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Behaviour management is widely acknowledged as a major concern of educators, and is ranked by practitioners, novice and experienced, along with catering for learner diversity, as their most significant professional challenge. Under the policy of inclusion, learner diversity in Australian schools is increasing. It is imperative that educators are equipped with the necessary knowledge and skills to effectively manage challenging learner behaviour exhibited by students with and without disabilities in mainstream secondary school settings. In the preparation of pre-service teachers, the ability to establish and sustain a safe and disciplined learning environment is regarded as a core skill essential to effective practice and positive learner outcomes. The crucial importance of this ability is further highlighted with classroom management being listed as a national priority area for initial teacher education programs. This course focuses on developing an understanding of challenging learner behaviour and the knowledge and skills educators need to facilitate a positive teaching and learning environment in the secondary years of schooling.

This course will focus upon evidenced-based practices to increase the preparedness of pre-service teachers to manage challenging learner behaviour within the context of the secondary years of schooling. From the theoretical underpinnings of applied behaviour analysis, pre-service teachers will be introduced to a set of advanced strategies and procedures for the management of learners with and without disabilities who exhibit significant behavioural, emotional, and social adjustment problems. This course will help pre-service teachers to develop their knowledge and skills of the functional behaviour assessment (FBA) process, and effective individualised behaviour intervention plans for students in the secondary years who demonstrate challenging behaviour. The course builds on knowledge and competencies gained in ESB2100 Positive Behaviour for Learning: Taking Responsibility.

The course objectives define the student learning outcomes for a course in accordance with the Australian Institute for Teaching and School Leadership鈥檚 (AITSL) Australian Professional Standards for Teachers (APST). On successful completion of this course pre-service teachers should be able to:

1. explain and justify a function-based approach to managing challenging behaviour including theoretical underpinnings and assumptions, and goals about behaviour (APST 1.1, 1.2, 4.4);
2. describe characteristics of a multi-tiered framework of behaviour support (APST 3.3, 4.3);
3. explain the functional behaviour assessment process (APST 4.1);
4. create and justify an individualised behaviour intervention plan that includes strategies to prevent, teach, and reinforce desired behaviour including alignment with relevant state legislation and Education Queensland policy regarding student behaviour (APST 4.3, 4.4, 5.4);
5. identify and describe characteristics and strategies of a team-based approach to behaviour support in school contexts (APST 4.1, 5.4, 7.3).