Promoting Positive Behaviour

This subject has the following teaching availabilities in 2016:

During the pre-teaching period students will be required to complete reading that will be provided via LMS. The independent learning modules for the subject will be available and students are expected to start working through them.

170 hours

This subject explores strategies for promoting positive behaviour for students, particularly those with disabilities, enrolled in early intervention and school settings. Structured online learning experiences, along with face-to-face sessions, focus on research-validated approaches for effective behaviour management. Whole school approaches will be examined, alongside targeted interventions for students requiring intensive interventions.

Engagement in all face-to-face lectures and online modules is required.

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

• Critically analyse the concept of ‘challenging behaviour’
• Review and contrast major theoretical perspectives on behaviour
• Investigate functional relationship between environment and behaviour
• Consider communicative function of behaviour
• Examine approaches and techniques for promoting positive behaviour
• Reflect critically on implications for promoting positive behaviour in professional practice

• A task analysing behaviour functions and appropriate interventions from case studies (equivalent to 2000 words), due mid-semester (40%)
• Development of a positive behaviour support plan from a case study (equivalent to 3000 words), due end of semester (60%)

This subject has a minimum hurdle requirement of 80% attendance at all tutorials, seminars and workshops.

Dunlap, G., Iovannone, R., Kincaid, D., et al. (2010). Prevent, teach, reinforce : the school-based model of individualized positive behavior support. Maryland: Paul H Brookes Publishing Co.

This subject is not available as a breadth subject.

At the completion of this subject, students should be able to:

• Generate questions based on experience, expertise and literature;
• Synthesise, analyse and apply information to fill self-identified gaps and extend knowledge;
• Use the language of the discipline to extend knowledge and understanding from diverse perspectives for a range of audiences.