Unit 1: Recognising Challenging Behaviour

• Describing behaviour in observable, measurable terms
• Identifying inappropriate behaviour presented by an individual with learning disability
• Strategies for dealing with inappropriate behaviour
• Defining the concept of “challenging behaviour”
• Inappropriate behaviour versus challenging behaviour
• Describing challenging behaviour in terms that are observable and measurable

 Unit 2: Understanding the Causes of Challenging Behaviour

• How internal factors related to health and well-being can underlie challenging behaviour
• How external factors related to environment can underlie challenging behaviour
•  “Positive reinforcement” and “negative reinforcement": how challenging behaviour can be reinforced positively / negatively
•  “Antecedent” and “setting events”-how inappropriate or challenging behaviour is maintained by setting events or antecedents
• The Antecedent, Behaviour, Consequence (ABC) model
• Using an ABC chart for recording observations of behaviour

Unit 3: Introduction to the Positive Behaviour Support Model

• Goals and values of Positive Behaviour Support
• 4 strategies for Positive Behaviour Support
• 6 characteristics of positive environments
• Developing a Behaviour Support Plan

Component Certificate in Challenging Behaviour (FETAC Level 5)

Certificate in Challenging Behaviour (The College of Progressive Education)

This course will be of interest to special needs assistants, parents and teachers who are supporting individuals with learning disability who present with challenging behaviour.

This course will enable the learner to:

• Understand the concept of “challenging behaviour”
• Acquire knowledge of the underlying causes of challenging behaviour
• Become familiar with the Positive Behaviour Support model
• Gather appropriate information about an individual presenting with challenging behaviour, which can be used in the development of a Behaviour Support Plan

Leaving Certificate or equivalent qualification OR relevant life/work experience

Minimum age is 17 years. 

Learners must also be capable of undertaking assessment work to Ordinary Level Leaving Certificate standard. 

International learners undertaking this course should have confidence in their English language, reading, writing and comprehension skills and have at least a 5 IELTS score or equivalent.

Where learners who are not working with individuals with learning disability on a regular basis, a minimum of 25 hours work experience is recommended to assist with assignment completion.

Two Assignments (40%)

Project (60%)

Other Childcare modules required for the Major Award in Childcare DCHSC. Related FETAC Level 5 modules, such as, Special Needs Assisting and Understanding Special Needs.
FETAC Level 6 Childcare modules

Crèche or pre-school worker
Professional nanny
Childminder
Special Needs Assistant