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
The aim of this topic is:

  • To enable students to enact evidence-based behaviour support practices in partnership with individuals with complex behaviour support needs and key stakeholders.
Expected learning outcomes
On completion of this topic, students will be expected to be able to:

  1. Determine and utilise appropriate indirect and direct assessment methods to identify factors influencing the occurrence of behaviours of concern

  2. Interpret assessment data to explain operant behaviours using the four-term contingency model

  3. Develop and test data-based hypotheses to determine the function of behaviours of concern for individuals with complex support needs

  4. Develop individualised behaviour support plans that reflect hypotheses and use professional language that is accessible to key stakeholders

  5. Communicate support principles and strategies to key stakeholders

  6. Monitor and evaluate behaviour support plans to guide reflective practices and provide recommendations for improvement.