Challenging Behaviour Course
- Duration: 2 months
- Start date: 18th September
- Delivery: Online * with one classroom day required
Why Choose Chevron?
- Ireland’s most competitively priced online Challenging Behaviour course
- Online course, plus one day in classroom
- Weekend dates available for the classroom day
- Learners will receive a Challenging Behaviour QQI Award (Minor) Level 5 award
- No registration or exam fees
- No exam
- Classroom day takes place in Dublin
- Garda vetting service is available
Total price is €395
- or easy pay instalments of 3 x €165
QQI Level 5 Challenging Behaviour Course Online
The purpose of the Challenging Behaviour course is to equip the learner with the relevant knowledge, skills and competence in supporting individuals with intellectual disability who present with challenging behaviour.
The QQI Level 5 Healthcare course is available as a blended learning course with distance learning and 1 day in the classroom.
Please note IT skills and internet access are required to complete a course by distance learning.
You will be issued with a username and password which allows you to log-in to your course anywhere you have an internet connection and at any time. This allows you to complete the course at a time and pace that suits your individual needs. You will have access to the course materials plus support documents and useful links and video clips. All course materials can be printed if you prefer a paper copy. In addition, you will have access to tutor support via an online forum.
The purpose of the Challenging Behaviour course is to equip the learner with the relevant knowledge, skills and competence in supporting individuals with intellectual disability who present with challenging behaviour
No particular skills, knowledge or competence will be required of the learner for successful completion of the programme, however learners will be expected to have a minimum of Level 4 Certificate standard of education or equivalent together with a strong interest in the provision of quality care. It is essential that learners have competence in written and spoken English, along with computer literacy skills.
The programme will cater for a variety of adult learners ranging from school leavers with no previous experience in the healthcare sector to more mature adults with relevant life or work experience. Some of the latter will have previously had some education and training in healthcare. More mature adults will frequently be seeking new career opportunities, be working in the home or currently working in the healthcare sector. These will tend to opt for the part-time learning route to achieving the award. The programme will be open to both male and female learners although male participants will be in the minority.
Challenging Behaviour QQI Award (Minor) Level 5 – 5N1706
Continuous assessment including work-based assignments, projects, skills demonstrations and learner records. Exam based modules are listed beside each module on the course structure page.
No formal work placement is required for this course.
Healthcare Assistant, Carer, Care Worker; Progression to further education.
- This programme leads to a level 5 award on the National Framework of Qualifications
- Learners can progress to relevant level 6 programs on the National Framework of Qualifications
In compliance with Section 43 of the Qualifications (Education and Training) Act 1999, where Chevron Training and Recruitment Ltd. offers training programmes of 3 months duration or more.
- Assignment’s 40% (2 assignments)
- Project 60%
National Vocational Certificate Level 4 Or Leaving Certificate or equivalent qualifications and/or relevant life and work experiences.
- Define the concept of “challenging behaviour”
- Identify inappropriate behaviour presented by an individual with intellectual disability
- Describe behaviour in observable, measurable terms
- List the goals of Positive Behaviour Support
- Explain how internal factors, related to a person’s health and well being, can underlie challenging behaviour
- Explain how external factors related to the environment and the reactions to behaviour, can underlie challenging behaviour
- Define the terms “positive reinforcement”, “negative reinforcement”, “antecedent” and “setting events”
- Recognise examples of positive and negative reinforcement of inappropriate or challenging behaviour in daily situations in the lives of people with intellectual disability
- Recognise examples in the daily lives of people with intellectual disability, where inappropriate or challenging behaviour is being maintained by the setting events and antecedents prior to the behaviour
- Demonstrate how the parts of the Antecedent, Behaviour Consequence (ABC) model work together
- Use an ABC chart for recording observations of inappropriate or challenging behaviour
- Gather and record information about an individual with intellectual disability that can be used in the analysis of challenging behaviour and development of a support plan
- Distinguish between inappropriate behaviour and challenging behaviour
- Describe the challenging behaviour presented by an individual with intellectual disability in terms that are observable and measurable
- Outline the typical strategies used by staff and carers for dealing with inappropriate behaviour
- Outline the values underpinning Positive Behaviour Support
- Evaluate how well the goals and values of the Positive Behaviour Support model fit in with the policies of a service provider relating to challenging behaviour
- Discuss how challenging behaviour can be reinforced both positively and negatively
- Explain why negative reinforcement and punishment are not used in the Positive Behaviour Support model
- Describe the four types of strategies that constitute Positive Behaviour Support:
- teach new skills
- teach alternative skills to replace the challenging behaviour
- change the environment
- use the ABC model to increase desirable behaviour and decrease or prevent challenging behaviour
- Outline the guidelines for selecting skills to teach
- Discuss a range of characteristics that promote positive environments