1 x 1.5-hour lecture weekly
1 x 1.5-hour tutorial weekly
1 x 8-hour independent study weekly
1 22.5 Units in DSRS 2nd yr topics
2 2 of DSRS2236, DSRS2234
3 Admission into BEDECSEBDS-B Education (Early Childhood & Special Ed), B Disability Studies
3a Admission into BEDPRSEBDS-B Education (Primary R-7 & Special Ed), B Disability Studies
3b Admission into BEDMSSEBDS-B Education (Middle & Secondary/Special Ed), B Disability Studies
3c Admission into BEDSBSE-Bachelor of Education (Secondary), Bachelor of Special Education
4 DSRS2234 - Direct Instruction
5 9 Units in DSRS 1st yr topics
6 DSRS2234
7 Admission into BEDSEOS-Bachelor of Education (Special Education)
8 Admission into BEDECBSE-Bachelor of Education (Early Childhood), Bachelor of Special Education
8a Admission into BEDPRBSE-Bachelor of Education (Primary), Bachelor of Special Education
9 DSRS2234 - Direct Instruction
Must Satisfy: ((1 and 2) or ((3 or 3a or 3b or 3c) and 4 and 5) or (6 and 7) or ((8 or 8a) and 9))
Enrolment not permitted
DSRS3208 has been successfully completed
Assignments; Tests
Topic description

Positive Behaviour Support will provide information on the theory and implementation of assessments, plans, and strategies for supporting people with behaviours of concern to function in their usual environments, to have positive social interactions, and maximise participation in the community. This is the final topic in a sequence of topics that focus on instruction and support for learners with diverse abilities.
Educational aims

Students will explore and learn about:

- Diverse behaviours of individuals with disabilities and the possible functions of those behaviours

- How to positively support behaviours in a range of environments and conditions

- The skills required in undertaking functional assessment and data collections

- Various alternatives to supporting people who have behaviours of concern

- A range of strategies to support individuals with a disability to develop skills associated with positive behaviour

- Planning for and implementing approaches to support that focus on preventing or reducing behaviours of concern

- Techniques and strategies to promote safe and positive community environments for individuals with disabilities who have behaviours of concern, and for the people around them
Expected learning outcomes
On completion of this topic students will be able to:

  • LO1: Identify differences between socially motivated and non-socially motivated behaviours of concern.

  • LO2: Demonstrate an understanding of the relationship between communication and behaviours of concern and be able to identify the communicative function served by behaviours of concern.

  • LO3: Conduct a functional analysis of behaviours of concern.

  • LO4: Structure positive, supportive environments and demonstrate an understanding of the components of a comprehensive behavioural support plan, including monitoring and evaluating behaviour support programs.

  • LO5: Identify the ethical and professional issues surrounding the use of behavioural interventions.

  • LO6: Communicate support principles and procedures to relevant community members (e.g. parents, care-givers and support workers).