EDF5667 · Positive behaviour support

Overview

This unit focuses on the key principles of using system-wide positive behaviour support (PBS) practices. PBS is a framework of practices that help improve the social and learning behaviours of students and decrease disruptions that interfere with instruction in educational settings and communities. The unit examines the wide-ranging research supporting PBS for learners of all age groups including preschool, primary, and secondary school students, and for students with severe emotional behaviours and those with developmental disabilities. You will critically review strategies for designing school-wide/system-wide PBS programs based on evidence and will be supported to develop your own PBS strategies that can be used to prevent and/or respond to challenging behaviours in your educational context. Consideration will be given to the work of leading and sustaining PBS strategies and practices across schools and systems.

Offerings

Assessment

The Handbook does not list a final examination among the assessment items. That is not a guarantee there is none.

Assessment details may change. Please refer to the assessment information in Moodle closer to the start of the teaching period.

Requisites

The Handbook lists no prerequisite, corequisite or prohibition for this unit.

Learning outcomes

1. understand the key principles of using a system-wide PBS framework
2. communicate the rationale for using positive strategies to prevent and respond to challenging behaviours
3. demonstrate knowledge about a range of PBS strategies and reinforce these through practice
4. critically review strategies designed to develop whole school-wide/system-wide PBS plans
5. design a PBS plan that responds to your educational contexts and issues
6. identify an evidence-based approach that gathers data to underpin the development and evaluation of PBS practices
7. develop knowledge of broader strategies to lead and sustain PBS practices in schools and/or systems.

Workload

The minimum total expected workload to achieve the learning outcomes for this unit is 288 hours per teaching period comprising a mixture of scheduled learning activities and independent study. Usually, you can expect to engage with: • 12 hours of scheduled learning delivered on campus via weekly/regular directed learning activities, 24 hours of scheduled learning delivered online via a combination of synchronous and asynchronous directed learning activities, and the remaining hours to be allocated towards self-directed/independent study OR • 36 hours of scheduled learning delivered online via a combination of synchronous and asynchronous directed learning activities, and the remaining hours to be allocated towards self-directed/independent study^ ^ International students studying in Australia are not permitted to undertake this scheduled learning delivery mode. Scheduled learning activities may include a combination of teacher directed learning, peer directed learning and online engagement.

Student experience, not official rules. Nothing here changes what the Handbook says.