EDF5679 · Behaviour assessment and positive behaviour support

Overview

This unit focuses largely on applications of applied behaviour analysis with individuals who display behaviours of concern. In this unit, we will explore a comprehensive, function-based approach to behaviour assessment and positive behaviour support. You will learn to design and analyse the results of indirect assessments, descriptive assessments, and functional analyses, and to integrate assessment information with client goals, preferences, supporting environments, risks, constraints, and social validity to design, deliver, and monitor the effectiveness of a function-based, skill-based positive behaviour support plan. We will also review strategies for promoting maintenance and generalisation of behaviour change, with an emphasis on facilitating the social inclusion of our learners.

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

Learning outcomes

1. design and use the full range of functional assessment procedures
2. organise, analyse, and interpret the results of functional behaviour assessments
3. identify potential interventions based on assessment results and the best available scientific evidence
4. recommend intervention goals and strategies based on such factors as client preferences, supporting environments, risks, constraints, and social validity
5. make data-based decisions about the effectiveness of behaviour support and the need for program changes
6. use procedures to promote maintenance and generalisation of behaviour change

Workload

The minimum total expected workload to achieve the learning outcomes for this unit is 144 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 plus 33 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 • 45 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.