EDF5687 · Evidence-based instructional design

Overview

In this unit, you will be introduced to evidence-based instructional tactics for teaching learners with diverse needs. We will explore child development from a behaviour analytic perspective, with an emphasis on communication, language, social, and emotional development. You will learn to select meaningful intervention goals and strategies based on the learners strengths, needs, preferences, supporting environments, risks, constraints, and social validity. We will explore how and when to use evidence-based instructional tactics (including shaping, chaining, discrete trial teaching, natural environment teaching, multiple exemplar instruction, and precision teaching) and how to use data to inform teaching decisions and clinical problem solving. We will also review strategies for promoting maintenance and generalisation of skills, 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. interpret the results of behaviour analytic skills assessments
2. identify potential interventions based on assessment results and the best available scientific evidence
3. recommend intervention goals and strategies based on such factors as client preferences, supporting environments, risks, constraints, and social validity
4. identify select, and teach new behaviours using a variety of evidence-based teaching tactics
5. make data-based decisions about the effectiveness of teaching and the need for teaching revision
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.