Artesis Plantijn Hogeschool Antwerpen
Gezondheid en Welzijn
campus Spoor Noord Noorderplaats
Noorderplaats 2 - 2000 Antwerpen
gw@ap.be
ASD and challenging behaviour (1)32672/2119/2122/1/87
Study guide

ASD and challenging behaviour (1)

32672/2119/2122/1/87
Academic year 2021-22
Is found in:
  • Bachelor of Autism Spectrum Disorders: an Orthopedagogical Perspective, programme stage 1
This is a single course unit.
Study load: 6 credits
Co-ordinator: Peeters Wilfried
Other teaching staff: Portael Veerle, Stinkens Wim, Turpyn Vera, Vanderplas Cindy, Vanderstijlen Anouck
Languages: Dutch
Scheduled for: Semester 2
This course unit is marked out of 20 (rounded to an integer).
Possible deadlines for learning account: 15.03.2022 ()
Re-sit exam: is possible.
Possibility of deliberation: You have to pass this course unit (will never be deliberated).
Total study time: 168,00 hours

Prerequisites

to be taken together with The Iceberg Model OR having passed The Iceberg Model.

Learning outcomes (list)

The PBA autism directs and justifies his professional actions from (1) scientific knowledge about people with ASD in their context and within all life domains; (2) from international and current evolutions; and (3) from a inclusive and empowering paradigm.
The student explains the difference between primary, secondary and comorbid problems
The student describes how a plan of action for disrupted behavior of a person with autism can be designed in a systematic way.
The PBA autism supports, guides and coaches people with autism and the relevant stakeholders in all contexts, always with a view to increasing the quality of life of the client/client system.
The student draws up a plan of action for disrupted behavior
The PBA autism acts systematically in answering the complex support questions from people with autism and their stakeholders. He takes diversity and intercultural differences into account.
The student draws up a working model of all factors that play a role in the occurrence or persistence of disordered behavior
The student takes into account the principles of inclusive action when drawing up a plan of action for disordered behavior
The student motivates, based on auti-thinking, why a certain approach has opted for the disordered behavior of a person with autism.
The PBA has an investigative attitude in the field of support needs of people with autism and their context and shows active involvement in social issues with a focus on diversity and inclusion.
The student assesses whether certain behavior is disordered behavior or not.
The student maps out disordered behavior in a person with ASD in a systematic way
The PBA autism develops and strengthens his professional actions from a critical-reflective attitude and in a scientifically substantiated way with the aim of being able to offer quality and innovative support.
The student reflects on his growth in dealing professionally with people with ASD and their context with regard to disrupted behavior among people with ASD
The PBA works together from a coaching attitude and interprofessionally to answer the support questions of people with ASD and their stakeholders.
The student has insight into promoting and obstructing factors in goal-oriented and task-oriented collaboration, i.f. disrupted behavior

Educational organisation (list)

Exam duration
Estimated time for testing2,00 hours
Learning Activities
Collaborative learning2,00 hours
Lectures and / or tutorials12,50 hours
Work time outside of contact hours151,50 hours

Evaluation (list)

Evaluation(s) for first exam chance
MomentForm%Remark
Academic yearSkills assessment hands off85,00
Evaluation(s) for re-sit exam
MomentForm%Remark
Academic yearSkills assessment hands off85,00
Evaluation(s) for both exam chances, not reproducible in re-sit exam
MomentForm%Remark
Academic yearReflection assignment15,00