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 GCGE-Graduate Certificate in Gifted Education
1k Admission into GCIED-Graduate Certificate in Inclusive Education
1l Admission into GCCPEP-Graduate Certificate in Cognitive Psychology and Educational Practice
1m Admission into GCLED-Graduate Certificate in Leadership in Education
1n Admission into GCWPMHE-Graduate Certificate in Wellbeing and Positive Mental Health in Education
1o Admission into GCHE-Graduate Certificate in Higher Education
1p Admission into GCIBE-Graduate Certificate in International Baccalaureate Education
1q Admission into GCECE-Graduate Certificate in Early Childhood Education
1r Admission into MCPEP-Master of Cognitive Psychology and Educational Practice
1s Admission into MWPMHE-Master of Wellbeing and Positive Mental Health in Education
1t Admission into MISE-Master of Inclusive and Specialised Education
1u Admission into MLE-Master of Leadership in Education
1v Admission into MISEA - Master of Inclusive and Specialised Education - 1.5 years
1w Admission into GCE-Graduate Certificate 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 BAMTPR-Bachelor of Arts, Master of Teaching (Primary)
4a Admission into BAMTS-Bachelor of Arts, Master of Teaching (Secondary)
4b Admission into BGSCMTPR-Bachelor of General Science, Master of Teaching (Primary)
4c 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 ((2 or 2a or 2b)) or ((3 or 3a or 3b or 3c or 3d)) or ((4 or 4a or 4b or 4c) 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