1 x 2-hour workshop weekly
1 x 1-hour on-line exercises weekly
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