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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.

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).