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 DSRS2234 - Instructional Strategies
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 - Instructional Strategies
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 - Instructional Strategies
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
EDUC3656 has been successfully completed
Exercises, Plan, Quizzes
Topic description

This introductory Positive Behaviour Support topic 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

This topic aims 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 you 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

Key dates and timetable

(1), (2)

Each class is numbered in brackets.
Where more than one class is offered, students normally attend only one.

Classes are held weekly unless otherwise indicated.


If you are enrolled for this topic, but all classes for one of the activities (eg tutorials) are full,
contact your College Office for assistance. Full classes frequently occur near the start of semester.

Students may still enrol in topics with full classes as more places will be made available as needed.

If this padlock appears next to an activity name (eg Lecture), then class registration is closed for this activity.

Class registration normally closes at the end of week 2 of each semester.

Classes in a stream are grouped so that the same students attend all classes in that stream.
Registration in the stream will result in registration in all classes.
  Unless otherwise advised, classes are not held during semester breaks or on public holidays.