1 x 2-hour workshop weekly
1 x 1-hour on-line exercises weekly
1 Admission into MEDSE-Master of Education (Special Education)
1a Admission into GCESE-Graduate Certificate in Education (Special Education)
1b Admission into MTSEPR-Master of Teaching (Special Education) (Primary)
1c Admission into BSE-Bachelor of Special Education
1d Admission into MTSESC-Master of Teaching (Special Education) (Secondary)
1e Admission into MEDSEP-Master of Education (Special Education) [1.5 years]
1f Admission into MEDWM-Master of Education (Wellbeing and Positive Mental Health)
1g Admission into MEDWMP-Master of Education (Wellbeing and Positive Mental Health) [1.5 years]
1h Admission into MDPP-Master of Disability Policy and Practice
1i Admission into MDPPA-Master of Disability Policy and Practice [1.5 years]
1j Admission into GCEDDL-Graduate Certificate in Educational Design and Digital Learning
1k Admission into GCEREA-Graduate Certificate in Educational Research Evaluation and Assessment
1l Admission into GCGE-Graduate Certificate in Gifted Education
1m Admission into GCIED-Graduate Certificate in Inclusive Education
1n Admission into GCCPEP-Graduate Certificate in Cognitive Psychology and Educational Practice
1o Admission into GCLE-Graduate Certificate in Languages Education
1p Admission into GCLED-Graduate Certificate in Leadership in Education
1q Admission into GCWPMHE-Graduate Certificate in Wellbeing and Positive Mental Health in Education
1r Admission into GCHE-Graduate Certificate in Higher Education
1s Admission into GCIBE-Graduate Certificate in International Baccalaureate Education
1t Admission into GCECE-Graduate Certificate in Early Childhood Education
1u Admission into MCPEP-Master of Cognitive Psychology and Educational Practice
1v Admission into MWPMHE-Master of Wellbeing and Positive Mental Health in Education
1w Admission into MISE-Master of Inclusive and Specialised Education
1x Admission into MLE-Master of Leadership in Education
2 Admission into MED-SPED-Special Education
2a Admission into MED-SPED-TR-MEd(Special Education) transition study plan
2b Admission into MED-SPED-OP-Option - Year 1 & 2 topics
3 Admission into GCE-SPED-Special Education
3a Admission into GCE-SPED-TR-GradCertEd(Special Education) transition study plan
3b Admission into GCE-SPED-OP-Option - Year 1 topics
3c Admission into GCE-BEHV-Behaviour
3d Admission into GCE-BEHV-TR-GradCertEd(Behaviour) transition study plan
4 Admission into BAMTEC-Bachelor of Arts, Master of Teaching (Early Childhood)
4a Admission into BAMTPR-Bachelor of Arts, Master of Teaching (Primary)
4b Admission into BAMTS-Bachelor of Arts, Master of Teaching (Secondary)
4c Admission into BGSCMTPR-Bachelor of General Science, Master of Teaching (Primary)
4d Admission into BLANGMTS-Bachelor of Languages, Master of Teaching (Secondary)
4e Admission into BSCMTS-Bachelor of Science, Master of Teaching (Secondary)
5 108 units of study
Must Satisfy: (((1 or 1a or 1b or 1c or 1d or 1e or 1f or 1g or 1h or 1i or 1j or 1k or 1l or 1m or 1n or 1o or 1p or 1q or 1r or 1s or 1t or 1u or 1v or 1w or 1x)) or ((2 or 2a or 2b)) or ((3 or 3a or 3b or 3c or 3d)) or ((4 or 4a or 4b or 4c or 4d or 4e) and 5))
Assumed knowledge
It is recommended to complete EDUC9501 prior to enrolment in EDUC9512.
Topic description

This topic is designed to develop skills in function-based behavioural assessment to design effective learning environments for children and young people who have disabilities or require individualised behaviour support. These strategies are based on the principles of Positive Behaviour Support of learners who require intensive behavioural support within a multi-tiered system of support. Students are required to analyse assessment data, develop function-based hypotheses and design a Behaviour Support Plan for a learner with intensive behavioural support needs.

Educational aims

The aim of the topic is to:

  • Understand how learner characteristics impact student behaviour (e.g. autism, complex communication needs)
  • Understand that concerning behaviour serves a purpose and is a functional response to the environment (e.g., educational setting)
  • Apply knowledge of the assessment process and demonstrate understanding of how the assessment information informs the development of the Behaviour Support Plan
  • Understand the multiple variables that may affect concerning behaviour including the ecology of the school, community, classroom and home
  • Understand how intensive behavioural support fits within the context of school climate, behaviour policy and multi-tiered systems of support
Expected learning outcomes
On completion of this topic you will be expected to be able to:

  1. Describe how the characteristics of the learner impact learning and behaviour and are considered in the design of the behaviour support plan
  2. Given a case study (or learner from their own context) and a data set, identify and analyse the variables affecting behaviour and develop hypotheses regarding behavioural function
  3. Design a comprehensive behaviour support plan based on the functional behaviour assessment, learner characteristics and literature in the area of the specific disability or learning needs
  4. Demonstrate that the Behaviour Support Plan considers the school, classroom or learning environment and is designed with preventive, teaching and responsive techniques that support the individual and other learners in educational settings
  5. Plan effective methods for monitoring and evaluation of the Behaviour Support Plan

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.