On Campus
1 x 2-hour lecture weekly
1 x 1.5-hour workshop weekly

Distance Online
2 x 2-hour online lecture fortnightly
2 x 1.5-hour online exercises fortnightly
DSRS8131 - Positive Behaviour Support: Assessment and Functional Analysis
Assumed knowledge
Clear verbal and written communication skills in individual and group settings. Ability to use online databases to find evidence-based resources. Critical thinking in problem solving and applying new knowledge to case examples. Basic knowledge regarding person-centred practice.
Assignment(s), Online activities, Tutorial participation and presentation, Test(s)
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 and compose 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 and present individualised PBS plans, which are premised on evidence-based practice and reflect functional hypotheses based on the four-term contingency model
  2. Provide theoretical and data-based explanations to key stakeholders regarding recommended practice, and develop plans that use professional language that is accessible to key stakeholders
  3. Monitor and critically evaluate behaviour support plans to guide reflective practices