcing their own suitable placement opportunities which will allow them to complete a minimum 250 hours of work based practice using the principles of behaviour analysis. We anticipate the use of a variety of types of placement. These will include those where the student is an employee of an organisation that regularly employs ABA, or is a full-time employee of an organisation that employs a range of approaches in working with clients (e.g. a learning disability service), or is a part-time employee involved in delivering a behavioural programme at the home of a child. Where none of these conditions are possible we will endeavour to help students identify a community-based activity which could form the basis of a suitable placement. In every case, there will be active negotiation with the agency to ensure that suitable opportunities for the placement student can be made available, that adequate health safety standards will be met, and that adequate supervision arrangements can be established.

Those students interested in carrying out a placement in the New England Center for Children (NECC) should be aware that the Ulster University cannot guarantee any student a placement position or the number of placements available. These decisions are at the discretion of NECC. Please also note that Ulster University cannot guarantee any student a work visa for the US, thus any student applying for a visa should not give up employment or book flights until the visa application has been successful.

Career options

Those students who have completed the course have gone on to have successful careers in a number of areas. For example numerous students have gone on to work for local health authorities and charities as behaviour specialists in both Northern Irland and the Republic of Ireland. Numerous students have gone on to work privately by providing home- and school-based behavioural interventions for families. A number of students who completed their placement year with the New England Center for Children (NECC) in Boston went on to work for NECC in London and Abu Dhabi.

As the BCBA qualification is internationally recognised a number of graduates have gone on to work as behaviour analysts in countries such as the US and Canada.

Those students who completed the course whilst in employment have gone on to bring their new skillset to such diverse backgrounds as education (Special Needs and mainstream), social work, and mental health nursing.



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This Certificate in Nursing (Nurse/Midwife Prescribing) aims to equip nurses and midwives with the requisite knowledge, skills and competence to prescribe medicinal products safely and effectively. Read more
This Certificate in Nursing (Nurse/Midwife Prescribing) aims to equip nurses and midwives with the requisite knowledge, skills and competence to prescribe medicinal products safely and effectively. Upon successful completion of this course, the graduate will be eligible to apply to An Bord Altranais (ABA) for registration as a Registered Nurse Prescriber.

The course is composed of three modules:
Developing the Professional Role,
Prescribing Medicinal Products
Physical Assessment.

Each module has 10 ECTS credits and each requires students to carry out clinical practicum, attend Trinity-based theory lectures and follow the course material by the e-learning method. Students are required to attend the university for approximately 10 days over the course of the year. In addition there is requirement for 12 days clinical exposure. To be awarded a Certificate, a student must successfully complete all three modules to the value of 30 ECTS. The course will be assessed using a variety of assessment methods, including examination, written assignment, Observed Structured Clinical Examination (OSCE) and a clinical portfolio which includes the completion of three independent Objective Structured long Examination Records and a case presentation.

Admission Requirements

Each applicant must meet all three types of criteria namely professional, academic and clinical as follows:

Professional:
Have an active registration with ABA: applicants must be registered in the General, Psychiatric, Children’s, Intellectual Disability, Midwifery or Public Health Nurse divisions of the active register maintained by An Bord Altranais; and
Have a minimum of three years post registration clinical experience during the last 5 years with at least one year full time experience in the specific area of practice.

Academic:
Possess competencies recognised at Level 8 of the National Framework of Qualifications (for example a higher diploma or an honours degree); and
Demonstrate evidence of further post registration education (for example completion of An Bord Altranais category I or II courses or other postgraduate courses)

Clinical Practice Experience:
Be employed in a clinical area that is approved by the course team and satisfy An Bord Altranais Requirements and Standards.
Submit a written commitment from their host organisation supporting the applicant for the clinical practicum. A Site Declaration Form signed by the Director of Nursing/Midwifery/Public Health Nursing (or relevant nurse/midwife manager) must be submitted with the entry application.
Submit a written confirmation from a medical practitioner who has agreed to act as a mentor for the required term of supervised practice (this mentor should also sign the Site Declaration Form).
Have access to computer facilities including email and internet, and be familiar with information technology in particular email and internet use.

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With more than one million companies incorporated in Delaware, there is no better place to pursue a master of laws in corporate law and finance than Delaware Law. Read more
With more than one million companies incorporated in Delaware, there is no better place to pursue a master of laws in corporate law and finance than Delaware Law. Our location in Wilmington – often referred to as the “Corporate Capital of America” – gives you a front-row seat to courts and law firms on the leading edge of corporate law.

Offered through our Institute of Delaware Corporate and Business Law, the LLM in corporate law and finance is designed to prepare you for a successful future in today’s fast-paced global marketplace.

The master of laws in corporate law and finance degree is open to U.S. attorneys, as well as foreign-trained attorneys, which brings diversity and opportunity for career growth by establishing relationships with colleagues from around the world.

Visit the website http://delawarelaw.widener.edu/prospective-students/graduate-programs/llm-in-corporate-law-finance/

Degree Requirements for Foreign-Trained Attorneys

- Degree Requirements for U.S. Attorneys

To earn a LLM in corporate law and finance, students must complete 24 semester hours of coursework at the graduate level, in corporate-related areas like commercial law, business acquisitions, or intellectual property. Graduate courses in corporate law and finance are worth between two and four semester hours of credit. At least 18 of the 24 semester hours must be completed in residence at Delaware Law, although students may complete this residence requirement as either a full-time or part-time student. Students may also earn graduate credit through one of the law school’s study abroad opportunities.

In order to qualify for the LLM, students must complete all program requirements within four years from the date of matriculation.

Required courses for graduates of ABA-approved law schools:

- Business Organizations
- Business Principles
- Securities Regulation
- Colloquium or Seminar: Advanced Corporations

Elective Courses

Beyond the required courses, LLM students may choose corporate-related upper-level courses in the Delaware Law catalog to fulfil the electives requirement. The electives needed for graduation must be in corporate-related areas, such as commercial law, business acquisitions, antitrust, international business, intellectual property, and taxation. Course offerings and credits per course are subject to change from year to year.

Visit the Cost of Attendance page for tuition rates and other fees. Students enrolled in the seated program must have money to cover living expenses such as rent, food, books, health insurance, and other costs, and fund their travel to Delaware. We recommend that students budget $50,000 if they wish to complete the program in one academic year.

Visit the Graduate Programs Admissions page for admissions eligibility (http://delawarelaw.widener.edu/prospective-students/graduate-programs/graduate-programs-admissions/).

For more information, contact our Graduate Programs Office (http://delawarelaw.widener.edu/prospective-students/graduate-programs/contact-us/).

Find out how to apply here - http://delawarelaw.widener.edu/prospective-students/graduate-programs/graduate-programs-admissions/

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This is an advanced professional development programme for psychology and social science graduates and professionals. Through this programme you will undertake analysis of issues appertaining to the care and progression of individuals with developmental disabilities. Read more

This is an advanced professional development programme for psychology and social science graduates and professionals. Through this programme you will undertake analysis of issues appertaining to the care and progression of individuals with developmental disabilities. You will assess different types of interventions and will have the opportunity to engage with disability service providers and users. You will gain detailed knowledge and understanding of:

  • definitions and epidemiology of intellectual disability
  • cognitive, communicative and social characteristics of people with intellectual disabilities
  • biological, social and environmental causes of intellectual disability
  • behaviour analysis
  • challenging behaviour and other special needs
  • ideology, policy and service development
  • definition and measurement of service quality
  • the relationships between service organisation and quality
  • research methodology and basic statistical analysis

Course structure

Coursework is taught through a mixture of web-based resources, directed reading, videos, lectures, seminars and practical sessions, supported by a number of workshops, where you work with skilled professionals and have the opportunity to share ideas and experiences with fellow students. You will also undertake practical work placements which are assessed by written reports as well as having the opportunity to complete a piece of original research with your Research Project.

Modules

The following modules are indicative of those offered on this programme:

  • Social psychology of intellectual and developmental disabilities
  • Behaviour analysis and intervention
  • Service issues in intellectual and developmental disabilities
  • Research methods

Knowledge and understanding

You will gain knowledge and understanding of:

  • definitions and epidemiology of intellectual disability
  • cognitive, communicative and social characteristics of people with intellectual disabilities
  • biological, social and environmental causes of intellectual disability
  • behaviour analysis
  • challenging behaviour and other special needs
  • ideology, policy and service development
  • definition and measurement of service quality
  • the relationships between service organisation and quality
  • research methodology and basic statistical analysis 

Transferable skills

You will gain the following transferable skills:

  • communication: the ability to organise information clearly and respond to written sources
  • numeracy: if you are doing the statistical element of the research methods module, you will make sense of statistical materials and integrate quantitative and qualitative information. You will also become familiar with ways of summarising and presenting data
  • information technology: the ability to produce written documents, undertake online research
  • working with others: the ability to work co-operatively on group tasks both within the virtual learning environment and during the residential workshops
  • improve your own learning: the ability to explore your strengths and weaknesses, time management skills and review your working environment
  • problem-solving: the ability to identify and define complex problems, explore alternative solutions and discriminate between them.

Dynamic centre of expertise

This programme is taught by the University's renowned Tizard Centre. An annual seminar series runs at which staff or guest lecturers present the results of research or highlight recent developments in the field of social care. The Jim Mansell Memorial Lecture invites public figures or distinguished academics to discuss topics that could interest a wider audience. The Centre also publishes the Tizard Learning Disability Review (in conjunction with Emerald Publishing) to provide a source of up-to-date information for professionals and carers.

The Tizard Centre provides consultancy to organisations in the statutory and independent sectors, both nationally and internationally, in diversified areas such as service assessment, person-centred approaches, active support and adult protection..

Careers

Our postgraduate courses improve employability prospects for both those with established careers and new entrants to the field. Many of our students already work with people with intellectual and developmental disabilities in professional, management or supporting capacities.

Our programmes support their continuing professional development and enhance their opportunities for career advancement. Other students, who are at the beginning of their careers, move on to a range of professional roles in health and social care including working as psychologists in learning disability or behavioural specialists in community learning disability teams; service management of development roles; clinical psychology training or a PhD.

Career destinations include working as a consultant behaviour analyst, carer co-ordinator, service care manager, special needs teacher, quality officer, ABA tutor and research assistant in various health care organisations such as Dimensions UK Ltd, Care Management Group, Consensus Support Services, Mencap and Ambitious About Autism.

Why study at the University of Kent

We offer inspirational teaching and supervision alongside first-class library and IT facilities. You also benefit from our high-impact research in all subjects. Whatever you are looking to study, Kent provides a dynamic and challenging environment for your postgraduate studies.

  • Kent was awarded gold, the highest rating, in the UK Government’s Teaching Excellence Framework
  • Kent is ranked 21st in the Times Higher Education (THE) ‘Table of Tables’ 2017
  • Kent is ranked 25th in the Complete University Guide 2018
  • Kent is ranked 22nd in the Guardian University Guide 2018
  • 42% of our academics are from overseas and we have students representing 158 nationalities
  • In the most recent research rankings, 97% of research at Kent was found to be of international quality (REF 2014)
  • Kent is ranked 17th in the UK* for research intensity and research output (REF 2014)

Find out more: https://www.kent.ac.uk/courses/postgraduate/why-kent/

* of 122 universities, not including specialist institutions



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A Master of Science in Developmental Disabilities is designed to prepare researchers, advocates, administrators and policy makers to be leaders in community-based or governmental agencies that address the confluence of issues associated with developmental disabilities throughout the life span. Read more

A Master of Science in Developmental Disabilities is designed to prepare researchers, advocates, administrators and policy makers to be leaders in community-based or governmental agencies that address the confluence of issues associated with developmental disabilities throughout the life span. This degree program's body of knowledge will allow graduates of the M.S. program to pursue doctoral-level training in human services, counseling, and public policy, among others. In addition, this degree will provide professionals from disciplines such as nursing and education with the necessary skills to be effective leaders and advance in the field.

The successful graduate of the M.S. in Developmental Disabilities program is expected to:

  • Apply knowledge of effective administrative and other leadership skills in the field of developmental disabilities through the use of case study analyses, research papers, and in-class assignments.
  • Demonstrate knowledge of the different developmental disabilities and the challenges faced by these individuals across the lifespan.
  • Demonstrate an understanding of the impact of the family, the educational system, and community services on the successful integration of individuals with developmental disabilities into the community.
  • Apply ethical and legal principles related to working with individuals who have developmental disabilities to real-world cases and settings.
  • Apply knowledge of developmental disabilities, organizational behavior, and strategic planning to the design and/or administration of human services organizations which provide services to individuals and families with developmental disabilities. 
  • Demonstrate research, analytic thinking, and writing skills when creating a program design or evaluation project on a relevant topic in the field.
  • Demonstrate knowledge of the impact of health disparities experienced by individuals with developmental disabilities and the implications for healthcare and human services organizations.

This program is designed for individuals seeking a career in or as:

  • Program Director (non-profit)
  • Program Coordination
  • Early Childhood Interventionist
  • Transition Specialist
  • Job Coach
  • Child Life Specialist (with Child Life Specialist concentration)
  • Developmental Specialist
  • Case Manager
  • Vocational Counselor
  • Advocate
  • Behavior Analyst or Assistant Behavior Analyst (with ABA concentration)

Program Format

The master's program is offered entirely online. The online format allows for students to participate in courses from anywhere in the world where Internet access is available. In addition, it allows for the flexibility of completing your master's degree without interrupting your career.

Master's students are provided NSU computer accounts including email and Blackboard, but must obtain their own Internet service providers, use their own computer systems and have a usable web camera. Online students use the web to access course materials, announcements, email, distance library services, subscription library databases, and other information, and for interaction with faculty and fellow students. Online, interactive learning methods are based on the use of Blackboard as a course management system. Online activities facilitate frequent student-to-faculty and student-to-student interaction. They are supported by threaded discussion boards, white boards, chat rooms, email, and multimedia presentations. In addition, Blackboard enables students to submit assignments online in multimedia formats and to receive their professors' reviews of assignments online in the same formats.

Curriculum

Students enrolled in the Masters of Science in Developmental Disabilities are required to complete 18 credit hours of foundational coursework, 9 credit hours in one of the Concentrations, and 3 credit hours of a Developmental Disabilities Master's Research Project.

Foundational coursework:

  • HSDD 5000: Survey of Developmental Disabilities (3 credits)
  • HSDD 5100: Program Design and Evaluation (3 credits)
  • HSDD 5200: Disability and the Family Life Cycle (3 credits)
  • HSDD 5300: Legal and Ethical Issues in Disability (3 credits)
  • HSDD 5400: Healthcare Issues in Developmental Disabilities (3 credits)
  • HSDD 5500: Disability Services Administration (3 credits)
  • HSDD 6000: Developmental Disabilities Masters Project (3 credits)

Concentrations



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Nova Southeastern University offers an innovative academic program designed for the working professional actively involved in or entering the field of counseling. Read more

Nova Southeastern University offers an innovative academic program designed for the working professional actively involved in or entering the field of counseling. The College offers individuals the opportunity to earn a degree in counseling with specializations in mental health counseling, substance abuse counseling and education, applied behavior analysis, and advanced applied behavior analysis. The program is designed to serve the training needs of practitioners who seek advanced training, but who cannot access quality training without the interruption of demanding schedules.

Programs will develop the skills and leadership abilities of counselors who have a desire to provide, create and maintain high quality service delivery. The online instruction offers accessibility and flexibility along with a quality educational opportunity for the mature (independent) student.

Concentrations

The master’s degree in Counseling with a Clinical Mental Health Counseling concentration (60 credit hours) provides education and training for those who will seek employment in such diverse settings as social agencies, mental health clinics, hospitals, personnel offices, and schools. This program is offered on the main campus in a ground-based semester format, at one of five other NSU regional campuses in an intensive weekend format, or fully online. Currently, there are regional campus programs offered in Florida at Jacksonville, Orlando, Tampa, Miami, and Palm Beach. Many graduates go on to seek licensure in Florida as mental health counselors.

The master’s degree in Counseling with a School Counseling concentration (48 credit hours) provides training to individuals seeking positions as school counselors in Pre-K to 12 grade school systems. The program is offered in Fort Lauderdale/Davie, Orlando, and Tampa, in an intensive weekend format. The School Counseling program curriculum is approved by the Florida Department of Education (DOE). Upon degree conferral, School Counseling graduates qualify for Florida certification in Guidance and Counseling.

The master’s degree in Counseling with a Substance Abuse Counseling concentration (48 credit hours) or Substance Abuse Counseling and Education concentration (60 credit hours) is an innovative academic program designed for the working professional actively involved in or entering the field of Substance Abuse Counseling or related fields. The online format is particularly designed to serve the training needs of administrators and practitioners who seek advanced training, but who cannot access quality training without the interruption of ongoing work responsibilities.

The master’s degree in Counseling with an Applied Behavior Analysis concentration (51 required credit hours) is an innovative academic program designed for the working professional actively involved in or entering the field of Applied Behavior Analysis (ABA). The online format is particularly designed to for those who seek advanced training and the convenience of distance education. The program focuses on developing clinicians informed by science, with classes taught by professors who are active clinicians and researchers in the field. The Applied Behavior Analysis concentration meets the academic and experience certification requirements as per the BACB.

SREB Electronic Campus

Nova Southeastern University (NSU) is pleased to be a participating institution of the Southern Regional Education Board's Electronic Campus. The Electronic Campus certifies that the programs and courses it lists comply with its comprehensive set of Principles of Good Practice. The school's online Master of Science degree program is part of the Electronic Campus.

The College of Psychology offers an innovative academic program designed for the working professional actively involved in or entering the field of counseling or related fields. The institute offers individuals the opportunity to earn a degree in counseling with concentrations in mental health counseling, substance abuse counseling, substance abuse counseling and education, applied behavioral analysis or advanced applied behavioral analysis. The online institute is particularly designed to serve the training needs of administrators and practitioners who seek advanced training, but who cannot access quality training without the interruption of ongoing work responsibilities.

The program's strengths include a distinguished faculty, a cutting edge curriculum, and a flexible online curriculum. NSU is a dynamic, not-for-profit independent institution dedicated to offering high quality educational programs from preschool through the professional and doctoral levels. It offers a total of 87 degree programs, 23 in undergraduate disciplines and 64 in graduate and professional disciplines. Located on a beautiful 314-acre campus in Fort Lauderdale, NSU has approximately 24,000 students and is the largest independent institution of higher education in the Southeastern United States.

Online students use Web pages to access course materials, announcements, the electronic library, and other information/resources, and participate in a range of activities that facilitate frequent interaction with their professors and fellow students. Online activities may include forums using threaded discussion boards, chat rooms, email, and electronic classroom sessions. In addition, the program provides a system that enables the student to submit assignments online in various formats and to receive his or her professor's online review.



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