On Campus
1 x 2-hour online lecture weekly
1 x 1.5-hour workshop weekly
1 x 7.5-hour independent study weekly

Distance Online
1 x 2-hour online lecture weekly
1 x 1.5-hour online exercises weekly
1 x 7.5-hour independent study weekly
1 Admission into BDDE-Bachelor of Disability and Developmental Education
1a Admission into BEDSTBDS-Bachelor of Education Studies, Bachelor of Disability Studies
1b Admission into BDDEFP-Bachelor of Disability and Developmental Education - City Campus
2 DSRS4117 - Positive Behaviour Support: Assessment and Functional Analysis
Must Satisfy: ((1 or 1a or 1b) and 2)
Enrolment not permitted
DSRS8130 has been successfully completed
Assignment(s), Exercises, Quiz
Topic description

Within this topic, we will utilise our knowledge of assessment and functional analysis in the development of Positive Behaviour Support (PBS) plans. We will outline important consideration in the implementation of PBS interventions utilising a person-centred approach, with a focus on self-determination and social role valorisation. We will examine proactive antecedent-based (environmental) strategies, including affect regulation and self-management. Topics will also include systematic instruction and augmentative and alternative communication (AAC), which provide students with the skills needed in supporting individuals with diverse abilities to learn functionally meaningful skills. Multicomponent approaches involving consequence-based strategies will also be explored. Students will be provided with the skills to develop and present PBS plans in a professional format accessible to key stakeholders, including families and support organisations.

Educational aims

This topic aims to enable students to develop individualised Positive Behaviour Support (PBS) plans based on evidence-based practices that reflect functional hypotheses.

Expected learning outcomes
On completion of this topic you will be expected to be able to:

  1. Develop individualised PBS plans that reflect functional hypotheses based on the four-term contingency model
  2. Communicate support principles and strategies to key stakeholders regarding recommended practice, and develop plans that use professional language that is accessible to key stakeholders
  3. Monitor and evaluate behaviour support plans to guide reflective practices and inform recommendations for improvement