Unit of Study EDUC2018 Positive Behaviour Support (2024)

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Unit Snapshot

Unit type

UG Coursework Unit
Credit points

12
Faculty & College

Faculty of Education
Placement

No

Pre-requisites

TCHR3007 - Professional Experience I: Becoming a Teacher OR EDUC5002 - The Learning Environment

Unit description

Introduces a holistic, data-driven model of behavioural management designed to guide teachers in promoting a positive and constructive learning climate in schools and other educational settings. Students analyse, evaluate, and apply the concepts, processes, academic skills, and functional skills required to teach appropriate social behaviours and promote positive group and individual behaviour in students.

Unit content

Introduction: Classroom management as discipline; as a system; as instruction
Concepts and issues in behaviour management at the early childhood and primary levels
Understanding the concept and implications of behavioural function - Building rapport with your students and children
Intervention designs and data collection issues - Data-driven decision making
Behaviour change programs: Developing specific support strategies for schools, classrooms and individual students/children
Learning hierarchies, generalisation and student/child self-management - Promoting positive behaviour in students and children
Creating a proactive, positive learning environment - Designing support from a functional perspective
More on proactive management - Student self-management & token economy systems
Curriculum-based assessment and cog-behavioural interventions - Connecting with children and students
Summary and synthesis - PBS as a generalising model of management

Availabilities

Not currently available in 2024

Learning outcomes

Unit Learning Outcomes express learning achievement in terms of what a student should know, understand and be able to do on completion of a unit. These outcomes are aligned with the graduate attributes. The unit learning outcomes and graduate attributes are also the basis of evaluating prior learning.

On completion of this unit, students should be able to:

demonstrate a knowledge of existing institutional policies relating to the management of individual and group social behaviour, and the effect these policies have, or are likely to have, on the practice of behaviour management

analyse the roles and responsibilities of teachers in managing student behaviour, in partnership with parents and caregivers

identify and categorise appropriate data collection strategies and methods

demonstrate applied knowledge and understanding in designing and implementing Individual Education Plans (IEPs) within a mainstream educational framework

identify and apply proactive processes that lead to student engagement and support positive student behaviour, such as social skills training, conflict resolution, and cooperation

analyse a range of approaches to behaviour management, and synthesise the different approaches in developing an individualised and contextually driven management model.

Fee information

Domestic

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