This programme was developed in consultation with the education, health and social care, and voluntary sectors, as well as individuals affected by Autism Spectrum Disorder (ASD), and is designed to facilitate the professional development of teachers and other related professionals who work, or wish to work, in this area.
The course is fully online.
The course is hosted by the Centre for Behaviour Analysis at Queen's University Belfast. In line with the needs identified in the Northern Ireland Executive's Autism Strategy and associated Action Plans, the course has been attuned to raising awareness, addressing issues specifically related to children and adults on the autism spectrum, and increasing knowledge and skills in relation to evidence-based interventions.
The aim is to enable the study of the theory and practice underpinning the specialist area in order to enhance understanding and ability to engage in research- and evidence-based practice. On completion of the degree, students will have:
- developed a breadth of knowledge and understanding of the special needs of children, young people and adults diagnosed with autism
- shown evidence of critical reflection on their professional practice and be able to apply relevant research literature to both personal and professional experience
- acquired a range of specialised practical skills which will enhance their ability to support pupils and students in a variety of settings
- developed teamwork skills required to work in partnership, supporting and advising other colleagues.
Please note that there is no practice placement provided as part of this course.
Please note that unfortunately this course is not eligible for a Student visa.
Closing date for applications: Friday 28th June 2024 at 4pm.
Over 83% of research submitted by colleagues based in the Education Unit of Assessment was judged to be ‘World Leading’ or ‘Internationally Excellent' by a peer review panel (REF2021).
Autism Spectrum Disorders highlights
Student Experience
Flexibility
This programme is designed to meet the needs of professionals and is delivered via online learning. Diploma and Certificate exit route options are also available.
World Class Facilities
Innovation
One of the core modules of the programme is based on the Behavior Analyst Certification Board (BACB) Task Lists (e.g., Fundamental Elements of Behaviour Change).
Optional modules that are based on the BACB list also are online (i.e. Behaviour Change and Education; Concepts and Principles of Behaviour Analysis).
Career Development
Employability
The programme provides a range of theoretical and practical skills for teaching and supporting pupils, students and residents with autism in a variety of settings; the teamwork skills needed to support and advise colleagues; and the knowledge and understanding of the special needs of individuals with autism.
Student Experience
Credit transfer
Students who have completed other Master's-level awards, e.g., PGCE, within the last 10 years are eligible to credit transfer (max. 60 credit points). The credit transfer application must be submitted at the same time as the online programme application as retrospective applications are not accepted.
Student Testimonials
"I would recommend this program to parents and working professionals as the program is very accessible and accommodating for those with busy home and work schedules. It provides a basic framework about the key principles and concepts associated with Autism Spectrum Disorders as well as Applied Behaviour Analysis."
Students may enrol on a full-time (1 year) or part-time (up to 3 years) basis. Individual modules may be studied as a short course. Part-time students typically complete one or two modules per semester. Full-time students typically complete three modules per semester.
The MSc is awarded to students who successfully complete six taught modules (120 CATS points) and a research dissertation (60 CATS points). Exit qualifications are available: students may exit with a Postgraduate Diploma by successfully completing 120 CATS points from taught modules or a Postgraduate Certificate by successfully completing 60 CATS points from taught core modules.
The course includes four core/compulsory modules and two optional modules.
An Introduction to Research Methods: Children, Young People and Education (online)
Fundamental Elements of Behaviour Change (online)
Understanding Adults with ASD (online)
Understanding Children with ASD (online)
Two optional taught modules may be chosen from the Applied Behaviour Analysis (MSc) programme.
The topic for the Masters dissertation is to be chosen by the student, in discussion with their supervisor.
Programme Director and Director of the Centre for Behaviour Analysis
SSESW Professor Karola Dillenburger is a clinical psychologist and Board Certified Behaviour Analyst-Doctoral (BCBA-D). Her main research leadership concerns Applied Behaviour Analysis and evidence-based decision making and intervention in Autism Spectrum Disorders (ASD).
Teaching Times
This programme is designed to meet the needs of professionals and is delivered fully online.
Learning and Teaching
Learning opportunities available with this course are outlined below:
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Assessment
Assessments associated with this course are outlined below:
There are no written examinations. Modules are assessed by a variety of assessment methods, e.g., written assignments, project reports, online multiple-choice tests, or weekly contributions to online fora. Active student participation is required for all modules. The dissertation is assessed via an extensive piece of written work.
Facilities
The School is situated across a suite of three buildings in Belfast's Queen's Quarter. We provide student and staff common rooms, computer suites and designated study spaces.
Explore the teaching and social spaces in our School through our 360 Virtual Tour: https://youtu.be/PJeiF24bjxE
“The MSc in ASD is aimed at professionals working in education, health and social care, with a specific focus on autism spectrum and special needs. The course is suitable for anyone who works with autistic children, adolescents and/or adults. This course is unique in Northern Ireland and Ireland and is easily accessible for students from further afield. This course can be taken either online, thus allowing for a flexible learning experience and student mobility.”
Professor Karola Dillenburger, Programme Director https://www.youtube.com/watch?v=TcU0hIZ-JvA
The information below is intended as an example only, featuring module details for the current year of study (2024/25). Modules are reviewed on an annual basis and may be subject to future changes – revised details will be published through Programme Specifications ahead of each academic year.
This module introduces students to the study of fundamentals of and specific procedures for behaviour change. The module is part of the Association for Behavior Analysis International (ABAI) Verified Course Sequence offered at Queen’s University Belfast.
Its August 2021 7 contents are based on the BCBA 6th Edition Test Content Outline and it covers the required 60 hours of Behaviorism and Philosophical Foundations (A1-2), Concepts and Principles (B4, 5, 9, 11), Behavior-Change Procedures (G1, 4, 7, 9-17), and Selecting and Implementing Interventions (H1).
Learning Outcomes
Students who successfully complete this module will gain foundational knowledge of the fundamental elements of behaviour change. They will be able to describe basic
principles and concepts using scientific terms (e.g., reinforcement, punishment, extinction, prompting, shaping, etc.). Second, students will be able to describe in scientific terms specific behaviour change procedures, such as discrimination training procedures and contingency contracting. Finally, they will be able to apply these procedures in a theoretical setting to achieve behaviour change
Skills
On successful completion of this module students will have the following subject
specific skills:
1. Describe in scientific terms the fundamental elements of behaviour change
procedures.
2. Design a specific behaviour analytic procedure and to achieve behaviour change.
They will also have generic, transferable skills such as:
1. Critically analyse and apply creative thinking to problems.
2. Communicate effectively, both in writing and virtually.
3. Work as a member of an interdisciplinary team.
This module is designed to assist participants to develop and extend their skills in understanding the needs of adults with Autistic Spectrum Disorder and their families. Participants will examine issues of identification, adult diagnosis, mental health, and transitions, as well as challenging behaviours, communication, and sensory issues, relationships, sexuality, self-advocacy, and neuro-diversity. The module will consider the implications of an ASD diagnosis for the nuclear and extended family, including siblings, grandparents, wives/husbands and sons/daughters of adults with ASD, etc.. Implications for schools, homes and employment will also be addressed.
Learning Outcomes
An understanding of the diagnostic criteria and associated features of Autistic Spectrum Disorder. An understanding of the range of individual differences in adults on the autistic spectrum. An understanding of recent issues and debates in regard to adults with ASD.
Skills
On successful completion of this module students will have subject specific skills
Identifying and assessing adults with ASD
Understanding issues related adulthood and ASD, ie transitions, employment, relationships, advocacy
Translating theory into practice
They will also have generic, transferable skills such as
Critically analyse and apply creative thinking to problems,
Communicate effectively, both in writing and ‘virtually’,
An Introduction to Research Methods: Children, Young People and Education (online)
Overview
This introductory research methods module (online version) is compulsory for all Masters students in the School of Education and assumes no previous experience or knowledge of research methods. The aim of the module is to provide a general research overview and to contextualize the broad range of approaches and debates that are evident within contemporary educational research. The module aims to provide students with an understanding of the theory and an appreciation of the differing perspectives that underpin quantitative and qualitative methodologies. Students will be introduced to the ethical issues related to educational research as well as a range of methodological approaches, within which the key theoretical and practical issues will be addressed.
Learning Outcomes
By the end of the module students will be able to:
1. Critically discuss the historical development and philosophical underpinnings of educational research
2. Identify the key ethical issues involved in educational research
3. Demonstrate critical awareness and understanding by discussing the strengths and weaknesses of quantitative and qualitative approaches to research methods
4. Demonstrate conceptual understanding to formulate a research question and identify an appropriate methodological approach
Skills
On successful completion of this module students will have gained the following:
i) Key skills
- Develop critical, analytical and creative thinking and problem solving skills
- Enhance communication and ICT skills
ii) Subject specific skills
- Understand a range of research approaches in education
- Ability to select an appropriate research design to an education-related research problem
iii) Employability skills
- Awareness of the relevance and applicability of research in the educational setting
- Insight into the transferability of research skills to other areas of teaching and learning
This module is designed to assist participants to develop and extend their skills in understanding the needs of children (aged 0-18) with ASD and their families. Participants will examine issues of definition, identification, diagnosis and assessment, and early intervention, as well as communication and sensory issues across childhood and adolescence. The module will consider the implications of the ASD diagnosis for the nuclear and extended family, including siblings, grandparents, parents. Implications for teaching and learning in school and home-based programmes as well as transitions between school and home will also be addressed.
Learning Outcomes
An understanding of the diagnostic criteria for Autistic Spectrum Disorder. An understanding of the range of individual differences in children on the autistic spectrum.
An understanding of the implications of ASD on family and for education.
Skills
Identifying and assessing children with ASD.
Translating assessment results into appropriate Individual Education Plans-Care Plans.
Translating theory into practice.
The module is concerned with the production of a 15-20k word dissertation. Supervision takes place on a one-to-one basis. The dissertation may be composed of a literature review, systematic review, meta-analysis, secondary data analysis or an empirical study in an area of educational research.
Learning Outcomes
By the end of the module students will be able to:
1. Identify and discuss the ethical issues involved in educational research
2. Discuss the strengths and weaknesses of quantitative and qualitative approaches to
research methods
3. Choose an appropriate research design and analysis to address a specific research question
Skills
Skills
Appropriate selection and use of a range of research methods and analysis techniques; Quantitative and / or qualitative data analysis Data presentation and report writing.
The overall proposed course reflects the sustainable development goals for quality education. Course contents will include an introduction to the theory and concepts of the scientific discipline of behaviour analysis and will introduce specific evidence-based applications that can be used in an educational setting. There will be a focus on describing and critically evaluating the scientific background and research methods that are used in behaviour analysis. All of the contents will be based on behaviour analytic principles and derived technologies and will focus on positive supports that can be successfully implemented into an educational setting for an individual or a whole class. These will be recorded and available for viewing at all times for the students for reflection and further learning. Students will be expected to contribute to weekly discussion fora on topics covered in that academic week to aid peer learning and interaction. A 3000-word assignment will be completed at the end of the module focusing on a topic of their choosing from the course contents.
This proposed module aligns with the sustainable development goals of higher quality education within the school. The theory and practical examples that are introduced enable students to utilise their learning immediately in a real-life environment thus contributing, in a positive manner, to the academic achievement of learners to realise their potential under their care, thus resulting in long-term educational change. The contents introduce innovative, applied evidence-based teaching methods that will provide students, upon completion, with the resilience to succeed after graduation in their chosen career area. All teaching will be delivered via online platforms thus ensuring that there is no restriction or limitation to students in full-time employment or with family commitments – this flexibility is an important element to ensure that there is no barrier to education. There is a rebalancing of the assessment in this module in that the end assignment will not simply be a summative one; instead, the focus will be on how the module applies to the student’s own working environment thus showing generality of learning from theory to practice. The weekly discussion fora will provide students with an element of self-reflection via formative learning – these will enable them, as a cohort, to identify gaps in their learning and improve on these via supportive feedback from both module convenor and peers. The overall proposed module will help students have the most optimal environment for their learning experience.
Learning Outcomes
1. Students will acquire both a theoretical and practical understanding of behaviour analytic supports that could be successfully utilised within an educational setting.
2. Students will be equipped with the necessary skills to implement evidence-based interventions for successful behaviour change/management.
3. Students will be able to critically analyse and report on current trends in educational settings for behaviour management.
Skills
1. The skill to identify and understand context and contingencies governing pupil/student behaviour
2. The skill to develop effective positive classroom management procedures
3. The knowledge of how to carry out a functional behaviour assessment
4. The knowledge of how to develop and implement successful individual behaviour change procedures
5. Being able to critically analyse and apply creative thinking to problems
6. Effective written communication skills
Behaviour Change in Education and Supervising Others
Overview
This module introduces students to the application of behaviour analysis for effective teaching. The focus of the module is on how to identify and understand the contingencies that govern pupil behaviour using the science of behaviour analysis to aid teaching practices. August 2021 18 Antecedent- and reinforcement-based procedures are suggested over more aversive approaches (e.g., time-out, referrals) for managing disciplinary problems and enhancing learning outcomes for all students. Specific behaviour analytic teaching methods and
strategies to improve student learning will be described in detail. This module also focuses on personnel supervision and management – a key topic for those in applied settings who
have responsibilities for other staff. Five of the weeks will be dedicated to the area of supervision and students will learn how to establish culturally responsive supervisory relationships, apply evidence-based performance management procedures, and address barriers to supervision. This module is part of the Association for Behavior Analysis International (ABAI) Verified Course Sequence offered at Queen’s University Belfast. Its
contents are based on the BCBA 6th Edition Test Content Outline. More specifically, this module covers the required 30 hours of “Personnel Supervision and Management” (Domain
I). It also covers select items from Domain A – “Behaviorism and Philosophical Foundations”, Domain B – “Concepts and Principles”, Domain D – “Experimental Design”, and Domain G –
“Behavior-Change Procedures”.
Learning Outcomes
Students who complete this module will gain an understanding of the history and philosophical foundations of the scientific discipline of behaviour analysis. They will learn how contingencies govern pupil behaviour and how to arrange the educational environment in order to encourage student learning and reduce disciplinary problems.
Students will be introduced to specific evidence-based strategies that can be used in the classroom and they will be able to justify the need for such methods in the educational setting. Finally, students will learn how to effectively supervise and
manage others within applied settings using a culturally responsive and evidence based approach to supervision.
Skills
On successful completion of this module students will have the following subject
specific skills:
1. Explain behaviour from the perspective of radical behaviourism
2. Distinguish among behaviourism, the experimental analysis of behaviour, and
applied behaviour analysis (ABA)
August 2021 19
3. Describe the seven dimensions of ABA and provide examples of each
4. Define teaching using behavioural terms
5. Identify the key features of the behavioural approach to education
6. Use contingency-based and rule-governed behaviours in the classroom
7. Describe and use various instructional programs and teaching strategies based
on the science of behaviour analysis
8. Use Skinner's analysis to teach verbal behaviour
9. Explain the importance of behaviour analytic supervision
10. Develop a culturally responsive supervisory relationship
11. Effectively train and monitor supervisees using empirically validated performance
management procedures
12. Use function-based procedures to improve personnel performance
13. Evaluate the effects of supervision and make data-based decisions
They will also have generic, transferable skills such as:
1. Critically analyse and apply creative thinking to problems.
2. Communicate effectively, both in writing and virtually.
3. Work as a member of an interdisciplinary team
This module develops a theoretical and conceptual understanding of the scientific discipline of behaviour analysis. It provides students with a foundational knowledge of the basic concepts and principles, upon which all behavioural applications are derived. Students who successfully complete this module will be able to describe accurately, and critically evaluate, the basic concepts and key principles underpinning the science of behaviour analysis. This module is part of the Association for Behavior August 2021 13 Analysis International (ABAI) Verified Course Sequence offered at Queen’s University Belfast. Its contents are based on the BCBA 6th Edition Test Content Outline and it covers the required 45 hours of "Concepts and Principles" (Domain B). It also covers select items from Domain A – “Behaviorism and Philosophical Foundations”, Domain
G - "Behavior-Change Procedures", and Domain H – “Selecting and Implementing Interventions”.
Learning Outcomes
Students who complete this module will gain a foundational knowledge of the theory and concepts of the scientific discipline of behaviour analysis. They will be able to describe accurately, and critically evaluate, the basic concepts and key principles
underpinning the science of behaviour analysis.
Skills
On successful completion of this module students will have the following subject
specific skills:
1. Define and provide examples of the basic concepts of behaviour analysis (e.g.,
behaviour, response, response class, stimulus, stimulus class)
2. Identify mentalistic explanations of behaviour and avoid their use
3. Describe the respondent and operant conditioning paradigms
4. Differentiate between automatic and socially-mediated contingencies
5. Differentiate between rule-governed and contingency-shaped behaviours
6. Increase behaviours through positive and negative reinforcement
7. Describe the various schedules of reinforcement, including compound schedules
8. Define and provide examples of unconditioned and conditioned motivating
operations, and understand their role in operant contingencies
9. Decrease behaviours using non-punishment procedures (i.e., differential
reinforcement, noncontingent reinforcement, extinction)
10. Describe the ethical use of positive and negative punishment procedures
11. Describe stimulus control and stimulus discrimination procedures
12. Differentiate between simple and conditional discriminations
13. Describe equivalence-based instruction and processes that promote generative
performance
August 2021 14
14. Plan for the generalisation and maintenance of behaviour change
15. Define and provide examples of the six verbal operants and listener
discriminations
16. Understand the role of multiple control in verbal behaviour
They will also have generic, transferable skills such as:
1. Critically analyse and apply creative thinking to problems.
2. Communicate effectively, both in writing and virtually.
3. Work as a member of an interdisciplinary team.
Normally a strong 2.2 Honours degree (with minimum of 55%) or above or equivalent qualification acceptable to the University in any subject discipline.
Applicants with an acceptable 2.2 Honours degree below 55% or equivalent, may also be considered if they have at least two years of professional experience in an education, training or relevant context.
Applicants with a lower level of performance in an Honours degree or equivalent qualification acceptable to the University may also be considered if they have at least three years of experience in an education, training or relevant context.
Applicants with a sub honours degree level qualification or equivalent qualification acceptable to the University may also be considered if they have at least five years of experience in an education, training, or relevant context.
Applicants who do not satisfy the above but who are holders of an equivalent approved professional qualification or work experience will be considered on a case-by-case basis.
Please note that this course is currently available as both online only and a blended programme.
Unfortunately, this course is not eligible for a Tier 4 visa.
Closing date for applications: Friday 28th June 2024 at 4pm
Late applications may be considered.
Applicants are advised to apply as early as possible. In the event that any programme receives a high number of applications, the University reserves the right to close the application portal prior to the deadline stated on course finder. Notifications to this effect will appear on the Direct Application Portal against the programme application page.
International Students
Our country/region pages include information on entry requirements, tuition fees, scholarships, student profiles, upcoming events and contacts for your country/region. Use the dropdown list below for specific information for your country/region.
English Language Requirements
Evidence of an IELTS* score of 6.5, with not less than 5.5 in any component, or an equivalent qualification acceptable to the University is required.
*Taken within the last 2 years.
International students wishing to apply to Queen's University Belfast (and for whom English is not their first language), must be able to demonstrate their proficiency in English in order to benefit fully from their course of study or research. Non-EEA nationals must also satisfy UK Visas and Immigration (UKVI) immigration requirements for English language for visa purposes.
If you need to improve your English language skills before you enter this degree programme, INTO Queen's University Belfast offers a range of English language courses. These intensive and flexible courses are designed to improve your English ability for admission to this degree.
Academic English: an intensive English language and study skills course for successful university study at degree level
Pre-sessional English: a short intensive academic English course for students starting a degree programme at Queen's University Belfast and who need to improve their English.
Graduates from this Master's degree have found it beneficial in their workplace when advising colleagues, influencing policy makers and supporting pupils and students with autism and their families, or seeking professional promotion or diversification. Others progress to doctoral-level studies and research or teaching.
Queen's postgraduates reap exceptional benefits. Unique initiatives, such as Degree Plus and Researcher Plus bolster our commitment to employability, while innovative leadership and executive programmes help our students gain key leadership positions both nationally and internationally.
What employers say
“We are very fortunate to have such high calibre and expert MSc ASD students available to us, who can contribute enormously to improving the play, learning and social experience of our children with autism.”
Joan Henderson, Sólás Educational Charity
Prizes and Awards
Teachers working on classroom-based dissertation projects may apply for the Northern Ireland Centre for Educational Research (NICER) award.
Graduate Plus/Future Ready Award for extra-curricular skills
In addition to your degree programme, at Queen's you can have the opportunity to gain wider life, academic and employability skills. For example, placements, voluntary work, clubs, societies, sports and lots more. So not only do you graduate with a degree recognised from a world leading university, you'll have practical national and international experience plus a wider exposure to life overall. We call this Graduate Plus/Future Ready Award. It's what makes studying at Queen's University Belfast special.
1EU citizens in the EU Settlement Scheme, with settled status, will be charged the NI or GB tuition fee based on where they are ordinarily resident. Students who are ROI nationals resident in GB will be charged the GB fee.
2 EU students who are ROI nationals resident in ROI are eligible for NI tuition fees.
3 EU Other students (excludes Republic of Ireland nationals living in GB, NI or ROI) are charged tuition fees in line with international fees.
All tuition fees quoted relate to a single year of study unless stated otherwise. Tuition fees will be subject to an annual inflationary increase, unless explicitly stated otherwise.
There are no specific additional course costs associated with this programme.
There are no specific additional course costs associated with this programme.
All Students
Depending on the programme of study, there may be extra costs which are not covered by tuition fees, which students will need to consider when planning their studies.
Students can borrow books and access online learning resources from any Queen's library. If students wish to purchase recommended texts, rather than borrow them from the University Library, prices per text can range from £30 to £100. Students should also budget between £30 to £75 per year for photocopying, memory sticks and printing charges.
Students undertaking a period of work placement or study abroad, as either a compulsory or optional part of their programme, should be aware that they will have to fund additional travel and living costs.
If a programme includes a major project or dissertation, there may be costs associated with transport, accommodation and/or materials. The amount will depend on the project chosen. There may also be additional costs for printing and binding.
Students may wish to consider purchasing an electronic device; costs will vary depending on the specification of the model chosen.
There are also additional charges for graduation ceremonies, examination resits and library fines.
How do I fund my study?
The Department for the Economy will provide a tuition fee loan of up to £6,500 per NI / EU student for postgraduate study. Tuition fee loan information.
A postgraduate loans system in the UK offers government-backed student loans of up to £11,836 for taught and research Masters courses in all subject areas (excluding Initial Teacher Education/PGCE, where undergraduate student finance is available). Criteria, eligibility, repayment and application information are available on the UK government website.
