 | Study programme 2021-2022 | Français | |
 | Interventions orthopédagogiques cliniques | ||
Programme component of Master's in Psychology : Specialist Focus on Clinical Orthopedagogy à la Faculty of Psychology and Education |
| Code | Type | Head of UE | Department’s contact details | Teacher(s) |
|---|---|---|---|---|
| UP-M1-MPSYFO-003-M | Compulsory UE | WILLAYE Eric | P319 - Orthopédagogie clinique |
|
| Language of instruction | Language of assessment | HT(*) | HTPE(*) | HTPS(*) | HR(*) | HD(*) | Credits | Weighting | Term |
|---|---|---|---|---|---|---|---|---|---|
| Français | 30 | 0 | 0 | 0 | 0 | 5 | 5.00 | 1st term |
| AA Code | Teaching Activity (AA) | HT(*) | HTPE(*) | HTPS(*) | HR(*) | HD(*) | Term | Weighting |
|---|---|---|---|---|---|---|---|---|
| P-SEOC-219 | Prévention et intervention auprès des personnes en situation de handicap | 15 | 0 | 0 | 0 | 0 | Q1 | 50.00% |
| P-SEOC-220 | Prévention et intervention auprès des personnes présentant des troubles comportementaux | 15 | 0 | 0 | 0 | 0 | Q1 | 50.00% |
| Programme component |
|---|
Objectives of Programme's Learning Outcomes
Learning Outcomes of UE
In accordance with the competency framework of the clinical orthopedagogue, at the end of this course, the student will be able to :
- to perform prevention, support and treatment interventions, seeking to improve the possibilities of development and fulfillment, quality of life, participation in society and autonomy of the client and/or the client's environment.
- to correctly and systematically exploit the intervention process.
- to propose a precise and structured treatment plan including the definition of the objectives pursued and the strategies employed and the planning of the evaluation of the support process as well as the expected effects
Content of UE
The content of the first AA (Prevention and intervention with people with disabilities) will first focus on theoretical models of typical and atypical human development, disability situations and specific needs. Then, we will approach the techniques of evaluation of the development taking in particular into account the spheres of autonomy, socialization and communication. Using the results gathered by these tools, we will study early intervention strategies, but also primary, secondary and tertiary prevention practices.
The content of the second AA (Prevention and intervention with people with behavioral disorders) will focus on a definition of behavioral disorders (DSM 5 and Challenging behavior). It will develop current functional assessment methodologies. It will also focus on intervention strategies involving Positive Behavior Support, with particular attention to those involving prevention, the learning of alternative behavior, the most appropriate reaction methods and, finally, questions. systems.
Prior Experience
Not applicable
Type of Assessment for UE in Q1
- Presentation and/or works
- Oral examination
- Written examination
Q1 UE Assessment Comments
50% AA: Prevention and intervention with people with behavioral disorders (part of the evaluation will focus on an analysis and synthesis of a scientific article)
Type of Assessment for UE in Q3
- Presentation and/or works
- Oral examination
- Written examination
Q3 UE Assessment Comments
50% AA: Prevention and intervention with people with behavioral disorders (part of the evaluation will focus on an analysis and synthesis of a scientific article)
Type of Resit Assessment for UE in Q1 (BAB1)
- Oral examination
- Written examination
Q1 UE Resit Assessment Comments (BAB1)
NA
Type of Teaching Activity/Activities
| AA | Type of Teaching Activity/Activities |
|---|---|
| P-SEOC-219 |
|
| P-SEOC-220 |
|
Mode of delivery
| AA | Mode of delivery |
|---|---|
| P-SEOC-219 |
|
| P-SEOC-220 |
|
Required Reading
| AA | |
|---|---|
| P-SEOC-219 | |
| P-SEOC-220 |
Required Learning Resources/Tools
| AA | Required Learning Resources/Tools |
|---|---|
| P-SEOC-219 | Powerpoint presentations |
| P-SEOC-220 | Willaye, E. & Magerotte, G. (2008). Evaluation et intervention auprès des comportements-défis. Déficience intellectuelle et/ou autisme. Bruxelles : De Boeck-Université. - Willaye, E. & Magerotte, G. L'évaluation fonctionnelle. In J.M. Tassé et D. Morin (2003). La déficience intellectuelle (pp. 243-264). Boucherville (Québec) : Gaëtan Morin. - Goode, D., Magerotte, G. & Leblanc, R. (Eds.) (2000). La qualité de vie pour les personnes présentant un handicap. Bruxelles : De Boeck-Université. |
Recommended Reading
| AA | |
|---|---|
| P-SEOC-219 | |
| P-SEOC-220 |
Recommended Learning Resources/Tools
| AA | Recommended Learning Resources/Tools |
|---|---|
| P-SEOC-219 | Not applicable |
| P-SEOC-220 | Cooper, J.O, Heron, T.E., Heward, W.L. (2007). Applied Behavior Analysis (2sd Edition). Upper Saddle River (New Jersey) : Pearson Prentice Hall. Umbreit, J. et al. (2007).Functionnal Behavioral Assessment and Function-Based Intervention. Upper Saddle River (New Jersey) : Pearson Prentice Hall. Bailey, J.S. & Burch, M.R. (2002). Researche Methods in Applied Behavior Analysis. Thousand Oaks (California) : Sage Publication. Miltenberger, R.G. (2004). Behavior Modification : Principles and Procedures (3rd Ed.). Belmont (CA) : Thomson Wadsworth. |
Other Recommended Reading
| AA | Other Recommended Reading |
|---|---|
| P-SEOC-219 | Singh. (ed). Handbook of evidence-based practices in intellectual and developmental disabilities. Springer (2016). |
| P-SEOC-220 | Not applicable |
Grade Deferrals of AAs from one year to the next
| AA | Grade Deferrals of AAs from one year to the next |
|---|---|
| P-SEOC-219 | Authorized |
| P-SEOC-220 | Authorized |