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EDU8509 Positive Behaviour Support within School Contexts

Semester 1, 2022 Online
Units : 1
Faculty or Section : Faculty of Business, Education, Law and Arts
School or Department : School of Education
Grading basis : Graded
Course fee schedule : /current-students/administration/fees/fee-schedules

Staffing

Examiner:

Overview

Schools today are faced with diverse student enrolment. It is becoming increasingly recognized that schools and teachers need a whole school behaviour support process to respond effectively to the problems posed by student with challenging behaviours. In providing support for these students within the school context, a collaborative, team-based approach is essential.

In this course students are introduced to a set of advanced strategies and procedures for whole school implementation of positive behaviour support systems. Collaborative process which help engage key stakeholders are explored. Contemporary positive behaviour support strategies such as School Wide Positive Behaviour Support (SWPBS) also known as Positive Behaviour for Learning (PBL) and Functional Behavioural Assessment (FBA) are examined within a diversity of contexts. This course has, as its major focus, the essential knowledge and skills necessary for teachers working towards becoming leaders of behaviour support within their current school context.

Course learning outcomes

On successful completion of this course students should be able to:

  1. communicate Education Queensland legislation, policy and documents relevant to behaviour support (Assignment 1);
  2. outline the history and current context of positive behaviour support and functional behavioural assessment (FBA) (Assignment 1);
  3. explain positive behaviour support principles programs and functional behavioural assessment strategies and how these apply within school contexts (Assignment 1);
  4. acquire and employ a repertoire of positive behaviour support strategies to build teacher capacity (Assignment 1 & 2);
  5. critically examine the diversity of contexts within which functional behavioural assessment is applied and positive behaviour supports are implemented (Assignment 2);
  6. identify key stakeholders and collaborative processes to employ a team-based approach to positive behaviour support (Assignment 2);
  7. communicate the functional behavioural assessment process and write an individualised behaviour support plan (BSP) (Assignment 2);
  8. demonstrate competence in and appropriate use of language and literacy, including spelling, grammar, punctuation and bibliographic referencing (Assignment 1 and 2).

Topics

Description Weighting(%)
1. State legislation, policy and documentation relevant to behaviour support 10.00
2. History and current context of functional behavioural assessment positive behaviour support 10.00
3. Positive behaviour support principles, programs and functional behavioural assessment strategies 30.00
4. Team-based approach to positive behaviour support 20.00
5. Functional behaviour assessment and individualised behaviour support plans 30.00

Text and materials required to be purchased or accessed

Crone, DA, Hawken, LS & Horner, RH 2015, Building positive behaviour support systems in schools. Functional behavioral assessment, 2nd edn, The Guilford Press, New York, NY.

Student workload expectations

To do well in this subject, students are expected to commit approximately 10 hours per week including class contact hours, independent study, and all assessment tasks. If you are undertaking additional activities, which may include placements and residential schools, the weekly workload hours may vary.

Assessment details

Description Weighting (%)
ASSIGNMENT 1 30
ASSIGNMENT 2 30
ASSIGNMENT 3 40
Date printed 10 February 2023