Autism Studies PDip, PCert, MA
Entry requirements: A good honours degree, typically in psychology or other relevant social sciences, or comparable professional qualifications and experience. Analysis and Intervention in Intellectual and Developmental Disabilities students also need some practical experience in services for people with intellectual and developmental disabilities.
These degrees are advanced professional development programmes involving some or all of the following: distance learning; study workshops; service placement visits; and a clinical placement (which can be in your home area). The programmes in Intellectual and Developmental Disabilities and Autism Studies can be completed mainly by distance learning, with a residential workshop in the spring.
Accreditation of Prior Learning and Prior Experiential Learning may be possible on both programmes. You can transfer between programmes and between levels, subject to meeting admission requirements.
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.
Students taking the Pdip or MSc in Analysis and Intervention in Intellectual and Developmental Disabilities must work in two different placements during the programme: a service placement based at the Tizard Centre and an individual clinical placement based in a community learning disability team or social care service. If you are taking the Pdip or MSc in Analysis and Intervention in Intellectual and Developmental Disabilities, you must base your dissertation on empirical research in services.
Behavioural Analysis and Intervention
Social Psychology of Intellectual and Developmental Disabilities/Social Psychology of Autism Project/dissertation/case study
Each of the four taught modules is assessed by a one-hour web-based multiple-choice exam and an extended essay. In addition, the Research Methods module involves two short assignments and one worked problem. Placements are assessed by two 2,000-word service reports and one 4,000-word case report, plus feedback by placement supervisors.
The Tizard Centre has sustained considerable success in attracting Economic and Social Research Council (ESRC) research and CASE studentship funding. SSPSSR also offers a number of scholarships and awards for research students.
Resources and facilities
All teaching takes place at the Tizard Centre.
The Centre has its own video equipment and computer-based systems for analysing video footage. Postgraduate research students have a shared office space with a computer and telephone.
Dr Julie Beadle-Brown: Reader in Learning Disability
Autism and social impairment in learning disability; the implementation of active support in services; the effect of grouping people in services; personcentred approaches; exclusion of people with challenging behaviour from services.
Dr Mecca Chiesa: Lecturer in Learning Disabilities
Behaviour analysis generally, and particularly in precision teaching, fluency building, autism and learning disabilities.
Dr Rachel Forrester-Jones: Senior Lecturer in Community Care
Community care outcomes (mental health, learning disabilities); social networks and social support relating to all client groups including university students; social inclusion; social environments; supported employment; death and bereavement and spirituality.
Dr Nick Gore: Lecturer in Learning Disability
Relational Frame Theory; acceptance and commitment therapy (ACT); challenging behaviour; supported employment.
Dr Michelle McCarthy: Senior Lecturer in Learning Disability
The sexuality of people with learning disabilities, in particular women with learning disabilities, and sexual abuse; sexual and reproductive health; the menopause for women with learning disabilities.
Peter McGill: Co-Director; Reader in Clinical Psychology of Learning Disability
Applied behaviour analysis, particularly with respect to its implications for the design and delivery of services to people with severe learning disabilities and challenging behaviour.
Professor Glynis Murphy: Co-Director; Professor of Clinical Psychology of Learning Disability
Effectiveness of cognitive behavioural treatment for men at risk of sexual offending; effectiveness of treatment for people with untreated phenylketonuria (PKU); symptoms of abuse for people with severe learning disabilities; capacity to consent to sexual relationships; early development of self-injurious behaviour; effectiveness of early intervention in autism.
Tony Osgood: Lecturer in Learning Disability
Behaviour analysis; person-centred planning; positive behaviour support; autism and organisational influence on human service outcomes.